KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:
Cooperating Teacher:
Group Size:

Miss Murphy & Miss Burkhart Date:

Mrs. Varano

11/13/2014

Coop. Initials

Large (20) Allotted Time 40 minutes Grade Level 2nd Grade

Subject or Topic:

Noise Pollution

Section

STANDARD:
4.5.2.C Identify how people can reduce pollution
4.5.2.D Describe how people can help the environment by reducing, reusing, recycling,
and composting
I. Performance Objectives (Learning Outcomes):
A. Second grade students will be able to define water pollution and the effects it
has on our environment by completing an inquiry.
II. Instructional Materials
A. Noise Pollution video clip
B. Where Does Pollution Come From? (book)
C. Noise pollution picture
D. Variety of sounds
E. Sound graphic organizer
F. Noise Pollution Pictures
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Students will have a basic understanding of pollution.
B. Key Vocabulary
1. Noise pollution: Noises in the environment that are annoying,
distracting, or physically harmful.
C. Big Idea
1. Students will understand the impact that noise pollution has on our
environment through hands on activities and direct instruction.
D. Additional content
1. N/A

IV. Implementation
A. Introduction
1. The teacher will say: Yesterday we discussed what water pollution is.
Remember the gallery walk that we did? Who guessed that noise pollution
was one of the types of pollution? Well, today we are going to talk about
noise pollution.
2. The teacher will display the water pollution photo on the front board,
and ask students to pull out their graphic organizers.
3. The teacher will play a noise pollution video clip, and have the students
listen to it.
i. https://www.youtube.com/watch?v=CslD_6L4oTs

B. Development
1. Book Reading:
a. The teacher will read pg. 19-20 of Where Does Pollution Come
From? To the students
i. The teacher will ask the students to turn and talk with a
partner about examples of noise pollution in our
environment based on the illustrations
b. The teacher will then read pg. 26 of Pollution and Waste.
i. The teacher will ask the students to turn and talk with a
partner about examples of noise pollution in our
environment that they have personally experienced.
2. Noise Pollution Power Point:
a. The teacher will present the Power Point presentation to the
students.
b. Once the presentation is over, the teacher will ask students to
discuss with their table teams one thing they learned from the
Power Point.
3. Sound Pollution or Not? Activity:
a. The teacher will play of variety of different sounds including:
birds chirping, bus stop, airplane, whistling, fire truck, laughing,
talking, church bells, and construction.
b. The teacher will play each sound and the students will discuss as
a table team whether they think the noise was considered noise
pollution or not.
c. Once each table has discussed their answers, the teacher will
have the students put thumbs up or thumbs down depending on
whether it is noise pollution or not. The teacher will have the
students explain each their reasoning.

4. Picture Sorting Activity:

a. The teacher will give each table their own set of pictures of
objects/things that make noises to sort.
b. The students will work as a team to sort the pictures.
c. Once the activity is over, the teacher will ask each team how
they sorted their pictures.

C. Closure
1. The teacher will display all of the pollution images on the board from all of
the lessons.
2. The teacher will ask the students to name the four different types, and to tell
the class one way that we can do our part to fix this problem.
3. The teacher will say, This wraps our pollution unit. Next time we meet we
will take our unit test on pollution.

D. Accommodations/Differentiation
1. T.J. has a visual impairment. All print on handouts will be made larger to
accommodate him.
E. Assessment/Evaluation Plan
1. Formative: Students will hand in their noise pollution chart for evaluation.
2. Summative: Students will complete a unit test.

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)

B. Personal Reflection (Questions written before lesson is taught. Reflective

answers to question recorded after lesson is taught)
1. Did the lesson consist of enough content presented?
2. Were the students able to differentiate noise pollution and normal sounds?
VI. Resources (in APA format)
Cast, C. V. (1994). Where does pollution come from (S. Wilkinson, Illustrator).
Hauppauge, NY: Barrons.
Morgan, S., & Harlow, R. (1995). Pollution and waste. New York, NY: King Fischer.

The noise of New York [Audio file]. (2008, October 28). Retrieved from
https://www.youtube.com/watch?v=CslD_6L4oTs