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LESSONPLANTEMPLATE

YourName:ArenDrabe
TitleofLesson:CONTAMINATEDGROUNDWATER
Grade:56th
STANDARDS
(5.W.2) - Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
PO 2. Formulate predictions in the realm of science based on observed cause and effect relationships.
LESSONSUMMARY/OVERVIEW
Thislessonallowsstudentstoaccessandreflectontheeffectshumanshaveongroundwater.Afterstudents
havelearnedaboutgroundwater,aquifers,pumpingwells,andthequalityofgroundwaterstudentswillhave
theopportunitytohypothesizeusingFuturesThinkingwhatcouldhappenifhumanscontinuetocontaminate
thelimitedamountofgroundwateraccessibletomankind.

OBJECTIVES
StudentswillbeabletouseFuturesThinkingtohypothesizewhatcouldhappeninthefutureifhumans
continuetocontaminatethelimitedamountofgroundwateraccessible.
Studentswillconstructaninformativetextwithfactsthatsupporttheirhypothesis.
ASSESSMENT/EVALUATION
Thestudentswillneedtocompletea5paragraphtextinordertoexplaintheirhypothesisaboutwhatcould
happenifhumanscontinuetocontaminategroundwater.Eachparagraphshouldconsistofatleast5
sentencestoreceivethefullamountofpoints.
Paragraph1:Introduction
Paragraph2:Explaininghowhumanscontaminatewater
Paragraph3:Apossibleoutcomeforthefutureifgroundwatercontinuestobecontaminated
Paragraph4:Anotherpossibleoutcomeforthefutureifgroundwatercontinuestobecontaminated.
Paragraph5:Conclusion
PREREQUISITEKNOWLEDGE
Priortothislessonstudentswillneedtoknowtheimportanceofgroundwaterandhowitisalimited
resource.Studentswillalsoneedtounderstandallthepossiblewaysthatcontaminationcanoccurandthe
effectsithasonhumansandtheenviroment.Studentswillalsoneedtoknowhowtosuccessfullyconstructa
5paragraphtextandhowtothinkusingFuturesThinking.

Paper
Pencils
Researcharticles
Groundwaterfacts
Computerlab

Groundwater
FuturesThinking
Contamination

MATERIALS

VOCABULARY/KEYWORDS

1.
2.
3.

4.

5.

TEACHINGPROCEDURES
AftergoingoverQualityofGroundwateronthe5daydigitalartifacthavestudentsgetintogroups
oftwotodiscussmoreaboutgroundwaterandcontaminatinggroundwater.
Afterabout10minutesoftalkingwithapartnerhavestudentstakeoutapieceofpaperandapencil
tobrainstormallthedifferenteffectscontaminatedwaterhasonhumansandtheenviroment.
Afterbrainstormingtakestudentsgotocomputerlabtoresearchdifferentarticles,havestudents
findatotalof3printoutsontheeffectsofcontaminatedgroundwater.After45minutesof
researchingandprintingoutarticleshavestudentsreturnbacktotheclassroom.
Explaintothestudentshowtheywillbeconstructinga5paragraphinformativetextusingfutures
thinkingonwhatcouldhappenifhumanscontinuetocontaminatethelimitamountofgroundwater
accessible.Writeontheboardwhateachparagraphshouldconsistofinordertoreceivefullcredit.
Givestudentstherestofthedaytofinishessay,tellstudentstheessayneedstobeturnedin
tomorrowbutcanbeturnedintodayiffinished.
RESOURCES
n/a

WAYSOFTHINKINGCONNECTION
UsingFuturesThinkingforthislessonshouldhelpstudentsnotonlylearnthisconceptbutalsogrowfromit.
InmyopinionFutureThinkingisthemostrelatableandrealisticwayofthinkingoutofthebunch.Especially
whentalkingaboutgroundwaterandcontaminationitwillbeeasyforstudentstograspthefullimportance
thatgroundwaterhasonthefutureoftheearthandhumanlife.Afterwritingtheir5paragraphessay
studentsshouldbeabletotakeawayfromthislesson,hopefullytocontinuelivinginawaythatwillhelpkeep
ourgroundwatercleananduncontaminated.Ideally,studentswouldwalkawayfromthislessonbeingableto
explaintotheirfamilyandfriendstheimportancegroundwaterhasonourfutureandthewayswecanwork
togethertostopcontamination.

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