STEM 434/534 Lesson Planning Template Spring 2021

(Complete answers in Purple font)

Topic: Natural Resources
Name: Dan Bogdanowicz Grade: 4th
Waterways and Streams
Brief Lesson Description:
I will be teaching my students of the local Virginia key resources of watersheds and waterways. In this one unit consistent of 4-5 lessons
students will discover what makes up waterways and watersheds, how they may vary and the important in our daily lives. Environmental
effects will be noted with emphases for both city and rural students.
Specific Learning Outcomes: Students will gain an understanding of the importance of waterways and watershed within their state.
Students will gain knowledge through reading, worksheets, experimenting, escape room, and
How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? I want to encourage students to acknowledge and respect each other’s cultural differences with a positive attitude, students
will gain knowledge of their state’s resources, geography and how these waterways and water help. This will help them in learning our
everyday and scientific world. My students to experience real world factors that are relevant to our everyday lives. I want my students to
understand the importance of the need to protect our natural resources, they are fragile and will have and affect on our lives.

Narrative / Background Information

In third grade students were taught the importance of water and soil as resources
Prior Student Knowledge:
(3.8) My lesson will quickly refresh/review this knowledge practical everyday useful knowledge will be
built into my lessons of this units. If a student is ELL or Sped this will help to address any limited prior
knowledge.
Science VA SOL Health VA SOL NGSS (You may have to look to a different
4.8 The student will investigate and Essential Health Concepts grade level for the connection)
understand that Virginia has important natural ESS2.A: Earth Materials and Systems
4.1 The student will be able to
resources. Key resources include • Rainfall helps to shape the
a) watersheds and water;
explain how nutrition and other land and affects the types of
health-enhancing behaviors affect living things found in a
personal health and academic region. Water, ice, wind,
achievement. living organisms, and gravity
Community/Environmental break rocks, soils, and
sediments into smaller
Health
particles and move them
around.
S) Describe the effects of water ESS2.E: Biogeology
pollution on health. • Living things affect the
physical characteristics of
their regions.

Science & Engineering Practices: (You must tie engineering practices into your plan)

4.1 d) constructing and critiquing conclusions and explanations

-Support explanations and to make inferences

-Students will ask questions
-Students will obtain and communicate information
-Teacher using explicit teaching
Possible Preconceptions/Misconceptions:

-Students do not realize the importance of water and how it affects all of us in our everyday lives, both environmentally and health wise.
-Young students have misconceptions of how rivers, streams, watersheds, and other forms of water that accumulates and gathers affects
and effects living habitats on Earth.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here) Anticipatory Set
--Teacher will ask your students to tell you the first thing they think of when they hear each of these words: plant, water, soil.

-Teacher will show students a bottle of water as where did this come from? Some will say the store, dial it down ask where the store and
bottling company obtained the water.

-Teacher will ask where water comes from with a student writing answers the smart/white board.

-Teacher will show video Where is our Watershed? Where Is Your Watershed? (Chesapeake Bay Watershed) - YouTube

-Teacher will complete the map on white board with students completing those own copies to paste in their science notebooks.

3 watershed.pdf

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions: Guided Practice

-Students will complete activity Who Polluted the Bay? a model to represent the Chesapeake Bay students participate in an interactive
story dramatizing how, as populations increase and resource use changes, a water body becomes polluted.

Who Polluted.pdf
-
-Students will break into their lab partners for the experiment and discussion
-Each group will get one canister label, while gifted 2 groups will get 2 canisters. Teacher will get one canister labelled trees to use as guide
to the students to demonstrate the activity. With each canister students will get a matching paragraph from the story(pages 3-4) that
corollate to the pollutant. Plus, a sheet with the discussion questions.

Discussion Questions
stem LP.pdf

--Teacher will discuss the procedures and touch on questions that we will discuss on each container label from the story.
--The teacher will then read the story starting on page three reading up to the end of the trees paragraph. At the end of the paragraph the
teacher will model answering the discussion questions(page 2) and answers that the teacher is trying to illicit.
--After modeling the start of the story students will read their paragraphs and discussion questions. Teacher will provide about 15 minutes
to complete. Any ELL or students with IEP the teacher will work closely to assist students with reading, and completing questions.
--After allotted time class will come back to a group to discuss their findings.

EXPLAIN: Concepts Explained and Vocabulary Defined: Direction Instruction

Teacher will start by showing short videos:
--What is a Watershed
--Video on Virginia Waterways
--Teacher will show map of the Virginia Watersheds
- Teacher will full discussion questions about what a watershed is, ask some examples of names of Virginia’s watersheds.

-In student’s science notebooks teacher will go over 7 vocabulary words and definitions as students take notes.
Vocabulary:
Bay- a body of water partially surrounded by land. A bay is usually smaller and less enclosed than a gulf. The mouth of the bay, where
meets the ocean or lake, is typically wider than that of a gulf.
Downstream- moving toward the mouth of a river, from a point further up the river. Something that is downstream is further toward the
mouth of a river than where you are.
Lake- an inland body of water surrounded by land. It is larger than a pool or pond.
Ocean- areas of salty water that fill enormous basins on the Earth's surface.
Pollutants- Toxic or harmful substances that have adverse effect on the environment and living beings
river- a large natural stream of water that flows over land.
watershed- an area of land that drains all the streams and rainfall to a common outlet such as the outflow of a reservoir, mouth of a bay, or
any point along a stream channel. The Chesapeake Bay watershed covers approximately half of Virginia’s land area. The other two major
watershed systems in Virginia are the Gulf of Mexico and the North Carolina sound s (a). Students do not need to identify all the major
watersheds in Virginia

--Any ELL students with IEPs teacher will have a print out sheet with vocabulary and definitions for students to paste in notebook.
-- After notes have been completed students will complete watershed short reading and comprehension questions first. The second sheet body
of water graphic organizer. Teacher will pull any small groups for ELL and IEP students that need reading assistance. Any gifted students
that finish early can assist peers with completing worksheets.

watershed sheet.pdf body of water.pdf

--Teacher will collect worksheets and check students answers to pull any students for remediation during independent practice time.

ELABORATE: Applications and Extensions: Independent Practice

--Students will begin lesson with a worksheet as a review of the guide practice lesson. Provide student 10 minutes to complete. Once
time completed teacher will go over question and answers as a class. Students will hand their papers the peer next to them to check
answers.

Students will create there own watershed experiment:

--Teacher will discuss the experiment they are about to complete of design the own watershed.
--Teacher assistants will hand out to each student 1 pan/cookie sheet, 1 mini bottle of water, aluminum foil, and 1 small bottle, 1 Sharpe
and tape. For pollution students can choice 1 option( sprinkles, cinnamon, pepper, soy sauce).
--Students will also receive worksheet to complete the experiment

water exp.pdf

--The teacher will then play video Make watershed. The teacher will play start of video until 39 sec mark then skip to materials section
starting are 57 seconds until end of the video. For ELL students try to pair with peer that speaks same language to help with translation.
--Teacher will ask students any questions
--Students will now create their own watershed design and complete questions on worksheet.

EVALUATE:

Formative Monitoring (Questioning / Discussion):

To check students’ knowledge complete escape room activity

Pdf of assignment copy of the escape room will be placed in student’s google classroom.
Copy of Virginia Resources Escape Room - Google Forms
--Teachers will direct students to classes google classroom to complete watershed escape room activity to check students understanding of
knowledge.
--Use this as a quiz grade
--PDF version of escape room.

escape room1.pdf

Summative Assessment (Quiz / Project / Report) (Include a rubric):

Assessment copy below

10 question test- terms to know section 5 questions each worth one point, Major watersheds section 1st question 3 answers 3
points and the fill in the blank 1 point, Major Rivers section question one worth 2 pts and fill in the blank 1 point, We all live
downstream question 3 points for a total of 15 points.

--After students complete their test they can go on their Chromebook quietly to google classroom link on Chesapeake
conservancy and take vitural tours on different waterways in local watersheds Chesapeake Water ways

INFORMAL STUDENT EVALUATION

——Students will have the opportunity to write their thoughts of likes and dislikes of the entire assignment. The purpose of this:
a) Provides feedback to teacher for areas to improve or modify any part of lesson,
b) Students added “buy-in” of lesson adding to learning.
c) Giving opportunity for teaching across the curriculum by adding a writing element to this lesson.

Plan for differentiation: (Be sure to specifically address the following learners)
• Students with disabilities (e.g., autism, ADHD, mild learning disorders)- read aloud and small group reinforcement, allot extra time
as needed
• ELL- pull small groups for read aloud on assessments create worksheets in their 1st language pair students with buddy that speaks
the same language to help with translation if a student is available.
• Gifted learners provide extension activities possible as co-teachers for students that need extra help small groups
Elaborate Further / Reflect: Enrichment:
• How will you evaluate your practice? Review of data from assessments and independent practice
• Where might/did learners struggle in the lesson? Vocabulary, map features plan extra teaching pull for small groups to sit with
struggling students.
• How can the lesson be strengthened for improved student learning? More hands-on activity, take a trip outside to see natural
resources outside the school, So pictures of features in the area use local community for virtual field trip.
• Did the lesson reflect culturally sustaining pedagogies? Yes, I think it did because help introduce students that might not have
been around Virginia to introduction to the features and resources of the start. It also allows students to ability to design and
vision abilities in engineering their own watershed.
 Materials Required for This Lesson/Activity
Quantity Description Potential Supplier (item #) Estimated Price
2 12 pack of sharpes Walmart $20.44
1 150 Square foot Aluminum Foil Walmart $6.82
2 Masking Tape Walmart $2.92
1 Great Value 10.5 oz Rainbow Walmart $3.42
Sprinkles
1 Great Value Ground Cinnamon 2 oz Walmart $1.24
1 Badia Black Ground Pepper 2oz Walmart $2.08
1 Great Value Soy Sauce Walmart $1.58
handful Leaves Outside school free
handful Soil Outside school free
1tbs Soap Use from school free
5 squares Toliet paper Grab from bathroom at school free
1 Baking soda 16 oz Walmart $.92
1 Kool aid assorted pack Walmart $9
1 Vinager Walmart $1.27
1 Vegetable oil Walmart $3.02
1 Litter Walmart 7.62