Vous êtes sur la page 1sur 4

Inquiry Lesson Plan Template (with Four Ways of Thinking connection)

Teacher: Jasmine Blancas


Content & Title:
Grade Level:
Science
4th- 5th
Water Usage in Our
Homes
Standards:
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, finding
substitutes)
4. W. 2 Write informative/ explanatory texts to examine a topic and convey ideas and information
clearly
Objectives (Explicit & Measurable):
Students will be able to reflect their personal and family choices they make on a daily basis
regarding water usage
Students will be able to write an informative text that explains their water usage and how their future
choices will changed after this experiement
Evidence of Mastery (Measurable Assessment: formative and summative):
Students will be able to make conclusions of how much water is used in their homes
The students will be able to write a summary from the reflections they have made
Students will be able to make predictions of what the Earth will look like in the future while taking
into conideration present choices
Sub-objectives, SWBAT (steps that lead to completion of objective; sequence from simple to more
complex):
Calculating their (students) water footprint and filling out the family questionnaire allows them to
receive an overview amount of water they use
The students will learn the importance of water and how it is used to maintian every system on Earth
Summarizing the amount of water the students and their families use will help them determine the
choices they make
Their relfections will lead to the influence of their future choices regarding different ways to conserve
water
Lesson Summary and Justification: (summary gives detailed information about what students are
doing. Justification why is this lesson being taught)
The students will be learning about the amount of water they use on a daily basis. The students will be able
to do this by calculating their water footprint in a website. They will then have a homework assignment
where their family and themselves will need to fill out a questionnaire. After the reflections have been made,
they will then have a research assignment where they will learn about the life of water. Water is the main
source for living and for functioning different systems that make up our society. The students will be
reflecting their choices and determine how much they use (by writing down the exact number of water they
use). They will then infer how the future may potentially look like if everyone used the same amount of
water they used. This is an important topic to instruct students because water is slowly reaching its demise.
This will inform students that their daily choices may or may not be sustainable; furthermore, they will be
encouraged to make different choices to expand the water life.
Background Knowledge: (What do students need to know prior to completing this lesson)
The students will need to know where Arizona recieves its water from. One of the main water soucres
Arizona depends on is the Colorado River. The students will need to identify the importance of the Colorado
river because there are several states that depend on the Colorado river for its water. They will also need to
know that the water in the Colorado river is slowly reaching its tipping point and our present choices can
either lead to its overall ending of water or allow for water to be a resoucres available to others in the future.

Misconception: (what possible misleading thoughts might students have?)


Students might not believe that we are dealing with a water shortage because water is important for all life
and it may seem that there is an abundance of water (which is not true).
Process Skills: (what skills are you introducing or reinforcing)
Infering: How much the average person uses water and how the usage can affect the future life of
water
Predicting: How will Earth will look like in the future keeping into consideration the amount of water
an average person uses
Evaluating: Students will evaluate the important jobs water does to function daily life
Applying: Students will apply the research they conducted into their lives by thinking of ways to
make their daily choices into a sustainable lifestlye
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 plan will be focusing on futures and systems thinking. The students will be able to identify that
water is a critical resource that functions the life of humans, animals, agriculture, and the production of
materials we use on a daily basis. If water is eliminated from the Earth, then all of those systems, factories,
and life will also reach its deadly demise. Futures thinking will be incorporated by students reflecting their
present choices on using water. This information will then lead to them thinking about how their present
choices can be changed to be more sustainable and to lengthen the life of water.
Safety: (what safety rules and items need to be addressed?)
Students will need to use technology with proper care when they are calculating their water footprint and
researching about the life of water
Inquiry Questions: (testable in the here and now.)
1. How can the amount of water we use today affect the quantity of resources will be available in the
future?
2. How is water quality affected by human activities?
Key vocabulary: (list and define)
Materials: (list item and possible quantity)
1. Tipping point
1. Worksheets (for all students)
2. Scarce resource
- Water is Life Web search activity
3. Conservation
- Water has many uses family
4. Water Footprint
questionnaire
2. iPad or Computer (for all students)
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:
Show two videos Water Conservation and
Watch videos
"The American Southwest: Are We Running
Dicsuss with the teacher the questions that
Dry?".
are being asked.
Ask discussion questions, What did you think
about the video?, Do you need me to clarify
anything?, and Do you think this is a major
problem for us? (emphasize the living in
Arizona)
Best Teaching Practice Strategy/Differentiation/ELL and Teacher Notes
Desribe and define vocabulary through the use of images
Summarize the The American Southwest: Are we Running Dry? video
List the main ideas from the video and ask students to take notes
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.
2. Teacher Will: How can the amount of water
Students Will: (list all steps)
we use today affect the quantity of resources
Open up the website in computer/iPad
will be available in the future? (IQ #1)
Answer the questions asked in the
Demonstrate the water footprint the
footprint
students will be completing
Write down their overall usage of
Fill out the questions
water on their notes
Make sure students are paying attention
by asking them questions about the
footprint
Best Teaching Practice Strategy/Differentiation/ELL and Teacher Notes
Demonstrate on the board, the teacher filling out their personal footprint
Define the terms being asked in the footprint
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 to take our their homework Water
Take out homework to participate
has many uses family questionnaire
Discuss the top uses conducted from the
Ask students to discuss with the class their
questionnaire
results
List on the board the top uses of water
Best Teaching Practice Strategy/Differentiation/ELL and Teacher Notes
The second part in the homework assignment does not need to be discussed with parents (it can if they desire
to).
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: How is water quality affected by
Students Will:
human activities? ( IQ #2)
Reflect on the findings from the Water is
Assign a writing assignment where students
Life worksheet
will need to summarize and reflect
Write a summary of the results form the
Ask students to write a reflection based on the
water footprint
findings they completed in Water is Life
Explore the questions asked in the water
worksheet
footprint and brainstorm any changes that
could be done to lower the amount of water
usage
Best Teaching Practice Strategy/Differentiation/ELL and Teacher Notes
The reflections can be a paragraph each instead of being in detail written in a couple of paragraphs.
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:
Discuss with the class how the Earth may
Make predictions of how the Earth will look
look like in the future
like based on the findings from the
worksheets and personal water footprint
Explain to the class the amount of water an
average person would use on a daily basisemphasize the unsustainable amount and the
potencial dangers it will have on the future

life of Earth
Closure: (revisit objective, IQs and make real world connections)
Water is an essential source for every living being. Being aware of how much water we use can help us make
wise, sustainable choices. It is important and crucial to continue making these choices outside of the
classroom to lengthen the life on Earth.
**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.