Last updated: July 24, 2019
Lesson Plan
Who Polluted the Merrimack
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- Grade Level:
- Middle School: Sixth Grade through Eighth Grade
- Subject:
- Science,Social Studies
- Lesson Duration:
- 60 Minutes
- State Standards:
- Grade 5: Earth and Space Sciences
Earth and Human Activity
5-ESSS3-1
Grade 7: Life Science
Ecosystems: Interactions, Energy, and Dynamics
MS-LS2-4 - Thinking Skills:
- Understanding: Understand the main idea of material heard, viewed, or read. Interpret or summarize the ideas in own words. Applying: Apply an abstract idea in a concrete situation to solve a problem or relate it to a prior experience. Analyzing: Break down a concept or idea into parts and show the relationships among the parts.
Essential Question
How do rivers become polluted?
Objective
Students will be able to:
• Describe everyday activities that have an effect on the health of a river
• Discuss the actions they can take to help prevent pollution.
Background
This activity demonstrates that we are all part of the problem of pollution. It also shows that protecting the environment is not a one-time event, but requires ongoing changes to our habits.
The emphasis in this activity is on non-point source pollution. Non-point source pollution is mostly the result of runoff. The source and extent of pollutants from runoff are very difficult to identify, measure, and control. Non-point source pollutants can lead to devastating changes to the life in a stream or river.
A common misconception is that pollutants are easy to clean up. Another misconception is that most pollutants are introduced into the environment by accidents and large factories.
Preparation
It would be helpful for students to have knowledge of the water cycle, and familiarity with the concept of pollution.
Materials: Testing kits for pH, phosphates, nitrates, turbidity. 1-gallon of tap water in a large, clear, wide-mouthed container, 16 labels (see “List of Ingredients”), 16 small plastic containers.
Make labels for the pollutants in the small plastic containers, cut them out, and tape them to the small plastic containers. Fill the small plastic containers with ingredients (see “List of Ingredients”). Put one gallon of tap water into the large, clear, wide-mouthed container.
List of Ingredients for Who Polluted the Merrimack?
Construction Site - 3ml dry clay soil
Trees - dry leaves, crumbled
Motorboat - 1ml vegetable oil
Beach party - pull tabs, bits of Styrofoam
Picnic - bits of paper, plastic wrap
Person fishing - tangle of nylon fishing line
Farmer - 2ml baking powder
Barn yard - instant coffee
Homeowner - yellow food color, water, bits of toilet paper
Coal train - 2 tablespoons vinegar
Electric power plant - 2 tablespoons vinegar
Commuter - 2 tablespoons vinegar
Lawn care - 2ml baking soda
Antifreeze - blue food coloring, water
Car wash - 4 tablespoons of very soapy water
Mystery liquid - red food coloring and water
Materials
"Who Polluted the Merrimack" story
Download “Who Polluted the Merrimack” story
Lesson Hook/Preview
The emphasis in this activity is on non-point source pollution. Non-point source pollution is mostly the result of runoff. The source and extent of pollutants from runoff are very difficult to identify, measure, and control. Non-point source pollutants can lead to devastating changes to the life in a stream or river.
Procedure
- Have students arrange themselves around the container of water that represents the Merrimack River. You can substitute one of your local bodies of water for the Merrimack river.
- Have the students examine the water for color and odor, and then test for pH, phosphates, nitrates, and turbidity.
- Distribute the set of canisters to the students representing the environmental and human factors that have an effect on a waterway.
- Students should keep the identity of the contents of their canister a secret.
- Explain that when a pollutant is mentioned as you read the story, the student with the corresponding canister should empty its contents into the “river” (the jar of water).
- Read the “Who Polluted the Merrimack” story aloud to the class. After reading the story, test the water again for color, odor, pH, phosphates, nitrates, and turbidity.
Vocabulary
Pollutant: any substance, as certain chemicals or waste products, that renders the air, soil, water, or other natural resource harmful or unsuitable for a specific purpose.
Assessment Materials
What can people do about a polluted river?Answer one question prompt to think about future steps for a polluted river.
Have students write a short answer to one or more of the following questions.
1. What could be done to prevent pollutants from entering the river?
2. What could you and I start doing right away to help improve the health of our watershed?
3. What would have to be done to make this water safe for aquatic life? Safe to drink?
4. How could we clean up a river?
Rubric/Answer Key
What can people do about a polluted river?List examples of various challenges to the health of our watershed, and propose solutions to these problems.
Rubric for “Who Polluted the Merrimack”
5th Grade
| 1 | 2 | 3 | |
| Describe everyday human activities that can affect earth’s resources or the environment | Lists an example of point-source pollution (sewage from a treatment plant, pollutants from a factory and/or smokestack) OR an example of non-point source pollution (e.g. agricultural runoff) | Lists at least one example of point-source and one example of non-point source pollution | In addition to 1 & 2, also lists one or more daily activities of individuals which directly or indirectly lead to pollution (household use of water, school bus, rides in a car, production of food) |
| Ways to reduce a community’s impact or an individual’s impact on earth’s resources or the environment | Describes a way to better handle or reduce amount of sewage (water conservation, separate storm-water from sewers). Design a cleaner operating factory or way to trap pollutants from manufacturing. OR describes a solution to reduce or filter non-point pollution (e.g., swales) | Lists at least one solution for point and one solution for non-point pollution | In addition to 1 & 2, also describes ways to reduce an individual’s household pollution or reducing amount of materials used by society |
7th Grade
| 1 | 2 | 3 | |
| Describe everyday human activities that can affect earth’s resources or the environment | Lists an example which ties a challenge faced by the earth’s natural resources or ecosystems to human population growth /urbanization or overconsumption of resources | In addition to 1., also lists the negative effects such as reduced water quality, depletion of mineral resources, or climate change | In addition to 1 & 2, describes how evidence, such as historical (or other) data could be used to support their answer |
| Ways to reduce a community’s impact or an individual’s impact on earth’s resources or the environment | Describes and evaluates a current design solution that is being used to address a current challenge | describes and evaluates two or more design solutions | Proposes a new design solution or anticipate a future challenge caused by human activity to the earth’s natural resources |
Supports for Struggling Learners
This activity is appropriate for all grades in middle school or high school. You may want to adjust the content, and questions used to start discussions to align the lesson with your students' abilities.
Additional Resources
Cherry, Lynne. A River Ran Wild: An Environmental History. San Diego: Harcourt Brace: 1992.