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Environmental pollution is a significant problem facing the planet. Environmental pollutants can originate from several sources. Knowing what the different types of pollution are and where they come from can help students understand the potential impact of these pollutants on their health and the health of the planet. This lesson plan examines the different types of environmental pollution and their effects on the planet. Using images and Pollution Case Studies, students will research the environmental impact of the various case studies and the causes and consequences of that type of pollution. Students will then explore ways to reduce the different kinds of pollution searching for solutions that focus on stopping the cause of environmental pollution, rather than just dealing with the effects of pollution.
As an extension to the learning, the resource suggests that teachers encourage their students to participate in The Design for Change “I Can” School Challenge which invites children to take action, make change for themselves and share it with children across the world. Visit Design for Change to get started.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Very Good|
Students are encouraged to draw their own conclusions based on the information they read and analyse in the case studies. Students are not influenced to any particular point of view.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
The resource effectively addresses the environmental, economic and social dimensions of the issue(s) being explored
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
Students are asked to write down two things they can do on a daily basis to prevent pollution of their local environment. As an extension to the learning, the resource suggests that teachers encourage their students to participate in The Design for Change “I Can” School Challenge which invites children to take action, make change for themselves and share it with children across the world.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
Not considered in this resource.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Good|
The resource fosters appreciation and concern for their local environment. Students discuss ways to prevent environmental pollution in their community.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
By exploring two things they can do on a daily basis to prevent pollution of their local environment students are personally connected to the issue.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
The case studies share information regarding environmental impact case studies of the past while classroom discussions provide the benefits of stopping environmental pollution in the future.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Students are provided with factual case studies which encourages multiple answers or suggestions to environmental pollution.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Students are provided with case studies of different kinds of environmental pollution and brainstorm to arrive at a solution to the problem.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
Students watch a video, brainstorm about different kinds of environmental pollution and analyse pollution case studies of real events which they research on the internet.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
Students research real case studies of environmental pollution and then examine possible solutions to prevent environmental pollution in their community such as banning cars from idling near schools.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
Students understanding of the issue can be determined during classroom discussions and presentation of their pollution solutions. No assessment tools are provided.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
Students share their diagrams and ideas to prevent environmental pollution in their community with their peers.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Very Good|
Each student will have a different case study that describes the causes and effects of a form of pollution (e.g. an oil spill, vehicle exhausts, plastic bags, landfill, fossil fuel power stations, air travel, agricultural chemicals, and industrial water pollution). Case studies are descriptions and facts of real events from real situations.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Good|
Students are invited to draw a diagram that shows the effects of taking action to prevent pollution. Students can use words, symbols, or pictures. Allow students to be creative with this and be prepared to support them with ideas for preventing pollution.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|