Lesson Plan Guide

Teacher Candidate:

Kinyada Sears

Date:

Grade and Topic:

Where Has All The Water Gone 6th grade

Mentor Teacher:

Julie Forbess

December 3,2014
Length of Lesson: 65 minutes
School: University of Memphis

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

The purpose of this lesson is to instruct students about the various ways we use water in our daily lives.
LESSON OBJECTIVE:

TSW identify the many uses of water in our daily lives

TSW determine the amount of water that is used in various activities.
TSW explain that our water supply is limited.

STANDARDS ADDRESSED:
CCSS.ELA-LITERACY.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
CCSS.ELA-LITERACY.RST.6-8.8
Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

ICL 3 Gather data, examine patterns and apply information for decision making using
digital tools and resources.(1,4) Creativity and Innovation Critical Thinking ,Problem Solving,
and Decision Making
ISTE 1A Apply existing knowledge to generate new ideas, products, or processes.
ISTE 3B Locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources n media.
MATERIALS:
Data of common water uses and amounts
Empty gallon jugs
Math- counting blocks
Student Recording Sheet for water usage.
Computer Access (Power point and Microsoft Word )
BACKGROUND and RATIONALE:
TSW be able to use blocks to represent the total number of water usage
TSW estimate how much water they think is used in the world
TSW exchange answers with one another to see if they had the same educated guess.
PROCEDURES AND TIMELINE:
Introduction: TTW ask the students to estimate the amount of water they use each day. (15minus)

Procedures: TTW put students in groups of three. (5 minus)

TTW use and empty gallon jug, explain that two-thirds of the people in the world use just
thirteen gallons of water each day. Ask how this compares with their estimates. Explain that the average
American uses approximately 100-105 gallons of water each day. Provide the class with statistics that
show the amount of water it takes to produce several common items we use every day such as tomatoes,
a gallon of milk, energy to light a light bulb, production of newsprint, etc. (20minus)
TTW use math counting blocks of 100 to represent the total amount of water on the earth, ask
student to guess how much is available for use by humans and animals. After several estimates, explain
that only three percent of the total amount of water is fresh water and of that three percent, one percent
is actually available for use. The rest is too deep underground or locked up in ice caps. Ask students to
turn their neighbor and make a generalization about the amount of water that is available. (20 minus)
TTW provide Student Recording Sheet for Water Usage for students to record the amount of
water they use for the next 24 hours. TSW type a one page paper on their findings and then create a
Power Point to go along with the paper, which will include facts, pictures and their conclusion on water
and how they use it daily. This will be the homework assignment. (5 minus)

Closure: TTW ask the students what they have learned and would they use less water or more water in
their day-to-day lives?

ASSESSMENT EVIDENCE:
TSW write a paper using Microsoft Word on what they have learned and their findings.
TSW share what they learn about water using a Power Point presentation.
TTW ask questions to check for students understanding with 100% accuracy.
MODIFICATIONS:
For students who have struggled to master the objectives, TTW will deepen students
understanding about water by assigning a video or reading that is related to the assignment.
For students who have successfully mastered the objective, the student should be able to further
their research on water supply and usage. With given homework the students will then write a paper and
a Power Point Presentation on the importance of water in their life.

Lesson 1: Where Has All the Water Gone?

Common Water Uses and Amounts

Directions: Use these examples to get a reasonable estimate of the amount of water used
for each of the following activities.

Water Usage Information

Water Usage

Number of
Gallons Used

Flush a toilet

3-5

Full bath in tub

36-50

Wash hands (with

water running)

4 gallons per
minute

Brush teeth (with water

2-10
running)
Dishwasher

8-12 per load

Wash clothes

20-50 per load

Drinking water

2-12

Cooking

10

Washing the car

100

On an average, globally, it takes the following amounts of water to produce the following foods:

70 liters of water to produce one apple

15,500 liters of water per kg of beef.
40 liters of water to produce one loaf of bread
3,900 liters for 1 kg of chicken meat
1,000 liters of water to produce 1 liter of milk

Lesson 1: Where Has All the Water Gone?

Handout 2
Student Recording Sheet for Water Usage
Activity

Frequency

Amount of Water Used/Use

Drinking
Showering/Bathing
Brushing Teeth
Dish Washing
Flushing Toilets
Other

How does your water usage compare to that of the average American?

What are three things you and your family can do to help conserve water?
Be sure to add these questions in your one page paper.

Total Water Used

Below is how the students will do their power point.

Our Water

We live on planet Earth which is known as the planet of water. Over 98% of
water is sea water. Human begins, animals, plants, all living creates on
Earth need water to live and grow. We all take water. Over 65% of our body
is water. Water is essential to our daily life in many ways. Water is used in
many ways in our households. Can you think of some ways?

Here Are Some Examples

* We use water in our houses for cooking, showering,

washing clothes an dishes.

Example Continue

* Water is also used to grow food. In many dry farm

areas farmers must bring water to the fields through
canals and expensive irrigation system.

Conclusion

* In conclusion we use
water in
r many diffeen t
ways. Without water
there will be no life on
earth and that means I
would not exist.

References

Learning To Give, Philanthropy Education resources that teach giving and civic engagement.(n.d).
Retrieved November25,2014 from http:learningtogive.og/lesson/unit124/lesson1.html