Plastic Pollution Curriculum and Activity Guide

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Description

Plastic Pollution Curriculum and Activity Guide. Lesson Title: Plastic Pollution: It Can Be Deadly.
Main focus of the lesson: Reading a passage related to the use and effects plastic.
Main Objectives: ·         Practicing the scanning, skimming and comprehension skills of the students.

·         Improving the anticipation skills of students through the activity of word guessing.

Supplementary Objectives: ·         Exposing the students a vocabulary activity that highlights examples of vocabulary items they are responsible for in the examination, for instance, order, production, function, use, effects.

·         Reinforcing the comprehension skills of students through speaking.

·         Adapting a specific text from the chosen reading book and applying it in the classroom.

Personal Objectives: In the pre-reading section, I’ll implement an exercise where the students stand in a circle and say what they know about the topic of plastics and determine whether I can utilize it for further reading activities.
Evidence of achievement: At the end of the lesson the students will be able to:

·         Provide answers to the passage, as well as, true-false questions in Task 1.

·         Check or provide correct answers to the vocabulary items in Task 2.

·         Explain whether they agree with the arguments of the author or not which will be critical to evincing their comprehension level.

Materials: ·         Blackboard or whiteboard

·         Projector or SMART Board

·         Computers

·         Selected Book

Assumptions: I will assume the following based on my lesson:

·         Students will not only appreciate but also find the lesson intriguing since the chosen text, which is about the use and effects of plastic, is directly related to their lives and health. Thus, they will apply the findings in their lives.

·         Students will find the reading lesson beneficial since it will enhance the scanning, skimming and comprehension skills they require in exams.

Class Profile: There are twelve boys and ten girls in my intermediate level class. This class comprises of ESL students that speak discordant lessons based on their countries of origin. Some of the languages spoken students in this class include Mandarin, Spanish, Arabic, Portuguese, French and German. The students like reading books from different fields and also enjoy listening to music and watching tutorials and videos since they help them master the English language in terms of reading, writing and speaking. I’ve also found out that letting the students sit in groups of three increases their level of interaction and collaboration which ensures every student benefits in the class.
Rationale: Given the prominence of exams in grading and evaluating student performance, scanning, skimming and comprehension skills go a long way in influencing and improving the performance of students in exams. Taking this fact into contemplation, I planned this reading lesson for the students so as to provide them with the opportunity to practice their reading skills by selecting an interesting topic that will keep them vested in the lesson, as well as, practice their comprehension skills by evaluating their knowledge in vocabulary and recalling words read in the passage. In addition, students should not only enjoy speaking but also build their confidence by speaking fluently. With this in mind, I planned a speaking activity before and after the reading session.

Plastic Pollution Curriculum and Activity Guide

 

 

 

Procedure and Purpose

Time Procedure Purpose Aids
Student Activity Teacher Activity
8:20 – 8:25 ·         Students will look at the pictures and talk about it in groups so as to find out what the text is about.

·         Students give their answers.

·         The teacher will show pictures of plastics, polluted environments and recycle bins on the screen and ask the students to guess the topic of the reading that they will read.

·         The teacher will warm up the students to get them moving and speaking by having them stand in a circle and ask them to say what they know about the topic of use and effect of plastic.

·         Teacher gets the answers from the students.

The images on the screen will make the abstract topic more concrete and make the topic more intriguing and meaningful for the students by illustrating it.

The warm-up activity will help activate the vocabulary knowledge base of the students in relation to the topic and foster interaction between them.

Power-point presentation
8:25 – 8:29 ·         Students look at the screen and get the correct answer.

·         Students perform the task individually and share their answers with the entire class.

·         Teacher uses the projector to project the topic of the reading text on the screen.

·         Teacher distributes the word guessing activity and asks the students to place a tick for the words they reckon will be in the reading texts and put a cross for the contrary.

The activity involving word guessing will provide the students with possible vocabulary items that they can read in the text and give them a chance to discern the topic in general before reading about it.

Sharing ideas in class will provide the students with feedback from fellow students and the teacher.

Appendix III
8:29 – 8:37 ·         Students read the passage. ·         Teacher shows students the passage in the book and asks them to read it swiftly.

·         Teacher monitors the students while they are reading in order to determine whether they fathom the text or not.

Monitoring the students’ reading is vital as it helps to determine they are using their scanning and skimming skills to improve their comprehension while reading and answering questions. Appendix I
8:37 – 8:49 ·         Students attempt to answer the questions and share their answers after they are ready. ·         Teacher distributes the activity sheet including multiple choices, open-ended and true false questions and asks the students to answer them. Exams have discordant types of questions such as the ones presented in the activity sheet. This will provide the students with ample practice. Appendix II
8:49 – 8:54 ·         Students give their opinions about the passage, that is, whether they agree with the arguments presented by the author or not. ·         Teacher asks the students what they think about the passage and the author’s arguments after they have read and answered questions. This task will enable he teacher to determine whether the students have understood the passage or not.  
8:54 – 9:00 ·         Students provide answers about their positions in this issue. ·         Teacher asks the students about their positions in this issue.

·         Teacher gives his or her opinion about the issue.

   
9:00 – 9:20 ·         Students check appropriately. ·         Teacher asks students to check appropriately whether they were right about their guesses in the vocabulary activity.    

 

 

Appendix I

Book Cover

 

Passage

 

Plastic Pollution Curriculum and Activity Guide

 

Appendix II

Comprehension Activity

  1. Find a word in the passage which in context, has a similar meaning to:
  2. Proper
  3. Process
  4. Recycle
  5. Produce
  6. Use
  7. Disposal
  8. Answer the following questions in your own words.
  9. Is all plastic toxic?
  10. Are there safe plastics?
  11. Is it true that children may have traces of synthetic chemicals in their system?
  12. Is it safe to microwave food in plastics?
  13. Can plastic be recycled?
  14. What are the proper ways of disposing plastic?
  15. Are the following statements true or false?
  16. Plastic is a health hazard. (T) (F)
  17. Plastic cannot be recycled. (T) (F)
  18. “Green” plastics are safe (T) (F)
  19. Select a, b or c in each of following questions.
  20. Disposing plastics improperly results in
  21. A lot of cleaning work.
  22. Polluted environments.
  23. Free reusable plastics.

 

Appendix III

Word guessing activity

Task: Place a tick if you reckon that the word could be in the passage or a cross if you reckon that will not be in the passage.

Resource   Conservation  
Recovery   Pollution  
Waste   Water  
Energy   Air  
Efficiency   Noise  

Plastic Pollution Curriculum and Activity Guide