Ms Teresa Cook
Lesson Plan from the 2008 Toyota International Teacher Program to the Galápagos Islands
Cook snorkeling at Ecuador Volcano, Isabela Island.
The Galapagos experience was incredible and gave me knowledge and expertise in areas that will make a huge difference in my Science and Writing classes. To start off with, I am very excited to create units in my Science classes that deal with Galapagos animals and habitats. For example: Endangered species, endemic species, fragile habitats, food chains in the various Galapagos Islands, and biomes of the Galapagos. (all of these fit Indiana State Standards) Next, I learned so much about recycling and was amazed with the handling of recycling problems in The Galapagos. I have never really taught much about this subject, but can’t wait to delve into the topic. I want students to see how the Galapagos deals with recycling and then research how our state deals with this and what new solutions we can come up with. I became engrossed with the water management problems of the Galapagos and other places in the world. I think it is imperative to teach our students about these issues. I learned so much, not only from the pre-departure assignment, but also from Arturo’s lectures on the trip. I didn’t realize what a huge problem water scarcity and management was. I would like to bring these facts into my classroom. Finally, the subject of Eco-tourism fits perfectly into my Subject area. I will be using ideas I received on the islands and from the web sites suggested.
Besides teaching the topics discussed above, I am also creating 3 children’s books that will be designed to teach about environmental issues of the Galapagos. (A coloring book for younger ages, a puzzle/activity book for intermediate ages and a photo book with details about the Galapagos for Jr. High and up) These books will be designed to help students learn about Galapagos issues, problems and successes. I am using photographs I took on the trip and have painted pictures from my photos that will be used. The journal I kept on the trip has information that will be very helpful.
Of course, other topics will be used in my impact plan. Students will be creating interactive games to teach other students about environmental issues and we will create hanging murals with Galapagos and Indiana concerns. My Galapagos experience will be invaluable to help me with these endeavors!!
Although the original lesson plan that I submitted will not be changed much, additions are included in the following lesson plan:
Part l: The first part of the unit will promote an understanding of water treatment and explain why chemicals can sometimes survive treatment to contaminate water supplies. There will first be a class discussion on how disposal of toxic substances could be a problem to water supplies. Where do hazardous household chemicals go after they are used? What happens to water supplies? We will also talk about how families can dispose of toxic chemicals properly and take action to prevent water pollution by using homemade, non-hazardous products instead of ones with toxins. A guest speaker from our Water Treatment Plant will come in and discuss its operations and the consequences of using hazardous materials. Students will be placed in small groups and then travel through 5 learning stations.
Station A - ESSENTIAL WATER
Students will be able to examine the consequences of the lack of clean water and sanitation to communities. Using the DVD of “Diary of Jay-Z: Water for Life.” This documentary, done by hip hop artist, Jay-Z, shows devastating impacts of the world’s water crisis.
Station B – COMPUTER INTERACTIVE LEARNING
Enviroville, Indiana – Cybertown: Children will learn about the environment and find ways to protect the town in this interactive computer site. Included in this learning site are reasons for not putting chemicals down the drain.
Water Treatment Process, is another interactive site where students follow a drop of water through each step of the water treatment process.
Station C - EACH GROUP BUILDS A WORKING MODEL AQUIFER
To increase understanding of groundwater, (Indiana’s main source of water) each group will use given materials and will follow a set of instructions to build and test a working model aquifer. Food coloring will illustrate how pollution activity above their aquifer can affect all the water.
Station D - 11 minute VIDEO: The Waste Water Video
This shows an overview of water treatment plants. Students will complete a question sheet and then reflect on issues from the video.
Station E - GAME called Flush
Students move their game pieces on the board through sewer lines and a treatment plant.
Station F - READING COMPREHENSION
Read magazine “Water” by Kids Discover. Puzzle activities that correspond to the magazine will be completed by students to reinforce important facts.
Part 2: Students will be educated about hazardous household products and will be given specifics on how chemicals from households don’t just disappear but end up somewhere. Introduce concept of “toxic.” Show pictures of many household products that contain hazardous substance. Emphasize words to look out for on labels of products, like corrosive, ignitable and reactive. Nationwide, more than 32 million pounds of household cleaning products are poured down the drain each day. The average family uses 25 gallons of household chemicals each year and sewage treatment plants and septic systems cannot adequately remove all toxic substances. One simple and effective solution to this problem is to help reduce pollutants that enter the water in homes by using eco-safe alternatives.
Part 3: This section of the lesson will have students conducting experiments to see how well alternative products work. Start by having each student clean an old penny with a commercial copper cleaner and record the results. Look at the ingredients to see if any of them are toxic. Review using non-hazardous substitutes. Each student will then test a homemade recipe consisting of vinegar and salt to see how well it cleans old pennies. Compare results. (Both work well but the homemade recipe is not hazardous)
Students will be placed into teams and each will choose one store bought product. Teams will use specific recipes using natural ingredients to create a homemade version of their product. Groups will use the scientific method to design and carry out an experiment to compare the two products. As both products are tested and evaluated, data will be collected and graphed. Costs of both products will also be compared. Each group will collaboratively conclude their results and then use visual aids to share outcomes with the entire class. (Examples of products are: Lemony Furniture Oil, Air fresheners, Organic Weed Killer, Window Cleaner, Stain Remover, Oven Cleaner, Deodorant, Toothpaste, Shoe Polish, Toilet Cleaner, etc.)
Part 4: The class will create “Environmentally Friendly Recipe Books.” These will contain recipes of products created in class plus others that can be easily made. The books will be artistically illustrated and will have an opening statement with findings from class work and experiments and reasons to use eco-friendly products.
Part 5: We will create “Safe Cleaning Kits,” again from donated supplies. Each kit will include: glass cleaner, stainless steel polish, furniture polish, air freshener, etc. Every student will get to take the kit home for use. Journals will be kept on how many times each product was used and how effectively they worked. Enrichment:
- Students will create labels for their products that would attract people to purchase them.
- Commercials with jingles will be written and taped for our school wide video announcements.
- Write letters to the editor of newspapers convincing people to use alternative household products
- Come up with ways to combat the problem of water scarcity.
- Recently, a study was conducted in the U.S. and found that many states will have water scarcity problems in the next l0 years. What can our state do to deal with this problem or stop it from happening?