LESSON PLAN TEMPLATE

Your Name: Allie Haas

Title of Lesson: Sustainability with Language Arts
Grade: 3/4
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)].
Standards:
CCSS.ELA-LITERACY.W.3.2.A
Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
CCSS.ELA-LITERACY.SL.3.1.D
Explain their own ideas and understanding in light of the discussion.

LESSON SUMMARY/OVERVIEW
Provide an overview/synopsis of the lesson and the topics that it will cover. Make sure to provide a reason
why you selected this to be relevant for a unit on sustainability?
This lesson will cover what we need to do to reduce our water usage. I selected this because students will be
learning all week about water usage and since this lesson plan will take place on day 5, they will have the
background knowledge to be able to write five different ways to reduce water. They will take into account their own
water usage from day 2 and how the environment uses water on day 4.
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 be able to identify five different ways to reduce/save water.
ASSESSMENT/EVALUATION
What measures will you use to know if you students met the objectives?
I will have the students complete their foldabales and have each group share aloud one way to reduce water usage
and why that would be useful. I will collect the foldables at the end to check if each student understood it.
PREREQUISITE KNOWLEDGE
What will students need to know prior to completing this lesson and how will you access their prior
knowledge?
Students will need to have understood information from days 1-4. They need to understand where we get water, how
we use water, the water cycle, and what happens when there is not enough water. I will access this prior knowledge
by asking engaging questions such as, who remembers where we get our fresh water? Can you tell me where?
What were some ways we used water? Did you use more than the average American?
MATERIALS
List of required materials.
Three pieces of construction paper for each student
Markers
Stapler

VOCABULARY/KEY WORDS
List of key vocabulary terms.
Reduce: to lessen in an amount
Reuse: to use more than once
Aquifer: a permeable rock that can contain or transmit groundwater
Precipitation: rain, snow, hail or sleet that falls to the ground
TEACHING PROCEDURES
Procedural Steps (Step by step instructions for teaching the lesson):
I will start out with reminding students of our previous lessons from days 1-4 (i.e. who remembers where we get
our fresh water? Can you tell me where? What were some ways we used water? Did you use more than the average
American?). From there I will pass out three pieces of construction paper per child. I will provide them these
instructions on how to make a foldable:

1. Take 3 pieces of colored or white papers and bring them back to your desk.
2. Stack the 3 sheets of paper on top of each other, placing each sheet about of
inch higher than the sheet behind it so you can inch of two of the papers
3. Fold the papers inward so you can now see six tabs

4. When you are done, your foldable should look like this:
5. If your foldable looks like this, place two staples at the top so the flaps are facing
downward
6. On the top flap, you will write the title Ways to Save Water. On each flap, you
will write one way to reduce water usage. Under the flap, you will provide an
explanation. For example, one of the flaps can say turn off the sink while
brushing your teeth and the back can say this is so water that you are not using
doesnt end up down the drain. Students have the option of adding illustrations
at the end.
Once students complete their foldable, I will go around to each group and ask for one
way to save water. After all the groups have shared, I will collect the foldables and
check for understanding.

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.
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.

This lesson connects to futures thinking the most. This takes place after students find out their
water footprint and how much water they use. When students make their foldable, they are
thinking of ways in the future they can reduce water differently to what they have been doing in the
past. Futures thinking refers to thoughts and actions that will affect the future. This lesson does
absolutely that as students will be writing down and describing what can be done in the future.