| Lesson Plan |
| Grade: |
Date: 25/02/2026 |
| Subject: Chemistry |
| Lesson Topic: State that some of these substances are potentially harmful, including: (a) some metal compounds are toxic (b) some plastics harm aquatic life (c) sewage contains harmful microbes which cause disease (d) nitrates and phosphates lead to deoxygenation |
Learning Objective/s:
- Describe how heavy metal ions, plastic debris, pathogenic microbes, and excess nutrients each affect water quality and aquatic life.
- Explain the mechanisms by which these substances cause toxicity, disease, or de‑oxygenation.
- Analyse simple data tables to identify harmful substances and predict their environmental impact.
- Evaluate mitigation strategies for each pollutant category.
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Materials Needed:
- Projector and screen
- PowerPoint/Google Slides presentation
- Printed handouts with summary tables and data sets
- Worksheet for group analysis
- Clear jar with algae culture (eutrophication demo)
- Images of metal ions, plastic debris, and microbes
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Introduction:
Begin with a striking image of a polluted river to capture interest. Ask students what they already know about water pollution from previous lessons on the water cycle. State that today they will identify four key pollutant groups and determine how each can harm humans and ecosystems. Success will be measured by their ability to list effects and suggest one control measure for each group.
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Lesson Structure:
- Do‑now (5') – Quick quiz on common water pollutants (multiple choice).
- Teacher input (10') – Slide show summarising metal toxicity, plastic impacts, sewage microbes, and nutrient‑induced eutrophication.
- Group activity (15') – Students work with provided data tables to match substances to their harmful effects and complete a short analysis worksheet.
- Demonstration (10') – Eutrophication model: add fertilizer to algae jar and observe oxygen depletion.
- Case‑study discussion (10') – Small groups examine a real‑world example of plastic pollution and present mitigation ideas.
- Check for understanding (5') – Exit ticket: list two health or environmental impacts for each pollutant category.
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Conclusion:
Recap the four pollutant groups and their primary threats, linking back to the success criteria. Collect exit tickets to gauge understanding and assign homework: research a local water‑quality issue and propose a feasible solution. Remind students to bring any findings to the next class for a brief share‑out.
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