LESSON PLAN: Transboundary Pollution IntroductionName: Joseph Schmidt Date: March 22nd, 2010 Length: 60 Minutes Class Notes Copies: [ALL 20]

School: Williamston Middle School Grade: 7th Grade #students: [1st:26] [2nd:23] [4th:24] [ 6th:24] [ALL:97]

Subject: Geography Topic: Transboundary Pollution #IEP: [1st:3] [2nd:2] [4th:3] [ 6th:4] [ALL:12]

Lesson – Transboundary Pollution Introduction

Objectives- Clearly state broad goals and specific objectives for learning (e.g., concepts, procedures, skills, etc., you want students to learn).Connections to State of Michigan GLCE's can be found on the class website.Students will be able to:

1. Identify and Explain the major elements of various case studies about environmental pollution: The Industrial Revolution The Chernobyl Radiation Accident The Black Triangle and Acid Rain The Tisza-Danube Cyanide Spill

2. Explain how pollution travels from one place to another (air and water) and this pollution effects the lithosphere, biosphere, atmosphere and hydrosphere.

3. Analyze and interpret the possible solutions to the energy and environmental problems which countries can work together to enforce.Context-Clearly describe how objectives and lesson relate to broad goals for teaching about the topic. Explain what has been done previously as it relates to this lesson. This is the first day of the unit. While the Chernobyl Radiation Accident will be an explicit part of our learning for this unit, this is just a brief overview. The idea here is to use modern media (in this case video games) as an attention grabber for students. This lesson will lead into the follow days more detailed lesson on the incident. Later in the unit we will also watch a movie on the exact topic. Leading off with this case as opposed to the other examples helps to instantly give students a new impression of pollution: one even can impact the entire world.Materials/Technology-List materials and technology which will be used during the lesson. Attach print material to be used with students.ComputerProjectorGeography Alive! TextbookStudent Interactive NotebooksProcedures-Describe strategies and activities to be used to involve students and accomplish objectives including how to trigger prior knowledge and adapt strategies to meet individual student needs and the diversity in your classroom.

1. When students enter into the classroom they will be greeted by a seating chart. (1 minute)1. For this unit I have put them in pairs. I did this so they could have a peer to assist them, but not so many that it encourages conversation. Success in this unit is

predicated on the need to comprehensively complete class notes.2. We will start class by watching a slide show. Students will be asked what they believe the most serious type of pollution is. (4 minutes)

1. I am interested in generating a list because we will talk about various types in this unit. I am also interested because I hope that a student will mention Nuclear Pollution.

3. Students will be introduced to an “idea” video game creators came up with for how they thought an abandoned city might look after a nuclear fall out. (4 minutes)

1. I want to introduce these images and this idea as if that is all there is to it, an idea. I think that this will allow the students to think of nuclear fallout in darker ways. It is difficult to explain that Chernobyl was a devastating event when the pollution is impossible to SEE. If first shown the actual images, they would know that humanity survives, thus downplay the potential of such events. Seeing the computer generated photographs with no people lets them make whatever assumptions they may have.

LESSON PLAN: Transboundary Pollution Introduction4. Students will be asked to make a quick write response to the computer generated images of what nuclear fallout COULD look like. (6

minutes)1. I want the students to be honest with what they think would happen here. I also want to give them a new pressure assessment of where they are at with this

material(I will be collecting this quick write). I am going to ask for a few student volunteers to share. I am going to do this for the sake of being able to put what we think next to what we know, and comparing them later on.

5. Students will be told that it was more than an idea, but in fact reality (if a student knows about it, I will have that student “unveil” the truth). We will then look at, and compare, the real picture. (4 minutes)

1. I think there will be some shock value here, and thus a second hook into the lesson. It also allows for commenting on which assumptions were TRUE and which were FALSE.

6. Students will open their textbooks and work books. We will read section 16.1 aloud, stopping for CFU along the way. (6 minutes)1. It is good to hear from multiple sources. To this point I have been trying to engage with auditory and visual learners. Here I try to catch those who enjoy

reading. I include CFU for students who can't comprehend reading without doing it multiple times, and for those who simply can not keep up. The CFU lets them know where they are, but catches them up on what they should know. CFU are also great times to emphasize what really matters.

7. We will point out and discuss the new essential question (“How can one country's pollution be another country's problem?”) and objectives (SEE ABOVE). (4 minutes)

1. I like to keep an area in my classroom where students can always look to see what the focus of our unit is on. Only at this point (the beginning) do I ever give it lip service though. As such, I think it is important to point out at the very beginning of the unit.

8. Students will read section 16.2 quietly. They will be instructed that once they complete their reading they can move on to their GEOTERMS, remembering to first complete the definitions portion. After it is clear all/most students have moved into the realm, we will briefly read (one syllable at a time) each GEOTERM and define it aloud. (10 minutes)

1. Just like I chose to switch up the style before, I am doing it again. This allows students to move at their own pace, and as carefully as they like. As far as the re-reading of the geoterms one syllable at a time, studies have shown that students tend to remember what theses terms are more often when this is practiced. It also helps low readers learn how to pronounce the word in a non-stressful atmosphere.

9. Students will have the remainder of their class time to complete their GEOTERMS.1. I like to give my students some independent time to work on their materials. Often students struggle to make a symbol to go with their word or use it in a

unique sentence. Asking a friend often solves the problem, but when in doubt still, I prefer a student be in class and ask me than at home and asking a parent (many terms have multiple definitions, and parents often cannot help understand the term in the correct context).

10. Students will fill out their planners. They will note that we: 1) Global Pollution Intro 2)HW: Geoterms1. Students are unorganized. Helping them set schedules and healthy habits at this age can make for more organized young adults. Their planners can also serve

as a bridge between home and school.Student Assessment- Clearly state what you expect to see from students, including possible performance criteria. Attach any necessary Rubrics.

I expect that a few students will have some prior knowledge of this event, but not many. I already know that a large percentage of my male students either own, or have friends who own and play this video game. I have heard a lot of hallway conversation about it, as well as have been asked whether or not I own or have played this game myself. So peaking interest for those students should not be a problem. I except that while some students might not at first be interested in this lesson, after it is revealed that it is a real life example, more people will become interested. They will be required to perform a quick write that will serve as a “Ticket Out the Door.” From these responses I should be able to come up with a general understanding of what prior knowledge they may have on this particular incidence. I should also be able to gauge their understanding of the potential cataclysmic effects of various types of pollution are.

LESSON PLAN: Transboundary Pollution Introduction

Impact - Reflection/Analysis of Teaching and Learning

Discuss student progress in relation to the stated objectives (i.e., what they learned with indicators of achievement). Discuss success of instruction as it relates to assessment of student progress

Refinement - Lesson Extension/Follow-up (if needed)