Michelle Terry

Title/Subject: Water Conservation/Social Studies Grade Level: 4th Arkansas Frameworks Addressed: G.3.4.6 Research ways in which the school and community can improve the physical environment by practicing conservation. G.3.4.4 Explain how people are influenced by, adapt to, and alter the environment. AR.4.DAP.14.1 (DAP.14.4.1) Collect, Organize and display data: Create a data collection plan after being given a topic and collect, organize, display, describe and interpret simple data using frequency tables or line plots, pictographs and bar graphs Common Core Standards Addressed: CC.4.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. CC.4.MD.4 Represent and interpret data. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.

Michelle Terry

For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. Learning Goals: KNOW: The students will know different ways water is used and how to conserve water. UNDERSTAND: The students will understand that as a citizen it is their responsibility to alter the environment for the better. BE ABLE TO DO: The students will be able to create a poster persuading others to conserve water. Materials: Container of water Paper Pencil Data Collection Sheets Drawing paper Crayons and markers

Michelle Terry

Procedures: *Review of relevancy of new learning to prior & future learning: The students will use their prior knowledge about renewable resources and be able to classify water as a renewable resource. The students will learn the importance of water conservation. Even though water is a renewable resource if it is used too quickly then it could deplete. Students will be able to use this knowledge to better the environment. *Schema Activation: Ask the students if they have used water today. Ask them to think-pairshare with a neighbor. Have the class share different ways they used water today. *Next Steps: Show the students the container of water and ask them to think of different ways it can be used. Have them get in groups of 4 and make a list of the different uses. Once the groups have made a list come together and make a class list. Hand out the data collection sheets.

Michelle Terry

Explain to the students that for the next 2 days they will collect information about where, when, and how they use water at school and home. Go over the directions with the students.

After they have tallied their water use over the last two days ask if they used as much water as they thought they would.

Have students share their experiences. Start a class discussion over the following questions: o Did you use water in a manner that was not listed on the data collection sheet? o Did you use more or less water than you expected? o Did you use water unnecessarily? (Left on while brushing teeth, etc.) o Did you use water wisely? Why or why not?

Then ask the students if they could use less water and still do all the same things that they did. Explain that this is water conservation and its important to conserve water whenever possible so that their will be plenty of clean water when we need it.

Explain the importance of conserving water and having others conserve water. Have the students share ways they could conserve water.

*Closure:

Michelle Terry

Tell the students that since they had so many great ideas about conserving water that now they will be able to share their information with others. The students will be able to make a persuasive poster in order to convince others to conserve water. The poster must show and tell the reader how to conserve water (A picture of what they should do and a sentence).

Evaluation: I will know the students understood the objectives if they can list 5-7 examples of how to use water. I will know the students understood the objectives if they can list 5-7 ways to conserve water. I will know the students understood the objectives if they can create a persuasive poster to convince others to conserve water.