Lesson Grace Jeffers

Author
Date 10/23

Period First, Second, Third, & Fourth

Grade Level
7th ELA
Time
Allotted 55 minutes

Context/ Students will explore water scarcity and insecurity around the world. They will examine the causes and create
Rationale potential solutions.
- Since students have learned about water problems in Africa through the reading of A Long Walk to Water,
students will explore the other major countries that experience water problems, America, China, India, and
Latin America/Caribbean
Students will work on their analytical skills through examining articles and work together to create solutions for the
water problem they are investigating.

This lesson is wrapping up a unit on Africa/reading ALWTW in which one of the main problems is water. This
lesson follows their unit test to finish the book, and builds on their sustainability goal as well as follows their other
learning on Africa to build on the global focus.

Central
Focus This lesson is about Water scarcity and insecurity around the world. Students will do research based on articles
found to examine the problem and collaborate to create a potential solution to solve the issue of water
insecurity/scarcity and pollution.

Goals Objectives

- Students will learn about water issues outside of Africa. Students can analyze the cause of these
problems and the potential solutions.
- Students can collaborate to summarize, share ideas, and create solutions.
- Students can share the information they have learned with others.

Standards
- 7.E.1.1 Explain the factors and conditions that contribute to the development of economic systems.
- W.7.6 Gather relevant information from multiple print and digital sources, using search terms effectively;
assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of
others while avoiding plagiarism and following a standard format for citation.

Assessments Informal Formative

 - Use of stickies and class discussions - Students final “paper” with solutions and
- also going around the room and asking students summaries will be looked at to gauge the
if they have any questions understanding of the students and the
effectiveness of the instructions

Language Language Function Vocabulary Syntax/Discourse

Supports
Students will analyze the readings - Students will need to know Discourse: Students will discuss the
write in and will the words, introductory questions and the final
paragraph - water scarcity findings, as well as do some
form - water insecurity conversing in groups.
- sustainability
- climate change Syntax: Students will use handouts
- sanitation “stickies” to write their findings and
will use sticky notes to convey their
findings.

Materials & What texts, materials, websites, and equipment do you need to implement your plans? Include materials that
Technology students and teachers may need (and are available at your school). What technology are you using in your lesson?
Include hyperlinks.

- PPTX Lesson(s) 10/26 & 10/27

- Video: Are we running out of clean water? - Balsher Singh Sidhu
- Sticky notes
- Teaching guide
- printed out readings (3 of each copy)
- India's Water Crisis: What You Need to Know
- China's Water Crisis and Its Complex Challenges
- Water Resources in Latin America and the Caribbean
- America's Neglected Water Crisis
- End of class Survey
- Half Sheet

INSTRUCTIONAL PLAN
How are you inviting students to learn? How are you moving them through the lesson and engage them in the activities? How are
you bringing the lesson to a close? Provide basic “step-by-step” directions and prompts for implementing these areas of the lesson.
A substitute teacher should be able to pick up your lesson plan and say and do everything you would have if you were there. Please
be explicit and specific. Remember – YOU CAN (and likely SHOULD) ADD ROWS.
Roles & Procedures
Time Lesson Component Teacher Learner
(Label: intro, I-do, We-do, and
You-do, exit, etc.)
0-7 Intro/Warm-up Good Morning, Happy Students will, Ideally responds and
Discussion/Inquiry Thursday ... .has anything begin thinking about the importance
interesting happened? of water
‘Okay so today, we are going to be
talking about water. What ways do
you use water? Why is water
important?
Pose questions to the class, such as
 "Have you ever faced a water
shortage? How did it affect you or
your family?"
Share some statistics on water
scarcity in the world based on
Sustainable Development Goal 6
7-15 Video Introduction Teacher will play the video - students will engage with
the video and take in any
information.
- Write their informal
15-35 Student research time - Teacher will introduce next - students will work at their
activity, for students to tables to synthesize the
work in their able groups information and fill out
to read their text and create
their sheet
a summary of their text
with the problem, and
potential solutions on their
given ‘sticky note’

36-46 Gallery Walk - Teacher will have students - students will walk around
post their stickies around the room, taking notes, and
the room, and students will synthesizing the
take about 2 minutes at
information they have
each station (4 stations) to
learn about the other 3 learned.
countries they did not
research and fill out a
sheet?

46-51 Class discussion - Teacher will guide students - students will answer
to their seats and ask them questions and pose their
some questions solutions
- What solutions
did we create in
response to the
water crisis?
- Does anything
interesting stick
out to you from
the country you
researched or one
you learned
about?
- How are water
problems similar
or different in
each country?
51-55 Exit Tickets and Pack Up - Students will fill out the
- Teacher will hand students sheets and mention two
half sheets an informal poll things they learned and
about how they feel about
give the teacher personal
the lesson and something
they have learned feedback
- What ways can you help - Students will also pack up
 contribute to water and prepare for transition.
conservation?
- Teacher will guide students
to pack up
Accommodation
After you review various data (collected through your own observations, discussions with your cooperating teacher, student
conferences, etc.), how will you adjust instructional materials, activities, and sequencing given what you have learned about
students’ academic skills, attitudes, and needs?
Fully explain your decisions here.
Remediation Extension Differentiation
- During the lesson I will work - This is an extension lesson based off the - A lot of the differentiation
closely with struggling previous lesson on Flint, Michigan. And is built into the lesson with
students in their groups. students will have the option to look into timing, reminders and
water crisis as the unit progresses lower level reading all
around for the class.

Student Exit Ticket feedback

- Core 1: Only group that did the gallery walk
- liked the big sticky note
- A few students wanted more autonomy in picking their article
- Core 2: first group to do a general share out
- Overall Like the lesson
- many of them don’t like talking to the text
- a lot of engagement all around.
- some of them said they couldn't remember the facts
- Core 3:
- Liked the lesson, liked working in groups and sharing out their facts
- Some were sad they didn’t get to read all the other articles
- Some didn’t like the exit ticket
- Core 4:
- some didn’t like have to create their solution to water problems
- A lot of them liked the lesson
- Some were upset at the amount of water being wasted.