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Content & Title:

Kenya Water CrisisWater Commons lab

Grade Level:

4th grade

Standards:

Writing: 4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Math: 4.MP.4. Model with mathematics. Students experiment with representing problem situations in multiple ways

including numbers, words (mathematical language), drawing pictures, using objects, making a chart, list, or graph, creating

equations, etc. Students need opportunities to connect the different representations and explain the connections. They

should be able to use all of these representations as needed. Fourth graders should evaluate their results in the context of the

situation and reflect on whether the results make sense.

Science: SC04-S1C2-05 Record data in an organized and appropriate format (e.g., t-chart, table, list, written log).

SC04-S1C3-02

Social Studies: SS04-S4C5-02 Describe the impact of extreme natural events (e.g., fires, volcanoes, floods, droughts) on

human and physical environments.

The students will be able to formulate a line graph showing the projected amount of water pollution

over time through using the data collected through an activity.

Evidence of Mastery (Measurable Assessment: formative and summative):

The Students will formulate a line graph to display their findings from the activity. (formative)

The students will write an opinion paragraph stating what they would do to alleviate the issues of

water scarcity and pollution in Kenya. (formative)

The teacher will ask discussion questions to check for understanding. (summative)

Sub-objectives, SWBAT (steps that lead to completion of objective; sequence from simple to more complex):

Students will be able to explain characteristics of a line graph.

Students will be able to write a topic sentence.

Students will be able to state supporting details in written form.

Lesson Summary and Justification: (summary gives detailed information about what students are doing. Justification why is

this lesson being taught)

In this lesson, the students will be introduced to the water crisis in Kenya. The students will be working in

groups of three and conducting an activity called the Water Commons Lab. In this activity, the students will

use regular and peanut M&Ms to generate the projection of water pollution over time. The students will

start with 100 regular M&Ms in a pan and closing their eyes they will use a spoon to scoop up as many M&Ms

as they can in thirty seconds. After thirty seconds is up the students will count the remaining M&Ms and

subtract this number from 100. The students will then add that many peanut M&Ms to their pan. This process

will continue until all of the regular M&Ms are gone and there are only peanut M&Ms remaining. The peanut

M&Ms represent polluted water. The students will then take their data from the activity and create their own

line graph individually depicting the trend in increasing water pollution.

Background Knowledge: (What do students need to know prior to completing this lesson)

Students need to know what a line graph is and how to work responsibly in groups.

Students may think that the amount of water pollution only decreases.

I am introducing the students to the skill of collecting data and using that data to generate a line graph.

I am also introducing to the students the skill of interpreting their graph and predicting future results.

Four Ways of Thinking connection: (Provide a complete explanation of how your lesson plan connects to futures, system,

strategic, or values thinking. Define the way of thinking you selected and used in this lesson plan. Remember, this should be included

meaningfully in the lesson plan.)

This lesson applies to futures thinking because the students will be creating a line graph showing the increasing amount of water

pollution in Kenya and the predict what will happen if we do not come up with a solution to aid Kenya in their water crisis.

The safety rules that need to be addressed go as follows:

Use your spoons appropriately (no poking your classmates).

Make sure that if you eat your M&Ms after the activity that you chew them well so as to not choke.

The teacher needs to be aware of any food allergies/ health concerns affecting the students ability to work with M&Ms.

1.

2.

How can we help aid the water crisis in Kenya?

bodies (e.g. lakes, rivers, oceans, aquifers and groundwater), very

often by human activities.

2. Kenya: Kenya is a country in East Africa.

3. Line Graph: A graph that uses points connected by lines to show

how something changes in value (as time goes by, or as something

else happens).

1. One aluminum pie pan per group

2. Regular M&Ms

3. Peanut M&Ms

4. One plastic spoon for each student

5. One plastic/paper cup for each student

6. One piece of graph paper for each student

7. One data table for each student

Engage - In this

section you should

activate prior knowledge, hook student attention, pose a question (IQ#1)

based on your lesson objective that students will seek to answer in Explore.

Teacher Will: ( hook)

Students Will:

Have you ever went camping or on a trip and you were told not to

drink the water because it will make you sick?

their hands if they have had an experience with contaminated

water.

yesterday about where our water comes from and explore how the

people of Kenya get their water.

Some students may not have had an experience with going to a place with contaminated water. Include these

students by asking them if they have ever see muddy or dirty water or saw on TV contaminated water.

Explore - In this section students should take

the lead and actively use materials to discover information that

will help them answer the question posed in Engage. Teachers may choose to give steps to follow, especially for

younger students, but the goal is for students to discover some or all of the sub-objectives of the lesson.

Teacher Will: (pose IQ #1)

Students Will: ( list all steps)

Today we are going to do an activity called the Water Commons

lab.

You will work in groups of three to complete this activity.

You will need one aluminum pie pan filled with regular M&Ms for

your group. Each member in your group will use their own spoon

and have their own paper cup.

I will give each group a ziplock bag full of Peanut M&Ms. In order

for this activity to work, do not each ANY M&Ms until after the

activity is over.

Once your group has been distributed all of your materials, with

your eyes closed each group member will use their spoon to do

two scoops of M&Ms into their paper cup.

After everyone in the group has done their two scoops the group

will count the number of M&Ms that are left in the pan and

subtract that number from 100.

When you have come up with the total number of remaining

M&Ms, add that number of peanut M&Ms to your pan.

You will then turn to your data table and record the total number

of peanut M&Ms in your pan for round 1. You will record the total

number of peanut M&Ms in the pan after each round.

You will then do the same thing, with closed eyes scoop M&Ms

into your cup then count the remaining M&Ms, subtract that

number from 100 and add that number of peanut M&Ms to the

pan.

Make sure to record the results in your data table.

You will continue this process until all of the M&Ms left in your

pan are peanut M&Ms.

When I say go, you can get into your groups of three and I will

come around and give you your materials.

Before we start, can I have someone raise their hand and retell us

what your directions for the activity are?

Are there any questions before we begin?

Ready Go!

One student will raise their hand and retell the instructions for

the activity to the class.

If any students have questions regarding the activity they will

ask them now.

The students will get into groups of three and wait for the

teacher to pass out their materials.

The teacher will go around to each group and pass out their

materials.

You will have ten minutes to complete this activity and record all

of your data.

The students will begin scooping their M&Ms into their cups.

You may begin working now.

The students will record their data and complete the activity.

The teacher will walk around and make sure each group is

following the instructions correctly and is on task.

The teacher will answer any questions the students have regarding

the activity.

The teacher will give the students a five and then three minute

warning.

If their are low students, make sure that they are paired in a group with a higher student so that they can get

help. If there are students who struggle with counting for example ELLs have the students paired with another

student to help them count and record accurately. If there are any students with food allergies or due to

health issues cannot participate by using the M&Ms, plan ahead to use two colored beads or two types of

beans.

Explain In this section students share what they discovered, teacher connects student discoveries to correct

content terms/explanations, students articulate/demonstrate a clear and correct understanding of the lesson

sub-objectives by answering the question from Engage before moving on.

Teacher Will:

The teacher will do waterfall to gather their attention. (waterfall

is a strategy used to refocus the students. How it works is the

teacher will call waterfall and then the students will respond

with making a waterfall with their fingers and making shhhing

water sounds with their mouths.)

Students Will:

The students will respond with waterfall fingers.

through the water commons lab.

What did you notice happened as you took out the M&Ms and

added the peanut M&Ms?

The teacher will use appropriate wait time and then call on several

students to state their observations.

Talk with your shoulder partner about the question How do you

think that the increasing amount of water pollution in areas would

affect the people living there?

observed through the water commons activity.

question of How do you think that the increasing amount of

water pollution in areas would affect the people living there?

Now we are going to look into a country that is facing this very

situation with water pollution and scarcity.

The teacher will share facts about Kenya

By having the students discuss the question with their shoulder partner, the students with learning disabilities

or ELLs will receive assistance if they need it. Also there is a low affective filter because the stakes are low

pressure.

Elaborate In this section students take the basic learning gained from Explore and clarified in Explain and apply

it to a new circumstance or explore a particular aspect of this learning at a deeper level. Students should be using

higher order thinking in this stage. A common practice in this section is to ask a What If? question. IQ #2

Teacher Will: (pose IQ #2)

Now that you have a little bit of background on the water

situation in Kenya we are going to pretend that we are all scientists

and engineers.

Your job is to first individually create a line graph based on the

data that you collected from the water commons activity.

Remember that a line graph looks like this (teacher draws basic

line graph on the board).

Line graphs are what scientists and engineers use to see trends in

their data and make predictions for what will happen in the

future.

We already talked about how the water pollution in Kenya is

increasing and there is less clean water for the people to drink.

Now it is your turn to first graph the data you collected and then

write paragraph explaining what you would do, as a scientist or

engineer to help design a plan to bring enough safe, useable water

to Kenya.

Does anyone have any questions before you start?

Students Will:

If any of the students have questions, they will ask them at this

time.

You may now begin making your line graph and then when you

are done with that you may start your paragraph.

paragraphs.

Have the students work in pairs to help students with learning disabilities or ELLs.

Evaluate In this section every student demonstrates mastery of the lesson objective (though perhaps not

mastery of the elaborate content). Because this also serves as a closing, students should also have a chance to

summarize the big concepts they learned outside of the assessment.

Teacher Will:

Students Will:

Have the students share the overall trend that they The students will share their graphs with the class and

noticed through plotting their data on a line graph. discuss the overall trend they saw through their graph.

Have some students share their ideas from what

they wrote in their paragraph.

bring clean water to the people of Kenya.

Today we were able to use our science skills to conduct an experiment and predict future trends in the data. You were also able to

come up with your own ideas about what you would do to help fix the water crisis in Kenya through your written paragraphs. Through

through this lesson I hope you students were able to have a new perspective on how the water situation is different in other countries.

Real world connections: Learning about how we can make a difference, help students to be more culturally aware and more well

rounded.

**Best Practices List the Best Teaching Practices you will use to enhance the learning outcomes. In each

section where prompted, list the best practice, how the practices will be used and the purpose.

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