Katie Hennessey

Lesson Plan Rough Draft

EGP 535
February 2016
1.0 Lesson Plan Details
UNIT: Southwest
MINI-LESSON TITLE: Category / Water Conservation / Becoming an
Expert Water Conservation Program Manager
Day Number: 8
Grade Level: 4th
Expected Duration: 45 Minutes
Concepts:
- Places
- Environment
- Culture
Vocabulary:
- Conservation, Irrigation, Green House Emissions, Natural
Resources, Analyze
Skills:
- Synthesizing
- Researching
- Identifying
- Group Work Development
- Citing
- Creative Constructing
1.1 Integration of Learning Outcomes/Objectives
1. During the first week of the SW Unit, students will brainstorm
about the learning project they choose related to the expert
group stations and show their thought process with a thought
map graphic organizer.
2. Students will compare and cite four sources of information,
including one digital source during the creation of their learning
project.
3. Students will construct a learning project that answers the
research question of their expert group. Students may do this
individually or in groups.
4. Students will create three written elements to support their
learning project: a creative piece, an informational piece and a
digital piece.
5. How? Analyze how people adapt to natural emergencies.

6. Students will identify the cause of a drought and identify three

different ways humans can resolve the issue.
7. Students will demonstrate respectful behavior via cooperative
learning through group work.

1.2 Standards PA Civics, History, Economics, Geography

Geography
PA.7.2.6. Geography: The Physical Characteristics of Places
and Regions:
7.2.6.B.3. Climate Change, (e.g., global warming/cooling,
desertification, glaciations)
PA.7.3.6. Geography: The Human Characteristics of Places and
Regions:
7.3.6.C. Describe the human characteristics of places and
regions by their settlement characteristics
7.3.6.C.2. Factors that affect the growth and decline of
settlements (e.g., immigration, transportation development,
depletion of natural resources, site and situation
History
PA.8.1.6. History: Historical Analysis and Skills Development:
Pennsylvanias public schools shall teach, challenge, and
support every student to realize his or her maximum potential
and to acquire the knowledge and skills needed to analyze
cultural, economic, political, and social relations to:
8.1.6.A. Understand chronological thinking and distinguish
between past, present, and future time: Calendar time; Time
lines; People and events in time; Patterns of continuity and
change; sequential order; Context for events
NCSS.1.2 THEME TWO Time, Continuity, and Change
NCSS.1.2.f ... enable learners to apply ideas, theories, and modes of
historical inquiry to analyze historical and contemporary
developments, and to inform and evaluate concerning public policy
issues;
NCSS.1.3 THEME THREE People, Places, and Environment
NCSS.1.3.g ... challenge learners to examine, interpret, and analyze
the Interactions of human beings and their physical environments;
NCSS.1.3.i ... provide learners with opportunities to observe and
analyze social and economic effects of environmental changes and
crises;
NCSS.1.8 THEME EIGHT -- Science, Technology, and Society

NCSS.1.8.b ... provide opportunities for learners to make judgments

about how science and technology have transformed the physical
world and human society and our understanding of time, space,
place, and human-environment interactions
NCSS1.9 THEME NINE GLOBAL CONNECTIONS
NCSS.1.9.d ...challenge learners to analyze the causes,
consequences, and possible solutions to persistent, contemporary,
and emerging global issues, such as health care, security, resource
allocation, economic development, and environmental quality
1.3 Anticipatory Set
Begin by building background knowledge about water conservation,
define the important terms: conservation, finite, natural resources. For
the Anticipatory Set
Yesterday, do you remember how we talked about water
conservation using irrigation? Today we are going to talk about
Water Conservation out in the Southwest out west where there is
lots of land, lots of people, and LOTS of desert! Lets talk about
what conservation means to us. When we are conserving, what
are we doing? Review Finite + Natural Resources.
HOOK: Show class a picture of Lake Mead and ask if anyone has
heard about whats happening to Lake Mead. Draw arrows to the
water line and list some facts about how low the water line is in
comparison to previous years.
Typically, when we talk about conservation, we are also talking
about the environment and natural resources that might one day
run out if we DONT conserve natural resources that let us
humans live on Earth...
Does anyone know how come there is a giant LAKE in the middle of
the DESERT?? What allows for SO MUCH water to exist in the
Desert? YES! The Hoover Dam... does anyone know when the
Hoover Dam was built?? What river does it actually Dam? What if
the kids dont know this?? How will you show them the
answers? Is that important?
Lets talk about what the South West looked like BEFORE the
Hoover Dam... and specifically what the river used to look like
(HINT!: It used to be called the Red River... does it look red to you
today?).
I want to tell you a short story (love this intro) about a man named
John Wesley Powell one of the most important explorers of the

South West who made it initially possible to plot the waters that NO
ONE ELSE had ever boated down before!!
His expedition is one of the most dangerous of all. Please gather
around on the carpet for a camp side story (love.). (Tell the story of
John Wesley Powell just listening ears are needed which ends with
a look again at how different the river looks after the Dam was
built.)
So, all in all, the Dam was built to irrigate the West! Farmers now
can grow food, raise animals its one of mans marvels and its all
thanks initially to J.W.P. for being brave enough to explore one of
the most dangerous rivers in the world.
But... Remember what we saw with Lake Mead? It is the lowest it
has ever been and scientists are not sure if it will EVER be high
enough again. (nice tie in.)
I bet you are all wondering... WHY??? Whats going ON??? Well,
that just so happens to be one of your research questions! Perhaps
youve already learned something in your first day... now with a bit
more background, hopefully more of your research materials will
make quicker sense!
Here are TWO big questions to research and collect some
information on:
1 / Why is there a water shortage out west? (GLOBAL WARMING
green house emissions that are warming us up too much -> less
rainfall)
1 / What are experts doing to try to resolve the problem?
(CONSERVATION METHODS)
However, what we are focusing on is:
If you were a Program Manager for Water Conservation what
would you want people out West to know about Conserving Water??
What advice would you give them? Create an informational piece
for folks to take FACTS from about whats happening out West,
make a creative piece to help people understand what to DO, and a
digital piece to accent your information!
Project Options:
A Creative/Artistic piece:
a. Rap/Poem/Song
b. Song

c. Zine
An informational piece:
a. Pamphlet
b. Poster
c. Letter to the Community to be featured in local
A Digital Piece:
a. Using an ipad, create a slideshow
b. Kid Blogs
c. Google Site??? Kids can create their own websites
1.4 Procedures
include your objectives in parentheses where they are
taught in the section
Water Conservation Research Station

Day 1 | of Expert Water Conservation Program Managers

Students will go to their expert group table and find a bin of materials
to sort through, read, interact with and discuss with fellow group members.
Perhaps it is an article, movies, artifacts, books on tape, anything to engage
them in an aspect of the expert group. This will be an exploring day for
students as the teacher circulates and holds brief 2-minute conferences with
each student. The teacher will have students discuss the questions from their
Thought Map Graphic Organizers.
*what expert group did they pick, and what project will they be considering,
what will the written pieces be about, and the visual pieces, and sharing of
the thought map.

Day 2 | Mini Lesson

Students will meet with teacher for a fifteen mini-lesson about
their expert group topic during the following time block. **Teacher will
circulate on this day, teaching 4 targeted mini-lessons to each expert
group, fifteen minutes each. The order will go- water, then oil, then
Native Americans, then Parks and Rec. The remainder of the time
students will have their laptops for research. It will be trickiest for the
groups that are at the end of the period, because they will need to be
given meaningful independent work to fill time until their mini-lesson
slot. Research Questions: Why is the West running out of water and
what are professional experts doing to fix this? What would YOU do to
fix the water conservation issue?
Day 3 | of Expert Water Conservation Create and Research
Students will wrap up their research today, and begin their projects.
Teacher can use this day to hold longer conferences with students who are
struggling or for students requiring enrichment.

Day 4 | of Expert Water Conservation- Final Creation

Students will finish up their projects, leaving 10 minutes of class time

at the end for student peer evaluations. They should review the rubric and
finish up any project work.

1.5 Differentiation
GIFTED STUDENT:
Allow GIFTED student higher level research items. Each bin/basket
will be differentiated by reading levels and comprehension abilities.
Allow GIFTED student to create a higher-level digital piece allowing
a different structure of thought. Allow student choice during
creative pieces.
ELL STUDENT:
Allow ELL Student more time with vocabulary words, anticipating
the need for visuals and a connection to their background
knowledge. ELL students, depending upon their level of need, will
be expected to complete the group work, but with lower-level
reading books allotted in their group.
1.6 Closure
Sum up the project once more, going over each point that the
students will have to complete and referencing the rubric for the
performance project.
a. gather research
b. complete brainstorming map
c. answer research question
d. complete informative piece, creative piece, and digital piece
e. Remind students what good writers do, what good researchers
do, and to go over the next few days schedule
1.7 Assessments (Formative + Summative)
Formative: Brainstorming maps, Observations, Rough Drafts,
Conferences
Summative: See Rubric for research project

Example Rubric for Project-Based Expert Groups

Research
Question

Sources

Visual
Elements

Written
Element

Reflection

Thought Map

I answered the
research
question of my
expert group. I
also found
included my own
research
questions. .

I included 4
sources for
information in
my project.
One of those
sources was
digital.

I created and
included two
visual elements
that helps to
answer the
research question
of my expert
group.

I created three
written elements: a
creative piece, an
informational piece
and a digital piece
to help answer the
research question.

I wrote a
reflection on my
project that
included at least
two peers
comments.

I included a fully
complete thought
map that shows
how I brainstormed
& completed the
steps of my
research project.

I answered the
research
question of my
expert group.

I included 3
sources for
information in
my project.

I included two
visual elements
that helps to
answer the
research question
of my expert
group.

I created two of the

three written
elements: a creative
piece, an
informational piece
and a digital piece
to help answer the
research question.

I wrote a
reflection on my
project that
included at least
one peer
comments.

I included a partially
complete thought
map that shows
how I brainstormed
& completed the
steps of my
research project.

I answered part
of the research
question from my
expert group.

I included 2
sources for
information in
my project.

I included and
created 1 visual
element that
helps to answer
the research
question of my
expert group.

I created one of the

three written
elements: a creative
piece, an
informational piece
and a digital piece
to help answer the
research question.

I wrote a
reflection on my
project that did
not include any
peer comments.

I included a partially
complete thought
map that shows
how I brainstormed
or how I completed
the steps of my
research project.

I did not answer

any of the
research
question from my
expert group.

I included 1
source for
information in
my project.

I included 1 visual
element that
helps to answer
the research
question of my
expert group.

I included a written
element: a creative
piece, an
informational piece
and a digital piece
to help answer the
research question.

I did not write a

reflection on my
project.

I included a partially
complete thought
map.

I did not answer

any research
question.

I did not
include any
source of
information in
my project.

I did not include

any visual
element.

I did not include any

written element.

I did not write a

reflection on my
project, or
comment on
peer projects.

I did not include a

thought map.

*notice how points are given for including elements, but additional/top grade points are
given for the creation of those elements to emphasize (creativity/project-based aspect).
Students are more driven to create their own works rather than find and copy others.

Materials
Research Items brainstorming maps, highlighters, pencils, scrap
paper, journals
Ipads for websites and research
Student Textbook

Pages 351-360 (John Wesley Powell / Hoover Dam)

Websites
http://wateruseitwisely.com/kids/teachers-educators/
http://wateruseitwisely.com/100-ways-to-conserve/
http://www.conserveh2o.org/water-conservation-kids-activitiesgames
DROUGHT: http://www.weatherwizkids.com/?page_id=89
DROUGHT MONITOR: http://droughtmonitor.unl.edu
http://www.dogonews.com/2015/4/2/california-governor-imposesfirst-ever-mandatory-water-restrictions-to-deal-with-drought
http://tweentribune.com/article/junior/lack-water-big-problemcalifornia/

Books: (Non-fiction)
Protecting Earths Water Supply by Ron Fridell
You Wouldnt Want to Without Clean Water by Roger Canavan
Finding Out about Hydropower by Matt Doeden
National Geographic Investiages: Not a Drop to Drink by
Michael Burgan
Water In the News by Yael Calhoun
Running Dry The Global Water Crisi by Stuart A. Kallen
The Restless Sea Human Impact by Carole G. Vogel
Saving Water by Jen Green
Save Water by Kay Barnham
Green Kids: Saving Water by Neil Morris
1.8 Technology
Ipads
Newsela
Specified Online Videos (VIMEO)
1.9 Technology
Ipads will be used for both research and the creation of the digital
pieces. Laptops will also be an option for research and the creation
of the digital pieces.

2.1 Reflection on Planning

Water Conservation Mini-Lesson is a plan that should be
adaptable to a four day learning program with project based
learning. However, we are teaching a few too many skills for the
end product. With 4th graders, it may be more beneficial to focus
upon learning good research skills as well as excellent group
work cooperation skills for four days and then creating from said
research the next week. Four days may not be enough time.
However, I have confidence that with good differentiation and
explicit instruction as well as expedited classroom management
the process should be successful. It will be highly successful in
capturing the attention of the students with so much choice in
both what to research as well as how to go about presenting
found information.
Lesson Plan Elements (see WCU lesson plan rubric on D2L
for specifics)
Lesson Plan Details
Integration of Learning Outcomes/Objectives
Standards PA Civics, History, Economics, Geography &
Anticipatory Set
Procedures
Differentiation
Closure
Formative/Summative Assessment of Students (P-12)
Materials/Equipment , Citation of Sources
Evaluation of Sources (Information Literacy)
Lesson Plan Teacher Content Notes
Technology
Reflection on Planning
Total
Points will be taken off for spelling/mechanics.
Comments

Point Value
Total /30
/1
/2
/2
/1
/5
/1
/1
/3
/2
/5
/7
*
*

CONTENT OUTLINE:

*Learning Stations:
Water Conservation

Project based activity to demonstrate expert level knowledge

Understand how people cooperate to share and protect natural resources.
Understand how and why people conserve water in desert regions

I.

Vocabulary
a. Conservation:
b. Natural Resources:
c. Finite:

II.

Colorado River
a. Length:
b. It was once WILD and called the Red River before the
Hoover Dam was built
c. Over millions of years carved out the Grand Canyon
d. Grand Canyon National Park South rim + North Rim
Rafting the Colorado River
a. John Wesley Powell
i. Famous for the 1896 Powell Geographic Expedition
ii. Three month river trip down the Green + Colorado
rivers
iii. First known passage by Europeans through the Grand
Canyon
iv. Explorers:
1. John Wesley Powell, trip organizer and leader,
major in the Civil War;

III.

2. John Colton "Jack" Sumner, hunter, trapper, soldier in the

Civil War;
3. William H. Dunn, hunter, trapper from Colorado;
4. Walter H. Powell, captain in the Civil War;
5. George Y. Bradley, lieutenant in the Civil War, expedition
chronicler;
6. Oramel G. Howland, printer, editor, hunter;
7. Seneca Howland;
8. Frank Goodman, Englishman, adventurer;
9. W. R. Hawkins, cook, soldier in Civil War;
10. Andrew Hall, Scotsman, the youngest of the expedition;
11. F.M. Bishop, cartographer.

v. Challenges Faced: Broken boats, food shortages, men

deserting the mission
vi. 1st Desertion: 1 month in , 1 man
vii. 2nd Desertion: Later on, 3 men left Nobody knows
what happened to these men - climbing out of the
Grand Canyon, died of thirst, or killed by a tribe?

viii. Quote from John Wesley Powells Journal:

1. ". . . wonderful featurescarved walls, royal
arches, glens, alcove gulches, mounds and
monuments. From which of these features
shall we select a name? We decide to call it
Glen Canyon."
IV.

Introduction to Historic Water Conservation:

a. Hoover Dam built in 1931 and completed in 1935
b. What other event occurring around the same time? The Great
Depression
c. Great Depression gave boys opportunity to have a job during
the depression
d. Hoover Dam stores enough water in Lake Mead to irrigate 2
million acres
e. It stores water through damming the Colorado river, which is
now a crystal clear blue
f. The Colorado temperature is so much colder now than it used
to be
g. The Colorado is lower than it once was, because of the Hoover
Dam
h. You can see the line where it used to roar and race
i. Rafting still occurs on the Colorado River through big tubes
instead of wooden boats historically inspired by the ideas of
Georgie White
j. Cities that directly came from building the Hoover Dam: Los
Angelos, Las Vegas and Phoenix

V.

Modern Water Conservation Crisis

a. The WEST is running out of Water
b. Human practices for surviving in the desert: dams,
aqueducts, is inherently temporary
c. Lake Mead is where the all the water sits that the cities and
farmers use to grow crops
d. It is the lowest it has ever been since the building of the
dam
e. There is a clear white rim where the water used to sit but is
now too low
f. BIG QUESTION: So how do HUMANS conserve WATER in
the Southwest?? It is a precious resource that needs to be
protected. We need to PROTECT WATER ... but WHY?
Lets discover WHY and HOW we protect this precious
resource.
g. WHY: Megadrought
i. If we stay on the same path with green house
emissions, we will have a 35 or longer megadrought.

ii. Rising temperatures spurred by greenhouse

emissions result in higher evaporation and less
precipitation which is already high
iii. http://news.nationalgeographic.com/news/2015/02/1
50212-megadrought-southwest-water-climateenvironment/
iv. In the future, invasive flora/fauna will colonize driedout reservoir bottoms
v. There may be an end to river running and reservoir
boating
vi. http://news.nationalgeographic.com/news/2014/11/1
41123-lake-powell-colorado-river-drought-water/