LESSON PLAN TEMPLATE Your Name: Hailey Tellam Title of Lesson: Sustainable Water Use Grade: 4th Grade

STANDARDS CCSS.ELA-Literacy.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CCSS.ELA- Literacy.W.4.2.a Introducing a topic clearly and group related information in paragraphs and sections; including formatting(e.g., headings), illustrations, and multimedia when useful to aiding comprehension. CCSS.ELA-Literacy.W.4.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. CCSS.ELA-Literacy.W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). CCSS.ELA.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. CCSS.ELA.4.2.e Provide a concluding statement or section related to the information or explanation presented. LESSON SUMMARY/OVERVIEW This lesson plan will be implemented on the fifth day of the unit plan. This lesson plan is for the wrap up of all of the days combine. This is going to wrap all of the information learned through every day of this unit. Students will create a multi-paragraph paper to explain what they learned during this unit and come of with different situations and use problem solving to conclude their ideas. The students will write about the various ways of thinking that they feel are most important to solving the problems. The idea of the paper is to not only see what they have learned but I would like them to problem solve and through that tell the readers about factual problems with in the community and the world that need to be addressed. OBJECTIVES After this lesson students will write a three to five paragraph factual essay on situational problem solving and provide background information from the days prior to give a concise paper. Students will be able to develop on the paragraphs by giving facts and opinions and making the best possible outcomes for the problems they are addressing. ASSESSMENT/EVALUATION After this lesson students will have shown mastery by completing a three to five paragraph factual essay on situational problem solving and provide background information from the days prior to give a concise paper. PREREQUISITE KNOWLEDGE Prior to completing this paper the students will have knowledge on all the ways of thinking as well as the knowledge of clean drinking water through the facts, information, and video from the previous days. They will be able to fill out an outline on the various topics that were taught in the previous four days in the unit. With this information the students will be able to make an outline that will aid in the writing process for these informational and opinion papers. MATERIALS o o o o Notes and materials from the previous days. Pencil Paper Handouts

VOCABULARY/KEY WORDS Sustainability, sustainable, clean drinking water, poverty, water cycle, tap water, benefits, opinion, treatment TEACHING PROCEDURES Teacher will begin the lesson by having the students reflect in a discussion setting with the information that was presented in the previous four days. The teacher will ask what is the most impactful thing they learned about during the unit. o The students will gather into groups of four and discuss the various facts and information presented in the previous classes. o The students will then choose a representative to share ideas and information about what they cohesively came up with as a group. Teacher will then create a class discussion about a problem that was learned about or brought up during the group discussion. o Students will come up with multiple examples and strategies to solve the problem. o The teacher will guide the students through multiple examples and strategies. o What types of thinking will you use to solve the problems? o What would you do to fix the problems in the community? o Who do you think you will try and involve in order to make the situation better, the government, the people, an organization?

The teacher will bring the class discussion to an end and have the groups break up back into individual work now. The teacher will have multiple handouts, games, and puzzles for the students to fill out and become creative with the word choice for their up and coming paragraphs. o Teacher will pass out the work sheets. o Students will be given fifteen minutes to complete the handouts. The teacher will instruct the students to come up with three clean drinking water problems and solutions that they will be addressing in their paragraphs. o Students will brain storm three problems and solutions for their papers. o Once completed the students will write a three to five paragraph essay addressing the problems and solutions. o Students will be given time to complete the paper and edit the paper. o Once they are done the students will share their paragraphs to the class and get feedback from their peers. o At the end of the day the students will take their papers home and bring in the final drafts the next class period for grading. The teacher will wrap up the unit by asking if the students have any unanswered questions. RESOURCES Word Search: http://www.nnpvitamins.com/lilcritters/images/games-word-search.jpg Pipe Puzzle: http://www.derrywater.com/pipegame.gif Cross Word Puzzle: http://www.cbwcd.org:2980/wp-content/uploads/2011/04/waterwordpuzzle.jpg WAYS OF THINKING CONNECTION Systems thinking is addressed in this lesson plan when the students come together to collaboratively discuss the multiple issues of clean drinking water through out the world. Strategic thinking, values thinking, and futures thinking are all addressed at the same time during this lesson because the paper is trying to include all of these elements in how to problem solve and come up with solutions to make the problems less of a problem in the future.