Acid in the Water Lesson Plan Information | Lesson Plan Activities | Printable version (including handouts) (PDF)

Standard: Read with Understanding Outcomes Students build their vocabulary development and create a flowchart that depicts the process of acid mine drainage.

Classroom Information

GED Descriptors:      Language Arts - Reading , Science Roles:      Family, Community Member Program Type(s)      ABE, GED, Urban, Rural NRS Learner levels (ESOL)      4, 5, 6 Time frame:      2.0 to 3.0 hours Technology Integration Anticipation Guide Graphic Organizers Acid Mine Drainage Experiments Abandoned Mine Drainage Glossary

Keywords

select any link below for a list of resources which also have that keyword Education > reading Science > ecology Science > physical/earth science > rivers Science > water Science > ecology > water > water pollution

Standard: Read with Understanding

Component of Performance How activity addresses component Determine the reading purpose Gain understanding of ways water can become polluted. Select reading strategies appropriate to the purpose Continue vocabulary development by adding up to 10 words to their existing word lists. Use anticipation guides as a pre-reading activity. Develop graphic organizers after highlighting, note taking, sequencing and determining cause and effect for acid mine drainage. Monitor comprehension and adjust reading strategies Students use a vocabulary chart to keep their lists of words. They highlight and take notes of important information in order to construct a flow chart. Analyze information and reflect on its underlying meaning Students revisit and revise their picture writing to include new vocabulary and their answers on the anticipation guide to decide if they want to change them and why. Integrate it with prior knowledge to address reading purpose Students use their notes from reading to construct and explain a flow chart showing the process that causes water pollution.

Purposeful, Transparent, Building Expertise

Purposeful and Transparent Students are using skills necessary for real life and passing the GED -- building vocabulary, reading and comprehending non-fiction text. Contextual Students are concerned about the quality of their drinking water. Students may need to read non-fiction text outside the classroom for their roles as family members, workers, and community members. Building Expertise Students will practice using a flowchart to understand the steps in a process. Students will practice reading non-fiction text. Students have been building their vocabularies by systematically being given 10 new words a week.

Lesson Designer Sharon Reynolds Central/Southeast ABLE Resource Center (740) 593-0969 reynols1@ohio.edu

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