Making Connections: Teaching, Learning, and Technology s1

Lesson Plan Title: Who Polluted the Charles? Primary Subject Area: Life Sciences Grade Level: 6th- 8th grade Overview: As human populations have increased and land uses have changed, many of our rivers have become polluted. This example demonstrates that, just as we each contribute to the problem, we must also be part of the solution. Approximate Duration: 90 minutes MA Framework: Life Science - Living Things and Their Environment: 13. Give examples of ways in which organisms interact and have different functions within an ecosystem that enable the ecosystem to survive.

Life Science - Changes in Ecosystems Over Time: 17. Identify ways in which ecosystems have changed throughout geologic time in response to physical conditions, interactions among organisms, and the actions of humans. Describe how changes may be catastrophes such as volcanic eruptions or ice storms.

Interdisciplinary Connections: Mathematics Objectives: Students will be able to:  List the principal pollutants in our nation’s rivers.  Draw connections between individual actions and results at the community level.  Develop strategies for minimizing and counteracting environmental problems.  Identify local services associated with waste management. Lesson Materials and Resources: 1 clear gallon jar or bowl of water 1 black plastic film canister per student (often available for free from film processing stores) Canister Labels “Who Polluted the Potomac?” story Canister Ingredients - All ingredients are safe for students to handle. Dry Ingredients: Leaves (dry) Soil (dry, clayish) Fishing line or dental floss Baking soda Litter, assorted WET INGREDIENTS Ingredients Water+ Instant Coffee granules Water+ 1 drop dishwashing soap Water+ 1 drop green food coloring Water+ 1 drop red food coloring

© 2011 ExxonMobil Bernard Harris Summer Science Camp at Northeastern University Water+ 1 drop yellow food coloring+ Toilet paper Vinegar Water+ 1 drop each red and green food coloring Background Information: The histories of local rivers provide insight into the effect population growth has on a natural resource and the cumulative impact of individual actions. Lesson Procedures: 1. Prepare and label the film canisters as described in the materials section, enough for each student to have at least one canister. There are sixteen different canister labels, so for large classes, some students will have identical canisters. 2. Fill a clear jar or bowl halfway with water. Place the container in a location that can be seen by all students. 3. Distribute one canister to each student. Ask them to keep the canisters closed and upright, and not to reveal the identities of their character or contents. 4. Explain that you will tell a story about the river, and that each of them will play a part in the story. 5. Read the story “Who Polluted the Potomac?”, changing to “The Charles”. Add emphasis as you read each bolded character name, and pause after each question to give the students time to think and respond, participating as their characters. 6. Answer Discussion Questions Assessment Procedures: Discussion questions

Accommodations/Modifications: Students can be paired with another student with same canister to provide peer support Copies of the story can be given to students to follow along

Reproducible Materials: “Who Polluted the Potomac?” story Explorations and Extensions: Field Excursion to the Charles River Oil Spill Activity Contact Information: Adapted from: People and the Planet - Who Polluted the Potomac? Northeastern University Contact: Claire Duggan, Northeastern University, 520 International Village email: [email protected]