MATERIALS:
INTRO: I am going to show you a series of photos, and after everyone has seen them, I want you to think about the one thing they all have in common.
Pass around photos of a shower, a glass of water, and someone swimming in a river.
What do all of these photos have in common? Water.
We can see that people use water for a lot of different purposes. Now, when we use water for these purposes, we are hoping we are using clean water. What do you think could happen if this water was not clean?
Turn & Talk. Call on students and record responses on the SmartBoard.
Possible anticipated responses: People could get sick; people would be dirty; people would not be able to swim.
Introduce definition of water pollution, project on SmartBoard, and students fill in guided notes for definition: Water pollution is when trash or chemicals cause water to be dangerous for people and animals that use it.
I DO: Today, we are going to do an experiment to see how pollution, or trash and chemicals, can effect water. We are going to observe how the water changes after it is polluted.
First, I am going to look at my clean water. I am going to write down my observations. In science, observations are what we see, smell, taste, hear, or touch. Project definition on SmartBoard and students copy into guided notes. When we observe we do not make any guesses. We are just stating what we notice from our senses. As we observe this clean water, I am going to record my observations on the graphic organizer on my guided notes sheet on the “Clean Water” side. Copy down what I am writing on your personal copies. Then, you will get a chance to do an experiment and write what you observe about how the water changes after it has been polluted on the “Polluted Water” side.
Model think aloud: I can see that the water is clear, so I am going to write that under the see section of my graphic organizer. I can smell that the water does not smell like anything, so I am going to write that on my graphic organizer.
WE DO: What happens if we touch the water? Invite a student up to touch the water, and say what happens. Scaffold: Besides the fact that your finger is wet, is there any stain or other mark left on your finger? No.
Call on students to answer the following questions whole group:
Would you drink this water?
Would you shower in this water?
Would you swim in this water?
Now, you are going to work in groups to pollute your clean water. Have students restate definition of water pollution looking at guided notes. You all have a cup filled with clean water. Call on students to restate the two things that could pollute water from the definition they copied in their guided notes. (Trash and chemicals) You have a bag labeled trash and a bottle of paint to represent chemicals. Dump both of these things into your cup of water to represent the river being polluted. Students work in groups to pollute the water.
YOU DO: Students will complete the “Polluted Water” side of the observations graphic organizer on the guided notes sheet by writing what they observe from seeing, smelling, and touching the polluted water.
Students will then independently answer the questions:
Would you drink this water?
Would you shower in this water?
Would you swim in this water?
Were your answers to the last three questions different after the water was polluted? If so, why do you think your answers changed?
How do you think the water is different now that it is polluted?
How do you think polluted water could affect people who need to use it?
Wrap up:
After students hand in their papers ask the questions in a discussion format. Have students restate the two definitions in their own terms: water pollution & observations.
Tomorrow, we are going to do a close reading of an article about a city in this country whose people were negatively impacted by water pollution in their river. You will learn many examples of how water pollution has affected these people.
https://newsela.com/articles/flint-residents/id/14321/
Assessment:
- Article
- Photos
- Guided notes Sheet (per student)
- Cup of water (per group)
- Zip lock back of “trash” (per group)
- 1 bottle of paint (per group)
INTRO: I am going to show you a series of photos, and after everyone has seen them, I want you to think about the one thing they all have in common.
Pass around photos of a shower, a glass of water, and someone swimming in a river.
What do all of these photos have in common? Water.
We can see that people use water for a lot of different purposes. Now, when we use water for these purposes, we are hoping we are using clean water. What do you think could happen if this water was not clean?
Turn & Talk. Call on students and record responses on the SmartBoard.
Possible anticipated responses: People could get sick; people would be dirty; people would not be able to swim.
Introduce definition of water pollution, project on SmartBoard, and students fill in guided notes for definition: Water pollution is when trash or chemicals cause water to be dangerous for people and animals that use it.
I DO: Today, we are going to do an experiment to see how pollution, or trash and chemicals, can effect water. We are going to observe how the water changes after it is polluted.
First, I am going to look at my clean water. I am going to write down my observations. In science, observations are what we see, smell, taste, hear, or touch. Project definition on SmartBoard and students copy into guided notes. When we observe we do not make any guesses. We are just stating what we notice from our senses. As we observe this clean water, I am going to record my observations on the graphic organizer on my guided notes sheet on the “Clean Water” side. Copy down what I am writing on your personal copies. Then, you will get a chance to do an experiment and write what you observe about how the water changes after it has been polluted on the “Polluted Water” side.
Model think aloud: I can see that the water is clear, so I am going to write that under the see section of my graphic organizer. I can smell that the water does not smell like anything, so I am going to write that on my graphic organizer.
WE DO: What happens if we touch the water? Invite a student up to touch the water, and say what happens. Scaffold: Besides the fact that your finger is wet, is there any stain or other mark left on your finger? No.
Call on students to answer the following questions whole group:
Would you drink this water?
Would you shower in this water?
Would you swim in this water?
Now, you are going to work in groups to pollute your clean water. Have students restate definition of water pollution looking at guided notes. You all have a cup filled with clean water. Call on students to restate the two things that could pollute water from the definition they copied in their guided notes. (Trash and chemicals) You have a bag labeled trash and a bottle of paint to represent chemicals. Dump both of these things into your cup of water to represent the river being polluted. Students work in groups to pollute the water.
YOU DO: Students will complete the “Polluted Water” side of the observations graphic organizer on the guided notes sheet by writing what they observe from seeing, smelling, and touching the polluted water.
Students will then independently answer the questions:
Would you drink this water?
Would you shower in this water?
Would you swim in this water?
Were your answers to the last three questions different after the water was polluted? If so, why do you think your answers changed?
How do you think the water is different now that it is polluted?
How do you think polluted water could affect people who need to use it?
Wrap up:
After students hand in their papers ask the questions in a discussion format. Have students restate the two definitions in their own terms: water pollution & observations.
Tomorrow, we are going to do a close reading of an article about a city in this country whose people were negatively impacted by water pollution in their river. You will learn many examples of how water pollution has affected these people.
https://newsela.com/articles/flint-residents/id/14321/
Assessment:
- “Polluted Water” side of guided notes sheet including observations graphic organizer and questions.
- Student verbal responses during discussion