Lesson+Three


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Rubric Day Three **

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 does the drought affect?

|| ** 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). ** Science 1.06 Use mathematics to gather, organize, and present quantitative data resulting from scientific investigations: 1.08 Use oral and written language to:
 * Points earned: /2 ** ||
 * Points earned: /2 ** ||
 * Synthesize causes and effects of water shortages by developing solutions.
 * Evaluate a simulation as a model for water shortages.
 * H// ow to work with an expert in the field of drought specialist to acquire new information. //
 * // How drought specialists use data to and statistical analysis to formulate water restriction recommendations. //
 * Lack of precipitation combined with growing population mandates water restrictions.
 * Water shortages affect many avenues across the economic spectrum.  ||
 * Points earned: /3 ** ||
 * Points earned: /3 ** ||
 * Measurement.
 * Analysis of data.
 * Graphing.
 * Prediction models.

Communicate findings. Defend conclusions of scientific investigations. ** Math ** 4.01 Collect, organize, analyze, and display data (including box plots and histograms) to solve problems. || ** 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. > Teacher will lead students into a group discussion after the guest speaker has completed the presentation.
 * Points earned: /2 ** ||
 * Points earned: /2 ** ||
 * * Teacher will lead students into role play situations to extend student's knowledge of who the water shortage affects.
 * Teacher will lead students into a group discussion after the guest speaker has completed the presentation.
 * 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.
 * 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.
 * Students will create a cause and effect map and the teacher will review.

|| ** 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? Students will participate in a learning simulation using role-playing of the affects of the drought.
 * Points earned: /3 ** ||
 * LESSON PLAN PART THREE: **
 * LESSON PLAN PART THREE: **

|| ** Instructional strategies: ** What instructional strategies will be employed in this lesson (learning stations, simulations, tiered assignments, group jigsaw)? Learning Simulations Guest Speaker – Woody Yonts Graphic Organizer – Cause and Effect Map Visual – WRAL video clip, PowerPoints Brainstorming and Oral Discussion
 * Points earned: /2 ** ||
 * Points earned: /2 ** ||

|| ** 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. We will set up five learning simulation dealing with the affects of the drought. What affects has the drought had on your life style? Give each student an opportunity to explain his or her role in the impact of the drought. Discussion Questions: 1. What procedures need to be taken to reinstate the life style we are accustomed to? 2. Analyze the pros and cons the drought has had on citizens of Wake County?
 * Points earned: /2 ** ||
 * Points earned: /2 ** ||
 * 1) A student will be given a paper plate, plastic utensils, and paper cup at a fine restaurant.
 * 2) A student will be given a muddy truck and told that they are not allowed to wash their truck.
 * 3) A student will be given a hard hat and a pink slip and told that they are no longer employed.
 * 4) A student will be given a Lego home and told that their million dollar home has dead grass.
 * 5) A student will be given a boat and told they cannot use it on Falls Lake.

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. (World map, US 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 then watch a WRAL interview that depicts the affects of the drought on their life. Students will synthesize the causes and effects of water shortage in Raleigh using a graphic organizer. A digital picture will be taken to be included in our final pod cast. Discussion Questions: 1. What are the major causes of the water shortage and why has this impacted our water supply? 2. What effects the water shortage and why?

Woody Yonts, NC Drought Issue specialist from Raleigh, will make a presentation on the water restrictions and drought in Raleigh. Following Mr. Yonts presentation, the students will revisit our cause and effect map and make necessary adjustments based on new information they received from the expert. Discussion Questions: 1. Analyze the water restrictions and determine if they meet our water shortage needs. 2. Investigate the water restrictions and develop two new restrictions that could be created to conserve water. Students will develop a list of possible solutions to the water shortage in Raleigh. Each student will make a PowerPoint slide on solutions to our problem. Discussion Question: 1. What solutions can be implemented in Wake County by examining the causes and effects of the water shortage?

|| ** MATERIALS ** ** List all of the materials that you will need for this lesson: ** 1. Woody Yonts – NC Water Resources Drought Issues Specialist 2. PowerPoint 3. Paper plate, paper cup, and plastic utensils 4. Muddy Little Tikes Truck 5. Hard Hat and Pink Slip 6. Lego Home 7. Toy Boat 8. WRAL interview clip 9. Cause and Effect Map 10. Smart Board 11. LCD Projector 12. Laptops 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: **
 * Points earned: /1 ** ||
 * Points earned: /1 ** ||

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