Oil and Grease

Middle School and High School Teacher

The students will research oil and grease recycling.

Grade Level: 9 - 11th

Subject: Environmental, Science

Length of Time: 3-4 Class Periods

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Common Core Alignment

CCSS.ELA-Literacy.10.RST.2 -

CCSS.ELA-Literacy.10.RST.9 -

CCSS.ELA-Literacy.10.RST.7 -

- (See note; not applicable as a separate requirement)

Objectives & Outcomes

The students will be able to identify the consequences of oil pollution, the sources of used oil/grease, and using Internet research and other resources, alternatives for used oil and grease.

Materials Needed

Internet access or other resources, Power Point program access, or supplies needed to create display boards for a class presentation

Prepare ahead of time:  Containers of oil and grease (car, cooking, etc.), see-through container of water for display; rubrics for presentations


Opening to Lesson

  • Teacher will display the containers of oil/grease and the water
  • While saying: “As you know oil and water do not mix well…”, combine the water and oil
  • Ask students: What do you know about oil pollution in bodies of water?

Body of Lesson


  • Allow for comments and discussion
  • Ask: What other oils (or grease) may be a problem for the environment?
  • Allow for comments and discussion
  • Ask for the advantages/disadvantages of the use of oil and grease
  • List responses

Guided Practice

  • Pair students
  • Explain the assignment to students: They are to use the Internet or other resources to identify the consequences of oil pollution, sources of oil/grease, some available alternatives for recycling the oil/grease
  • Distribute the rubrics or a prepared list of questions or other information needed to use for the class presentation
  • Allow students at least two class periods to do the Internet research
  • Remind students to use multiple sites for research related to the consequences as well as the alternatives
  • Encourage students separate fact from fiction
  • Remind students to find facts about each product, not myths
  • Encourage students to prepare a Power Point presentation to share with the class or use display boards
  • Students must address each of the rubrics in the report and/or presentations
  • Assign the students time slots to present the information to the class
  • On day three or later, each student will present their research to the class and respond to their peers’ questions.
  • Use the assessment or rubric page to evaluate the presentations
  • Continue until all students have had a chance to present the information

Independent Practice

  • Create a test or quiz related to student presentations


Have a class discussion about what a student could do immediately to help prevent oil/grease pollution or contamination in water, or what changes they can make to help the environment with this issue.

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Assessment & Evaluation

Assessment page with rubrics used during presentations, multiple choice quiz/test based on students’ class presentations

Modification & Differentiation

Allow students to work alone or in larger groups.  No class presentation, all written work turned in for evaluation.  Limit the number of presentations if under time constraint.   Focus on a single source of oil, like French fry oil or automobile oil, etc.

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