Pollution (air, water, land), pollutants, ecosystem, litter

The students will:

• identify forms of pollution and describe the effects that various pollutants can have on people, wildlife, and plants
• describe relationships between various forms of pollution and human actions

Preparation - 30 minutes

Lesson/Activity - two 50 minute class periods

white board or large paper

small notebooks or paper for students to record observations

W - Students will be able to identify different types of air, water, and land pollution and their possible source.  With this information they will be able to alter their behaviors to create a healthier environment.

H - Students will visualize their environment without clean water, air, or land; then draw then visualization

E - Students will take a walk to look for pollution and sources in the area

R - Students will record findings during walk activity

E - Students will work with a group to chart the types of pollution seen on the walk/activity

T - Students individual needs will be met by the use of various types of learning; visualizing, art, observation, recording, sharing orally, and collaboration.

O - Lesson is organized developmentally; beginning with inquiry based visualization, moving to direct instruction, active engagement (walk and recording of data), production of group chart, and final individual drawing.

Background - Pollution is any contamination of air, water, or land that affects the balance of the environment.

• Air Pollution - automobiles, incinerators, coal-fired power plants, and factories release carbon dioxide, sulfur oxides, and other pollutants into the air.  Fireplaces and wood-burning stoves add carbon monoxide, ash, and other pollutants to the atmosphere. Other major forms of air pollution include smog and toxins such as benzene, asbestos, and lead.  Air pollutants can cause health problems for people and other living things.  *Acid rain, caused primarily from the combination of water, oxygen, and atmospheric sulfur dioxide or nitrogen oxides, has poisoned lakes in certain regions, either killing fish or causing chronic stress that makes fish less able to compete for food and habitat.
• Water Pollution - years ago, it was common for sewage treatment plants and industrial plants to discharge polluted waste water directly into rivers, bays, and oceans.  Known as "point-source pollution, this practice continues in many parts of the world. U.S. government regulations, voluntary pollution prevention by industry, and citizen awareness have helped improve waste disposal methods. Non-point source pollution is pollution that is wide-ranging: for example, fertilizers, pesticides, and oil from cars wash into waterways from streets and agricultural land.  People should be aware that any pollutant released in a watershed or into the atmosphere will eventually find its way into the water cycle. Lead in drinking water is another type of water pollution. It can have serious health affects for babies and small children, as well as adults. Lead is rarely found in source water, but enters tap water through corrosion of plumbing materials.
• Land Pollution - everything we throw away needs a place to go.  Solid wastes that do not contain hazardous materials can be moved to sanitary landfills or burned to ash in an incinerator and then landfilled.  Many other items (paper, glass, aluminum, etc.) can be recycled.  Items like food scraps and yard waste can be composted and turned into an organic material that can then be used as fertilizer.

Preparation: Make plans to take students on a walk through the school neighborhood, on a nearby hike/bike trail, or any other outdoor area in your school's vicinity to look for signs and/or sources of pollution. *Check for any safety hazards along the route such as traffic, deep holes, sharp objects, or poisonous or irritating plants.

Lesson/Activity:

1. Introduce lesson by asking students to close their eyes and visualize what life would be like without clean air, land, or water.  After one - two  minutes, ask the students to quickly draw a picture of what they visualized.
2. Ask students to share and describe their pictures.
3. Group the students and ask them to list as many things as they can that might contaminate, or make unsafe, the air we breathe, the water we drink, or the land on which we live. 
4. As each group shares the list, write them on the white board in a visible place.  Do not write duplicates. 
5. Ask students what words people use to describe the things they've listed (pollution, pollutants, liter, etc.) and list these words also.  Discuss meanings.
6. Inform the students that they will participate in an activity to look for pollution and sources of pollution in their area.
7.  Ask for (and list) student predictions of what will be found. 
8. Give students small notebooks to record their findings.  Instruct them to look for pollution, pollutants, and/or pollution sources. Encourage them to identify pollution they can see (litter, smoke), hear (honking horns, airplanes), or smell (diesel fumes, fresh paint.)  They will also attempt to draw conclusions concerning what might have caused each form of pollution.
9. Take students to selected route, reinforce goals, and begin walk.
10. After walk, ask the students to go over their data to check to see that they have at least on example for each category identified earlier (see, smell, hear.)  If they did not, they should be directed to look through magazines for missing example(s.)
11. Regroup students; give each a large chart or poster board with columns for each different category of pollution identified.  Students are to create group posters detailing the recorded data from the walk activity.
12. Give each group an opportunity to share and describe the created poster.
13. Post all posters in a visible place.
14. As a whole group, review and discuss the finished charts.  Ask the following questions:

• Do any of the same items appear in different categories?  If so, do you agree with where those items were placed?  Can something pollute two different things, such as air and water, or land and water? Explain.
• Can people always see, hear, or smell pollution?
• What examples on the chart might affect people's health: Which ones might affect plants or animals?  In what ways?

* Point out several examples on the charts and ask students how each form of pollution might be prevented (to prevent litter, people could dispose of their trash properly, to prevent oil leaks; they could keep cars in good running order, etc.) 

* Ask students to brainstorm changes they can make in their own lives to help achieve a healthier environment.  Have each student draw another picture, this time showing themselves in a clean/healthy environment practicing good, non-polluting activities.

Observe students during class and group discussions, providing feedback in order to facilitate fair and appropriate group work.

Monitor groups to ensure students are developing accurate understanding of concepts,and correct where needed.

Provide feedback and guide student understanding during the activity in order to help students understand pollution.

Project Learning Tree - Environmental Educational Activity Guide