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Water Pollution

 

Grade 4

Unit: Earth and Space Sciences for Water

Lesson Topic: Importance of water and the effect of pollution on water

Learning Outcome: It is important the students will:

·        outline the importance of water for life

·        describe human impacts on the Earth’s water resources

Rational: By initially posing questions students are more likely to take ownership of the lesson.

Objectives: The student will be able to:

Introduction Hook Motivator: “We will be discussing the importance of water and start by singing the song, It Ain’t Gonna Rain No More.”

 

Procedure

Pacing Time

Teacher Activity

Student Activity

5 min

Place It Ain’t Gonna Rain No More on overhead.  Play song on guitar and sing along

Sing the song with the teacher

5 min

Ask questions. What would happen tomorrow if you lost access to clean water?  If that was a given, what might you do to prevent this from occurring?  Discuss the importance of clean water and write feedback on the board

Participate in the discussion and provide ideas

25 min

Split class into groups of four.  Explain each of the four roles.  Assign roles for each group by numbering each person.  Encourage students to use ideas from the board and to use resources from their textbook, other books in the room, and from the internet for the assignment.  Explain that they will be presenting their information next class.  Hand-out the instructions explaining each role.

All four roles will gather information towards water pollution. 

  • Role one is the Naturalist and will have to gather information for the long-term effects of water pollution. 
  • Role two is the business owner and examines the government or private spending that should go into conserving our water resources. 
  • Role three is the inventor that looks at a device that can decrease water pollution. 
  • Role four is the Elementary School Teacher who must find ways to educate people about water pollution and increase spending on school programs that promote awareness of water pollution.

 

Teacher walks around  assessing the activity through observation.  Provide help when needed.

Students are free to move around room to get resources.

5 min

If extra work is needed for the presentation next class, assign for homework.  Also explain that the students will have to hand-in their notes next class.  Do a short discussion on the activity and if they have any questions regarding the assignment

Students are free to discuss and raise any questions.  They will have to finish the assignment for homework if it is not complete.

 

Closure

Conclude by having a discussion on the assignment and if the students have any questions.

Evaluation

Students will be expected to research their role successfully and present it next class.

Materials
  • Overhead Projector
  • Guitar
  • It Ain’t Gonna Rain No More
  • Overhead felts
  • Computer with internet connection
  • Numerous books about water
  • Textbook
  • Encyclopedias
  • Instruction Sheet
  • Paper and pens (or pencils) which are provided by students
  • Science Journal

 

 

Extension Activity: Each group presents their research of their roles to class and hand in their notes.

 

 

 

 

 

 

 

Name:                                                                                                              Date:
THE IMPORTANCE OF WATER

 

Water Issue: The world’s water supply is in danger from pollutants and we have to educate people to take action.

 

Situation: The government has granted some funding into educating people about water pollution.  There is only money for one project.

 

Points of View:

 

1)Naturalist- You need to provide the public with more information about the long term effects of pollution in our water supply.  The media only provides the major news stories on water pollution and ignores the frequent small problems.

 

2)Business Owner- You think that money should go towards business and industry that reduce water pollution.

 

3)Inventor- There is not enough money with your budget to produce an invention to decrease water pollution.  Perhaps, the funding should go towards inventing a device that can reduce water pollution.

 

4)Elementary School Teacher- You feel that children need to be educated about the effects of water pollution, which can lead some of these young children to make an impact when they get older.

 

Instructions: You will be assigned in groups of four and numbered.  Person one is the naturalist, person two is the business owner, person three is the inventor, and person four is the Elementary school teacher.  Research with materials provided in the classroom according to your roles.  Write down your findings in your science journals in note form using your own words.  Note form is writing the highlights from a resource.  Make sure that your writing is clear and legible because you will be handing in your notes    Please ask me or any of your partners if you have any questions. 

 

HAVE FUN!!!

 

 

It Ain’t Gonna Rain No More

 

Chorus:

(G)It ain’t gonna rain no more, no more

It ain’t gonna rain no more(D7)

How in the heck can I wash my neck

If it ain’t gonna rain no more(G)

 

Verses:

1)   (G)A peanut sittin’ on a railroad track, His heart was all a flutter(D7)

Around the corner came the train, Toot, toot peanut butter(G)

 

2)   (G)A tomato sittin’ on a railroad track, Lookin’ rather cross(D7)

Around the corner came the train, Toot, toot tomato sauce(G)

 

3)   (G)An orange sittin’ on a railroad track, Lookin’ at a moose(D7)

Around the corner came the train, Toot, toot orange juice(G)

 

4)   (G) An apple sittin’ on a railroad track, Gazin’ at the sky(D7)

Around the corner came the train, Toot, toot apple pie(G)

 

5)   (G) A potato sittin’ on a railroad track, Lookin’ through his

eyes(D7)

Around the corner came the train, Toot, toot French fries(G)

 

6)   (G)A banana sittin’ on a railroad track, Thought he was a          

hit(D7)

Around the corner came the train, Toot, toot banana split(G)

 

Reference:

Bosak, Susan V. 1991. Science Is… Second Edition. Richmond Hill: Scholastic. P. 387.  

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