Inquiry Lesson Plan Template (with Four Ways of Thinking connection)

Teacher: Content & Title: Grade Level:

Christopher Poston Science: Water Pollution 7th Grade
and Prevention
Standards:
NGSS: MS-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human
impact on the environment.
AZ CCRS: ELA: 7.SL.4: Present claims and findings, emphasizing salient points in a focused, coherent manner
with pertinent descriptions, appropriate vocabulary, facts, details, and examples; use appropriate eye contact,
adequate volume, and clear pronunciation.
AZ CCRS: ELA 7.W.1b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text.
AZ CCRS: ELA 7.W.1c. Use words, phrases, and clauses to create cohesion and clarify the relationships among
claim(s), reasons, and evidence.
AZ CCRS: ET: S6.C1.PO.4: Recognize and demonstrate ergonomically safe and sound use of equipment.
Objectives (Explicit & Measurable):
Students will be able to research and present preventation measures and solutions by creating posters or flyers
describing how people can prevent water pollution in bodies of water (lakes, ponds, rivers, streams, creeks, and
oceans).
Evidence of Mastery (Measurable Assessment: formative and summative):
(formative): Take a Stand: Students will be in groups (4) listing their key points on white boards to show and
discuss with the class on what people can do with preventing and cleaning up their specific body of water.

(summative): Poster or Flyer: Students will be creating a poster or flyer to list what people to help them
understand and give preventative measures that they can do to help prevent water pollution by using values
thinking to help with their decision to throw away their trash in trash and recycling bins.

Sub-objectives, SWBAT (steps that lead to completion of objective; sequence from simple to more complex):
Students will be able to recall information about what is water pollution.
Students will be able to recall types of water pollution.
Students will be able to define vocabulary terms.
Students will be able to follow a given set of procedures.
Students will be able to list of big ideas of research.
Students will be able to recongnize and demostrate safety use of a computer.
Students will be able to present their finding on how people can prevent water pollution.
Students will be able to construct detailed sentences by develop relationships between sustainbility, science,
and linking their ideas through words.
Lesson Summary and Justification: (summary gives detailed information about what students are doing.
Justification why is this lesson being taught)
Students will review what they have learned in the last four days. They will write a one paragraph response. Students
will next part take in a taking a stand activity. They will be in groups of four and have a specific scenario of a body of
water to see how the environment is effected by researching and presenting their findings and determine which body of
water is effected the most by water pollution. After the activity, students will create a poster, flyer, or a brochure to
encourage water pollution prevention to stop it from the source. The reason that the lesson is being taught is that water
pollution is important to have clean water. The effects of water pollution is harming the animals and humans in the
bodies of waters. Water pollution can be prevented by reducing on items that are drop on the ground, reusing the water
bottles instead of buying cases of water, and recycle items that can be to reduce waste. Clean water and clear water to
drink and swim is important to have a bright future.
Background Knowledge: (What do students need to know prior to completing this lesson)
Students will need to have knowledge on the definition of water pollution. They will need know the different types of
pollutantes and contaminates. The students will need to how the effects of the water pollution has on animals and other
mammals. They will need to know to come up with ways to help to prevent it of happening.

Misconception: (what possible misleading thoughts might students have?)

1. Water Pollution is only for oceans.
2. It only hurt animals not people.
3. People can not be the cause of it.
4. Pollutants is only a few items.
5. I can not do it to help prevent as I do not know how.
Process Skills: (what skills are you introducing or reinforcing)
Communication (reinforcing): Students are going to present in front of the class during taking a stand activty.
Colabration (reinforcing): Students are going to the work together when discussing the thoughts and comment in their
tables to come up with answer during the take a stand activity.
Observation (reiforcing): Students will listen to classmates as are telling their ways to help prevent pollution at bodies of
water.

Four Ways of Thinking connection: (Provide a complete explanation of how your lesson plan connects to
futures, system, strategic, or values thinking. Define the way of thinking you selected and used in this lesson
plan. Remember, this should be included meaningfully in the lesson plan.)

Values Thinking: Values thinking Values Thinking is the decisions that people make based on a persons personal
values. Values thinking is discovered through the values that people who do not know the values they have. Values
Thinking is useful in conceptualizing sustainability challenges and potential solutions. Students views may have or have
not changed on seeing how water pollution has an effect on the bodies of water that they see everyday. Their values are
helpful when deciding if they want to see clear or contaminated water. In this lesson, students will take their values to
come up with prevention measures to help inform people on how they can help to stop pollution in the local areas.
Safety: (what safety rules and items need to be addressed?)
You will not sniff your white board marker.
You will not draw on your classmate
You will not draw on yourself
You will horseplay in the classroom
You will have care with your laptops to damage it.
You will wipe rags on yourself or anyone else
Inquiry Questions: (testable in the here and now.)
1. (to explore) How can pollution preventation at bodies of water help the animals in the areas?
2. (to elaborate) How can people help stop water pollution at local park with a lake?
Key vocabulary: (list and define) Materials: (list item and possible quantity)
1. Water Pollution: The addition of harmful chemicals to 1.) Laptops (Class Set of 30)
natural water. Sources of water pollution in the United States 2.) Pencils (2)
include industrial waste, run-off from fields treated with 3.) Science Notebook
chemical fertilizers, and run-off from areas that have been 4.) Large White Boards (1 per table)
mined 5.) White Board Markers (5 per table)
2. Pollutants: any substance, as certain chemicals or waste 6.) White Board Rags (2 per table)
products, that renders the air, soil, water, or other natural 7.) Going Blue: a teen guide to saving our oceans,
resource harmful or unsuitable for a specific purpose. lakes, rivers, & wetlands by Cathryn Berger Kaye and
3. Contaminants: to make impure or unsuitable by contact or Philippe Cousteau
mixture with something unclean, bad, etc.

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:
Have the students to write a paragraph to review Write a paragraph about what they learned in
what have learned in the last four days. the last four days.
 Remain the students a paragragh is 5-7 sentences Listen to the teacher about a paragraph is 5-7
Read a section the Going Blue about the story of Tar sentences.
Creek on pg 102, 126, & 132. Listen to teacher reading the story of Tar Creek
Ask a question What did the students do in the story in Going Blue book.
of Tar Creek to help prevent the pollution? Answer the question in their science notebook.
Have two-three students to response to the question Reponsed to the question to the class.
Best Teaching Practice Strategy/Differentiation/ELL and Teacher Notes

Best Teaching Practice: Wait Time: time for students to alllow to develop their thoughts.
Differentiation: Give students a piece of paper with the question to have to paste into their notebook.
ELL: For ELLs, students will have a book for them to look at when the teacher is talking.
Teacher Notes: Keep the Engage to about 7mins. Have a copy of the Going Blue for students who need in front of them.
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)
Pose the first IQ question: How can pollution Write the IQ question in their notebook
preventation at bodies of water help the animals in Have the materials person come up to pick the
the areas? necessary materials for the activty (white board,
Give 2 mins to write to the IQ question. markers, and rags)
Have the materials person come up to pick the Come up to pick their laptop one table at a time
necessary materials for the activty (white board, Receive a piece of paper with a specific body of
markers, and rags) water for the activity
Have students to get their laptop one table at a time. Listen to instructions that the teacher will have
Tell students that they will part take in a take a stand for them.
activty. 5-8 to research for their body of water
Tell the students that they will receive a slip of paper
with a specfic body of water. They will need to come
up with five items that they can do to help prevent
and clean up at their body of water. They will need to
be ready to share to the class.
Tell students that they will have 5-8 mins to research
about their tables specific body of water.
Say that time is up
Best Teaching Practice Strategy/Differentiation/ELL and Teacher Notes
Best Teaching Practice: walking around: teacher will walk around to see how the students are doing with their research
Differentiation: Have students who need to have to help answer at least one items for their white board
ELL: students will need extra guidance on to research items for their white board.
Teacher Notes: Have students to contribute to at least one item.
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:
Have students to do a table talk to explain the IQ in Will explain their answer to their table mates
at their tables Have one member of the table to explain to the
Have the one person to explain the IQ to class from class
each table. Each table will explain what they came up to
have students to explain what they came up to help help prevent and clean up their specific body of
prevent and clean up their specific body of water. water to the class
Students to put the white board to the back to have Have one person to move the white board to
students write down anything that they could not the back
 write when listening. Write down vocabulary terms in their notebooks.
Clear up any misconceptions or confusions on
vocabulary terms
Water Pollution: The addition of harmful chemicals to
natural water. Sources of water pollution in the
United States include industrial waste, run-off from
fields treated with chemical fertilizers, and run-off
from areas that have been mined
Pollutants: any substance, as certain chemicals or
waste products, that renders the air, soil, water, or
other natural resource harmful or unsuitable for a
specific purpose.
Contaminants: to make impure or unsuitable by
contact or mixture with something unclean, bad, etc.
Best Teaching Practice Strategy/Differentiation/ELL and Teacher Notes
Best Teaching Practice: Table Talk: students communciate to their table mates their answers to the IQ question.
Differentiation: Students will have vocabulary words to cut and paste in their notebooks
ELL: students will have vocab term with pictures
Teacher Notes: Do not go over the 10mins time limit.
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:

Pose the second IQ question: How can people help Listen to the second IQ question: How can
stop water pollution at local park with a lake? people help stop water pollution at local park
Have students to write and answer the second IQ in with a lake?
their science notebooks to write and answer the second IQ in their
Students will tell out their answers to the class science notebooks
Have students be ready to research on how they can tell out their answers to the class
stop and prevent water pollution in a body of water research on how they can stop and prevent
they choose to do. water pollution in a body of water they choose
Students will take about 20mins to research on how to do.
to prevent water pollution on their body of water of Have about 20mins to research on how to
choice prevent water pollution on their body of water of
choice
Best Teaching Practice Strategy/Differentiation/ELL and Teacher Notes
Best Teaching Practice: walking around: teacher will walk around to see how the students are doing with their research
Differentiation: students will have reduced number of items to have on their poster or flyer.
ELL: students will have pictures to go with their informatiion.
Teacher Notes: Do not go over the 20mins time limit.
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:
Have students to come up to pick up a poster or come up to pick up a poster or piece of paper for a
piece of paper for a flyer which they will take the flyer which they will take the information from their
information from their research. research.
Tell students that they will be turning the poster or Have 10 mins to finish their poster or flyer
flyer Clean up the classroom.
Give 10 mins to finish the poster or flyer
Time is up class
 Have students clean up the classroom

Closure: (revisit objective, IQs and make real world connections):

Ask the essential question, IQ questions and the objective again to have a discussion on what the students have
learned.
Ask the students on how they will take prevent measures to help stop water pollution at home. You will write a
paragraph and turn in on Monday.

**Best Practices List the Best Teaching Practices you will use to enhance the learning outcomes. In each
section where prompted, list the best practice, how the practices will be used and the purpose.

References:
Water Pollution. (n.d.). The American Heritage New Dictionary of Cultural Literacy, Third Edition.
Retrieved April 1, 2017 from Dictionary.com website http://www.dictionary.com/browse/water-pollution
Pollutants. (n.d). Retrieved April 30, 2017 from http://www.dictionary.com/browse/pollutant?s=t
Contaminate. (n.d). Retrieved April 30, 2017 from http://www.dictionary.com/browse/contaminate