The challenge is to have students try to separate the most oil from the water, and rescue the animals from the oil (cleaning up the feathers and toy fish).
I have implemented this activity twice so far, and it’s so much fun. It WILL get messy, but the teamwork, language, discussions, problem solving and cooperative learning that take place (before, during and after) make it definitely worth it!
Next time I approach this subject area I will make sure to make reference to the First Nation communities. Being in southwestern Ontario, I would like to share some of the research that was found in Walpole Island First Nation. They have an emphasis on:
1. in separable relationship between people and the natural world
2. respect for all aspects of the environment, everywhere – not just in the community
3. recognition of the dependence of people on the physical environment
4. view of the land as sacred
5. responsibility to future generations
6. respectful and responsible use of resources
7. preservation, conservation, and enhancement of the natural environment
8. belief in the link between environmental quality and quality of life
I think this activity can be tailored to fit any grade JK-8. For the older grades you can add a math component into it. This lesson is spread out over a few days. This would be a great lesson for Earth Day.
In my grade 1/2 classroom we were discussing about being responsible. The grade ones were learning about the seasons and the grade twos were learning about air and water (my school is not on a cycle). We had discussions about the importance of taking care of the environment and how important water is.
What you need:
- Water tables (borrow from kindergarten)
- water
- Blue food colouring
- Cooking oil (vegetable)
- Cocoa powder
- Feathers (toy fish, optional)
- Sponges
- Dawn dish soap
- Paper towel
- Q-tips
- Cotton balls
- Cups
- Plastic spoons
- Towels
Before:
- Discuss importance of water, environment. Who needs it? Why do we need it? How do we take care of it? What happens if it gets polluted? What can we do? (This is where it would be great to discuss First Nation communities)
- Show pictures of an oil spill (BP oil spill, 2010). Or a YouTube clip.
- Discuss the damage it creates, who does it affect? How long is the clean up? Is the clean up easy?
I had students brainstorm ideas onto chart paper in groups. They rotated and added their ideas to the previous ideas recorded. Students could use books I pulled from the library and/or ipads.
During:
1. Fill the water tables with water and put a few drops of blue food colouring. Add feathers to represent the birds.
2. Divide students into groups (depending on the number of water tables)
3. Discuss safety rules, expectations.
4. In a cup mix oil with cocoa powder.
5. Spill the oil/cocoa mix into the water tables (making sure to get onto of the feathers).
6. Divide materials equally between the groups. Provide students with paper towels, cups, sponges, q-tips, cotton balls, spoons, half a cup of dish soap.
7. Have students try to separate the oil from the water, and clean up the feathers using the materials provided.
After:
1. Compare the oil that the groups separated to see which team “won”. Count the number of birds saved (count the feathers).
2. Clean up.
3. Discuss the challenge. How did your team work together? Was it easy? Was it hard? What would you do differently next time?
If interested more information can be found in:
Making sure to meet all learners (including ELLs):
- Include many visuals. Model Think Alouds. “When I see this picture, I think… It reminds me of…”
- Use simple language. Provide picture books, easy readers about oil spills.
- Pair ELLs up with responsible, leaders in the classroom.
- Check in with ELLs, have them explain what they are doing or have them repeat the instructions in their own words.
- Conference with them after the activity.
No comments:
Post a Comment