Professional Documents
Culture Documents
Brittany Bruning
Grade Level:
Third grade
Standard:
Next Generation Science Standards:
National Standards:
o Core Idea ESS2.C: The Roles of Water in Earths Surface Processes.
Water continuously cycles among land, ocean, and atmosphere via transpiration,
evaporation, condensation, and crystallization, and precipitation, as well as downhill flows
on land.
o MS- ESS2-4: Develop a model to describe the cycling of water through Earth's systems
driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is
on the ways water changes its state as it moves through the multiple pathways of the
hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment
Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not
assessed.]
o Core Idea ESS3.A: Natural Resources: Humans depend on Earths land, ocean, atmosphere
and biosphere for many different resources. Minerals, fresh water, and biosphere resources
are limited, and many are not renewable or replaceable over human lifetimes. These
resources are distributed unevenly around the planet as a result of past geologic processes.
o MS- ESS3-4: Construct an argument supported by evidence for how increases in human
population and per-capital consumption of natural resources impact Earth's systems.
[Clarification Statement: Examples of evidence include grade-appropriate databases on
human populations and the rates of consumption of food and natural resources (such as
freshwater, mineral, and energy). Examples of impacts can include changes to the
appearance, composition, and structure of Earths systems as well as the rates at which they
change. The consequences of increases in human populations and consumption of natural
resources are described by science, but science does not make the decisions for the actions
society takes.]Arizona Science Standard:
Common Core State Standards Connections:
MathematicsMP.5 Use appropriate tools strategically.
MP.2 Reason abstractly and quantitatively.
Objective (Explicit & Measurable):
Analyze freshwater usage data to describe ways humans use water
Explain why it is important to conserve freshwater
List ways we can conserve freshwater resources
Evidence of Mastery (Measurable Assessment: formative and summative):
(formative): Students will respond correctly to teacher questions and will be actively engaged in the
lesson.
(summative): Students will turn in their data collection, and their ideas on how to conserve water.
Differentiation: ELL students or students who are lower levels can have a modified summative assessment:
The students will draw pictures of things they do when they are using water. Then they will verbally
talk about what they do with water and how they can use less with the teacher.
Sub-objectives, SWBAT (steps that lead to completion of objective; sequence from simple to more
complex):
SWBT- analyze data
SWTB- brainstorm solutions to a problem
SWTB- collect their own data
SWTB- create a solution to their own data
Lesson Summary and Justification:
This activity was developed to get students thinking about the many ways that people use freshwater, and
how we can conserve this precious and fundamental natural resource. In this one hour long activity, students
will watch a short documentary describing issues related to clean water availability, analyze water use data
and start to think about how they consume and can conserve water. This background knowledge will lead to
students collecting data about their own water use and finding areas in their lives to conserve water.
Background Knowledge: (What do students need to know to complete this lesson):
Students will need to know what freshwater is. They will need to be able to read charts, and analyze data
effectively.
Misconception: (what possible misleading thoughts might students have?)
A common misconception is that freshwater is easy to obtain and it is everywhere.
Process Skills: (what skills are you introducing or reinforcing: ex: observation reinforcing;
prediction - introducing.)
Observation Watching the documentary and observing their everyday life use of water.
Inferring - making an "educated guess" about how much water they waste daily.
Classifying categorizing what group of the population they belong in based on how much water
they use.
Predicting - stating a future outcome on how they can conserve water and what that affect it will
have on our world.
Safety: (what safety rules and items need to be addressed?)
Students will need to be quite and remain seated during the documentary. Since the lights will be off, they
must not get up since they will not be able to see.
If outside the classroom, they are using hot water, they must be sure to handle with care and not burn
themselves.
Inquiry Questions: (testable in the here and now.)
1. (to explore): Give at least two reasons why safe freshwater is not available to many people around
the world
2. (to elaborate): What are some ways you can conserve freshwater in your daily life?
Key vocabulary: (list and define)
Materials: (list item and possible quantity)
1. Data- facts and statistics collected together for
1. Scientific Notebooks (class set)
reference or analysis.
2. Pencils
2. Freshwater- of or found in fresh water; not of
3. Copies of WatermConservation Student
the sea.
capture sheets
3. Anlayze- discover or reveal (something)
5. Copies of the water diary
through detailed examination.
http://www.thirteen.org/h2o/print/p_educators_less
4. Conserve- protect (something, especially an
on4_h2.html
environmentally or culturally important place or 6. Internet access for showing documentary
thing) from harm or destruction.
7. Copies of graphs cut for each group
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:
Open up lesson by stating: Water is
List all of the ways they use water.
fundamental to life on Earth. Knowing where
Raise hand quietly in seat and wait to be
and how much rain or snow falls globally is
called on.
vital to understanding how weather and climate
If chosen, walk up to the board and write
impact both our environment and Earths water
answer on the board.
and energy cycles, including effects on
Brainstorm the differences between fresh
agriculture, fresh water availability and
and salt water.
responses to natural disasters.
Raise hand when they think of ideas and
Ask students to list ways they use water.
how available those types of water are.
Have the students share their answers aloud
and/or make a list on the board.
Remind students that we use only freshwater.
(to drink)
Most of the water on Earth is salt water.
Discuss the difference between fresh and salt
water, as well as the availability of each.
Best Teaching Practice Strategy/Differentiation and Teacher Notes:
For ELL students, have picture examples of what freshwater and saltwater is.
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)
Show the students the short documentary
Watch the documentary quietly in their
Overview from the safe drinking water
seats and record the answers to the
website.( http://www.drinking--water.org )
questions on their worksheets.
Ask them to record answers to the questions as
Participate as a class when reviewing the
they watch.
answers.
Review the answers as a class.
Best Teaching Practice Strategy/Differentiation and Teacher Notes:
Allow students with glasses or issues with vision, sit closer to the screen. Students who have troubles
listening such as ELL students can it with the teacher and have additional aid when needed.
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:
Go over key vocabulary with the students as a
Get into groups quietly and analyze their
refresher.
graph.
STUDENT WORKSHEET
Guiding Questions:
What are the various ways humans use water?
Why is it important to conserve water?
What are some ways we can conserve water?
Engage:
List at least 6 ways you use water in your daily life.
Analyze the Data: Discuss the data with your group and record three facts you learned from this
data. You will share these with the class.
Evaluate:
1. Review your original list of ways you use water (Engage).
List more ways you use freshwater that you didnt think of before this lesson.
2. Wh
at
are
Name: _______________________________
Date: _______________________________
Direction: This survey is to be conducted truthfully over the course of one week. Put a tally
mark in the Times Per Day column very time someone living in your home does the activity.
Weekly Water Use Survey
Activity
Weekly
Total
Wed
Estimated Total
Amount of Weekly
Water
Water Used
Used (in
gallons)
Toilet Flushing
*5
* 25
* 35
Tub Bath
* 35
*2
* 0.25
Shaving
*2
* 30
* 10
Running a Dishwasher
* 20
Washing Clothes
* 35
Watering Lawn
* 300
Washing Car
* 50
Total Weekly Water Use (gallons) =
Average Daily Water Use (gallons) /7 =
Average Individual Daily Water Use (gallons) / by
number of
people
living at
home =