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Kristen Jensen

Content & Title:

How Do We Use

Grade Level:
Grade 4

Strand 1 Concept 2
PO 5. Record data in an organized and appropriate format
Strand 1 Concept 3
PO 2. Formulate conclusions based upon identified trends in data.
PO 5. Develop new questions and predictions based upon the data collected in
the investigation.
Strand 1 Concept 4
PO 3. Communicate with other groups or individuals to compare the results of a
common investigation.
Strand 4 Concept 3
PO 1. Describe ways various resources (e.g., air, water, plants, animals, soil) are
utilized to meet the needs of a population.
PO 3. Analyze the effect that limited resources (e.g., natural gas, minerals) may
have on an environment.
PO 4. Describe ways in which resources can be conserved (e.g., by reducing,
reusing, recycling, finding substitutes).
Social Studies:
Strand 3 Concept 1
Describe how natural events and human activities impact environments.
Strand 4 Concept 5
PO 1. Describe human dependence on the physical environment and natural
resources to satisfy basic needs.
Students will be able to calculate their own water usage and determine if they
are using water conservatively through discussion and interpretation of results
on a bar graph with 100% accuracy and participation.
Evidence of Mastery
Completion of an exit ticket where students will write down in which way they
use water the most and brainstorm one way they could use it less.
Sub-objectives, SWBAT
Calculate their own water use on a worksheet
Determine and discuss which way they use water the most
Determine if they are using water sustainably
Brainstorm 1 way they can be more conservative and sustainable with their
water use
Lesson Summary and Justification: (summary gives detailed information about what
students are doing. Justification why is this lesson being taught)

This lesson is being taught to inform students of their own water use and how they
could potentially be overusing and wasting water. This lesson is to introduce students
to the sustainability topic of water conservation in hopes they will reduce their water
usage and think conservatively about using certain resources.
Background Knowledge:
What is the water cycle

Why is water important

What it means to conserve and be sustainable
The planet will never run out of water
Their own water use has no effect on the water supply
It does not take very much water for certain activities
Process Skills:
Using calculators (introducing)
Organizing calculated data (reinforcing)
Interpreting data (reinforcing)
Four Ways of Thinking connection: (Provide a complete explanation of how your
lesson plan connects to futures, system, strategic, or values thinking. Define the way of
thinking you selected and used in this lesson plan. Remember, this should be included
meaningfully in the lesson plan.)

This lesson can connect to both Values Thinking and Futures Thinking. The students
are first caluclating and determining in which ways they use water and determining
how they value the way they use water. They will also determine if their water use is
more important than making sure water is reserved. They will then use Futures
Thinking to brainstorm ways in which they can conserve water in the future and how
that will help the environment and our planet in the longrun.

Carefully handle the caluclators; do not drop, throw, etc.

Inquiry Questions:
1. What is our personal water use?
2. Do we use water in a conservative and sustainable way?
Key vocabulary: (list and define)
Materials: (list item and possible
1. Sustainable (able to be used without being
completely used up or destroyed)
2. Conservation (preservation, protection, or
restoration of the natural environment)

1. Water use worksheet
2. Calculators

Engage - In this section you should activate prior knowledge, hook student
attention, pose a question (IQ#1) based on your lesson objective that students
will seek to answer in Explore.
Teacher Will: (hook)
Students Will:
As students: How do you use water
Respond with how they use water
everyday ex) brishing teeth, taking a
Write student responses on chart
shower, washing hands, etc
If students have not thought of all the ways
they use water as displayed on worksheet,
prompt students asking other ways water
could be used in their daily lives.
Best Teaching Practice Strategy/Differentiation/ELL and Teacher Notes
Prompt students if struggling coming up with answers; visually write students
responses on chart
Explore - In this section students should take the lead and actively use materials
to discover information that will help them answer the question posed in
Engage. Teachers may choose to give steps to follow, especially for younger students,
but the goal is for students to discover some or all of the sub-objectives of the lesson.
Teacher Will: (pose IQ #1)
Students Will: (list all steps)
Today you will be calculating your own
Follow modeling of how to do first
water use in two days.
Pass out worksheet and calculators
Continue to calculate the rest of the

Model to students how they will calculate

examples of their daily water in two
water use with the first example of washing days.
When finished, students will calculate
Check for student understanding by walking their total two days water use and write
around and helping students
how much water they are using.
Best Teaching Practice Strategy/Differentiation/ELL and Teacher Notes
Explain In this section students share what they discovered, teacher connects
student discoveries to correct content terms/explanations, students
articulate/demonstrate a clear and correct understanding of the lesson sub-objectives
by answering the question from Engage before moving on.
Teacher Will:
Students Will:
Ask students: What are some activities
Share their calculated data
where we use the most water?
Create bar graph of the classs water
Create bar graph of the classs water use by use by activity.
State which activity they use the most
Which activities do we use the most water? water and why.
Why do you think so?
Best Teaching Practice Strategy/Differentiation/ELL and Teacher Notes
Elaborate In this section students take the basic learning gained from Explore and
clarified in Explain and apply it to a new circumstance or explore a particular aspect of
this learning at a deeper level. Students should be using higher order thinking in this
stage. A common practice in this section is to ask a What If? question. IQ #2
Teacher Will: (pose IQ #2)
Students Will:
Ask students: Do you think we are using
Respond by stating whether they are
water in a conservative way? How can we
conserving water now and why or why
conserve it?
not. Respond how they can conserve it
for the future.
Best Teaching Practice Strategy/Differentiation/ELL and Teacher Notes
Evaluate In this section every student demonstrates mastery of the lesson
objective (though perhaps not mastery of the elaborate content). Because this also
serves as a closing, students should also have a chance to summarize the big
concepts they learned outside of the assessment.
Teacher Will:
Students Will:
Pass out exit ticket
Complete exit ticket by stating in
Assess water use worksheet for accuracy
complete sentences in which way they
and completion.
used water the most and one way they
Assess exit ticket for complete sentences
could use water less.
and requirements of 1 way the used water
the most and 1 ways the could use water
Closure: (revisit objective, IQs and make real world connections)
Close with video of ways water can be conserve on a daily basis.
**Best Practices List the Best Teaching Practices you will use to enhance
the learning outcomes. In each section where prompted, list the best
practice, how the practices will be used and the purpose.