Author:
Melissa Elrod
Library Technical Assistance
Caddo Parish Shreveport, LA

Curriculum Area: Science: Earth Science 6^th and8^th Grade

Curriculum Connections: Social Studies, English/Language Arts

Grade Level: 6-8

Introduction: The purpose of this unit is for students to become aware of the types of water pollution, events that can cause pollution, ways to clean up the water, and to create an environmental stewardship. Students will discover that water pollution can occur in all bodies of water. Cleanup can begin with one person and grow to include environmental groups and companies that often cause the pollution.

Prerequisites:

Library

1. Search strategies, taking notes, and constructing a bibliography
2. Knowledge of multimedia software programs
3. Knowledge of word processing programs
4. Knowledge of the Internet

Science

1. Knowledge that water that does not soak into the ground becomes runoff and carries pollutants.
2. Pollutants that come from runoff eventually go into the ocean.

Learning Expectations/Outcomes: (Include IP2 Standards)

Information Literacy Standards for Student Learning:

1. Accesses information efficiently and effectively
Indicators: 1, 2, 3, 4, and 5

Suggested activities:

• Research events that cause water pollution in the ocean.
• Research the laws pertaining to water pollution.
• Research restoration efforts.
• Identify specific Internet resources for sites pertaining to water pollution and oceans.
• Locate pictures, photographs, and tables.
• Research bioremdiation.

2. Evaluates information critically and competently
Indicators: 1, 2, 3, and 4

Suggested activities:

• Compare information acquired from different sources such as an environmentalist group and that from an oil company. 

3. Uses information effectively and creatively
Indicators: 1, 2, 3, and 4

Suggested activities:

• Produce an advertisement to be used in a newspaper, television, or billboard campaign for the restoration or prevention of ocean or water pollution.

4. Pursues information related to personal interests
Indicator: 1

Suggested activities:

• Investigates career choices related to water pollution such as environmental lawyer, chemical engineering, and marine biologist.
• Research local bodies of water, such as Caddo Lake and organizations that are working towards a restoration of the water.

6. Strives for excellence in information seeking and knowledge generation
Indicator: 1

Suggested activity:

• Student evaluates product and determines that it would be better suited in another format or that more information is needed.

7. Recognizes the importance of information to a democratic society
Indicator: 1, 2

Suggested activities:

• Request information from both sides of the issue of pollution and the Clean Water Act of 1972 and evaluate the opinions and points of view.

8. Practices ethical behavior in regard to information and information technology
Indicators: 2

• Cites sources used in the final product.
• Uses an information-processing model to arrive at information and expresses the information in own words.

8. Participate effectively in groups to pursue and generate information
Indicators: 1, 2, 3, and 4

Suggested activities:

• Brainstorms ways to curtail water pollution and choose the top five ideas.
• What are the ramifications of oil spills, both environmental and economic?
• Hold a "town meeting" discussing bioremediation. Write a letter pro or con to the company using this process to clean oil spills.

Science
Science and the environment

• Defining the concept of pollutants and describing the effects of various pollutants on ecosystems.
• Understanding that human actions can create risks and consequences in the environment.

Louisiana Content Standards:

English/Language Arts

ELA-2-M4 Interpreting texts with supportive explanations to generate connections to real-life situations and other texts.

ELA-4-M3 Using the features of speaking when giving rehearsed and unrehearsed presentations.

ELA-5-M1 Recognizing and using organizational features of, printed text, other media, and electronic information.

Materials/Sources needed:

• Reference books.
• Computers and Internet access.
• Periodical and newspaper databases and index access.
• Presentation and word processing software such as PowerPoint and Word.

Strategies:

This unit can be taught in one to two weeks depending on the depth of the assignment. The basic ideas should be taught prior to the research process in the library. The teacher and the library media specialist should collaborate to determine the information literacy model to be used to acquire the information. The assignment can be done as individuals or as a group.

Prior to the class visitation to the library media center, the school library media specialist will:

1. Compile and bookmark appropriate Internet resources.
2. Acquire both fiction and nonfiction books related to water pollution.
3. Identify and inform both the teacher and students of the appropriate subject headings for efficient searching of the OPAC.

On the first library day the school library media specialist will introduce the library resources: online databases; reference books, Internet access; appropriate computer software for research and presentations.

Model questions for water pollution:

• Name three forms of water or ocean pollutants.
• What is bioremediation?
• What ways have environmental scientists found to control water pollution?
• What are the methods for the cleanup of oil spills?
• How could you encourage people to stop polluting?
• What are the ramifications both environmental and economic of oil spills?
• What are the ramifications both environmental and economic of water pollution other than oil spills?
• What laws have been enacted by the U. S. Congress or state governments to stop water pollution?
• Once an oil spill takes place, how long does it take for the marine life to live normally in the area?

Evaluation/Critique:

The teacher and the school library media specialist will evaluate the completion of the requirements of the unit.

The library media specialist will determine that the information-processing model was followed.

Students will submit a finished product in a written or multimedia format. A bibliography which includes books, web sites, and electronic resources must be included.

Suggested reading list:

Baines, John. (1990) Protecting the oceans. Austin, Texas: Steck Vaughn Library. This book discusses the importance of the oceans, the sources and effects of their pollution and misuse, and ways to protect them.

Blashfield, Jean F. and Wallace B. Black. (1991) Oil spills. Chicago: Childrens Press. Describes how an oil spill occurs; the damaging effects of recent spills on the sea, land, and wildlife; and the difficult process of cleaning up after a spill.

Bright, Michael. (1988) The dying sea. N.Y.: Gloucester Press. Examines activities that are destroying life in the oceans and proposes solutions to protect the oceans and marine life.

Ganeri, Anita. (1992) Ecology watch. N.Y.: Dillon Press. Describes how modern life is affecting ponds, rivers, and lakes globally and discusses possible ways of saving the endangered species in these waterways.

Lucas, Eileen. (1991) Water: a resource in crisis. Chicago: Childrens Press. Discusses how human activities and carelessness are polluting Earth’s water supply and what must be done to clean it up.

Langone, John. (1992) Our endangered earth: what we can do to save it. Boston: Little, Brown. Discusses the environmental crisis, focusing on such problems as overpopulation, the pollution of water, air and land, ozone depletion, global warming, and disappearing wildlife. Suggests ways to improve life in the twenty-first century.

Talen, Maria. (1991) Ocean pollution. San Diego, Calif.: Lucent Books. Discusses the problem that has been caused by the dumping pollutants into the ocean, and looks at the danger it poses to marine life and human beings.

Suggested Web Sites:

http://www.oilspill.state.ak.us

http://www.epa.gov/oilspill/prevent.htm