Topic: How do people endanger nature?

Author: Zyta Sendecka

Target group

Students of the 4th grade of an elementary school.

Core curriculum

4th grade

VII. Anthropogenic environment and landscape of the nearest school area. The student:

3) defines the relationship between the components of the natural and anthropogenic environment.

The general aim of education

The students identify sources of environmental pollution and explain the impact of pollution on the environment.

Criteria of success

• identify the main sources of air, water and soil pollution;

• provide examples of the negative impact of pollution on the environment.

Key competences

• communication in the mother tongue; 

• communication in a foreign language;

• mathematical competence and basic competences in science and technology; 

• digital competence; 

• learning to learn; 

• social and civic competences.

Methods / forms of work

• Conversation, work with text, and a mind map.

• individual work.

Teaching aids

• abstract;

• interactive or traditional board;

• tablets/computers;

• white A3 cards.

At the right time, the teacher asks the students to apply a 10 cm strip of transparent double‑sided adhesive tape to places with no dust: on the window sill, on the bench in the nearest park, on the street lamp, two days before the planned lesson. After 24 hours, the strip should be removed, and then it should be glued to a sheet of white paper using the same side. Each bar should be signed with the place where it was initially glued.

Lesson plan overview (Process)

Introduction

1. The teacher asks keen students to present the results of their observation. Together with the students, the teacher draws a conclusion from the observation.

2. The teacher gives the topic, the goals of the lesson in a language understandable for the student, and the criteria of success.

Realization

1. The teacher asks the students to read the subject, and then individually make a mind map, where the password in the centre of the white A3 card is: „Environmental pollution”. This note will be evaluated - evaluation criteria:

• legible writing,

• compliance of work with the topic,

• neat writing,

• lucidity,

• accuracy.

2. After the time passed, the students show their mind maps - all students evaluate the work of others on the previously prepared cards, thus providing feedback about the work.

3. After the film, the teacher asks the students to explain the impact of air pollution caused by sulphur compounds, which fall in the form of acid rain, on plants.

4. The students do exercise 3 themselves. Together with the teacher they explain any possible doubts.

Summary

The teacher asks the students to perform interactive task No. 1 by themselves.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

How do people endanger nature?

We often hear that the air in the mountains or in the forest is healthier than in big city centres, because it is cleaner. Why is that? Look at the picture below and find sources of air pollution.

Air contains not only oxygen that we need, but also harmful substances, e.g. gases from car fumes. There are some sources of pollution in the countryside as well, but not as many of them as in cities. Air pollution is very dangerous to our health, because during breathing we inhale many toxic substances into our lungs. Those substances are harmful not only to us, but also to animals and plants. They may cause withering of leaves or stem damage in plants. Air pollutants get inside living organisms via different routes causing diseases.

Even though we need water so much, people pollute it by, for example, dumping sewage into rivers. This causes organisms in rivers to die. Harmful substances in water get into their bodies and poison them, causing diseases and death. Also, air pollutants may travel with rain or snow into water that is present in soil, rivers and lakes.

Polluted water may get into soil together with substances dissolved in it. Such substances may be taken up by plants, causing damage and even death. One of the sources of soil pollution is waste we throw away. Substances in waste gradually penetrate the soil. Used batteries, paint and oils are particularly harmful, because they contain large quantities of toxic compounds. Another source of soil pollution is excessive use of chemical fertilisers. Soil pollution is also bad for us. When we eat fruits and vegetables from poisoned soils, we transfer toxic substances into our bodies. Pollution from soil may penetrate the underground water – we may then consume it with water from wells or special intake points in cities.

One of the consequences of air pollution is acid rain. For example, when coal or other fuels are burned, a chemical compound called sulphur dioxide is released into the atmosphere. This compound reacts with water forming sulphuric acid, a corrosive substance. Corrosive means that it damages surfaces it gets in contact with. Sulphuric acid falls together with water in the form of acid rain. When it falls on plants, it damages them and may even lead to plant death; it may also damage monuments and buildings. Acidic water may get into rivers and lakes directly from rainfall or with underground water. This may cause the death of plants and animals, such as fish that live there.

• The main sources of air pollution are industrial plants, furnaces in houses and car exhausts fumes.

• Sources of soil contamination include, for example, water that contains harmful substances and waste.

• Air pollutants get into water and soil, causing, for example, damage and death of plants and animal poisoning.

• Sulfur dioxide originating, among others, from the combustion of polluted coal causes the formation of acid rain.