Goals:
1. Students will develop a broader vocabulary concerning chemicals and chemical pollution.
2. Students will understand that even though you cannot see orsmell most chemical pollution, it still exists.
3. Students will share thoughts about chemical pollutionthrough literature.
Resources:
1. Bang, Molly. Chattanooga Sludge. Harcourt Brace & Company:New York, NY. ISBN 0-15-216345-x.
2. Three attached worksheets:
a. "Chattanooga Sludge"
Time:
Lesson will take 2 1/2 - 3 hours.
Procedure:
Step 1- Read Chattanooga Sludge to the class.
Step 2- After reading the book, generate a small discussion about chemical/toxic waste by asking if the story is realistic. If so, why is it realistic? The discussion should get the students to think about chemical waste and where/why chemicals end up as pollution.
Step 3- Students will complete the word find which accompanies the book.
Step 4- Students will define the terms in the word find.
Step 5- Each student will choose 12 words to incorporate in a short story. Stories should discuss the problem of chemical pollution in their area and what steps can be taken to eliminate this pollution. Stories may be humorous, but the chemical pollution terms must be used properly.
Step 6- Encourage the students to share their short stories by reading them aloud to the class.
Assessment:
1. Students will complete the "Chattanooga Sludge" word find.
2. Students will complete the "Definition" worksheet.
3. Students will write a short story using the "Short Story" worksheet.
Curricular Strands and Major Concepts:
1. Language Arts- communication, collaborative working, creativity,writing skills, vocabulary.
2. Science- communicating and identifying.
3. Social Studies- people, places, and environments, science, and society.
Possible Extensions:
1. Make a chart of the types of chemical pollution found in your town/city. How does your town compare to that of Chattanooga?