Lesson+Four


 * Rubric Day Four

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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. What are the possible solutions that may affect my water resources? || ** Student Lesson Objective(s): ** // By the end of this lesson, my students will be able to… // // 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). ** Technology
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 * Create a digital pod cast validating the reasons changes must be made.
 * Make predictions about the future of our natural resources and share these predictions with others.
 * 500,000 people are expected to move into the Raleigh area within the next 20 years.
 * Quality of life will be the central focus for our plans for the future
 * The carrying capacity of an environment must stay in sync with its population.
 * Changes must be made to enhance opportunities to rebound from this drought.
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Objective 1.10 Use spreadsheet and graphing terms/concepts to present and explain content area assignments. Objective 2.05 Use a variety of collaborative tools to survey, collect, communicate information for content area assignments.

Objective 3.08 Plan, design, and develop a multimedia product using data (e.g., graphs, charts, database reports) to present content information in the most effective way, citing sources. Strand - Multimedia/Presentation.

Social Studies Objective 1.02 Generate, interpret, and manipulate information from tools such as maps, globes, charts, graphs, databases, and models to pose and answer questions about space and place, environment and society, and spatial dynamics and connections.

|| ** 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 create a digital podcast including possible solutions to our ever-present problem, the drought in the Raleigh area. Students will share their digital podcast with The Honorable Charles Meeker, mayor of Raleigh. || Students will take a post assessment using the CPS remote voting system to show their knowledge of the material taught. ** 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? Interactive question and answer online game on water resources. || ** Instructional strategies: ** What instructional strategies will be employed in this lesson (learning stations, simulations, tiered assignments, group jigsaw)? Technology/Geography – Geocaching, Podcast, CPS system Interactive Online Game
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 * LESSON PLAN PART THREE: **
 * LESSON PLAN PART THREE: **
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= Brainstorming and Oral Discussion = Learning Stations  || ** 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.
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Students will test their knowledge of water usages by playing an interactive game on their individual laptops. http://www.epa.gov/safewater/kids/flash/flash_qagame.html An overall discussion will be made on the population, precipitation, and droughts affects on our water resources. We will continue to formulate solutions to this ever-present problem. Discussion questions: 1. How does the growing population affect our water resources? 2. Analyze the impact that the lack of precipitation and drought has on growing population. 3. Examine the water shortages impact on the life styles of citizens. 4. What solutions must be implemented to ensure we have enough water in the future?

Students will be broken into two groups. One group will be involved in Geocaching while the other group finalizes our product the Podcast. Geocaching- Students will participate in a high tech version of hide and seek. After being given latitude and longitude coordinates, the students will find the caches that have been hidden by the teacher. There will be 5 caches hidden that will be related to our learning simulations from Day 3. The caches will have a water conservation suggestion inside. The students will find the caches (bring back to home base) and determine which of the people from our learning simulations could be most affected by the conservation tip found inside the cache. Caches: Podcast- Students will begin finalizing the Podcast project. They will work on transferring the PowerPoint slides into a jpeg file. Then they will combine the jpeg file, music from internet, and their own-recorded voices into a MovieMaker video. Music will be found at [|www.freeplaymusic.com] We will switch groups and repeat this activity with the other group of students.
 * 1) Mulch to keep your plants cool. – This would improve the options for lawn maintenance workers.
 * 2) Avoid planting turf in areas that are hard to water such as steep inclines and isolated strips along sidewalks and driveways. – Lawn care worker.
 * 3) Use the garbage disposal sparingly. Compost instead and save gallons every time. – This will conserve water at restaurants.
 * 4) Don't use running water to thaw food. – This would help those who work in a restaurant.
 * 5) Use a commercial car wash that recycles water. - This would help those who work at a commercial car wash.
 * 6) Cook food in as little water as possible. This will also retain more of the nutrients. –  Restuarants.

Closing- We will do a post assessment using the CPS activity from Day 1. || ** MATERIALS ** **List all of the materials that you will need for this lesson: ** 1. Smartboard 2. CPS System 3. LCD Projector 4. Laptops 5. GPS 6. Hidden Caches with conservation tips 7. Chart with role played characters from Day 3 8. Moviemaker software 9. Microphone 10. Internet 11. PowerPoint slides 12. Interactive Game Online Note: Be sure to list and attach any teacher-created sheets, templates, or rubrics needed for this lesson. ||
 * Points earned: /10 ** ||
 * LESSON PLAN PART FOUR: **
 * LESSON PLAN PART FOUR: **
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