Summary
Students will inquire about what is happening in a photo. At first, they might say that it is the ocean or propose that it is a beach on an island or strip of land. As they view two more photos, they will see evidence of an oil spill. When they look back at the original photo, they will begin to see the darker strip of water as something that is not natural. They will then be given the task of devising the best way to clean up an oil spill and save wildlife. Reading and discussing information about oil spills and the clean-up process will take students to the next task of investigating other types of pollution. Students will discuss and decide what impacts humans make on the Earth and what they can do to protect and prevent environmental problems.
Essential Question(s)
How can we as humans reduce our impact on Earth? How do you think the oil is impacting the surrounding environment? What is the best way to save the wildlife in this area and to clean up the water?
Snapshot
Engage
Students look at 3 photographs one at a time. They discuss and make a hypothesis on what they are seeing. The goal is for them to change their mind about the first picture after seeing all three.
Explore
Students clean oil from water and feathers to represent the ocean and wildlife in that environment.
Explain
Students create a chart in their notebooks with four columns labeled: Type of oil spill, Method used for clean-up, Pros of using this method, and Cons of using this method. Students read or listen to a book about oil spills and record information on their chart
Extend
Students research various types of pollution using the Jigsaw method. They record their information with the 3-2-1 strategy and share with the class.
Evaluate
Students write a two-paragraph summary. The first paragraph addresses the oil spill simulation, and the second paragraph students write about how they play an important role in the impact on Earth and what they can do to make things better.
Materials
Lesson Slides (attached)
Data Collection (attached; 1 per student)
Infographics (attached; optional)
Oil Spill Organizer (attached; 1 per student)
Sticky notes
Oil Spill by Melvin Berger
Epic: Environmental Disasters or Saving Animals from Oil Spills
Items for the Oil Spill Simulation:
Feathers, Tweezers, Toothbrush,
Sponge, String, Cotton Ball
Dawn dish soap
Aluminum pans
Paper towels
Plastic plates
Engage
20 Minute(s)
Display slide 5, the first aerial photograph of an oil spill in the middle of the ocean. Give students time to write what they notice and wonder/questions about the photo. They can also provide possible explanations for what they are viewing.
After discussing their ideas, display slide 6 to show the second photograph, a seabird in the ocean that visibly appears unhealthy and covered in a blackish substance. Have students once again write in their notebooks and discuss what they think has happened in the photo. After discussion, show the third and final photograph on slide 7. This is a bird that is visibly covered in oil. Again, students write and discuss as done previously.
Now, take them back to the first photo to see if they have changed their thinking about what is happening in this first photo.
Explore
40 Minute(s)
Display slide 10 and have students write down what they think the hardest part would be about cleaning up an oil spill based on its properties. Have students discuss their thoughts in groups and as a class.
Tell students that they will use a model to simulate an oil spill and its cleanup. Divide students into small groups of 3-4. Distribute copies of the Data Collection sheet. Each group of students comes up with a plan to clean up the spill and to save and clean the wildlife.
Task:
Students are challenged to clean up water by removing the oil. They are asked to extract the "wildlife" and clean the feathers with as little damage to the feather as possible. Each group records their findings on their data collection sheet. A time limit can be given for completion. Steps for the students are written on slide 11.
Steps:
Fill a pan halfway with water. (NOTE: The disposable aluminum pans work well. You can also use blue food coloring to make it look blue like the ocean.)
Pour about ¼ of a cup of oil into the water. Crude oil is not safe to work with, so use cooking oil. (NOTE: use enough to see it but not so much that it makes the task impossible for the students.)
Use a feather(s) to simulate the wildlife. Place the feather in the oil. (NOTE: Colored feathers can be found in the craft section of department or hobby stores.)
Instruct students to create a plan for clean-up using the supply list to determine what is needed.
Instruct students to use the plan to create a list of needed supplies. (Students should make a plan and supply list before coming to the supply table to obtain supplies.)
Once students have obtained their supplies, allow them to start working. As students are working, monitor the room and engage teams in conversation on what they are using, why, and if they are having success or difficulties. These conversations allow students to use vocabulary and share ideas. Students record their findings on the data collection sheet.
Consider having a bucket or tub for students to put used supplies that are reusable in to be cleaned. Since they will be oily, this will help with clean-up.
Instruct students to have all supplies in the trash or the clean-up bucket when time is called. They should have their ocean and wildlife out to be assessed.
Explain
30 Minute(s)
Read aloud or have students read, individually or in pairs, a book such as Oil Spill by Melvin Berger or go to https://www.getepic.com/ and use Environmental Disasters or Saving Animals from Oil Spills.
As students work through the book, they should record the information in their chart and write key vocabulary words on two or three sticky notes. They need these notes for the whole group discussion.
Facilitate a whole group discussion. Have a chart available for students to add key vocabulary words.
Optional: Slides 12 and 13 show oil spills around the world and a large oil spill that needs clean-up.
Extend
30 Minute(s)
Revisit the Essential Question on slide 14: How can we as humans reduce our impact on Earth?
As a class, brainstorm types of pollution found on Earth. Add student ideas to slide 14, which has oil spills and air as examples. Next, group students into four or five groups. Using the Jigsaw strategy, assign each group a different type of pollution to research. You can provide the articles or send them to a safe web browser such as Kiddle.co to research on their own.
Display slide 15. Students record their information using the 3-2-1 strategy (three things you learned, two questions you have, and one thing you can do to prevent this type of pollution). After students have presented to the class, have them post the 3-2-1s in the room and encourage interested students to do more research to answer the questions posed.
Display slide 16. Focus points during the class discussion should include.
How can people prevent damage from oil spills and other types of pollution?
How do they, the students, play an important role in the impact on our Earth.
How can they help protect our Earth?
Evaluate
20 Minute(s)
Display slide 17. Have students write a two-paragraph summary.
The first paragraph should address the oil spill simulation experience.
Was there something you would change in your experiment to have a better outcome of cleaning the oil?
Is there a material or tool that you feel would have worked better or one you would have liked to test? Why?
How did this experience relate to a real-life oil spill?
2nd paragraph
Students write about how they play an important role in the impact on Earth.
How can they help make things better?
Opportunities for Gifted Learners
Is it True?
Have students choose an infographic from the Infographic packet to analyze. There are four attached to this lesson, also available on slides 18-21. Consider choosing or having students find other examples.
Have students use the strategy Justified True or False to make a chart and list facts from the infographic and decide whether they think the statements are factual or false. The exciting work comes in when they are tasked with finding the research to prove their decisions.
Resources
Cover image: https://www.ecowatch.com/wp-content/uploads/2021/10/738327313-origin-1024x576.jpg
Epic. (n.d.). Epic!. Epic Creations. https://www.getepic.com/
K20 Center. (n.d.). 3-2-1. Strategies. Instructional Strategies. https://learn.k20center.ou.edu/strategy/117
K20 Center. (n.d.). Jigsaw. Strategies. https://learn.k20center.ou.edu/strategy/179
K20 Center. (n.d.). Justified True and False. Strategies. https://learn.k20center.ou.edu/strategy/174
Berger, Melvin. (April 1, 1994). Oil Spill. Harper Collins.
Person, Stephen. (n.d.). Saving Animals from Oil Spills. https://www.getepic.com/book/56387696/saving-animals-from-oil-spills
