The 5 E S Lesson Plan Template

The 5 E’s Lesson Plan Template

Name: Laura Hayes Date: 9/12/13 Lesson Name: Water

South Carolina 7-4.5 Summarize how the location and movement of water on Earth’s surface through Standards- include groundwater zones and surface-water drainage basins, called watersheds, are important to the full standard not just ecosystems and to human activities. numbers 6-4.2 Summarize interrelationships among the dynamic processes of the water cycle.

NGSS MS-LS2-a. Use a model to support explanations of the effect of resource availability on organisms and populations of organisms in an ecosystem.

The Central Idea- what is the central idea How does human activity affect aquatic ecosystems, particularly in reference to availability of you want the students to take away from this clean water? lesson How can these effects be reduced?

Engage- a way to connect past and Students will be shown five different jars of water with various sources. The jars will only be present/ assess prior knowledge through labeled with numbers; the students will be questioned about the quality of water in each jar, and discrepant event, asked to guess which jar came from which of the following sources: intriguing question,  Bottled water acting out a problematic situation, etc.  Toilet water  Rain water  Tap water  Pond water Students will need to explain their reasoning.

Explore- students have the opportunity to Students will be guided towards examples of water pollution, particularly the ones that will be get directly involved with phenomena and tested for in the samples. materials and develop an experience with the Students will test each water type, using provided kits, to determine amounts present of: phenomenon. The teacher acts as a  Pesticides facilitator providing  Nitrates materials, etc.  Phosphates  Acidity  Dissolved Oxygen

Explain- the learner I will lead a discussion related to the following questions: begins to put the abstract experience through which she/he Why do you think the differences between the test results exist? has gone through into a communicable form. This What effects do/would the presences of these materials have on biotic factors of ecosystems? is where the teacher can further assess misconceptions of knowledge. Elaborate- the I will lead a discussion related to the following questions: students expand on the concepts they have learned, make What can we (as humans) do to lessen our effects on the groundwater, rivers, and other water connections to other sources? related concepts, and apply their understandings to the How would polluting the water affect the water cycle? Focus on evaporation, precipitation, and world around them. runoff.

Evaluate- an on- going diagnostic process Recognition of differences in water sources based on observations (engage) that allows the teacher to determine if the Test water and analyze the results (explore, explain) learner has attained Explain how the presence of substances in water can affect biotic factors (explain) understanding of Synthesize ways that we can reduce any harmful effects on [aquatic] ecosystems (elaborate) concepts and knowledge. Evaluation and Hypothesize the ways in which pollution could alter the water cycle (elaborate) assessment can occur at all points along the continuum of the instructional process. Adapted from: http://www.miamisci.org/ph/lpintro5e.html