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LESSONPLANTEMPLATE

YourName:SandyNunez
TitleofLesson:WaterConservation
Grade:4th

STANDARDS
NOTE:Pleaselistatleasttwocompletestandardsyourlessonplancovers.[CommonCoreStateStandards
(mathandlanguagearts),NextGenerationScienceStandards(science),ArizonaStateSocialStudies
Standards(socialstudies)].

1.Refertodetailsandexamplesinatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferences
fromthetext.(4.RI.1)1

2.Engageeffectivelyinarangeofcollaborativediscussions(oneonone,ingroups,andteacherled)withdiverse
partnersongrade4topicsandtexts,buildingonothersideasandexpressingtheirownclearly.
a.Cometodiscussionspreparedhavingreadorstudiedrequiredmaterial;explicitlydrawonthat
preparationandotherinformationknownaboutthetopictoexploreideasunderdiscussion.
b.Followagreeduponrulesfordiscussionsandcarryoutassignedroles.
c.Poseandrespondtospecificquestionstoclarifyorfollowuponinformation,andmakecommentsthat
contributetothediscussionandlinktotheremarksofothers.
Reviewthekeyideasexpressedandexplaintheirownideasandunderstandinginlightofthediscussion.(4.SL.1)

LESSONSUMMARY/OVERVIEW
Provideanoverview/synopsisofthelessonandthetopicsthatitwillcover.Makesuretoprovideareason
whyyouselectedthistoberelevantforaunitonsustainability?

Thislessonplanwilloccuronthefifthdayoftheunitplan.Studentswillbeconductingaseriesofdiscussionsover
thetopicofwaterconservationinthestateofArizona.WaterconservationplaysabigroleinSustainability.
StudentsdiscussionwillinvolveSystemsThinkingsincewaterisassociatedwithalmosteverysystemonEarth.

OBJECTIVES
Describewhatyouwantstudentstoknow/beabletodoasaresultofthelesson.
Forexample,Studentswillbeableto

StudentswillbeabletodiscussandexchangeideasonwaystoconservewaterinArizonaandhowthechangewill
affectthepopulation.
ASSESSMENT/EVALUATION
Whatmeasureswillyouusetoknowifyoustudentsmettheobjectives?

Studentswillbedividedintoteamsandeachteamwillbescoredonspeaking,listening,participation,andbehavior.
Teamswillbegradedduringthediscussionbasedonthefollowingrubric.

3 2 1
Speaking
Listening
Participation
Behavior
Totalscore /12

PREREQUISITEKNOWLEDGE
Whatwillstudentsneedtoknowpriortocompletingthislessonandhowwillyouaccesstheirprior
knowledge?
StudentswillneedtoknowtheWaterCycleandwherewaterisfoundonEarth,whichtheylearnedfromprevious
lessonsfromtheweek.Theywillalsoneedtoknowthedifferencebetweensaltwaterandfreshwaterandhowwater
entersandexitshomes.Studentswillneedtobringtheirsciencenotebooksandreviewbeforestartingthe
discussions.

MATERIALS
Listofrequiredmaterials.
Projector
NewsClipofArizona(https://www.youtube.com/watch?v=mE4GyIuu03k)
Studentssciencenotebooks
Stickynotes
Worksheetguide
Questions:
DoyouthinkArizonasdroughtwillcontinue?WhyorWhynot?(FuturesThinking)
Doyouyourselfbelieveyoushouldconservewater?
Inwhatwayscanweascitizensconservewater?(StrategicThinking)
Whatimpactonconservingwaterwillithaveinthefarmers?(ValuesThinking)
Whatissomesystemswaterisincorporatedinto?(SystemsThinking)
Willtheothersystemsbeaffectedlikethefarmer?Ifsoinwhatways?

VOCABULARY/KEYWORDS
Listofkeyvocabularyterms.

WaterConservationreferstothepreservation,controlanddevelopmentofwaterresources,bothsurfaceand
groundwater,andpreventionofpollution.

FreshWaterwaterthatisnotsaltyespeciallywhenconsideredasanaturalresource.

Droughtaperiodofdryweather,especiallyalongonethatisinjurioustocrops.

Agriculturethescience,art,oroccupationconcernedwithcultivatingland,raisingcrops,andfeeding,breeding,
andraisinglivestock;farming.

TEACHINGPROCEDURES
ProceduralSteps(Stepbystepinstructionsforteachingthelesson):
Teacherwillaskstudentstobringtheirsciencenotebooksandhavethemreviewwhattheyhavelearned
overthepastfewdays.ThisincludestheWaterCycle,wherewaterisfoundonEarth,howwatergetsto
andfromourhomesandthetreatmentprocess.
Teacherwillseparatestudentsintogroups.
Oncestudentsarefinishedreviewingtheinformation,teacherwillshowanewsclipfromArizonanews.
https://www.youtube.com/watch?v=mE4GyIuu03k
Teacherswillintroducedthediscussiontopictothestudentsandgooverthediscussionrubric.Thenpass
outtheworksheettohelpguidethediscussion.
Teacherwillallowgroups10minutestogathertheirfindingsandresearchtohelpanswerdiscussion
questions.
Teacherwillgatherclassandbegintoaskthefirstquestionoffoftheworksheet.
Whilestudentsarespeakingandparticipating,teacherwillbegrading.
Whenallthequestionshavebeenansweredthediscussionwillbeover.
Towrapupthelesson,teacherwillhaveeachstudenttakeoutastickynoteandwritesomethingtheyhave
learnedonit.
Toexitstudentswillsticktheirstickynotesonthewhiteboardthentheycanleave.

RESOURCES
Listanyreferencesyouusedtocreatethislesson.Ifyouborrowedideasfromanylessonplanspleasenote
themhere.UseAPAformat.
(2014,August18).DroughtcouldtriggerwaterrestrictionsinArizona.RetrievedMay01,2017,from
https://www.youtube.com/watch?v=mE4GyIuu03k
Theworld'sfavoriteonlinedictionary!(n.d.).RetrievedMay01,2017,fromhttp://www.dictionary.com/
WAYSOFTHINKINGCONNECTION
Provideacompleteexplanationofhowyourlessonplanconnectstofutures,system,strategic,orvalues
thinking.Definethewayofthinkingyouselectedandusedinthislessonplan.Remember,thisshouldbe
includedmeaningfullyinthelessonplan.

This lesson plan is connected to all the four ways of Thinking by the
questions the students need to answer. Students will use Future Thinking
when they think about how long Arizona can be in a drought and how they
can plan ahead to better improve the situation. Students will sue Strategic
Thinking when they think of new ways to conserve water in Arizona. Students
will use Values Thinking when they think about the farming and how farmers
life and business will suffer if Arizona has to cut its water usage. The system
that is most focused on in this lesson is Strategic Thinking. Water is a natural
resource that is connected to many different systems and in this debate the
students are thinking about how water is connected to residential life,
agricultural life, recreational, and industrial systems in Arizona.