This lesson plan is for a 4th grade science class about oil production and its environmental impacts. Students will learn how oil is extracted, transported, and used through a PowerPoint presentation and video. They will then participate in a hands-on activity where they work in groups to clean up an simulated oil spill using various tools within a budget. Finally, each group will present their cleanup method and results. The goal is for students to understand how oil production can harm the environment and discuss solutions to oil spills. Formative assessments include students listing what they learned and reflecting on the activity. The lesson addresses multiple standards and differentiated for various learning styles.
This lesson plan is for a 4th grade science class about oil production and its environmental impacts. Students will learn how oil is extracted, transported, and used through a PowerPoint presentation and video. They will then participate in a hands-on activity where they work in groups to clean up an simulated oil spill using various tools within a budget. Finally, each group will present their cleanup method and results. The goal is for students to understand how oil production can harm the environment and discuss solutions to oil spills. Formative assessments include students listing what they learned and reflecting on the activity. The lesson addresses multiple standards and differentiated for various learning styles.
This lesson plan is for a 4th grade science class about oil production and its environmental impacts. Students will learn how oil is extracted, transported, and used through a PowerPoint presentation and video. They will then participate in a hands-on activity where they work in groups to clean up an simulated oil spill using various tools within a budget. Finally, each group will present their cleanup method and results. The goal is for students to understand how oil production can harm the environment and discuss solutions to oil spills. Formative assessments include students listing what they learned and reflecting on the activity. The lesson addresses multiple standards and differentiated for various learning styles.
This lesson plan is for a 4th grade science class about oil production and its environmental impacts. Students will learn how oil is extracted, transported, and used through a PowerPoint presentation and video. They will then participate in a hands-on activity where they work in groups to clean up an simulated oil spill using various tools within a budget. Finally, each group will present their cleanup method and results. The goal is for students to understand how oil production can harm the environment and discuss solutions to oil spills. Formative assessments include students listing what they learned and reflecting on the activity. The lesson addresses multiple standards and differentiated for various learning styles.
Download as DOCX, PDF, TXT or read online from Scribd
Download as docx, pdf, or txt
You are on page 1/ 2
Name: Ashley Thorson
Date: 09/15/2016
Curriculum/Course: Science
Grade level: Fourth Grade
Materials: one skem of thick yarn, one large bag of cotton balls, Enough of the following materials for each group to have one) plastic spoons, clear disposable cups, eyedroppers, clear plastic bins that are at least 8.5x11 half way filled with water and have 1 cups of oil, worksheets, writing utensils
Time/Period: About eighty minutes split
between a two day period.
Standards: 4-ESS3-1.: Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. CCSS.ELA-LITERACY.W.4.1.B: Provide reasons that are supported by facts and details. CCSS.ELA-LITERACY.SL.4.1.B: Follow agreed-upon rules for discussions and carry out assigned roles. CCSS.ELA-LITERACY.SL.4.1.C: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. Objectives (I can statements): - I can explain how oil production can negatively harm the environment. - I can properly participate in discussions by keeping my eye on the speaker, and raising my hand when I wish to speak. - I can work together with others to help create a solution to a problem. - I can provide reasons that a solution did, or did not work that are justified by evidence. Previous knowledge: Students have learned how oil is extracted from the earth, transported, and used each day. Students learn how oil spills negatively impact the environment and will have the opportunity to clean-up an oil spill in small groups. Introduction/Hook: (Review of previous knowledge) Who can tell me. How oil is extracted? Transported? Uses? (ten minutes) Steps in the lesson: 1. Go over the PowerPoint. Slide one and two is just to show where the pipes run throughout Michigan. Have the students point out what they observe in the pictures, and explain how that oil effects the environment. Students should watch the video on slide four twice. Once to observe, and once to discuss what they observed. The last slide is an opportunity to present what ifs? What if the oil spill was not cleaned up as quickly? What if the line ruptured under the Mackinaw Bridge? Would it be easier or harder to contain? What would be affected by the spill? (twenty- twenty five minutes) Day two 2. Review what was learned yesterday (five minutes) 3. Introduce the activity. Now its your turn! Split the students up into preselected groups. The water bins will already be at their table with their worksheets. Explain that the students are only allowed to use the tools they purchase with their set budget. The tools will be set aside in a separate area. After the group is done conducting a plan they will be able to come up to purchase the tools from the instructor. The goal is to extract as much oil, and as little water as possible. Explain that any water they remove
just hurts the ecosystem even more. They will have two attempts. The students can fill out the worksheet together up until the last question. At this point the students will be expected to split back up and answer this by themselves. (thirty minutes)
Closure Activity/Wrap up:
Each group will have a chance to share one method that they used to clean up the spill. They will be expected to say how much they spent, as well as how well it worked. (ten minutes) Assessment (Formative) Day One: Students will be required to list two things they learned, and one thing that either surprised them, or they thought was cool. Day Two: The student will be expected to answer the last question and this will serve as their exit ticket. Extension Activity: Students can create a poster to express the overall affect oil spills can have on Michigan. Differentiation: What will I differentiate? Content Process Product How will I differentiate? For readiness By interest Learning profiles Ability level Affect Specific Student / Group: Auditory learners will benefit from the lecture during the PowerPoint, as well as the discussion during the oilspill lab. Visual learners will benefit from the pictures provided, as well as the video. They will also be able to visually see how oil interacts with the water, and how well their ideas will work in cleaning up the spill. Kinesthetic learners will benefit from the hands-on experience of actually completing the cleanup lab. As far as product each group will have different solutions on how to clean up their spill. Students will be in mixed groups so they can help scaffold one another. It also helps students to hear information from another student sometimes rather than from a teacher. Accommodation/Modification: Specific Student /Group: One student has ADHD, and has difficulties staying still for extended periods of time so he will have a small semi-soft ball to fiddle with. During group time he will be seated next to the instructor. The student also has a designated pace spot where he can get up and move. He will be in the quietest portion of the room. The teacher will provide silent reminders to help ensure the student stays on task. Another student has slight issues with her vision and therefore will be placed closer to the board, as well as the teacher during group. She will also be provided with materials printed off in larger print. She will sit in the location of the classroom that has the most natural light to help with glares. This lesson is primarily science but it also touches on language arts. The students will be writing out their solutions as well as how well those solutions worked for them. They will discuss how oil spills affect the environment and what can be done to clean up their spill. This lesson hits math when the students add up the cost of their cleanup. It also touches a little bit on social studies because students will look at maps, and they will briefly discuss what effect a potential oil spill could have on Michigan which includes our industries. The extension activity touches on art because the students will be making a poster.
