Lesson 3: Pictures of Pollution

After a discussion about different types of pollution, student groups will take photographs that represent land, water or air pollution in their community. They will learn about the cause and effect of the pollution they’ve captured and draw conclusions about the story of pollution in their community and ways to reduce it.

Length of Lesson:

2-3 class sessions, time outside of class

Subject Area(s):

Science, Language Arts, Visual Arts

Objectives

Students will:

Identify and research different types of pollution.
Photograph one type of pollution in their community.
Research the cause and effect of the pollution in their photograph.
Explain the scientific reason or process that produces the pollution.

Materials

One camera for each group, computer with Internet access, photo montage software (optional), PowerPoint software (optional).

Background Information

Pollution is the contamination of Earth’s environment with materials that interfere with human health, the quality of life or the natural functioning of ecosystems. Pollution can come in various forms. The most common are air, water and land pollution, but there are also lesser-known pollutions such as noise, light and thermal pollution.

Air pollution can be caused by car emissions, carbon dioxide from fossil fuel emissions, chlorofluorocarbons from aerosol sprays and smog. Water pollution can be caused by waste, pesticides, plastic, fertilizer runoff, phosphates and other detergents, oil and gasoline, mining, chemicals, personal care and other household products and sewage. Land pollution can come from waste, litter, chemicals and pesticides.

There are several causes of pollution but most are man-made. Pollution is very dangerous to our environment and our health. It can cause sickness and death in humans, other animals and plants; extreme weather conditions; undrinkable water; damaged crops; and many other environmental consequences.

Procedure

Ask students to define the word, “pollution.” Student answers may vary, but students should understand that pollution can affect air, water, or soil by contaminants that are harmful to living things. Pollution can occur naturally as in volcanic eruptions, or as the result of human activities, such as oil spills.
Once students have defined the word, ask them to describe what pollution “looks like” to them. In other words, if they were to close their eyes and visualize pollution, what would they see?
Write “water,” “air,” and “land” on the board. Challenge students to identify as many pollutants (causes) as they can for each pollution type. See background information.
When have students seen pollution in their community? How could they determine if air, soil, and water pollution exist in their community? One way is to visit a Website called Scorecard: The Pollution Information Site (www.scorecard.org) which gives in-depth pollution information by zip code.
Unfortunately, pollution is caused by all of us. Ask students how they have personally contributed to air, water and land pollution. Then ask how they have reduced air, water and land pollution.
Divide students into groups of three or four. Distribute a camera to each group or have them use a camera from home.
Tell them that their challenge is to identify and photograph at least one image of pollution in their community. For example, they could take a photograph of bus exhaust fumes, traffic, littered parks, dirty streams, factory smoke, overcrowded landfills, nonrecycled products or fertilizer runoff. The photo must represent something in the community. Encourage them to be creative!
Once students have taken their photographs, come up with a plan for developing them. Have students bring their developed photographs to class.
Now that they have their images, challenge each group to determine the scientific process behind, and the cause and possible effects of, the pollution in their photograph. Causes could include human choices, factories and cars polluting the air, accidents, high traffic, etc. Effects could include health issues; fish, wildlife or plants dying; weather changes; depletion of resources; crop reduction; destruction of beaches, waterways and property; increased costs, etc.
Have student groups present their images and their related cause and effects to the rest of the class. Discuss:
- How easy was it to find pollution to photograph?
- What do these images tell them about pollution in their community?
- What surprised them during the process?
- What are the most common causes of pollution in their community?
- What are the most significant or dangerous effects?
Based on what they’ve learned, challenge students to identify strategies for reducing pollution in their community.

Extensions

Encourage students to implement their strategies as their Siemens Challenge project or a class project.
Challenge students to design a photo exhibit, gallery or presentation that tells the story of pollution in their community. Ideas include enlarging and mounting photos on boards with captions that create a gallery effect, scanning photographs into a presentation or photo montage, or filming a video that includes images and interviews. Share the images at a PTA meeting or family night.

Evaluation

You can evaluate your students using the following three-point rubric:

Three points: Team works cooperatively; captures at least one photograph that represents pollution in the community; clearly identifies the cause(s) and possible effect(s) of the pollution they’ve photographed; students draw logical conclusions about pollution in their community; students identify sound strategies for reducing pollution in the community.
Two points: Team works somewhat cooperatively; captures at least one photograph that represents pollution in the community; identifies some of the cause(s) and possible effect(s) of the pollution they’ve photographed; students draw somewhat logical conclusions about pollution in their community; students identify strategies for reducing pollution in the community.
One point: Team is unable to work cooperatively; does not capture a photograph that represents pollution in the community; has difficulty identifying the cause(s) and possible effect(s) of the pollution they’ve photographed; students are unable to draw logical conclusions about pollution in their community; students are unable to identify sound strategies for reducing pollution in the community.

National Standards

This lesson plan may be used to address the National Science Education Standards listed below.

Grade Level: 5-8
Subject: Science as Inquiry
Standard: Understandings about Scientific Inquiry
Benchmark:

Different kinds of questions suggest different kinds of scientific investigations. Some investigations involve observing and describing objects, organisms or events; some involve collecting specimens; some involve experiments; some involve seeking more information; some involve discovery of new objects and phenomena; and some involve making models.

Grade Level: 5-8
Subject: Science and Technology
Standard: Abilities of Technological Design
Benchmark:

Design a solution or product. Students should make and compare different proposals in the light of the criteria they have selected. They must consider constraints - such as cost, time, tradeoffs, and materials needed - and communicate ideas with drawings and simple models.

Grade Level: 5-8
Subject: Science in Personal and Social Perspectives
Standard: Personal Health
Benchmark:

Natural environments may contain substances that are harmful to human beings. Maintaining environmental health involves establishing or monitoring quality standards related to use of soil, water and air.

Grade Level: 5-8
Subject: Science in Personal and Social Perspectives
Standard: Population, Resources and Environments
Benchmark:

When an area becomes overpopulated, the environment will become degraded due to the increased use of resources.

Grade Level: 5-8
Subject: Science in Personal and Social Perspectives
Standard: Natural Hazards
Benchmark:

Internal and external processes of the earth system cause natural hazards, events that change or destroy human and wildlife habitats, damage property and harm or kill humans. Natural hazards include earthquakes, landslides, wildfires, volcanic eruptions, floods, storms and even possible impacts of asteroids.
Human activities also can induce hazards through resource acquisition, urban growth, land-use decisions and waste disposal. Such activities can accelerate many natural changes.

Academic Standards

This lesson plan may be used to address the academic standards listed below. These standards are drawn from Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education: 2nd Edition and have been provided courtesy of the Mid-Continent Research for Education and Learning in Aurora, Colorado.

Grade Levels: 6-8
Subject: Earth and Space Sciences
Standard: Understands Atmospheric Processes and the Water Cycle
Benchmark:

Knows the processes involved in the water cycle (e.g., evaporation, condensation, precipitation, surface run-off, percolation) and their effects on climatic patterns.

Grade Level: 6-8
Subject: Nature of Science
Standard: Understands the Nature of Scientific Inquiry
Benchmark:

Understands the nature of scientific explanations (e.g., use of logically consistent arguments; emphasis on evidence; use of scientific principles, models, and theories; acceptance or displacement of explanations based on new scientific evidence).