Give a Hoot - Don't Pollute at Black Bayou Lake
Title: Give a Hoot - Don't Pollute at Black Bayou Lake
Subject: English/Language Arts
Grade Level: 4
Overview:
Students will visit Black Bayou Lake refuge to observe the effects of land and water pollution. Using a digital camera, students will photograph examples of pollution. They will then write a persuasive letter to convince others of the harmful effects of pollution.
Approximate Duration: 3 sixty-minute lessons
Content Standards:
Standard 2
Students write competently for a variety of purposes and audiences.
Standard 3
Students communicate using standard English grammar, usage, sentence structure, punctuation, capitalization, spelling, and handwriting.
Standard 7
Students apply reasoning and problem solving skills to reading, writing, speaking, listening, viewing, and visually representing.Benchmarks:
ELA-2-E3
creating written texts using the writing process; (1,4)
ELA-2-E4
using narration, description, exposition, and persuasion to develop compositions (e.g., notes, stories, letters, poems, logs); (1,4)
ELA-7-E2
problem solving by using reasoning skills, life experiences, and available information; (1,2,4)
ELA-2-E6
writing as a response to texts and life experiences (e.g.., journals, letters, lists). (1,2,4)Grade-Level Expectations (GLEs):
Grade 4
15. Justify solutions to problems in texts by verifying, confirming, and supporting
(ELA-7-E2)
23. Develop grade-appropriate compositions by identifying and applying writing processes, including the following:
(ELA-2-E3)
24. Develop paragraphs and compositions of at least three paragraphs using the various modes (i.e., description, narration, exposition, and persuasion), emphasizing narration and description
(ELA-2-E4)
26. Write for various purposes, including:
(ELA-2-E6)
Interdisciplinary Connections:
Science : Science and the Environment
In learning environmental science, students will develop an appreciation of the natural environment, learn the importance of environmental quality, and acquire a sense of stewardship. As consumers and citizens, they will be able to recognize how our personal, professional, and political actions affect the natural world.
Educational Technology Standards:
Use a variety of developmentally appropriate resources and productivity tools (e.g., logical thinking programs, writing and graphic tools, digital cameras, graphing software) for communication, presentation, and illustration of thoughts, ideas, and stories.
Use technology tools (e.g., publishing, multimedia tools, and word processing software) for individual and for simple collaborative writing, communication, and publishing activities for a variety of audiences.
Use technology resources to assist in problem-solving, self-directed learning, and extended learning activities.
Objectives:
1. The learner will observe and list the effects of land and water pollution.
2. The learner will photograph examples of pollution using a digital camera.
3. The learner will write a persuasive letter to convince others of the harmful effects of pollution.
Lesson Materials and Resources:
Pencil
Observation record of pollution
Writing journal
Field trip to Black Bayou Lake
Technology Tools and Materials:
Hardware:
Computer
Digital cameras
Mobile computer lab
Software:
Microsoft Word
InspirationWebsites:
Black Bayou Lake Project
http://www.mcschools.net/mcs/black_bayou_files/index.html
LPB CyberChannel
Our Wonderful Wetlands
http://www.lpb.org/education/cyberchannel.cfm
Background Information:
The students should be familiar with wetlands and pollution, but may not know about the harmful effects of pollution to wetlands. They are probably familiar with using computers, but they may not be familiar with Microsoft Word.
Lesson Procedures:
Day One
1. The teacher will display replicas of wetland animals.
2. Assess prior knowledge by asking questions such as, "Where do these animals live?" and "Why is it important for them to have a clean environment?"
3. Students will watch Our Wonderful Wetlands: LPB CyberChannel.
4. Inform students they will now be taking a field trip to Black Bayou Lake to observe land and water pollution. Pass out observation record sheets and discuss types of pollution they might see.
5. Students will now take a field trip to Black Bayou Lake.
6. While at Black Bayou Lake, students will use a digital camera to take pictures of land and water pollution and take notes using their observation record sheet.
Day Two
1. Using the mobile computer lab, the students will view and discuss the pictures that were taken on day one.
2. The teacher will use Inspiration to guide the students in brainstorming reasons pollution is harmful to wetlands.
3. The students will use the writing process to compose a persuasive letter to convince others of the harmful effects of pollution.
Day Three
1. The students will pair and share their first drafts.
2. Next, they will edit their first draft.
3. Each student will write a final draft using Microsoft Word.
4. The students will share their letters with the class.
5. The students will now e-mail a copy of their letters to the editor of the newspaper.
Assessment Procedures:
Teacher observation of students
Rubric to assess student's persuasive letter
Accommodations/Modifications:
Consult IEPs for additional accommodations and modifications for exceptional students.
----- written by , Suzanne Antis, Stephanie Marsh and Sharon Pate
Reproducible Materials:
Persuasive Writing Rubric
Observation Record Sheet
Explorations and Extensions:
The students could have a poster contest to build awareness of the harmful effects of pollution.
They could begin a school-wide recycling program.
Lesson Development Resources:
GLE-Related Materials
http://www.louisianaschools.net/lde/saa/1914.html
LPB CyberChannel
http://www.lpb.org/education/cyberchannel.cfm
Black Bayou Lake Project
http://monroe.k12.la.us/mcs/black_bayou_files/index.html
Contact Information:
Stephanie Marsh
stephanie.marsh@mcschools.net
Minnie Ruffin Elementary
Suzanne Antis
suzanne.antis@mcschools.net
Minnie Ruffin Elementary
Sharon Pate
sharon.pate@mcschools.net
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