LESSON PLAN TEMPLATE Your Name: Bree Bramel Title of Lesson: The Water Planet Grade: 6th STANDARDS

NOTE: Please list at least two complete standards your lesson plan covers. [Common Core State Standards (math and language arts), Next Generation Science Standards (science), Arizona State Social Studies Standards (social studies)]. 6.C3.PO 2. Form a logical argument about a correlation between variables or sequence of events (e.g., construct a cause- and-effect chain that explains a sequence of events). 6.RP.A.3. Use ratio and rate reasoning to solve realworld and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. LESSON SUMMARY/OVERVIEW Provide an overview/synopsis of the lesson and the topics that it will cover. Mention the sustainability connection/lens associated with this lesson plan you are creating. Teacher will introduce students to Arizonas water supply and uses using an online article. Teacher will then focus on water supply from the Colorado River. Students will use water supply graph to create a data table of available water and water usage. Students will use table and graph to create a hypothesis of what will happen if we continue to use water at the same rate. This connects to sustainability because water is overused in developed countries, which can lead to a water shortage. It will help to introduce students to water conservation. OBJECTIVES Describe what you want students to know/be able to do as a result of the lesson. For example, Students will be able to Students will make a hypothesis about what will happen to Arizonas water supply if we continue to use water from the Colorado River at the same rate. ASSESSMENT/EVALUATION What measures will you use to know if you students met the objectives? Students will turn in data tables constructed from given graphs. They will also turn in their hypothesis of what will happen to Arizonas water supply if water use remains the same. PREREQUISITE KNOWLEDGE What will students need to know prior to completing this lesson and how will you access their prior knowledge? Students will have to know that their water comes from some type of source. They will also have to know how to interpret and read a graph. Prior knowledge can be accessed by introducing the lesson with questions about where students think their water comes from. Students can also explain the graphs axes and what they mean. MATERIALS List of required materials. Smart Board Water article- http://arizonaexperience.org/people/arizonas-water-uses-and-sources Colorado River supply graph- http://www.good.is/posts/just-how-bad-are-the-colorado-river-s-water-woes Graphing paper Pencil

VOCABULARY/KEY WORDS

List of key vocabulary terms. Supply- make (something needed or wanted) available to someone; provide Availability-able to be used or obtained; at someone's disposal Usage-the action of using something or the fact of being used Source-a place, person, or thing from which something comes or can be obtained

TEACHING PROCEDURES Procedural Steps (Step by step instructions for teaching the lesson): Ask students open questions about their water usage and where they think their water comes from. Open up the water article and project it on the smart board. Have students popcorn read through the paragraphs. Between each paragraph, check for understanding by asking related questions and restating main points. Be sure to look at graphs and charts in the sidebars. Go to the Arizona Water Sources chart at the end and go over the different sources with the students, ending with the Colorado River. Have students discuss with their groups about their feelings on where our water comes from. Transfer over to the Colorado River Supply graph. Have students raise their hands to talk about what they see on the graph and what the graph means. Have students get out graphing paper and pencils. Give students directions: Create two data tables for this graph, one for water availability and one for water usage. Extend the tables to the year 2020. You can do this by making a formula or by estimating. After you have finished your table, I want you to create a hypothesis about what will happen to our water supply if we continue to use water at the same rate. Write on the board: What to consider for your hypothesis: 1. Does the Colorado River have enough water to supply our increasing usage? 2. What will happen if we continue to use more water than what is available? 3. Should we make changes to our water usage? How? Students will work on table and hypothesis individually and turn in when they are finished. RESOURCES List any references you used to create this lesson. If you borrowed ideas from any lesson plans please note them here. Use APA format. Arizona Experience. (2014). Arizona's water: uses and sources. Retrieved from http://arizonaexperience.org/people/arizonas-wateruses-and-sources Jervey, B. (2011, January 21). The colorado river: demand has now outstripped supply colorado river water shortages . Retrieved from http://www.good.is/posts/just-how-bad-are-the-colorado-river-s-water-woes WAYS OF THINKING CONNECTION Provide a complete explanation of how your lesson plan connects to futures, system, strategic, or values thinking. Define the way of thinking you selected and used in this lesson plan. Remember, this should be included meaningfully in the lesson plan. My lesson will connect to futures thinking. Futures thinking is to imagine how actions you do now can affect the world in the future. My students will use this thinking when they are creating their hypothesis about the future of our water supply. They have to be able to think about extending their graph into the future to imagine how it will extend.