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Colette Monod

Professor Pesavento
Integrating Science
December 2, 2015

Subject : Science
Title of Unit: Water, Air, and Weather
Title of Lesson: Cautious Conservation
Grade Level: 3
Estimated Time: 30-45 mins
Summary of Lesson:
To begin the lesson the teacher will go over the
basic properties of water. After this step is completed the teacher
will go over the water cycleand the various components, for example
where water comes from etc. The students will learn about the
importance of water conservation and the harm of pollution.
Materials required :
 PowerPoint
 Assessment worksheet
 Water Cycle worksheet
 Who Polluted the Potomac **
 Paper cups
 Labels

 Tin foil
 Clear bowl of water
 Dry leaves
 Soil
 Dental floss
 Baking soda
 Litter
 Toilet paper
 Dishwashing soap
 Instant coffee granules
Academic Standards:
 4.5.3.A: Identify resources humans take from the
environment for their survival.
 S3.A.2.1.2: Make predications based on observations
 S3.A.2.1.3: Identify the variables in a simple investigation
 S3.B.3.1.2: Describe the interactions between living and
nonliving components of an ecosystem
 S3.B.3.2.3: Describe how human interactions with the
environment impact the ecosystem

Objectives:
Students will be able to determine the cause and effect of
pollution on the environment.
Students will be able to identify components of the water cycle.

Students will be able to list sources of fresh water.
Vocabulary:
 Pollution
 Water conservation
 Reservoir
 Ground water
Procedure:

First I will review the two main topics that will be covered
are pollution and conservation . Then I will go over the properties of
water with the students by showing them an interactive video.(Expand)
I will ask the students to tell me what would happen if I left a jar of
water over night. I will have the students discuss with their groups and
become scientists and make a hypothesis. (explore)
Then I will go over the water cycle with they students (engage)
I will ask students to talk with their groups of where they think our
immediate source of fresh water comes from. Then I will explain to
them where fresh water comes from.
We will go over new vocabulary words.
Then we will start our discussion on water pollution and water
conservation.
I will read an interactive story where each student will play a part.
After the activity I will ask some guided discussion questions.
To assess the students I will have them fill out a water cycle chart as
well as an assessment work sheet.

Assessment:
-Cautious conservation worksheet