Search Virginia.gov:

Virginia Department of Education

Information on this page is provided by the Office of Standards, Curriculum & Instruction.

Staff Contacts

Instruction

Types of Pollution – Session 1

Session 1

Print version of "Types of Pollution": PDF • Word

Conduct this session in the classroom.

1. 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.
   
2. Divide the class into 6 groups. Give each group 2 Pollution Cards PDF • Word, 2 pieces of white construction paper, and some lined paper.
   
3. 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.
   
4. 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.
   
5. 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.
   
6. 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.
   
7. 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.
   
8. 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.
   

Top of Page