LESSON PLAN - ENVIRONMENTAL EDUCATION IN PRIMARY SCHOOL,
CLASSES II – III
Lessons implemented using project method – 3 days for 2 hours
Subject: What type of water will give you health?
The main objective:
Forming a sense of responsibility for nature, especially in relation to the rational management and protection of its water resources.
Specific objectives:
Expanding students' knowledge of water resources on Earth, the state of rivers, water reservoirs in Poland, and the importance of water in human life. Noticing changes in the surrounding environment, convincing about the close relationship between the natural environment and human activity.
Operational objectives:
Student is able to:
- determine the importance of water for life on Earth,
- determine the distribution of water on Earth,
- determine the places of occurrence of water,
- explain the terms: fresh water, salt water,
- make tests of purity of water from various sources, collect water samples on his/ her own,
- design and builds a WATER PURIFICATION PLANT device,
- perform research and analysis,
- assess the effects of water pollution for living organisms,
- draw conclusions based on observations, experience and obtained information,
- do the experiments with water under the supervision of a teacher.
Methods and forms of work:
film, multimedia presentation, discussion, brainstorming, field trip to collect water samples, trip to sewage treatment plant, teamwork, construction, research, experiment, analysis and inference
Necessary materials:
globe, map, projector, plastic cups, salt, materials collected by children to build WATER PURIFICATION PLANT (tubes, elbows, hoses, plastic bottles, filters), plastic bottles, graduated measures, jars, plates, paper tissues, magnifying glasses, microscope, vinegar, effervescent tablets, dyes, soda, oil, bowl, ink).
The course of lesson:
Lessons implemented using project method in three stages.
STAGE I
- Introduction to the topic of the class. Children listen to the sounds of water, e.g. rain, the sound of waves, dripping, splashing, plashing, etc. with closed eyes. Then try to imitate these sounds by tapping their fingers, stomping, clapping etc.
- Determining the place of water on the globe, the color it is marked, its surface size in relation to lands - work with the map and the globe.
- Determination of the first condition for the suitability of water for humans. The teacher gives for students plastic cups and pours drinking water - children try and determine the taste and smell. Then the teacher adds salt to each cup - the children try and determine the taste and smell. The students conclude which water is needed for human to live? ( freshwater).
- Where is water? Brainstorming - students write their ideas on water droplets and place them on the board. Then, by deleting, they eliminate places where salt water occurs.
- What makes fresh water not suitable for human use? Conversation guided by the teacher, brainstorming.
- Construction of WATER PURIFICATION PLANT device from materials collected by the students.
Stage II - field work
- Determining rules for the field work. Dividing the class into 6 groups. Determining water sampling locations. Preparation of sample containers.
Group I- pond
Group II - river
Group III-rainwater
Group IV - tap
Group V - shop
Group VI-puddle
- Work with research material. Organoleptic assessment. Passing the research material through WATER PURIFICATION PLANT device, testing the effectiveness of the filters used and the purity of the water coming from different places. Collecting test results in a table, comparing, drawing conclusions.
- Experiments with water.
- Water and oil.
We pour oil into a jar of water, observe and write conclusion down.
Conclusion: Oil floats on the surface because it is lighter than water.
- Disappearing ink.
We pour cold water into a jar and hot water into the second jar. We add 2-3 drops of ink. We observe fancifully drops of ink falling to the bottom of the jar creating beautiful patterns. Then we mix everything.
Conclusion: The ink gives blue colour to water.
We add the same amount of ink to the jar with hot water. We observe. The ink discolour and disappear. Then we add a few drops of vinegar - the colour appears.
Conclusion: The ink loses color in hot water. Vinegar, which is an acid, restores color.
- Wandering water.
We set 6 jars, pour water into every second jar and then add dye. We put the folded paper towels into the prepared jars. We wait several hours for the effects.
Conclusion: After about an hour, colorful water appears in empty jars.
- Tornado – water , oil, dye, effervescent tablet.
We pour oil and water into the container - in proportion e.g. half and half and add a few drops of dye. We put the effervescent tablet and then observe.
Conclusion: A reaction occurs in water, in which gas bubbles form and the water droplets rise.
- Volcano.
We pour water into a tall vessel, add vinegar and finally pour soda. We observe.
Conclusion: A foam filled with carbon dioxide is formed, which rises upwards.
Stage III
Trip to the local sewage treatment plant. Understanding how the facility works. Meeting with an expert - employee of a sewage treatment plant.
