Amy Pozmantier Date Submitted: Sunday, November 6 Date giving lesson: Tuesday, November 15 Grade Level: 6th Lesson

Plan Template: Science Methods Prior Thinking I didnt know at all- what I wanted to do with my students for the Term 3 science lesson. Frankly, I felt completely lost and a bit incompetent in my science knowledge. However, I knew that I was passionate about and wanted to know a lot more about environmental issues. I also knew from having casual conversations with my sixth graders, that they did not know a lot about this and frankly, didnt seem to understand why it matters. One day, we did at math lesson in which they were expected to have prior knowledge that gas is a non-renewable resource. They thought gas was plentiful and didnt really understand this concept. I was shocked and knew at that point that, if anything, this year I could attempt to help them gain a better understanding about environmental issues. When I started thinking about my Term 3 project, I asked our classroom mentor what she thought, but she told me that she does not truly care what we do, though the unit they are on is Landforms. I felt like I wanted to relate to this unit, and thought I could move starting on the environment in the spring when I can do my Term 4 or 5 project. I looked into lesson plans related to earthquakes and plate tectonics, as well as hurricanes. I found nothing that excited or interested me though, like teaching about the environment did. I looked through the Project Learning Tree and Project WET books, and it was in Project WET that I found two lessons I thought Id like to do one involved teaching students about water pollution, and the other more about the interconnectedness of water users. After emailing NancyLee to ask her opinion, I decided on the WaterWorks lesson, but I wanted to tweak it to include some elements about water pollution and water scarcity. My roommate works for an environmental non-profit, so I shared my ideas with her and she gave me some suggestions and helpful resources, so I researched this topic for an hour, finding out the differences between blue, green, and grey water usage, why it is so important to understand the interconnectedness of water users, and just how much of earths water is actually even usable. I could not wait to start planning my lesson! Core Decisions What: My inquiry question for this project is how can I use effective questioning to ensure student understanding as well as move the lesson forward? In this lesson, I use the topic of water scarcity and water users interconnectedness to help me begin to answer this question. I chose this topic because it is related to the students current landforms unit, but brings in an element of being environmentally friendly and critically thinking about why their actions related to water usage matter. Students need not have much knowledge prior to this lesson terms will be explained throughout the lesson (such as direct/indirect water usage, water scarcity, etc). Students will begin to understand the nature of how almost all of the things they consume, purchase, and use are made up of water even if it is not directly made up that way. Additionally, they will understand how water users are connected using backwards thinking, and the global implications of the interconnectedness of water users. How:
NancyLee Bergey 11/16/11 6:10 PM Comment [1]: I started reading this Amy, but I really need the stark What How Why here. What is the content of the lesson succinctly. What is your general approach to teaching it? (Not step by step that would be in the plan itself. And they why did you decide to do this this way?

NancyLee Bergey 11/6/11 4:46 PM Comment [2]: This sounds good. Amy Pozmantier 11/16/11 6:11 PM Comment [3]: Okay, I have revamped the What, How and Why. I hope it makes sense.

There are many ways students could come to an understanding about water scarcity. I felt that the activity in the Project WET (CITE) book that uses two gallon jugs filled with water to symbolize the available fresh water, as well as a ball of yarn symbolizing water users need for water would be a concrete, kinesthetic way for students to truly see the connections. I also intend on using a graphic to show students how much available fresh water there is compared to all of the water in the world. Through the use of continually questioning students with divergent thinking questions (Victor and Kellogg, 2008) about why this all matters (i.e. So what? We have a lot of water and it is reusabletell me why it matters that so many people are connected and that there is so little available fresh water), I hope that students will come to their own conclusion that water scarcity is a complex, global issue that affects their lives drastically. I also plan on using talk moves (Chapin, 2003), such as revoicing and using wait time, to encourage students to truly think about their answers as well as that of others, as I want students to continue to develop a sense of community. Why: I believe that my students need to know why something is important in order for it to really sink in to their minds. I also believe that water scarcity is a relevant issue that students need to be aware of in order to be good citizens. They may not realize that water scarcity can become real even in Philadelphia. I also believe that a good science lesson, as we have learned in class and in our readings, does not tell students anything directly students are led to discover on their own and draw conclusions on their own through teacher questioning, as well as activities they engage in. I could tell students that water users are all connected, or I could have them physically represent it in an activity which is what I chose to do. While the Project WET activity stops there, I wanted to move the students further into global implications of this issue and into thinking about how their actions could affect someone in another country. In the spring, I would like to do a social justice unit. I saw this lesson as a way in to tap into students ideas about equality and equal distribution of resources. The final addition to the lesson plan really helps to get to the core of students thinking about equality and unequal access to water. Again, I could have done this mini-lesson first, but students had not yet been hooked by the activity hooked into wanting to know more. This is similar to the rationale for doing the demonstration of the phases of the moon in science class had we not observed the moon, we wouldnt be hooked. Lesson Plan: Water Scarcity Total Lesson Time: 50 minutes Goals / Objectives SWBAT distinguish between indirect and direct uses of water. SWBAT determine ways that they can reduce their water footprint SWBAT explain how water users are connected, as well as explain why this matters. Standards (and Assessment Anchors, if applicable) AAAS Benchmark: In all environments, organisms with similar needs may compete with one another for limited resources, including food, space, water, air, and shelter. 5D/M1a* Pennsylvania Common Core Standards: 4.1.6.F: Describe relationships using inference and prediction.

4.2.6.C: Identify natural and human-made factors that affect water quality. Process Goals: Inferring, Interpreting Data, Communicating Materials and preparation Facts about water scarcity: http://www.who.int/features/factfiles/water/water_facts/en/index9.html Map of places where water is scarce (see attached file) Handout with water scarcity facts/resources Teaspoon for water scarcity demonstration Post its (LOTS) Two milk jugs Ball of yarn String to tie jugs together Cheese Index card with descriptions of jobs 6 per round (2 rounds only do second one if there is time) Pens and paper Timer Chart paper w/ norms Chart paper w/ agenda and objectives Chart paper with Direct/Indirect uses of water Chart paper with word wall for direct and indirect usage of water, scarcity, etc) Powerpoint Computer and slideshow (make sure to transfer powerpoint to a blankenburg compute so I can have access to the internet) Classroom arrangement and management issues Briefly describe the physical arrangement of the class with respect to managing your plans in the particular space: 1. I will use Ms. Glenns room (which is next door to Ms. Slades room) and do the seating arrangement in a semi circle, leaving space in the middle for the milk jugs/circle activity. This worked well with my literacy lesson and students could all still see each other and me at the same time, and it isnt the traditional row seating. When students move into the circle arrangement, they will go in pairs. 2. All materials, including pencils/pens/index cards/postits, will be provided by me and on their desks before they arrive in the room. 3. I will refer students to norms when management concerns arise; I will ask students to raise SILENT hands instead of calling out, and I will closely monitor discussions in order to prevent behavior issues. Plan: Note: lesson plan is adapted from the Project WET activity WaterWorks Hook (10 minutes) Put a piece of cheese on every students desk. Ask: If you are eating this piece of cheese, are you using water? Ask students to put thumbs up or thumbs down; have a short discussion and explain the backwards thought process to the fact that yes, cheese does in fact use water.

Amy Pozmantier 11/14/11 7:13 PM Deleted: How you can reduce your water footprint handout-http://www.waterfootprint.org/?page=files/ YourWaterFootprint Amy Pozmantier 11/14/11 7:13 PM Formatted: Underline

Amy Pozmantier 11/14/11 6:52 PM Deleted: renewable, nonrenewable resource,

Put several post-its with students names on them on each of their desks. Tell students that you want them to brainstorm all the different ways that they use water in their lives. They should write ways that they use water in their homes, and they should write any items or products that they use that either have water in them or take water to produce. (These directions should be clearly written on the board or on chart paper.) Tell students they have three minutes to do this, and that it is a silent activity. When three minutes are up, ask each student to share one item from each post it. They must come to the front of the room and place their post its in the column directed by the teacher. Be sure to question students: how do you think that product uses water? Make sure that columns are not labeled yet. Ask students: Why do you think I asked you to divide the items this way? Why did I write them in two separate columns? (guide them toward understanding that sometimes water use is a lot easier to see and understand. When we take a shower we know we are using water, but we dont always think about it in terms of eating a hamburger, using paper, etc.) Reveal indirect and direct after discussion. Give five minutes for this. Tell students that you are excited because you are learning along with them today. This is a very important lesson for all of us because we are learning how we can become better citizens by understanding how we can become more aware of and change ways in which we use water so that so that we can understand how to stay healthy and that we can help make our world a place that will still be habitable in the future (1 minute) Ask students to guess how much water it takes to produce items listed on chart (such as a pair of jeans, loaf of bread, paper, etc). Tell them that we will revisit this at the end. (1 minute)

Amy Pozmantier 11/16/11 5:57 PM Comment [4]: You had initially written this comment: I completely understand this, and especially why it is important but dont you think that the kids are likely to see these two columns as the same as the two post-its you gave? (The ones about ways they use water in their homes is direct, the other indirect?) Maybe it would be better to just give both as part of one direction, tell them to put 1 item on each post-it (as many as they need) and THEN sort them into direct and indirect? I have lots of post-its if you need them.
My response: I changed the lesson in the way you see here so that they dont worry initially about dividing it up that they can just write the way they use water. I will give an example to start off to help trigger their thinking about indirect uses of water to hopefully get them to write down more than just brushing my teeth, cleaning, etc.

Activity: Were all connected (20 minutes) Intro (5 minutes) Give each student the opportunity to choose a card of a specific water user, as listed on pages 277-278 of Project WET book. I will put cards in a bag or bucket and have students draw one to be fair (Have 6 to choose from for both roundsCattle rancher, paper mill, ships crew, clothing manufacturer from Honduras, You (instead of domestic users) and vegetation for first round; Sugar Cane grower, soft drink company, street cleaner, dairy farmer, restaurant owner, and You (You is used twice because it directly relates to students.) Ask students to turn and talk to the person next to them, and with their partner, take 2 minutes to list all the ways they think about what else they need in order to make their products- how do they depend on other water users for their products? For example, if I were an ice cream factory, I would depend on milk from dairy farmers and sugar from sugar cane growers. The dairy farmer will use water by giving water to the cows, and also possibly in growing the cows food. Sugar cane growers use water by irrigating, or watering, the sugar cane (Possibly have a diagram here?) Ask students: How do you depend on other products? Why might it matter? (Will be looking for answers that seem to show logical thinking, and when asking why it matters, I purely want to use this question to help students have this germinating in the back of their minds, so after the activity they truly are curious to understand WHY it matters) Tell students that now that they have some ideas of how they are connected, we are going to now physically get to SEE these connections. And then we will learn about why they matter. Activity (10 minutes)

Amy Pozmantier 11/10/11 8:29 PM Deleted: 5

Amy Pozmantier 11/16/11 5:59 PM Comment [5]: You had initially commented: You should follow through in your example, explaining how the dairy farmer will use water (giving water to the cows, but possibly also growing some of the cows food. Sugar cane growers irrigating the sugar cane.
I made this change because of this comment.

Show students below graphic of world water supply. Ask: What does this graphic tell us? Who can help us decipher what it is saying, and why this is important? Imagine 26 of these gallon jugs representing the worlds supply of water. Half of this teaspoon here would represent the AVAILABLE water.

Show students the two milk jugs labeled surface and ground water. Explain that the jugs represent sources of freshwater, and that the yarn symbolizes the water users needs for water. Ask students if they know: How much of the earth is covered in water? How much of that water is freshwater? And how much of that is usable? So, what does this mean? (75 percent, of that, only about 3 percent is freshwater, less than 1 percent is usable due to pollution; look for answers to the final question like we have a limited supply.) Show the students the pre-made amounts of both Saltwater, fresh-water, and only one percent of that freshwater is usable In pairs, have students get up and form a circle at the center of the classroom. Ask one student to describe what services his water user provides and how the product uses water. Roll the ball of yarn to that student and then back to the jugs (around the string holding the two jugs together). Ask students: what do they think that indicates? (that the person has consumed water.) Choose another student and hand him or her the ball of yarn. Tell them to read their description of the products they produce, and ask other students to raise a silent hand if they use the services of that person. Tell that student to pass the ball of yarn to any student that is raising their hand silently. Ask that student to describe how he or she uses the services offered by the other student. (Continue the process until all 6 students have gone and connections are made among all members.

NancyLee Bergey 11/16/11 5:47 PM Comment [6]: Why are the students standing up for this part? Are you doing any thing to illustrate these statistics/fractions? (I think the covered with water and ground water data here are confusing. I think the 75& really is the amound to the earth covered with water but I dont think 75% of that is fresh water. I think is probably salt water (oceans).
If I am right: if 100% of the water is 2 gallons, then gallon is fresh water. You could either pour that into a container or have it already ready to look at (the first choice is better) Then you want to take 3% of that (about 2 oz, or 4 TBS.) Is the last one 1% of that, or 1% of the gallon?

Debrief/Reflection: 5 minutes To emphasize interdependence between users, ask one student to tug gently on the yarn. Ask those who felt the pull to raise their hands. Ask them what they think the tug symbolizes? (reliance on both water and that students product). So, why does it matter that were connected this way? (See if students understanding has changed at all after performing the activity) What would happen if I polluted (insert students name) water supply? (EVERYONEs water would be polluted) Ask students: did they see anything happen to the water jugs? (they moved or shifted). What do you think that means? (water supply is overextended). What should we do in

NancyLee Bergey 11/6/11 5:40 PM Comment [7]: This is an interesting modification of a well-known activity! Amy Pozmantier 11/16/11 5:49 PM Comment [8]: In response to Comment 7: I will take your suggestion of having students sit down for the demonstration; however, to maximize time, I found a graphic representation as you can see in the lesson plan to show them. I think the graphic clarifies the answer to your other questions. Thanks for the suggestion, though!

order to make sure this doesnt happen? (have someone leave the circle, reduce water usage of everyoneetc), but what would happen in both of these instances? (if someone left the circle, then we wouldnt be able to produce our products, if everyone reduced, then there would not be a shortage or scarcity. Direct students to vocab word scarcity on the word wall. Mini-Lesson: Water Scarcity around the world WHY the interconnectedness of consumers matters (15 minutes) Have students sit down in their seats. Ask students what do they think would happen if water was scarce in a country? If people didnt have access to water? Or, if peoples water was polluted? Allow 2 minutes of discussion. (look for answers like: they might be malnourished, they will have to use polluted water to do their daily activities, water used for farming might be polluted and then people could get sick that way, people couldnt do daily activities such as brushing their teeth, showering, etc that often) Now that weve discussed some things, lets revisit our initial list about how much water we think it takes to make certain products. Have our guesses changed? (Direct students to slideshow, tell them just how many gallons of water it takes to produce certain things) Now that we know this, lets think about our clothing manufacturer in Honduras. Remember him from our activity? Take a moment to look at the map Im about to show you and where Honduras is on it. What do you notice about this map? In what parts of the world is water the most scarce? What do you think happens when we depend on these countries for things we use every day? (help students to read the map by activating prior knowledge about keys Honduras has an economic water scarcity which means its people dont have access to water even though its availablewhat does this mean if we buy clothes made in Honduras? etc; hopefully students see the connection that were contributing to water shortages in other countries) Show students fact slideshow (http://www.who.int/features/factfiles/water/water_facts/en/index6.html). Ask questions to check for understandingthe main one being: So why, now, do you think it matters that we care about how we use our water? Hopefully students will say something they learned from the fact show or make their own applications, about how it can lead to illness, 1 in 3 people are affected, how 1 in 5 people do not have access to water and all our supplies are interconnected, etc.

NancyLee Bergey 11/6/11 5:43 PM Comment [9]: Be prepared though: what happens to that person if we dont buy his/her product? Amy Pozmantier 11/16/11 5:51 PM Comment [10]: I will tell students that it is a trade off that there is no easy answer to this question. While that person/country would not earn money from our purchase if we did not buy it, we would not be contributing to the countrys water shortage, and vice versa.

Assessment (5 minutes): On the powerpoint, direct students to the 3, 2, 1 activity: o Use the sheet of paper in front of you to write: 3 things you (or we as a country) can do to reduce our water usage 2 things that surprised you 1 thing you liked, and 1 thing you would change about the lesson Tell students this is their opportunity to explain how they are going to make the world a better place and that I will also learn a lot from their suggestions, so they should take this seriously. How this assessment meats my goals: This assessment hits on my objectives o SWBAT determine ways that they can reduce their water footprint

SWBAT explain how water users are connected, as well as explain why this matters. I will be able to see just how much they took from this and how they intend on applying this knowledge to their daily lives. I will also be assessing understanding throughout the activity with the Why does it matter? question. o Anticipating students responses and your possible responses a) Management Concerns: Students may get off topic when doing their think-pair-share piece. I plan on redirecting the students to my norm about staying on topic, and closely monitoring conversations by inserting myself to ask questions. I also know that getting into a circle may be a challenge for the students, so even though there are only six of them, I am going to ask them to join the circle in pairs. Students also may get antsy during the powerpoint, so I will call on students to read certain things so they can keep engaged and know that they may be called on. b) Responses to content of lesson: Students may not understand certain terms, which is why I intend to have a word wall. Students also may continuously wonder why this matters at all, but this is why I inserted the piece about water scarcity and how our water usage affects others (via the powerpoint presentation) to address these concerns. Students should basically, though, be able to understand the general concept of interdependence of water users by doing the activity; I do not think that the content of this lesson is too heavy the point was not for it to be like that, but for students to start to become aware of environmental issues and (hopefully) want to do something about it. Accommodations Because of the nature of the lesson, no students will really finish early. If they finish the exit ticket before the other students, I will simply send them back to Ms. Slades room. I love the lesson Amy. There is a lot here (and I havent looked at the powerpoint yet! So I would understand if you wanted to leave out showing the fractional parts of the water that I wrote out. But it really does seem like a shame not to use this opportunity to make volumes, percentages, fractions more meaningful. Any chance you could build your math lesson around that part of the lesson and then use the other material as the science lesson? I cant do that because I have already taught the math lesson. Thanks for the suggestion though! I will use the same kids for this lesson as the math lesson, though.

NancyLee Bergey 11/6/11 5:45 PM Comment [11]: remember that kids dont necessarily write fluently. They may not write all that they know. Amy Pozmantier 11/16/11 6:00 PM Comment [12]: Yes, so I will be sure to encourage a lot of discussion about it in the classroom. Thanks.

NancyLee Bergey 11/6/11 5:48 PM Comment [13]: I agree that you have made this content easy to understand. But be aware that your students have probably not thought this way before tracing sources backwards. So give time for thought. Amy Pozmantier 11/16/11 6:01 PM Comment [14]: I agree. I added in the final plan more time for students to think backwards, as it will probably be hard for them. NancyLee Bergey 11/6/11 5:49 PM Comment [15]: Right this is the only place where that problem could occur. This solves it.