Non Point Source Pollution

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The Basics

Subject Area and/or Course Title:

Environmental Science/

Targeted Grade Level:

5-6

Time Required:

8-9 40 minute periods

Related Standards:

RELATED STANDARDS- COMMON CORE STANDARDS

4A.         understands how living and nonliving factors interact with one another and with their environment.

4B.         understands the strategies and adaptations used by organisms to obtain the basic requirements of life.

4C.        understands that all environments are comprised of interrelated dynamic systems.

4D.        understands the concepts of populations, communities, ecosystems, ecoregions, and the role of biodiversity in living systems.

4E.         understands that humans are living organisms who uniquely interact with the environment. 

4F.         develops a model or explanation that shows the relationships within the environment.

4G.               demonstrates an understanding of how communities, ecosystems, and ecoregions change.

4H.        demonstrates an understanding of the human as a living organism comparable to other life forms and functions.

4I.          describes physical, ecological, and behavioral factors that influence homeostasis within an organism and interrelationships among organisms.

4J.         demonstrates the ability to use instruments or to explain functions of the technologies used to study the life sciences at the organism and ecosystem level.

Author:

Virginia H. Kotok

Lesson Plan

Introductory Narrative to Lesson:

This unit could be part of the 5th, 6th and 7th grade curriculum. In each grade the students learn aspects of environmental science, with each grade digging into a different aspect of this science. I chose to expand on environmental science in 5th grade because students know the words "environmental science" but do not know the history of it and what the impact it has had on the government, the earth but most importantly, our culture.

By implementing this unit students will gain a better understanding of what we do today to reduce, reuse and recycle and why. They will also be able to better understand what had to occur in our culture and history to make it happen. Students will be learning about the effects of pollution on the environment-particularly non point source pollution. Non point source pollution is pollution that comes from an anonymous source.

Pollution comes in many forms-air, water and soil. Pollution comes from many resources- factories, vehicles, pesticides, homes and businesses. As people have discovered or invented things to make their lives easier, there has been a sacrifice. That sacrifice is the pollution of our air, water resources and land.

The students to my knowledge have not had any experience with utilizing music in order to study a subject. As the students progress through the unit the instructor will assist them in learning to listen to a song to help them  achieve the objectives and goals set out by the lesson plans.

Instructional Goals or Objectives:

INSTRUCTIONAL GOALS OR OBJECTIVES –Goals and objectives include:

• The ability to relate a song to a particular event, emotion or social cause
• The ability to define non point source pollution and give examples of it
• The ability to list ways that mankind can reduce its carbon footprint on the land-both personally and as a business.
  

Procedures/Lesson Activities:

LIST OF DISCUSSION QUESTIONS AND VOCABULARY

Questions will be the same for each song-

• What is the tone/emotion of this song? Is it happy? Sad?
• Why would someone write a song about the environment?
• How does this song make you feel overall? What words or phrases "jump out at you?"
• Would this song make someone change their mind about the subject or cement their belief in the subject?
• What is the songwriter trying to convey in the song? Do you agree with what they are trying to say? What phrases or words stand out to you?
• Question after listening to Green Go Green and Mercy Mercy Me-how are these two songs alike and different?

PROCEDURES
Day 1-OBJ    Students will be introduced to the unit of Environmental Science

• Questions to be asked:
• What is the environment?
• What are the parts of the environment?
• What is Environmental Science?
• Why do you think it’s important to study the environment?

Answers will be put on the computer and projected onto a screen. Any words that they do not know will be highlighted.

• After the introduction students will be asked what pollution is, where it is found and who/what pollutes. Students will discuss natural vs man made pollution.
  
• With prompting from instructor students will pull out words from both discussions that they will need to define: Environmental Science, pollution, ecology, biology, pesticides, fertilizers, nonpoint source pollution, point source pollution, sustainability, recycling, watershed, green space.
  
• Students will create a foldable that they will insert into their notebook which will help them define each new vocabulary word. (see attached image)- they will define the words for homework. Words will be in their textbook in the glossary.

DAY 1 ASSESSMENT

Students will take a brief quiz on the vocabulary words presented on Day 1.

Day 2- OBJ-

Student will watch and discuss a power point on  Non Point Source pollution.

• Students will take a brief quiz “entrance ticket” on the vocabulary words presented on Day 1.
• Students will view and discuss the Non Point Source Pollution power point.
  

Day 2 ASSESSMENT

Students will fill out an “exit ticket” about the power point presentation. (see attached document)

Day 3- OBJ

Students will read the lyrics and then listen to “Mercy, Mercy Me” by Marvin Gaye.

Students will read the lyrics for "Mercy, Mercy Me" on the projector screen. Students will discuss their initial reaction to the song lyrics. Students will then listen to the song with music. After listening to the song twice students will be asked the following questions. Answers will be written down on a piece of paper and handed in for their “exit ticket” (evaluation/assessment).

• What is the tone/emotion of this song? Is it happy? Sad?
• Why would someone write a song about the environment?
• How does this song make you feel?
• Would this song make someone change their mind about the subject or cement their belief in the subject?

• What is the songwriter trying to convey in the song? Do you agree with what they are trying to say?
• From the powerpoint we viewed about Non Point Source pollution, what was going on in history during this time?

Day 3 ASSESSMENT

Students will create a poster about pollution using knowledge gained from Days 1-3. Students may use the lyrics to "Mercy Mercy Me" in the poster. Students can draw the poster or find pictures from the internet/magazines to copy, cut and paste to their poster. Poster is due on Day 5.

Day 4-OBJ

Students will participate in a Nonpoint source pollution demonstration. (see attached file for demonstration)

Day 4 ASSESSMENT

Science in the News-students will look on the internet for any article about current events pertaining to the environment. They will print out the article, read it and write a brief summary about the article to share on Day 8.

Day 5- OBJ

Students will participate in a project entitled “Who Is Polluting My Watershed? (see attached file entitled “Who Is Polluting My Watershed?”)

• Using the materials for “Who Is Polluting My Watershed?” students will complete the project. (15 minutes)
• Students will gather in a circle to share/discuss their posters that they created. Posters will be hung in the hallway for others to see.

Day 5 ASSESSMENT

Students will finish the written portion of “Who’s Polluting My Watershed?” and is due on Day 8.

Day 6- OBJ

Students will view and discuss a power point presentation about the origins of Earth Day.

• Students will view and discuss the power point presentation pertaining to Earth Day. (see attached Earth Day ppt)
• Students will then read the lyrics and then listen to the song "Green Go Green" by Colby and Awe. (I Can Hear the Music)
• Students will answer the following questions as their “exit ticket” (assessment)
  
• What is the tone/emotion of this song? Is it happy? Sad?
• Why would someone write a song about the environment?
• How does this song make you feel?
• Would this song make someone change their mind about the subject or cement their belief in the subject?
• What is the songwriter trying to convey in the song? Do you agree with what they are trying to say?
• What things can you do or have you done to help the earth?

Day 6 ASSESSMENT

Students will complete an “exit ticket” by answering the above questions.

DAY 7-OBJ

Students will compare and contrast the two songs "Mercy Mercy Me" and "Green Go Green".

• Students will view and listen to again the lyrics for "Mercy Mercy Me" and "Green Go Green".
• Students will make a Venn Diagram comparing the songs.
• Students will discuss their evaluations in a pair/share session.
• While in the pair share session students will try to think of other songs that they know that pertain to the environment.
• Students will answer the following questions as their “exit ticket” (assessment)

• What is the tone/emotion of this song? Is it happy? Sad?
• Why would someone write a song about the environment?
• How does this song make you feel?
• Would this song make someone change their mind about the subject or cement their belief in the subject?
• What is the songwriter trying to convey in the song? Do you agree with what they are trying to say?
• What things can you do or have you done to help the earth?

Day 6 ASSESSMENT

Students will complete an “exit ticket” by answering the above questions.

Day 8-OBJ

Students will listen to the lyrics to "Big Yellow Taxi" by Joni Mitchell and interpret them using the knowledge that they have gained from the previous lessons Day 1-7. (Story Behind the Song)

• Students will listen to a brief biography of Joni Mitchell and the time period in history when the song was written.
• Students will read the lyrics to "Big Yellow Taxi" on the projector screen. Discussion and questions about the lyrics will be held.
• Students will then listen to the two versions of "Big Yellow Taxi" - Joni Mitchell and Counting Crows. Students will interpret why the song was covered again in 2002 by the Counting Crows.
• Students will then view a power point presentation about how people have developed “green space” to help the Earth. (see attached ppt entitled “Going Green”.)
• Questions to be answered on the “exit ticket”:
• What is the tone/emotion of this song? Is it happy? Sad?
• Why would someone write a song about the environment?
• How does this song make you feel?
• Would this song make someone change their mind about the subject or cement their belief in the subject?
• What is the songwriter trying to convey in the song? Do you agree with what they are trying to say?
• Where have you seen green areas that have been paved? Have you seen the reverse-people making a “green space” from a parking lot/paved area?

DAY 7-OBJ

Students will compare and contrast the two songs “Mercy Mercy Me” and “Green Go Green”.

• Students will view and listen to again the lyrics for “Mercy Mercy Me” and “Green Go Green”.
• Students will make a Venn Diagram comparing the songs.
• Students will discuss their evaluations in a pair/share session.
• While in the pair share session students will try to think of other songs that they know that pertain to the environment.
  

Day 7 ASSESSMENT

Students will create a Venn Diagram comparing the songs "Mercy Mercy Me" and "Green Go Green" to share with the classmates.

Day 8 ASSESSMENT

 “Exit ticket” from the class.

CLOSURE

Students will create a "crankie" with at least 10 story frames. The crankie will tell the story of Earth Day and how we are helping the earth now. The students can either write a story, poem or song to represent the frames in their "crankie".

REFLECTION

Students will utilize the computer lab to research more songs about the environment. When the find a song that "speaks to them" they will answer the following questions:

• Who wrote the song?
• When was this song published/written?
• What was happening in the world pertaining to the earth/environment when this song was published?
  
• Does this song lament about the problems of pollution or suggest a solution to the problem?
• How do the words and music of the song relate? Do they match or contrast during different parts of the song?
• What does the song say to you? Why did you choose it?
• If you were able to change anything about the song, what would it be?

Students will then put their song and the answers to the above questions on a simple power point slide show. The power points will be presented in class.

Assessment and Evaluation:

LIST OF DISCUSSION QUESTIONS AND VOCABULARY
Questions will be the same for each song:

• What is the tone/emotion of this song? Is it happy? Sad?
• Why would someone write a song about the environment?
• How does this song make you feel overall? What words or phrases "jump out at you?"
• Would this song make someone change their mind about the subject or cement their belief in the subject?
• What is the songwriter trying to convey in the song? Do you agree with what they are trying to say? What phrases or words stand out to you?
• Question after listening to “Green Go Green” and “Mercy Mercy Me”: how are these two songs alike and different?
  

DAY 1 ASSESSMENT

Students will take a brief quiz on the vocabulary words presented on Day 1.

Day 2 ASSESSMENT

Students will fill out an “exit ticket” about the power point presentation. (see attached document)
After listening to the song twice students will be asked the following questions. Answers will be written down on a piece of paper and handed in for their “exit ticket” (evaluation/assessment).

• What is the tone/emotion of this song? Is it happy? Sad?
• Why would someone write a song about the environment?
• How does this song make you feel?
• Would this song make someone change their mind about the subject or cement their belief in the subject?
• What is the songwriter trying to convey in the song? Do you agree with what they are trying to say?
• From the powerpoint we viewed about Non Point Source pollution, what was going on in history during this time?
  
  

Day 3 ASSESSMENT

Students will create a poster about pollution using knowledge gained from Days 1-3. Students may use the lyrics to “Mercy Mercy Me” in the poster. Students can draw the poster or find pictures from the internet/magazines to copy, cut and paste to their poster. Poster is due on Day 5.

Day 4 ASSESSMENT

Science in the News-students will look on the internet for any article about current events pertaining to the environment. They will print out the article, read it and write a brief summary about the article to share on Day 8.

Day 5 ASSESSMENT

Students will finish the written portion of “Who’s Polluting My Watershed?” and is due on Day 8.

Students will answer the following questions as their “exit ticket” (assessment)

• What is the tone/emotion of this song? Is it happy? Sad?
• Why would someone write a song about the environment?
• How does this song make you feel?
• Would this song make someone change their mind about the subject or cement their belief in the subject?
• What is the songwriter trying to convey in the song? Do you agree with what they are trying to say?
• What things can you do or have you done to help the earth?
  

Day 6 ASSESSMENT

Students will complete an “exit ticket” by answering the above questions.

Students will answer the following questions as their “exit ticket” (assessment)

• What is the tone/emotion of this song? Is it happy? Sad?
• Why would someone write a song about the environment?
• How does this song make you feel?
• Would this song make someone change their mind about the subject or cement their belief in the subject?
• What is the songwriter trying to convey in the song? Do you agree with what they are trying to say?
• What things can you do or have you done to help the earth?
  

Closure/Reflection:

CLOSURE-students will create a "crankie" with at least 10 story frames. The crankie will tell the story of Earth Day and how we are helping the earth now. The students can either write a story, poem or song to represent the frames in their "crankie".

REFLECTION

Students will utilize the computer lab to research more songs about the environment. When the find a song that "speaks to them" they will answer the following questions:

• Who wrote the song?
• When was this song published/written?
• What was happening in the world pertaining to the earth/environment when this song was published?
• Does this song lament about the problems of pollution or suggest a solution to the problem?
• How do the words and music of the song relate? Do they match or contrast during different parts of the song?
• What does the song say to you? Why did you choose it?
  If you were able to change anything about the song, what would it be?
  

Students will then put their song and the answers to the above questions on a simple power point slide show. The power points will be presented in class.

Resources/Materials:

Louis Armstrong- bio, song, song background, lyrics to “What a Wonderful World”-1968

• http://www.songfacts.com/detail.php?id=499
• https://saraleesimpson.wordpress.com/2012/02/11/song-case-study-louis-armstrong-what-a-wonderful-world/
  

Joni Mitchell-bio, song, song background, lyrics to “Big Yellow Taxi” -1970 

• http://www.songfacts.com/detail.php?id=2915,
• http://www.biography.com/people/joni-mitchell-9410294-for research purposes.
  

Marvin Gaye- bio, song, song background, lyrics to “Mercy Mercy Me” (The Ecology)-1971

• http://www.marvingayepage.net/,
• http://www.biography.com/people/marvin-gaye-9307988
• https://www.youtube.com/watch?v=EMuWmU1iNJo
• http://www.songfacts.com/detail.php?id=18646
  

Colby and Awe- bio, song, song background, lyrics to “Green Go Green”- 2013

• http://www.colbyandawu.com/lyrics-green-go-green/
• https://www.youtube.com/watch?v=qF5cWKLbkdU
  

Counting Crows-bio, song, song background, lyrics to “Big Yellow Taxi” - released 2002

• www.youtube.com/watch?v=tvtJPs8IDgU
• http://www.aceshowbiz.com/celebrity/counting_crows/biography.html-teacher resource ONLY
• http://www.mtv.com/artists/counting-crows/biography/
  

Websites for students to choose their environmental song from:

• http://ecosalon.com/classic-environmental-songs/
• http://www.grinningplanet.com/6001/environmental-songs.htm
  
  (resources for power point presentations will be cited on each slide of the power point)