Conduct
this session in the classroom.
- Write the four types of pollution on the board. Describe each and
explain its negative effects on the Bay watershed (see Background).
Write key
points on the board, or tell students to take notes: they will need
this information to complete the next part of the session.
- Divide the
class into 6 groups. Give each group 2
Pollution
Cards (PDF; also available in
a Word file),
2 pieces of white construction paper, and some lined paper.
- Direct
each group to read their cards and determine the types of pollution
happening in each scenario. Make sure students realize
that some illustrate
just one type of pollution, while others illustrate more than
one.
- After a significant discussion within the groups, ask students
to share their thoughts with the rest of the class. Using the
answer key,
guide them to add any pollution types they may not have considered.
- Lay
the 4 large loops of string on the floor to create a Venn diagram.
Label one circle “sediment,” one “toxic,” one “nutrient,” and
one “bacterial.” Now have groups place their Pollution
Cards in the appropriate section of the diagram. Observe the
results, and ask
students how many cards describe the cause of only one type
of pollution and how many cards describe the cause of more
than
one type of pollution.
- Give groups one sticky note for each
type of pollution they find on their Pollution Cards, and tell
them to label each
note with a separate
pollution type. For example, if the group has cards 9 and 10,
they will need three sticky notes: one for “sediment” on
card 9, one for “sediment” on card 10, and one
for “toxic” on
card 10.
- On the blackboard, draw the axes of a bar graph, and
write the four types of pollution along the x-axis. (See Preparing
Graphs and Charts in the Project Action Guide.)
Ask students to place their sticky notes in a column above
the appropriate pollution
type. When all the students have contributed their sticky notes,
discuss the graph. Point out that different communities will
have varying amounts
of these pollution types depending on the choices they make
and actions they take.
- Have students regroup and draw pictures
to represent the pollution actions occurring in the Pollution
Card scenarios.
Each group
will draw two pictures: one for each of their cards. Have
the groups
also write
a few sentences describing the pollution, its source, and
its effects; have the groups glue the sentences onto their drawings.
Next:
Session 2
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