TGC Fellow Unit Template *

Prepared by: Kate Boyens School/Location: Scott Elementary School, Naperville, IL

Subject: Science/Writing Grade: 4 Unit Title: Water - A Limited Global Resource Time Needed: 7 Weeks
Unit Summary: The first two weeks of this unit will be spent building students background knowledge about renewable and non-renewable
natural resources, the water cycle, and water sources. Then, students will examine groundwater wells, investigate water sanitation, and begin to
explore the diminishing global water supply and the issues people face in other parts of the world when it comes to accessing clean drinking
water. Next, students will conduct research as a class to engage in a case study investigation of a community of interest that is currently facing a
water crisis. Students will then create and distribute an informational pamphlet, flyer, or infographic around the school and local community to
raise awareness about global water issues in specific areas of the world, explain why water conservation is important, and propose suggestions
to help conserve and protect our diminishing global water supply. Finally, students will take action by partnering with WaterStep, a nonprofit
organization, to organize a shoe drive at our school that raises funds to provide access to clean water all over the world, improved water
transportation methods, and better sanitation plans.

Stage 1 Desired Results

ESTABLISHED GOALS:
Next Generation Science Standards
4-ESS3-1 Obtain and combine information
to describe that energy and fuels
are derived from natural
resources and their uses affect
the environment.
Common Core State Standards: ELA
SL.4.1 Engage effectively in a range of
collaborative discussions (one-
on-one, in groups, and teacher-
led) with diverse partners on
grade 4 topics and texts, building
on others ideas and expressing
their own clearly.
W.4.1 Write informative/ explanatory
texts to examine a topic and
convey ideas and information
clearly.
W.4.7 Conduct short research projects
that build knowledge through
investigation of different aspects
of a topic.
W.4.8 Recall relevant information from
Transfer
Students will be able to independently use their learning to
T1. Make responsible choices about the use of natural resources.
T2. Examine perspectives of other people through analyzing access to clean drinking water in
various areas of the world.
T3. Communicate ways that people can take action to protect and conserve water resources.
T4. Take action to increase access to clean water all over the world, more ergonomic water
transportation methods, and better sanitation plans.
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand that Why is water essential for humans and
Water resources are limited. It is other organisms?
important to protect and conserve water. Why is it important to conserve water?
Water can be found in lakes, rivers, and How can humans develop ways to access,
wells, but it is not always safe to drink. clean, protect, and conserve water?
As the global human population increases
and peoples demands for better living
conditions increase, resources considered
readily available in the past, such as
drinkable water, are becoming scarcer and
more valued.
The process of scientific inquiry includes
wondering, thinking, trying, observing,
recording, and discovering.
Over time, peoples needs and wants
 experiences or gather relevant
information from print and digital
sources; take notes and
categorize information, and
provide a list of sources.
W.4.9 Draw evidence from literary or
informational texts to support
analysis, reflection, and research.
RI.4.2 Determine the main idea of a text
and explain how it is supported
by key details; summarize the
text.
RI.4.9 Integrate information from two
texts on the same topic in order
to write or speak about the
subject knowledgeably.
GLOBAL COMPETENCY:
Investigate the World
Recognize Perspectives
Communicate Ideas
Take Action
TECHNOLOGY RESOURCES:
Explain Everything app
(https://explaineverything.com/app)
Padlet (https://padlet.com)
Skype (https://www.skype.com/en)
G Suite/GAFE (https://gsuite.google.com)
YouTube
Weebly for Education
(https://education.weebly.com)
PebbleGo: The Water Cycle Pages
(https://www.pebblego.com)
Newsela (https://newsela.com)
Readworks (http://www.readworks.org)
The Worlds Largest Lesson
(http://worldslargestlesson.globalgoals.or
g)
change, as do their demands for new and
improved technologies.
Acquisition
Students will know (Content)
Water is a natural resource, and it is
essential for humans and other organisms.
All water on Earth circulates through the
water cycle.
Some natural resources are renewable,
while others are non-renewable.
Humans use of natural resources affects
the environment in multiple ways.
Many areas of the world have inadequate Examine the human causes of a
access to clean drinking water.
Wells can be a reliable source of clean
water, but wells require maintenance and
a sanitation plan to ensure well water is
safe to drink.
Students will be able to (Skills)
Classify natural resources as renewable
and non-renewable.
Follow the scientific method when
conducting scientific investigations.
Formulate questions that demonstrate
critical thinking skills.
Examine possible effects of water use and
availability over time.
diminished water supply.
Analyze how specific personal and societal
choices affect the local, regional, and
global water supply.
Describe the water issues that one or
more areas face.
Explain why it is important to conserve
water.
Suggest ways people can be more
responsible about their personal water
use in order to conserve and/or protect
the global water supply and/or limit
pollution to water sources.
 Link TV (https://www.linktv.org/)
WorldPress (http://worldpress.org)
DOGO News (http://dogonews.com)
National Geographic
(http://www.nationalgeographic.com)
Easelly (https://www.easel.ly)
UNIEF (http://unicef.org)
Seesaw or Canvas LMS (depends on my
co-teachers preference)

Stage 2 - Evidence
Assessment Evaluation Criteria (Learning Target or Student Will Be Able To)
Assessments FOR Learning: (ex: kwl chart, Natural Resources Sort: Students will sort photos and orally explain their thinking using the
exit ticket, observation, draft, rehearsal) Explain Everything app to differentiate between renewable and non-renewable resources.

Labs/Experiments (several throughout unit): Students will follow the scientific method when
conducting scientific investigations and will make observations, record their results with
accuracy, and draw conclusions.

Interview Questions: Students will develop a written list of interview questions about
groundwater wells to ask the person we Skype with.

Observation: Students will ask our guest speaker (college student who built a well in Ghana)
relevant questions that demonstrate critical thinking skills and an understanding of how water
found in lakes, rivers, and wells is not always safe to drink.

Case Study Mini-Investigation: In small groups, students will examine various digital sources to
investigate the global water crisis in one or more areas of the world. Students will answer wh
questions to summarize what they read using this question answering template:
https://goo.gl/aJezaw.

Case Study Investigation (class research project): Students will formulate thick research
questions to deeply investigate the water crisis in a specific area of the world, recognize
perspectives of people living there, gather relevant information from print and digital sources,
take notes, categorize information, and maintain a list of sources.

Final Writing Project Draft: Students will share a draft of their informational pamphlet, flyer, or
infographic with a partner from another case study to receive peer feedback.
Assessment OF Learning: (ex: performance
task, project, final paper)
Creative Writing Performance Task -- A Drop of Rain Travel Blog: Students will write a travel
blog in first person as though they are a water droplet traveling through the water cycle. They
will use Weebly for Education (https://education.weebly.com/) and will post about the new
places they travel and what they saw and did in each place. Students will be required to
highlight each stage of the water cycle at least once and to include the following water cycle
vocabulary words: precipitation, storage, condensation, and evaporation.

Final Writing Project: Students will create an informational pamphlet, flyer, or infographic to be
distributed in the school and local community. Students will use the pamphlet, flyer, or
infographic to:
highlight at least one area of the world that has inadequate access to clean drinking
water
describe the water issues that area faces
explain why it is important to conserve water, listing facts as support/evidence
suggest 3 or more ways people can be more responsible about their personal water use
in order to conserve and/or protect the global water supply and/or limit pollution to
water sources.

Shoe Drive/Take Action Community Project: Students will help coordinate and advertise for a
school shoe drive with WaterStep (http://waterstep.org/), a nonprofit organization in Louisville,
KY. We will then ship the used shoes we collect to Kentucky. WaterStep will use the shoes to
raise funds by working globally to provide access to clean water all over the world, more
ergonomic water transportation methods, and better sanitation plans.

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction (Make this a useful outline or summary of your unit, your daily lesson plans will be separate)

*** To help students recognize diverse perspectives, over the course of the unit, students will engage in a read aloud of A Long Walk to Water
by Linda Sue Park. The book will be introduced with this video: https://www.youtube.com/watch?v=de3zdqKcIEY.

Week One: Renewable vs. Non-Renewable Resources & The Water Cycle
Introduce the water unit with National Geographics Our Thirsty World video: https://www.youtube.com/watch?v=2pXuAw1bSQo. Using
a shared Google Doc, students will post on a KWE (know, wonder, what ELSE) chart rather than a KWL chart to respond to What do you
think you think you KNOW? What do you WONDER? Students will then watch National Geographics Why Care About Water video:
https://www.youtube.com/watch?v=Fvkzjt3b-dU. After the video, students will write questions for What ELSE do you want to know? I will
share the units essential questions with students but will explain that we will also refer to students questions as guiding questions
throughout the unit.
Students will explore the different ways that animals, plants, humans, and other organisms use water.
Students will learn about the water cycle and conduct experiments to test and refine their idea of what happens to a drop of rain after it
 falls.
Students will explore the difference between renewable and non-renewable resources. In partners, students will then sort photos of
renewable & non-renewable resources using the Explain Everything app to record audio as they orally explain their thinking. Students will
then export their Explain Everything file and post it on Seesaw or Canvas.
Students will view Earth from space and locate Earths water. They will also see a model that represents the amount of surface water on the
planet. Students will read How Much Water is on Earth?: http://www.livescience.com/29673-how-much-water-on-earth.html.

Week Two: Water Sources

Students will create a model that helps them understand how water percolates through Earths layers and is stored underground.
Students will watch NASAs Show Me the Water video: https://www.youtube.com/watch?v=4HSFKwho7MQ. Students will examine and
discuss photographs of glaciers, pack ice, and polar ice. Students will learn about access to frozen water.
Students will explore household water systems and discuss questions about their communitys water supply system and wastewater system.
Students will taste test and compare the taste of city water from Lake Michigan and well water from an unincorporated Naperville
household.
Creative Writing Performance Task: A Drop of Rain Travel Blog using Weebly for Education. See assignment description in Stage 2
Assessment OF Learning.
Optional: Students will be encouraged to download and use the Water Use Calculator (https://itunes.apple.com/us/app/water-use-
calculator/id553141703?mt=8) and reflect on their personal water use on their Weebly blog. This assignment will not be required due to
unequal access to technology at home.

Week Three: Water Sanitation

Introduce students to and post icon for Sustainable Development Goal 6: Ensure availability and sustainable management of water and
sanitation for all (https://sustainabledevelopment.un.org/sdg6 & http://worldslargestlesson.globalgoals.org/global-goals/clean-water-
sanitation/).
Students will interview a groundwater well expert via Skype who is a WaterStep staff member or someone who accesses water from a well,
posing questions such as: Where is your well? How deep is it? How does it work? How does the water get from the well to the faucet? Do you
ever have your well checked or cleaned? Do you ever have your water tested? Do you try to limit use of pollutants that might enter your
groundwater and your well? If so, how?
Students will investigate how to use water filters to clean water, and they will pollute water with different substances.
We will have a guest speaker in (a college student from the Naperville community) who helped build a well in Ghana when she was 15 years
old. She will share about her experience, explain what struggles people face in Ghana, such as limited access to clean drinking water, and
students will use their knowledge about groundwater wells to ask her questions about the well she built.

Weeks Four & Five: Case Study Investigation

Students will watch Water Changes Everything: https://www.youtube.com/watch?v=BCHhwxvQqxg.
Jigsaw Activity (2-3 days): To build students background knowledge, we will spend a couple days exploring different areas of the world that
are experiencing a water crisis, such as: Papua New Guinea; Saudi Arabia; Rajasthan, India; Niger; South Africa; Nairobi, Kenya; Dakota
Pipeline area (Standing Rock Sioux Native American Tribe); and Iztapalapa, Mexico. To investigate the world and begin to recognize peoples
global perspectives, students will examine some of the following resources in small groups. For each resource, students will answer the
following questions on a shared collaborative Google Doc: What is the issue? Where is it taking place? Who is affected? Why is it a problem?
 What are some possible solutions? What is currently being done to help (if anything)? After examining the different resources, students will
share out what they learned about each community experiencing a water crisis.
o Theres a Global Crisis Looming: http://www.alternet.org/environment/theres-global-crisis-looming-2030-four-out-10-people-
wont-have-access-water
o Dakota Pipeline Article (Standing Rock Sioux tribe): https://www.wired.com/2016/11/dismal-science-standing-rock-pipeline-
protests/
o Water Woes (Iztapalapa, Mexico): http://www.readworks.org/passages/water-woes
o Newsela Text Set: Expeditionary Learning: The Role of Freshwater Around the World https://newsela.com/text-sets/40252/el--
freshwater-world
o With No Rain in South Africa, Thousands of People Need Water to Drink: https://newsela.com/articles/southafrica-
drought/id/14630/
o ATMs That Pour Out Water Improve Life for African Villagers: https://newsela.com/articles/nairobi-atmwater/id/15156/
o Water & Sanitation in Africa: http://worldpress.org/Africa/3897.cfm
o Fracking & Water Scarcity: http://worldpress.org/Americas/4004.cfm
o Saudi Arabia is Running Out of Water: http://www.independent.co.uk/news/business/news/saudi-arabia-is-running-out-of-water-
a6883706.html
o Saudi Arabias Great Thirst: http://environment.nationalgeographic.com/environment/freshwater/saudi-arabia-water-use/
o How Rajendra Singh AKA Waterman of India Solve Rural Rajasthans Freshwater Crisis:
https://www.dogonews.com/2015/10/22/how-rajendra-singh-aka-waterman-of-india-solved-rural-rajasthans-freshwater-crisis
o 19 Districts in Rajashtan Drought-Hit: http://www.thehindu.com/news/national/other-states/19-districts-in-rajasthan-
droughthit/article8491809.ece
o Climate Change: https://www.unicef.org/wash/3942_4472.html
o Solar Pumps Bring Safe Water to Families in Myanmar: https://www.unicef.org/wash/myanmar_91419.html
The class will vote to select one case study area to conduct a short research project as a class.
Students will Skype with a classroom of students from the case study area in order to examine the perspectives and challenges of the people
living in that area who are facing significant water issues.
Students will learn the difference between thick and thin questions. On a shared Google Doc, students will write thick research
questions to guide our class research.
Students will learn how to identify relevant information from print and digital research sources and then paraphrase that information when
taking notes. Students will use both Western and non-Western sources during their research (exact sources TBD based on the case study
area students select after their initial mini-investigation). Students will take collaborative notes and categorize information using GAFE
and/or Padlet. Each Google Doc or Padlet will house a single research question.

Weeks Six & Seven: Final Writing Project & Take Action Community Project
Final Writing Project:
o Students will use their case study investigation notes to create and distribute an informational pamphlet, flyer, or infographic
around the school and local community.
o Students will participate in writing mini-lessons about how to: introduce a topic clearly; group related information in paragraphs &
sections; include formatting, illustrations, & multimedia to aid comprehension; develop the topic with facts, definitions, concrete
details, quotations, or other information and examples related to the topic; use linking words & phrases within categories of
 information; provide a concluding statement related to the information presented.
Shoe Drive/Take Action Community Project:
o Students will help coordinate and advertise for a school shoe drive with WaterStep (http://waterstep.org), a nonprofit organization
in Louisville, KY. We will then ship the used shoes we collect to Kentucky. WaterStep will use the shoes to raise funds by working
globally to provide access to clean water all over the world, more ergonomic water transportation methods, and better sanitation
plans.
o Students will write a letter to announce their involvement with Water Step and will send it to the Naperville Patch
(http://patch.com/illinois/naperville), the local newspaper, to encourage shoe drive donations from the community or financial
donations to the organization.
Students will create a class video that highlights students responses to the units essential questions:
o Why is water essential for humans and other organisms?
o Why is it important to conserve water?
o How can humans develop ways to access, clean, protect, and conserve water?
The class video will be shared with other classrooms and on our class Canvas LMS page so that families can be involved in students learning.
(Media denials limit me from sharing the video with a more global audience.)

*adapted from Understanding by Design Model

TGC FELLOWS UBD Lesson Template

Lesson Title: The Global Water Crisis Mini-Investigation (Week 4) Subject: 4th Grade Science/Writing Prepared by: Kate Boyens

Materials Needed: iPads or laptops (at least one for every 2 students); SMART Board for viewing YouTube video; Google Doc answering
question template; 3-2-1 reflection handout

Global Competency: Investigate the World, Recognize Perspectives

Where is the lesson going? Student-Friendly Learning Targets:

(Learning Target or SWBAT) I can examine digital sources/texts to investigate the global
water crisis in one or more areas of the world.
I can answer wh questions to summarize a text.

Common Core State Standards Addressed:

CCSS.ELA-LITERACY.RI.4.2: Determine the main idea of a text
and explain how it is supported by key details; summarize the
text.
CCSS.ELA-LITERACY.W.4.7: Conduct short research projects
that build knowledge through investigation of different
aspects of a topic.

Hook: Tailored Differentiation:

Students will watch Water Changes Everything: Grouping

https://www.youtube.com/watch?v=BCHhwxvQqxg. Students will be working in heterogeneous
We will discuss the videos connection to the Living on One Dollar videos from groups of various English language
http://livingonone.org that the students watched earlier in the year when writing proficiencies and literacy levels. Native English
realistic fiction stories. peers will be in groups with English learners to
I will tell students that over the next couple days they will examine various digital provide language and literacy support and to
sources to learn about the global water crisis in many areas of the world since it is a offer strong language models for English
widespread issue. learners.

Equip: Online Tools & Peer Support

Students will be encouraged to help one
Jigsaw Activity (will take 2-3 days): another and utilize resources like online
To build students background knowledge, students will spend a couple days dictionaries (e.g. www.learnersdictionary.com)
exploring different areas of the world that are experiencing a water crisis, such as: before seeking adult assistance. The 4th grade
Papua New Guinea; Saudi Arabia; Rajasthan, India; Niger; South Africa; Nairobi, classroom teacher and the ELL teacher will
Kenya; Dakota Pipeline area (and its effect on the Standing Rock Sioux Native
 American Tribe); and Iztapalapa, Mexico. circulate the room throughout the activity,
To investigate the world and begin to recognize peoples global perspectives, providing support as needed.
students will read and examine various digital sources in small groups. The digital
student resources are listed in the notes section at the bottom of the lesson plan. Question Answering Template
For each resource, students will conduct a mini-investigation and answer the Students will answer questions using this
following questions on a shared collaborative Google Doc: What is the issue? Where template: https://goo.gl/aJezaw. The template
is it taking place? Who is affected? Why is it a problem? What are some possible includes sentence starters to support students
solutions? What is currently being done to help in this area (if anything)? with answering the questions. The sentence
After examining the different resources, students will reconvene in mixed groups to starters will also help English learners to speak
share what they learned about each community experiencing a water crisis. in complete sentences when sharing what
they learned in mixed groups.
Rethink and revise:
As a whole class, students will share out new learning, ah ha moments,
thoughts/feelings, and questions.
I will explain that the following day we will vote on one case study area to investigate
in greater depth as we conduct a research project as a class. Students should begin to
think about what areas they are most interested in learning about.

Evaluate:
With a partner, students will complete a 3-2-1 reflection at the end of the activity to
express:
3 new things they learned
2 thoughts/feelings they have about one of the communities they read about
1 question

Digital Student Resources:

Theres a Global Crisis Looming: http://www.alternet.org/environment/theres- Organization:
global-crisis-looming-2030-four-out-10-people-wont-have-access-water
Dakota Pipeline Article (Standing Rock Sioux tribe):
Students will access the digital resources via a
https://www.wired.com/2016/11/dismal-science-standing-rock-pipeline-protests/ shared hyperlinked document stored in a
Water Woes (Iztapalapa, Mexico): http://www.readworks.org/passages/water-
shared Google Drive folder.
woes
Newsela Text Set: Expeditionary Learning: The Role of Freshwater Around the World
Students will make a copy of the questions
https://newsela.com/text-sets/40252/el--freshwater-world template (1 copy per group) and will then
With No Rain in South Africa, Thousands of People Need Water to Drink:
store their groups responses in a shared class
https://newsela.com/articles/southafrica-drought/id/14630/ folder so that the entire class has access to it.
ATMs That Pour Out Water Improve Life for African Villagers:
https://newsela.com/articles/nairobi-atmwater/id/15156/ I will determine student groups in advance to
Water & Sanitation in Africa: http://worldpress.org/Africa/3897.cfm
ensure groups are of mixed ability and
 Fracking & Water Scarcity: http://worldpress.org/Americas/4004.cfm language proficiencies.
Saudi Arabia is Running Out of Water:
http://www.independent.co.uk/news/business/news/saudi-arabia-is-running-out-of-
water-a6883706.html
Saudi Arabias Great Thirst:
http://environment.nationalgeographic.com/environment/freshwater/saudi-arabia-
water-use/
How Rajendra Singh AKA Waterman of India Solve Rural Rajasthans Freshwater
Crisis: https://www.dogonews.com/2015/10/22/how-rajendra-singh-aka-waterman-
of-india-solved-rural-rajasthans-freshwater-crisis
19 Districts in Rajashtan Drought-Hit:
http://www.thehindu.com/news/national/other-states/19-districts-in-rajasthan-
droughthit/article8491809.ece
Climate Change: https://www.unicef.org/wash/3942_4472.html
Solar Pumps Bring Safe Water to Families in Myanmar:
https://www.unicef.org/wash/myanmar_91419.html