Teachers: Sarah Oblinger Subject: Sustainability- Water

Conservation

Common Core State Standards:

National Standard: PO 4. Describe ways in which resources can be conserved.

Objective (Explicit):
Students will be able to identify the sources of water they use on a daily basis and define
conservation.

Evidence of Mastery (Measurable):

Students will be able to identify the places in which they use water in their school by creating a list while walking around
the school.

Use data based on their own experiences to determine the places water comes from and
create an experiment based on the type of water given at school.

Sub-objectives, SWBAT (Sequenced from basic to complex):

How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?

Students will be given a checklist or worksheet to fill out once they discover the places
that creates water in the school. The worksheet will ask several questions based on the
color, taste, and smell of the water.

Key vocabulary: Conservation Materials: Paper and pencil

Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest?
How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?

Activate students interest by asking about the amount of water they use on a daily
basis and where they receive their water.

Instructional Teacher Will: Student Will:

Input How will you model/explain/demonstrate all What will students be doing to actively capture and
knowledge/skills required of the objective? process the new material?
What types of visuals will you use? How will students be engaged?
How will you address misunderstandings or
common student errors?
How will you check for understanding?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that
another person could teach it?

Teacher will explain the ample amount of Students will be able define conservation and the
water used in Arizona on a daily basis and importance of conservation.
compare it to an amount the students will
fully comprehend. Teacher will also define
conservation and what happens when you
conserve other items as well.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
Teaming
 Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?

Accommodations differ based on students needs, but may include:

Communication device
Different seating arrangement
Speaker for teacher

Guided Teacher Will: Student Will:

Practice

Teacher will use an alternative Students will have the opportunity to

teaching style to focus on a explain conservation in their own words
smaller portion of students. and identify the elements in the water
Teacher will provide guidance by they are drinking at school.
asking questions relating to
conservation of water in the
school and at home.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
Alternative

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
How can you utilize grouping strategies?
Grouping strategies will be used by placing students into groups and completing an
activity that creates other ideas and questions about the water in the school.

Independent Teacher Will: Student Will:

Practice How will you plan to coach and correct
during this practice?
How will you provide opportunities for
remediation and extension?
How will you clearly state and model
academic and behavioral expectations?
Did you provide enough detail so that
another person could facilitate the practice?
How will students independently practice the
knowledge and skills required by the objective?
How will students be engaged?
How are students practicing in ways that align to
assessment?
How are students using self-assessment to guide
their own learning?

How are you supporting students giving feedback to

one another?
 Teacher will provide multiple
independent activities for
students to complete. Teacher will
assess each students work while
theyre working and determine if a
student needs remediation.
Students will use technology to
demonstrate the places in the school
that use water and match it with the
characteristics they have observed in
the water.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
Parallel or one teach one assist.

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
Specific students have altering needs and the teacher will accommodate the
activity or instruction based on the students goals. If students need more
challenging work, they will be given extra activities or practice based on the
water conservation activities.

Closing/Student Reflection/Real-life connections:

How will students summarize and state the significance of what they learned?
Why will students be engaged?

Students will be asked the importance of conservation and why it will help them in the future.
As an exit ticket, students will write on a half sheet of paper the sources of water in the school
and how many times they use the restroom or wash their hands per day.