NTeQ Concept Mapping Lesson Plan Names: Lisa Oberholter Content Area: Social Studies Grade Level: 3-5 Lesson Summary: The purpose of this lesson is to make students aware of the global water crisis and to teach students the importance of water conservation. In this lesson, the teacher will explain that the earth’s surface is covered by 72% of water. Despite all the water in the world, only a small amount (less than 1%) is available to humans and other creatures that depend on fresh water to survive. A person can live weeks without food, but only about three days without water. Many people in other countries die because the water they drink makes them sick. To fully understand the importance of water to our survival, we are going to conduct research on the global water crisis to see what effect the water shortage has on other countries. Learning Objective Learning Objective Curriculum Standards 1. Given a think sheet, students using the internet Grade Level Expectation: 3.1 Students will use will collaboratively research, and answer technology tools to enhance learning, increase questions about how the global water crisis with productivity, and promote creativity. 100% accuracy. 3.2 Students will use productivity tools to 2. Students will complete a chart in word from a collaborate in constructing template, along with images depicting the water technology-enhanced models, prepare crisis, which they will save to a USB flash drive, publications, and produce other and then present their findings to the class with creative works. 100% accuracy. Performance Indicator: 3. Students will complete a handout assessment • Use general purpose productivity tools and on each other after presentation. peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum. • Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. Adapted From the Technology Coach Handbook © 2003 Sponsored by Appalachian Technology in Education Consortium 1 NETS*S Standard: GLE 0301.4.2 Gather information from a variety of sources to support a research topic. 0301.4.2 Complete a simple graphic (e.g., chart, web) organizing information from text or technological sources Standard 5.0 Students will select and use appropriate technology research tools. a. Perform simple searches to acquire information NOTE: Copy the grade level expectation and state performance indicator that best aligns with the lesson’s learning objective as it is found on the website and paste it into the table above. You will need to reformat the text to Arial 10. Materials Include any materials, both computer-based and non-computer that the students will need to complete this lesson. List the NAME OF THE WEB SITE and its URL. For example, Yahooligans - http://yahooligans.com Computer-Based Materials Computer ( one per three students) Internet access Micro Soft Word Software Paper Pen/pencil USB flash drive Other Materials Think Sheet with: Websites Questions Websites Name of Website Water.org Google images Blueplanetnetwork.org URL http://water.org/ http://googleimages.com/ http://blueplanetnetwork.org/water/facts Adapted From the Technology Coach Handbook © 2003 Sponsored by Appalachian Technology in Education Consortium 2 Computer Functions and Data Manipulation List computer function(s) (e.g. write, research, graph, analyze) that will be used in this lesson, the related computer application (e.g., database, spreadsheet), and describe the data and how it will be manipulated in a complete sentence. The students will use the Internet to gather information for the concept map and use either Inspiration or Kidspiration to create a concept map. Computer Function Research the global water crisis Complete a chart Computer Application Internet Microsoft Word Template Data Manipulation Answer questionnaire Arrange images and data in presentation format to present to class Specify Problem What would you do if the only water you had to drink came from a ditch filled with trash? If you lived in Africa, you would drink it, probably get sick, and maybe even die. Today, we are going to begin a project that will show us why it is important to conserve our earth’s natural water supply. We will begin with the global water crisis. Results Presentation Students will research the global water crisis and complete a chart in word and present the results to the class. Teacher Activities before Lesson List what the teacher needs to do or prepare before the lesson begins. 1. Have the computers up and websites open for research. 2. Have word chart template open for students to record data. 3. Supply think sheet with step by step instructions and a list of websites to be used. 4. Have computer rotation plan in place. Student Computer Activities Activity – Internet Prior to going to computer, the students will divide into groups of three; teacher will introduce the topic, discuss internet protocol, and define tasks for the project. At the computer, the students will search the internet for answers to the “Think Sheet”. Search for images and data to compile word chart template. Complete the chart in word showing images and data related to the global water crisis and save on USB flash drive. After going to computer, the students will discuss how they will present the chart and information in the questionnaire. Adapted From the Technology Coach Handbook © 2003 Sponsored by Appalachian Technology in Education Consortium 3 Activity – Concept Mapping Students will conduct their presentations. Prior to going to the computer: 1. Teacher will introduce topic, discuss internet protocol, and define tasks for the project. 2. Students will divide into groups of three and decide how to divide the project work. At the computer students will: 1. Search for answers to “Think Sheet”. 2. Search for images and data for “Think Sheet” 3. Complete the chart in word. 4. Save of USB flash drive. After going to the computer: 1. Students will discuss how they will present the chart and information in the questionnaire. Rotation Plan Briefly describe in a complete sentence how students will rotate to and from the computer(s) and supporting activities. The classroom has six computers, which allows three groups of three to work at the same time. Each student is allowed time to complete his or her share of the work. Adapted From the Technology Coach Handbook © 2003 Sponsored by Appalachian Technology in Education Consortium 4 Supporting Activities Briefly describe in a complete sentence at least one supporting non-computing activity that the students who are not at the computer can be engaged in. Activity 1- Students will list three ways that water is used in their homes, and list ideas that will help to conserve water. Activity 2 Assessment Place the learning objective in the first column, and then create descriptions for each level of performance. You will be assessing the student concept map. Objective Below Average Average Above Average Research the effects of the global water crisis in other countries and complete the “Think Sheet” questionnaire 70-84 percent of questions answered accurately 85-94 percent of questions answered accurately 95-100 percent of questions answered accurately 2. Student will complete chart template in word with images and data, save to USB flash drive and make presentation to the class. Chart incomplete, with no images, images do not match project Chart complete, having all images relate to the project. Chart complete, having all images relate to the project. Credits List what was taken from the Internet. Include what was taken from the Internet and the name of the web site it was taken from, and its URL. See the example below. Don’t forget to include the student URL(s). Curriculum Standards Tennessee Department of Education http://www.state.tn.us/education/ci/curriculum.shtml Student Resources: http://water.org http://googleimages.com/ http://blueplanetnetwork.org/water/facts http://www.family-survival-planning.com/emergency-water-supply.html#ixzz26gqq4knc _ Think Sheet Questionnaire Template Chart Template Adapted From the Technology Coach Handbook © 2003 Sponsored by Appalachian Technology in Education Consortium 5 THINK SHEET QUESTIONAIRE 1: How much water does the average person need each day to survive? Answer: Bare-bones survival rations would be 1/2 gallon per person per day just for drinking and minimal food preparation purposes. In addition to drinking water, you will need 1/2 gallon per person per day for other uses, such as brushing teeth, washing dishes, etc. So 1 gallon per person per day is the bare minimum. Website: Read more: http://www.family-survival-planning.com/emergency-water-supply.html#ixzz26gqq4knc Under Creative Commons License: Attribution 2:: What is the global percentage of saltwater vs. freshwater Answer: Saltwater= about 97.5% and freshwater=about 2.5% Website: http://blueplanetnetwork.org/water/UN_factsheet 3:: Find a name and a brief description of a disease associated with contaminated water sources. Answer: Cholera: Cholera is an infection in the small intestine caused by the bacterium Vibrio cholerae. The main symptoms are profuse, watery diarrhea and vomiting. Transmission occurs primarily by drinking water or eating food that has been contaminated by the feces of an infected person, including one with no apparent symptoms Website: http://en.wikipedia.org/wiki/Cholera 4:: What percentage of the world’s fresh water is ready for people to drink? Answer: 1% Website: http://www.water.org 5:: Why is it difficult for many people to find clean drinking water? Answer: Some countries huge and growing population is putting a severe strain on all of the country’s natural resources, water supplies are contaminated by agricultural runoff, and lack of proper sanitation contribute to contaminated drinking water. Website: http://www. water.org 6:: How many people on the planet do not have access to clean drinking water? Answer: 1.1 billion people in the world do not have access to safe drinking water, roughly one-sixth of the world’s population. Website: http://blueplanetnetwork.org/water/facts Adapted From the Technology Coach Handbook © 2003 Sponsored by Appalachian Technology in Education Consortium 6 CHART FACTS Ways that we use water every day Images Ways that we can conserve water Washing dishes People need a bare minimum of 1 gallon of water a day to survive The global percentage of saltwater vs. freshwater is 97.5% saltwater vs. 2.5% freshwater and only 1% of the world fresh drinking water is safe for humans to drink Cholera is a disease associated with contaminated drinking water We can stop running water in the sink while washing dishes. We can rinse the dishes after they have all been washed. Brushing teeth Watering plants We can turn the water off while we brush our teeth. We should only turn the water on to rinse. We can pour our extra water that we do not drink into our potted plants or the flowerbed. Never pour the extra water back down the drain. Adapted From the Technology Coach Handbook © 2003 Sponsored by Appalachian Technology in Education Consortium 7 1.1 billion people do not have access to clean drinking water. Growing populations and poor sanitary conditions are two reasons that people have trouble getting clean drinking water We should use less water when bathing. It takes less water to take a quick shower than it does to fill a large tub with water. Bathing Assessment form Name of Team Member Jonathan Smith Mark Jones Jonathan Smith Mark Jones I/we worked cooperatively 4 4 4 4 I/we completed assigned tasks 4 4 4 4 3 3 3 3 4 4 4 4 15 15 15 15 I was/ they were excellent team player I/they completed assignment on due date. Score Evaluation Key: 4 – Occurred always. 3 – Occurred a majority of the time. 2 – Occurred some of the time. 1 – Rarely/did not occur at all. Adapted From the Technology Coach Handbook © 2003 Sponsored by Appalachian Technology in Education Consortium 8