Lesson+Two

Excel Example Excel Student Template

Rubric Day Two

LESSON PLAN PART ONE: ** IDENTIFY DESIRED RESULTS ** ** Essential Questions: ** These should frame the teaching and learning that will take place. Essential Questions are asked to be argued and set up an inquiry. List at least one Essential Question that this lesson will uncover. How does precipitation affect our water resources? || ** Student Lesson Objective(s): ** > > // By the end of this lesson, my students will know... // // By the end of this lesson, my students will understand that... // ** List any North Carolina Standard Course of Study content standards that will be addressed by this lesson (at the middle or high school level). ** 1.03 Interact in group settings by: • Responding appropriately to comments and questions. • Offering personal opinions confidently without dominating. • Giving appropriate reasons that support opinions. • Soliciting and respecting another person’s opinion. ** Math ** 4.01 Collect, organize, analyze, and display data (including box plots and histograms) to solve problems.
 * Points earned: /2 ** ||
 * Points earned: /2 ** ||
 * ====//By the end of this lesson, my students will be able to…//====
 * // Compare and contrast the levels of rainfall in North Carolina and in four different counties. //
 * // Use their knowledge to create a line graph containing rainfall amounts in North Carolina. //
 * // The decrease in precipitation across various counties of North Carolina //// . //
 * // Water conversation is a key to preserving our natural resource (water) //
 * A major decrease in precipitation has occurred in Wake County.
 * Water conservation is a necessity for the population growth. ||
 * Points earned: /3 ** ||
 * Points earned: /3 ** ||
 * ======**Language Arts**======

Science
1.05 Analyze evidence to: Explain observations. 1.06 Use mathematics to gather, organize, and present quantitative data resulting from scientific investigations:
 * Make inferences and predictions.
 * Develop the relationship between evidence and explanation.

Measurement. 1.08 Use oral and written language to:
 * Analysis of data
 * Graphing
 * Prediction models

Communicate findings. || ** LESSON PLAN PART TWO: ** ** DETERMINE ACCEPTABLE ASSESSMENT EVIDENCE ** What evidence will you collect to determine that the students have met the goals and objectives of this lesson that you listed above? Plan to vary the types of evidence that you gather. Examples might include authentic tasks, authentic projects, prompts, quizzes, test items, student self-assessments, and informal checks for understanding. o Describe and include copies of key performance tasks indicative of understanding. o Describe other evidence that will be collected to build the case for understanding, knowledge, and skill. o Design and include rubrics or design and include other pieces of assessment evidence. > Students will post answers to essential questions and respond to at least two other student’s postings on the wikispace after the session has ended.
 * Defend conclusions of scientific investigations.
 * Points earned: /2 ** ||
 * Points earned: /2 ** ||
 * Teacher will review line graphs developed in class and ask questions based on line graphs created.
 * Teacher will ask questions to ensure students’ knowledge after the growth trend map is completed. Teacher will ask questions to ensure students’ knowledge after the growth trend map is completed.
 * Students will post answers to essential questions and respond to at least two other student’s postings (from either class) on the wikispace after the session has ended.
 * Teacher will lead group discussion after students view WRAL video.
 * Rubric - attached

|| ** PLAN LEARNING EXPERIENCES AND INSTRUCTION ** ** Hook: ** Determine how you will hook the students’ attention at the beginning of y our lesson. What will you do to gain their immediate interest? The students will work in pairs to simulate the amount of usable water on Earth by using a five-gallon bucket to measure and remove the amounts of unusable water. || ** Instructional strategies: ** What instructional strategies will be employed in this lesson (learning stations, simulations, tiered assignments, group jigsaw)? Brainstorming and Oral Discussion
 * Points earned: /3 ** ||
 * LESSON PLAN PART THREE: **
 * LESSON PLAN PART THREE: **
 * Points earned: /2 ** ||
 * Points earned: /2 ** ||

Internet research and analysis of data
Audio/Visual: WRAL Drought Clip Interactive Game: Thirstin’ Game - Questions and Answers on Water Usage Construct multiple line graphs Cooperative Learning – Water on Earth  || ** Procedure: ** Describe, in detail, the learning experiences and instruction that will promote the desired understandings, knowledge and skills that you wrote in "the lesson plan part one" above. Describe the lesson's opening activity/introduction/discussion. Include students' active participation and links to prior knowledge. Describe the teaching of the new objective(s) (Include a list of higher level questions you will pose, major points, etc.) Describe the lesson's closing activity. Include how students are actively engaged and relate the closing back to the lesson objectives. The students will work in groups of two to simulate the amount of usable water by completing the following experiment:
 * Points earned: /2 ** ||
 * Points earned: /2 ** ||

= Water on Earth = 1.Take a 5 gallon bucket = total water on Earth (5 gallons = 160 cups) 2. Take out 2 ¼ cups = fresh water; the rest is salty water (97% is salty; 3% is fresh) 3. From the 2 ¼ cups, remove 1 ½ cups = polar ice caps and glaciers 4. From the remaining ¾ cup, remove ¼ cup water = water tied up in the atmosphere or soil 5. ½ cup remains = ground water and surface water 6. From the ½ cup, remove 5 drops = fresh water available to people 7. The rest is either unreachable or infeasible to use

Discussion Questions: 1. During this experiment, what did you find intriguing about the amount of water that is available to people? 2. Is five drops of water enough water for our growing population? What measures need to be taken to ensure we have enough water in the future?

Essential Question will be displayed on sentence strips for students to ponder throughout the lesson. As we explore the concepts, the students will discover the answer to our essential question. They will then place the sentence strip with the question under the outline map that corresponds to our discussion. (NC Map) Students will develop their own answers to the question and place those answers onto the map. This will be our “Let’s think about it” wall of knowledge (to be used all week). Students will respond to two other students’ responses on the wikispace after the session.

Teacher led whole group instruction Using the Smartboard, the teacher will model how to research the population growth of NC from 1800 to a projected 2050. With the use of the Internet as a resource, the teacher will model locating, analyzing, and interpreting data about our state’s population trends. The website that will be used during research will be the [|http://www.census.gov/.<span]

The data will be input into an Excel spreadsheet. The teacher will continue modeling by making a line graph with the data collected and the Excel spreadsheet. Discussion Questions: 1. What areas of North Carolina have grown the most over the past decades? 2. What factors have influenced the population growth? 3. What historical influences have affected our growth?

Independent Instruction Students will be asked to analyze precipitation data they collect on the state of North Carolina, Wake and Pitt counties as well as two additional counties of their choosing during the year 2007. Using three websites provided by the teacher, the students will be able to find appropriate information to complete a spreadsheet and construct a multiple line graph on the precipitation patterns of NC and several counties. The information will be used to generate a discussion on the shortage of water in our state, in particular, Wake County. Discussion Questions: 1. By looking at your line graph, what counties are influenced most by the lack of precipitation in NC? 2. What can be synthesized about Wake County's precipitation? 3. What does the lack of precipitation influence?

Cooperative Activity Recognizing that there is a disparity in the precipitation across the state, students will generate ideas on water conservation as a group. We may use [|www.wateruseitwisely.com] to incorporate new and improved ideas for conversation. The student ideas will be placed on the Smartboard and saved for later use. The students will each make one slide for the group PowerPoint. Each student will be responsible for a slide with graphics that includes two to three ways to conserve water. Each Powerpoint slide will be used in the final podcast. Interactive Game With the smart board and the CPS voting mechanism overlaid, the students will participate in an interactive matching game on “How many gallons does it take?”. Students will analyze how many gallons it takes to perform everyday tasks. http://www.epa.gov/safewater/kids/flash/flash_matching.html Closure Students will watch a video clip from www.WRAL.com on the drought in the Raleigh area. Our essential questions will be restated: How does precipitation affect our water resources? How does the precipitation affect the drought in the Raleigh Area? Question for students to answer and comment on at least two students in either class will be posted on our wikispace. || ** MATERIALS ** ** List all of the materials that you will need for this lesson: ** 1. Smart board 2. Laptop computers 3. Internet access 4. CPS systems 5. LCD projector 6. Excel software 7. Buckets 8. Measuring Cups 9. Medicine Droppers 10. PowerPoint software 11. Video Clip on drought from WRAL 12. Interactive Game 13. Websites
 * Points earned: /10 ** ||
 * LESSON PLAN PART FOUR: **
 * LESSON PLAN PART FOUR: **

Note: Be sure to list and attach any teacher-created sheets, templates, or rubrics needed for this lesson. ||
 * Points earned: /1 ** ||
 * Points earned: /1 ** ||

** Total Points Earned /25 ** ||  Overall comments/revision suggestions: