Dhuha Mohammed

Title: A World of Water

Teacher name: Dhuah Alqahtani  

Date: 10/18/17

Grade level/Subject: Second Grade/ Geography

 

• Context: 

 

This is the seventh of 9 lessons exploring different environments that people interact with. Students here explore one of these environments is the world of water.  This lesson fits into the unite structure through presenting how people depend on water and denitrifying ways people can conserve water. The previous lessons 4-6 provide a foundation for this lesson through discussing life in different places such as land and water and using a global and land.   (Time: 40-45 minutes)

 

• Critical Question: how do the people depend on water? What are the ways that people can conserve?

 

 

• Standards: 

 

-    NSS-G.K-12.5 ENVIRONMENT AND SOCIETY. Students should understand the changes that occur in the meaning, use, distribution, and importance of resources.

 

-    EP1. Support analyses of a range of grade-level complex texts with evidence. EP2. Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience.

 

 

• Learning Targets:

 

-    I can identify the ways people depend on water.

-    I can conserve the water through using some ways.

 

• Content Objectives:

 

-    During the lesson, students will be able to demonstrate their understanding  of ways people depend on water by walking through school building and look how water is used at the school.

-    Throughout the lesson, students will be able to identify ways people can conserve the water by answering the teacher’s question “what can you do to protect and care for water”?  

-    By the end of the lesson, students will be able to apply their understanding how they interact with different environments and how important the water in their life through creating posters that shows why should protect the precious water supply.

 

• Language objectives: 

 

-    students will describe the required tasks in an appropriate language through speaking and writing.

 

English Language Proficiency Level addressed:

ELP. 2-3.3. Speak and write about grade-appropriate complex literary and informational texts and topics

 

Additional Language Demands:

 

Academic Vocabulary: water, pollution, transportation

Syntax: -list some ways she/he depends on water.

-    Think about ways to conserve the water.

 

Discourse: - sharing the list with the class.

-    Write key words on the poster.

 

• Student Assessment: 

 

The assessment will be based authentic assessment and it will be applied in the classroom through following types:

• Open-Response Questions: to meet this 1st lesson objective “students will be able to demonstrate their understanding of ways people depend on water by walking through school building and look how water is used at the school. “

 

• creating the poster: To meet the 3rd  learning objective ‘’ students will be able to apply their understanding how they interact with different environments and how important the water in their life through creating posters that shows why should protect the precious water supply. ‘’

 

• Learning Materials/Preparation: 

• audio cassette,

• drawing materials (  Drawing Paper, Variety of Erasers, Pencil Sharpener, colors, makers)

• glue stick

• poster boards

 

Differentiation Strategies: While this lesson is framed within a context of universal design for learning framework, some different strategies will be applied to meet the students’ needs. Students will work in a group of 4 to create the poster. This approach will be helpful to encourage students to help each other to meet the learning target of the lesson. Sara, who just joined the class last month, will work well with her friend Nora so both will be in the same group. Second language students will receive English language support.

 

Presentation: those students who learn English as a second language will need more scaffolding.  So, they will be encouraged to use pictured books if there are interested to find more about designs of  ways to conserve water any information there are interested in. For English learners, they will be helped through following ways;

 

- Making key information in the English language also available in first languages of students (e.g., Arabic, Spanish ) with limited-English proficiency.

- Providing electronic translation tool.

- embedding visual supports for vocabulary clarification (pictures, videos, etc)

- Being specific in lesson instructions, using words like “first”, “next.

- Breaking the assignments into smaller parts and give student feedback immediately.

- Limit the use of culturally specific examples.

- Demonstrating respect and interest in cultural traditions provide opportunities for second language students to share cultural knowledge during class.

- Telling other children the keywords in different languages and invite students who speak other languages to share the word “ water” in their language.  

 

 

Expression: students who can design and their poster, other students who face obstacles with design and drawing will be provided with assistance.

 

 Engagement: Allow students to design their poster where appreciate.  students will be provided alternatives to the requirements for timing, speed while working on their poster

 

 Extensions: If time is available, students will do some online search in the ways that people can conserve sharing finding information with teacher and classmates.



 

LESSON SEQUENCE

 

Lesson Introduction/Set: (5-10 minutes)

Today I am going to take you on a walk through the school building to look for ways water is used. We will walk through the cafeteria, nurse office, and art rooms then we will make a mural title to our lesson of today.

 

Communication of Learning Targets: (1 minute)

The purpose of the lesson today is exploring ways in which all living things use the water and learn ways to conserve water. Write the learning targets on the board and speak

-    “ - I can identify the ways people depend on water.

-    I can conserve the water through using some ways.”

 

Learning Activities: (40-50 minutes)

 

1. Visual learning and Vocabulary ( 10-15 minutes)

 

First, I will ask students to describe the city scene on Write-on chart. Then, I will write the word “water” in the center of a word web and explain how the water uses in different ways. Second, I will define the next new word” pollution “through asking one student to through trash inside a water bottle then discuss with students what happened to the water to come up with the meaning of the new word “pollution”. After that, I will write new words on the board. Later, I will ask for volunteers to circle the ways people are using water on the chart.

 

B- Critical Thinking:  (5-10 minutes)

In this part, I will discuss two critical questions with students ‘what are some other ways people use water? What can we do to protect and care for water?”.

 

C– Creating the Poster:   ( 20-30 minutes)

I will divide the class into groups, and each group four student. Then, I will provide each group with art materials to create own poster that aims to illustrate why we should protect our water then invite students to write slogans for their posters.

 

D. Extension ( 10 MINUTES)

If time is available, students will do some online search on the ways that people can conserve sharing finding information with teacher and classmates.

 

Closure: (10-15 Minutes)

 

After creating the posters, the students will come back to seats and try to answer the exercise in the activity book. Then I will let them correct their answers by themselves.

 

Field Notes:

 

Before, the lesson : keeping in mind that there will be different levels of achievements and some students will need extra help and more time to finish poster .

After the lesson: This lesson went well but there was some challenges….