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SCN 494 FINAL PROJECT LESSON PLAN TEMPLATE Your Name: Taylor Munson Title of Lesson: Wheres the

Water? Grade: 4 STANDARDS

CCSS.ELA-Literacy.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CCSS.ELA-Literacy.W.4.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
LESSON SUMMARY/OVERVIEW This lesson will provide the students with the chance to research and examine water pollution. They will be able to reflect on how much water they use in their day-to-day lives. The students will then be able to create a thesis, which will include what life would be like if all of the water was polluted and there was no clean water left. This lesson will give the students time to communicate and collaborate with their peers for ideas and content. OBJECTIVES

Students will be able to develop a hypothesis consisting of the consequence if there was no longer clean water in our world. Students will be able to use futures thinking to imagine how their life would be different from what it is today. Students will be able to create an informative paper that will support their hypothesis with facts that follow. Students will also be able to design ways they can illuminate water pollution using strategic thinking, and incorporate that in their paper. ASSESSMENT/EVALUATION

The students will have to complete a five-paragraph essay that includes their thesis on what the world would be like with no clean water left. They will then have to support their thesis with the content they have learned that day dealing with water pollution. Each paragraph has to include 3 5 sentences and proper punctuation to earn full credit.

Paragraph 1: Introduction that includes their thesis Paragraph 2: Fact number one that will support their thesis Paragraph 3: Fact number two that will support their thesis Paragraph 4: Fact number three that will support their thesis Paragraph 5: Conclusion that will restate their thesis

PREREQUISITE KNOWLEDGE Before this lesson, the students will need to have content and text on water pollution. They will need to be able to use information from the text and notes to construct a thesis. The students will also need to be reminded how to take proper Cornell Notes and what is required of them when completing an essay. MATERIALS Cornell Note handout and Paper Articles on Water Pollution

VOCABULARY/KEY WORDS Pollution: Some substance that effects our environment and its surroundings in a negative and harmful way. Cornell Notes: A system of note taking that allows students to organize the subjects and notes that are under a specific subject. Thesis: A statement that is made in a text, that will be proved TEACHING PROCEDURES 1. Ask students who brought a water bottle today 2. Have the students answer by raising their hands 3. Ask students if they had to purify their water or boil their water to ensure that it was clean before they drank it. 4. Pass out Cornell Note hand outs to students and turn on PowerPoint 5. Have students follow along in PowerPoint and write in their notes on the hand outs 6. For each slide of the PowerPoint, stop and have your students analyze what water pollution is, how it affects us, and what life would be like without clean water. 7. After the PowerPoint, have the students group up in pairs of two and discuss their views and opinions on water pollution. 8. After five minutes of discussion, have the students take out their paper and pencils. 9. Give the students instructions on the essay. 10. Pass out articles on water pollution that students can also use for evidence to support their thesis in their papers. 11. Let the students know that this essay will be about what life would be like without clean water.

12. Tell the students this essay should also incorporate how they can prevent water pollution. 13. Inform the students that this essay should include all of the elements that are required for an essay. 14. Have students get back in their pairs and discuss what life would be like without water using Futures Thinking. 15. Also, have students develop ideas on how they can eliminate water pollution using Strategic Thinking. 16. Once the students have had 15 minutes for brainstorming have them write their essay 17. Essay will be due on Friday of that week. 18. Before the students leave the classroom, they should have completed the introduction and the first paragraph. RESOURCES N/A

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