Grade Level: 2
Students will be able to explain the effects of erosion and pollution on the health of an environment.
Students will be able to identify the producers of pollution in an environment.
Students will create or produce writing to communicate with different audiences for a variety of purposes.
Student Task: The students would read about the environment from their science books. They would take a walk on our Nature Trail looking for signs of pollution and erosion. The class as a whole would discuss what they had observed on the trail and about pollution in general. Students would Think - Pair - Share about solutions to the pollution problems that they had found. They would individually write about their ideas for solving pollution problems. The class then picked one of the ideas to work on as a class project, such as picking up garbage on the Nature Trail and playground.
Teacher Role: The teacher acted as a facilitator on the Nature Trail. He lead the discussion in the classroom. He acted as a facilitator as the students used Process Writing to complete their assignment.
Grouping: In pairs on the trail and in the discussion.
Hook: There was no hook.
Student-Directed Learning: They had a choice of what problem they would like to work on.
Use of Technology: The internet was not utilized. Word processing was done on computers.
Assessment: The chapter test from the science series was given. Teacher
observation was used to evaluate trail activities. Papers were graded using
a writing rubric.
Created for the Fermilab LInC program sponsored by Fermi National Accelerator Laboratory Education Office and Friends of Fermilab, and funded by United States Department of Energy, Illinois State Board of Education, North Central Regional Technology in Education Consortium which is operated by North Central Regional Educational Laboratory (NCREL), and the National Science Foundation.
Author(s): Greg Paulsen
School: Name of School, City, State
Created: February 15, 2001 - Updated: April 18, 2001