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SCN Lesson Plan

This lesson plan aims to teach 2nd grade students about conserving water. Students will estimate how much of the Earth's water is available for human use and compare their estimates to the actual percentage. They will then brainstorm ways to conserve water after watching a short video with examples. To evaluate their understanding, students will each write two ways to conserve water on paper raindrops. The goal is for students to learn about water scarcity and ways they can help conserve water resources.

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58 views

SCN Lesson Plan

This lesson plan aims to teach 2nd grade students about conserving water. Students will estimate how much of the Earth's water is available for human use and compare their estimates to the actual percentage. They will then brainstorm ways to conserve water after watching a short video with examples. To evaluate their understanding, students will each write two ways to conserve water on paper raindrops. The goal is for students to learn about water scarcity and ways they can help conserve water resources.

Uploaded by

api-249053213
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Teachers:

Marinna Bressel

Inquiry Lesson Plan Template


Title & Topic:
Conserving Water

Grade Level:
2nd

Standard:
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and
adults in small and larger groups.
CCSS.ELA-LITERACY.SL.2.1.A
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with
care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-LITERACY.SL.2.1.B
Build on others' talk in conversations by linking their comments to the remarks of others.
CCSS.ELA-LITERACY.SL.2.3
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional
information, or deepen understanding of a topic or issue
(PO 4.) Describe ways in which resources can be conserved (e.g., by reducing, reusing, recycling,
finding substitutes).
NGSS Standard:
2-ESS2 3
Obtain information to identify where water is found on Earth
K-2-ETS1-1.

Ask questions, make observations, and gather information about a situation people want to
change to define a simple problem that can be solved through the development of a new or
improved object or tool.

ISTE Standard:
Research and Information: Students apply digital tools to gather, evaluate, and use information through
watching a short video.
Objective (Explicit & Measurable):
Students will be able with at least two ways in which they can conserve water.
Evidence of Mastery (Measurable Assessment: formative and summative):
(formative) Students will be able to answer questions using a oral assessment to asses knowledge.
(summative) Students will be able to come up with two ways to conserve water and put them to
practice in their homes.
Sub-objectives, SWBAT (steps that lead to completion of objective; sequence from simple to more
complex):
SWBAT identify ways they use water daily
SWBAT use prior knowledge to asses where fresh water comes from and the limited amout of water
SWBAT use cause and effect to come up reasonable ways to conserve water
Lesson Summary and Justification: (summary gives detailed information about what students are
doing. Justification why is this lesson being taught)
Students are going to be looking at the amount of water that is avaliable for human use and coming up with
ways that they can implement conserving water tecniquies in their homes. Should will estimate the amout of
water avaliable for use though a visual representation then they will be shown the actual representation of
water avaliable for human use. Students will brainstorm ideas on how to conserve water in there homes after

watching a short video on 10 ways to conserve water. Students will all contribute to a rainstorm of ideas on
how to conserve water. This lesson is important and being taught so students will learn ways to save water
and be sustainable. Students will learn that there is a limited amount of water and the importance of
conserving water.
Background Knowledge: (What do students need to know to complete this lesson)
-Freshwater scarcity
-Where water comes from
Misconception: (what possible misleading thoughts might students have?)
Students might believe that there is an unlimited amount of water because the earth is mostly water.
Process Skills: (what skills are you introducing or reinforcing: ex: observation reinforcing;
prediction - introducing.)
-Prediction of ideas that can conserve water
-Introducing the topic of conserving water and how
Safety: (what safety rules and items need to be addressed?)
n/a
Inquiry Questions: (testable in the here and now.)
1. (to explore) What precentage of water is avaliable for human consumption?
2. (to elaborate) What are some ways that we can conserve water?
Key vocabulary: (list and define)
Materials: (list item and possible quantity)
1.Scarcity: the state of being scarce or in short supply;
1.Two 2 litter bottles
shortage
2. Acess to internet
3. Blue paper for rainfrops
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:
-Ask students to reflect on prior knowledge and ask
-Students will listen and reflect back on prior
what percentage of Earth's water is available for human knowledge of water and the limited amount of
consumption?
water in the world
-Ask students to write down their answers.
-Remind students to consider what they know about
oceans and about the type of water that is considered
usable by people.

-Students will answer the questions that the teacher


ask
-Discuss in groups the question and you use good
group skills

-Ask them where water comes from?


-Ask them where we get our water from?
-Ask them how much water do they think they use?
-Use questions to get them thinking about water
Best Teaching Practice Strategy/Differentiation and Teacher Notes
n/a
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)


-Ask a volunteer to demonstrate his or her answer to
the question. Give the student a 2-liter bottle filled with
colored water and a clear, empty container.
-Tell the class that the bottle represents all of the water
on Earth.
-Ask the volunteer to pour into the empty container the
amount of water that he or she thinks represents the
percentage of Earth's water available for human use.
-Then ask the class to make suggestions about whether
more or less water needs to be in the container.

Students Will: (list all steps)


-A student will be called up to demostrate the
amount of water available to human
-Students will watch as their classmate estimates
the amount of water availble for human use
-Without shouting the students will help the
classmate make the corect estimation of water
availabe
-Students will be expected to stay in their seats and
work as a class

-Have the volunteer adjust the amount until there is a


general consensus among the students.
-Once students have there guess pull out the actual 2
littler bottle filled with the amount of water available to
humans
Best Teaching Practice Strategy/Differentiation and Teacher Notes
Bring papers towels in case student spills water
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:
-Explain that water covers 70% of our planet, and it is
-Observe the pictures that the teach shows
easy to think that it will always be plentiful because is
is everywhere
-Use prior knowledge of scarcity to reflect on the
pictures
-Show pictures of lakes, oceans, rivers, streams, pools,
faucets, water fountains and other examples of water in -Add to there journal if they can come up with any
the world
new ideas
-State that freshwater incredibly rare, only 3% of the
worlds water is fresh water
-Ask them to recall on a pervious lesson where they
wrote in their journals
-If students can think of new ideas ask them to write it
down in there journals
Best Teaching Practice Strategy/Differentiation and Teacher Notes
n/a
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 what are our sources of fresh water?
-Answer questions presented by the teacher
-Explain that fresh water is essential for life, and

-Quietley watch the video

theres not nearly enough of it for the world right now


-Ask why is that, and what can we do?

-Share ideas that they think might work to


conserve water

-Write students on the board as they share out their


ideas with the class out their ideas with the class
-Show this video on conserving water
https://www.youtube.com/watch?v=cV_Vr_xgrn0
-Ask students if after the video if they have any more
ideas on whys they can conserve water in there homes
Best Teaching Practice Strategy/Differentiation and Teacher Notes
n/a
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 precut out raindrops
-Come up with ideas on how to conserve water
-Explain that your classroom is going to have a
rainstorm of ways to conserve water

-Use their own ideas and write them on the raindrop


that given

-Each student gets two raindrops where they are


going to come up with unique ways to conserve
water in there home

-Use any knowledge of water that they have to come


up with ways to conserve water think about the effect
that there idea will have, will it help or not

-Ask students to use their imagination and think of


different ideas than their neighboors
Closure: (revisit objective, IQs and make real world connections)
You all came up with some great ideas on how to conserve water today. What did we learn about the amount
of water avaliable to humans? What were some of the ideas you came up with on how to conserve water? I
want you to go home and for a week try you ideas to conserve water and even ask your family to try as well
and see if it is hard or do able to conserve water in the way you thought. Try these and your classmates ideas
everyday.
SOA Make suggested edits to build a better lesson.
Evidence that feedback was used to edit and improve the lesson.
Best Practices List the Best Teaching Practices you will use. List the section, how the practices will
be used and the purpose.
Best Practices Listed along with section (engage, explore etc.)
How the practice will be used and the purpose of.

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