LESSON PLAN TEMPLATE

Your Name: Franki Bailey

Title of Lesson: Water/ Water Quality in Phoenix
Grade: 5th

STANDARDS
CCSS.ELA-LITERACY.W.5.7
Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic.
CCSS.ELA-LITERACY.W.5.9
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
PO 1. Communicate verbally or in writing the results of an inquiry. (See W05-S3C3-01)
PO 2. Choose an appropriate graphic representation for collected data: bar graph line
graph Venn diagram model (See M05-S2C1-02)

LESSON SUMMARY/OVERVIEW
Provide an overview/synopsis of the lesson and the topics that it will cover. Make sure to
provide a reason why you selected this to be relevant for a unit on sustainability?
For this lesson students will learn about the water quality in their own city. Where it comes from,
why we need to preserve it, and why it is such an important resource. Throughout this 5 day unit
students will be using various resources to learn about the water where they live. Students will be
collecting data that they will later use to create a poster on the importance of water. This is
relatable to sustainability, because even though this resource is abundant, it will not stay that way
if we continue to waste and contaminate it. This is something I feel my students need know, as
they will be our next generation of Future Thinkers. They need to be aware of their future.

OBJECTIVES
Describe what you want students to know/be able to do as a result of the lesson.
For example, Students will be able to

SWBAT conduct their own research by making their own connections with how
important water really is.
SWBAT to see the pros and cons of conserving and reusing waste water.
SWBAT conduct their own research when they take home their water sheet, to see just
how much water they use or waste.
SWBAT get evidence from in class resources and texts to help support their research.

ASSESSMENT/EVALUATION
What measures will you use to know if you students met the objectives?
By the end of their own research students will need to produce a poster in groups. Their poster
must include the pros and cons of recycling water and preserving water. They will need to go
back and look at all their research done prior, to complete this poster correctly. Students will get
as much time as needed on this last part of the lesson, because a majority of it will be done in
class with the allotted time.
PREREQUISITE KNOWLEDGE
What will students need to know prior to completing this lesson and how will you access
their prior knowledge?
Prior to teaching this final lesson, students will be working on this sustainability unit days
leading up to this lesson. With each new day students will learn more material, helping them
finish their final poster.
MATERIALS
List of required materials.
Video
Maps
Posters
Printable Talley Sheet (students collect data at home)
Whiteboard
VOCABULARY/KEY WORDS
List of key vocabulary terms.
Sustainable- able to maintain at a certain rate or level.
River-a large natural stream of water flowing in a channel to the sea, a lake, or another
such stream
Brook- A small stream.
Stream- Small narrow river
Contaminated- to make impure by exposure to or addition of a poisonous or polluting
substance.
Preserve- Maintain something in its original state.
TEACHING PROCEDURES
Procedural Steps (Step by step instructions for teaching the lesson):
Teacher will go over renewable and nonrenewable resources.
This will be a class discussion, because this should be a review from unit material
previously.
Teacher will then pass out a worksheet on conserving water.

The handout is a water checklist or tally list.

Students will discuss how they use water at home.
Students will discuss possible ways of wasting water at home.
The teacher then goes over the worksheet having students list at least 5 ways they use
water at home, on the worksheet.
At this time teacher will explain how she uses water at home and what she does to
conserve water at home.
Students are to then take worksheet home and tally up all the ways they use water at
home, (toilet, bathing, doing dishes, laundry, and so on...) Students are to discuss ways
the can conserve water with family members.
The following day teachers will have students bring back the worksheet and discus their
findings.
The last step will be to have students make a poster about conserving water, and share it
with the class.

RESOURCES
(n.d.). Retrieved November 25, 2015, from
https://www.vrg.org/environment/Water_Lesson_Plan_5-8_for_teachers.pdf
Got my own idea from looking at this lesson plan for help.
WAYS OF THINKING CONNECTION
This unit lesson focuses on Futures Thinking. I believe is very important for students to know
that water is a renewable resource. However, it will not be for long if we do not use it correctly.
We tend to waste water and over use it. This lesson will help students better understand
renewable and nonrenewable resources, while learning to conserve water. It is very important for
students to see the way we use water now, will impact us as a city and world in the future. This is
where Future Thinking comes in. I want my students to be aware of the impacts they have on
their futures and the futures of others. I also want students to discuss beliefs about this unit with
parents, allowing them to share how they feel and make a positive impact based on their beliefs
as well as the beliefs of others in their class.