Pollutants and Contaminants
Author: Sara Chavarria
Editor: Stephanie Nardei
Time:
Two 50 minute classes
Preparation Photocopy class sets of Handouts 1 and 2 for re-use in
Time:
each class.
Materials:
Textbook
Sheets of paper for drawings
Handout 1
Handout 2
Abstract
This explore/explain lesson challenges students to identify pollutants
and contaminants and then apply their knowledge to the Industrial
Revolution. By having students create visuals and Definition and
Concept Trails the student can better grasp the ideas behind needing to
learn more about pollution in our past. The connection to the Industrial
Revolution is made with a mini-investigative task that helps them start
to understand the implications of pollution from the past and how it
affects lives then and now.
Objectives
Students will be able to:
1. Define pollution and contaminants by constructing a Definition and Concept Trail that
illustrates how they are connected to health.
2. Give examples of health issues during the Industrial Revolution by conducting textbook
research.
National Council for History in the Schools:
Historical Thinking Standards
 Standard 1F: Reconstruct patterns of historical succession and duration.
 Standard 5A: Identify issues and problems in the past.
United States History Standards

Era 6 Standard 1: How the rise of corporations, heavy industry, and mechanized farming
transformed the American people.
Teacher Background
This lesson is going to seem disconnected from history, but it is important students understand
basic concepts of pollution and health in order to be able to appreciate the Industrial Revolution. If
students should ask why they are studying this (a very good question) note that history is
dynamic and understanding our present helps us put the past into perspective so we can better
understand how dynamic our lives are.
Related and Resource Websites
New Jersey Meadowlands
New Jersey Meadowlands Commission http://www.meadowlands.state.nj.us/
Meadowlands Environment Center http://www.meadowlands.state.nj.us/ec/index.cfm
Significant Habitats and Habitat Complexes of the New York Bight Watershed
http://training.fws.gov/library/pubs5/web_link/text/hm_form.htm
Digital Meadowlands http://cimic.rutgers.edu/digitalmeadowlands/
Meadowlands.com http://www.meadowlands.com/
Meadowlands New Jersey on Wikipedia http://en.wikipedia.org/wiki/New_Jersey_Meadowlands
Industrial Revolution Resources
Background on Industrial Revolution (short tutorial): http://www.bergen.org/technology/indust.html
Industrial Revolution of Wikipedia: http://en.wikipedia.org/wiki/Industrial_Revolution
Open Directory Project on Industrial Revolution:
http://dmoz.org/Society/History/By_Time_Period/Eighteenth_Century/Industrial_Revolution/
Internet Modern History Sourcebook on Industrial Revolution:
http://www.fordham.edu/halsall/mod/modsbook14.html
Documentary Series: The Day the World Took Off http://www.dspace.cam.ac.uk/handle/1810/270
Making the Modern World: http://www.makingthemodernworld.org.uk/
Activity
Day One
1. Transition: Note that the previous day ended with their being asked to make a connection
to the importance of Pollution. To ensure they understand the terms used they will read
about Contaminants and Pollution.
2. Pair students up. Each student is given either the Contaminants Handout or the Pollution
Handout. Have them read the material quietly. (10 minutes)
3. When done reading have them make a drawing that illustrates the Pollution and
Contaminant Relationship in a city. The teacher may need to handout drawing sheets.
(10-15 minutes)
4. They will now label what they drew to verbally identify the components they chose to
draw. (5-10 minutes)
5. In order to make more concrete connections with these words have students do a new
Definition and Concept Trail using the following words: Industry, Contaminants,
Pollutants, Hazardous, Environment, and Human Health. Information to be included for
each word is a definition, associations, and a visual or illustration to help remember the
word. Refer to “The Parts Make up the Whole” lesson for one example of how to
conceptually link the words that uses The Verbal Visual Vocabulary format.
6. Note: All of these words illustrate the processes of unsafe sanitation that illustrate the
Industrial Revolution in America.
Day Two
7. Have students take out their Definition and Concept Trails for reference.
8. Students will now perform a mini-investigative study using their textbooks. Without giving
them any direction as to where to look in their textbooks, have students locate 3
examples of sanitation conditions during the Industrial Revolution in America. They must
read through the chapter materials to look for their examples. The examples can illustrate
work, home, or the city. Have them write down the example in their notes with information
pertaining to location, and time period. When done have them identify how their example
addresses a worker situation, a business situation, and/or a landscape situation. In other
words is their example talking about working conditions, business conditions, and/or
location (city, rural, community).
9. Finally, with each example they located, have them address how that problem may have
affected the future (our present).
Closure
10. Ponder Question Challenge: Do you think pollution problems from the Industrial Age are
still with us today?
Embedded Assessment
The drawing can be displayed and evaluated. The Definition and Concept Trail can be assessed.
Mini-investigation using textbooks can be assessed.
Homework
If students do not finish the Definition and Concept Trail the first day, they can do so for
homework.