LESSON PLAN
Name: Lauren Peters
Subject: Science
Topic: Air Pollution -- What is being done about it?
Time: 45 minutes
Learning Objectives
- The learner will demonstrate comprehension of directions by building a pollution reduction device.
- The learner will demonstrate comprehension of content by paraphrasing, in writing, the process used by their specific pollution reduction device.
State Standards
7.III.4.c. Analyze ways air pollution can be reduced.
Materials List
- Worksheet: How to Make a Wet Scrubber
q Paper towels
q 12-cm piece of glass tubing
q Three 2.5-cm pieces of glass tubing
q Three 55-ml flasks
q Two glass impingers (glass tubing drawn at one end to give it a smaller diameter so as to let out smaller bubbles)
q Heat source (hot plate)
q Three 2-hole rubber stoppers (of a size to fit the mouths of the flasks)
q Two 30-cm pieces of rubber tubing
q Ringstand apparatus
q Vacuum source
- Worksheet: How to Make an Electrostatic Precipitator
q Plastic tube (fluorescent light tube)
q Wire coat hanger
q Plastic grocery bag
q Electric blow drier
q Punch holes, black pepper, or rice krispies
q Pepper or ashes
q Balloons
Method
Introduction
Weve already discussed ways we, personally, can prevent pollution. But how do large companies prevent pollution? Have students discuss with a small group a few ways we, personally, prevent pollution and some thoughts on how large industries like BMW and Michelin prevent pollution. Allow adequate discussion time before bringing the students back to whole-class instruction. Have students share their ideas, then tell them that today they will actually build a contraption that many large plants use to reduce pollution.
Instruction
Part 1: Divide the room into two companies. Allow the students to name their company before dividing the company workers into teams of three or four (depending on the availability of materials).
Part 2: Distribute How to Make an Electrostatic Precipitator to one company and How to Make a Wet Scrubber to the other.
Part 3: Circulate the room, assisting teams in building their device and explaining how each one works. Challenge the students to really think about what is going on, suggesting that they may have to explain it to someone else.
Part 4: The Tour. Tell the students that they will now switch companies for a tour. One half of the students will take the tour while the other half give the tour, explaining how their pollution reducer works. Make sure students are giving accurate information, and be ready to fill in gaps and field questions when necessary.
Conclusion
While they are cleaning up, ask students to talk to their parents tonight. If their parents work at BMW, Duke Power, Michelin, etc. students should ask if they know how each industry reduces pollution.
Homework: Students will write a summary of how their device worked.
Assessment and Evaluation
- Informal Assessment -- Observation
- Did the student follow instructions when building his or her pollution reduction device?
- Formal Assessment -- Homework Grade. Worth: 10 points.
