Target Level: Grade 4, Grade 5
Subject Area: Science, Social Studies
Class Time: 50 minutes
- Students will analyze the negative impacts of humans to the natural habitats.
- Students will brainstorm ways to reduce garbage.
- 3. Students will communicate possible solutions for the United States to minimize the negative impact of trash pollution.
PA State Standards
Area 6.3: Scarcity and Choice
Grade/Course 6.3.3: Grade 3
Standard E.: Explain what is given up when making a choice.
Subject: Environment and Ecology
Area 4.2: Renewable and Nonrenewable Resources
Grade/Course 4.7.2: Grade 4
Standard D.: Identify by- products and their use of natural resources.
- Understand the waste stream.
- Identify those items that can be recycled and those that can not.
- Identify use of reusable products.
- Identify the use of compost, landfills and incinerators.
Subject: Humans and the Environment
Area 4.8: Renewable and Nonrenewable Resources
Grade/Course 4.8.4: Grade 4
Standard C.: Explain how human activities may change the environment.
- Identify everyday human activities and how they affect the environment.
- Identify examples of how human activities within a community affect the natural environment.
Materials and Use of Technology
Materials and resources
- Video of the Great Pacific Garbage Patch
- World Map
- Chart paper/Markers
- Video: The Great Garbage Patch 5 minute video describing the waste in the Pacific Ocean between Japan and our western coast.
Sequence of Instruction Including Hook and Closure
Hook – Today we will be using the interactive SmartBoard to discuss wants and needs. I will be looking for good listening and good ideas for students to share today.
- Show the video on the Great Pacific Garbage Patch.
- Use the pull-down map to place sticky notes on the area of the garbage – Pacific Ocean between Japan and California.
- Why is this a problem for us? For our country? For our world? How is this affecting our planet – our natural resources, our plants, our animals, humans?
- Pass out four different chart papers, each with a different title:
- Air pollution
- Water Pollution
- Soil Pollution
- Noise /Light Pollution
- Divide students into the four groups to brainstorm together types of pollution and its effects over time. Have the group choose a chart writer as the students brainstorm things to go on the charts.
- Ex. Air pollution: vehicles, factories, trains, forest fires, volcanoes
- Water pollution: littering, soil erosion,
- Soil pollution: household dumping, hazardous waste, pesticides
- Noise/Light: airports, traffic, concerts, billboards, city noise
- After all groups have worked for about 15 minutes brainstorming and recording their thoughts, bring everyone together to share.