LESSON PLAN TEMPLATE Your Name: Colby Highfill Title of Lesson: Synthesizing Water Grade: 4th writing STANDARDS

NOTE: Please list at least two complete standards your lesson plan covers. [Common Core State Standards (math and language arts), Next Generation Science Standards (science), Arizona State Social Studies Standards (social studies)]. 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. A.Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writers purpose. B. Provide reasons that are supported by facts and details. C. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). D. Provide a concluding statement or section related to the opinion presented. (4.W.1)

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. A.Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. B. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. C. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). D. Use precise language and domain specific vocabulary to inform about or explain the topic. E. Provide a concluding statement or section related to the information or explanation presented. (4.W.2) LESSON SUMMARY/OVERVIEW Provide an overview/synopsis of the lesson and the topics that it will cover. This lesson will be implemented on the last day of the unit plan. This lesson is intended to be a wrap up of all the information learned during the previous days. Students will learn the difference between a fact and an opinion and utilize both in a factual presentation or paper that includes their understanding, ways of thinking, and their decision stated. Students will synthesize all knowledge they have gained over the course of the unit in an opinion explanatorily paper, presentation, video or poster. It will answer the question Bottled or Tap? OBJECTIVES Describe what you want students to know/be able to do as a result of the lesson. For example, Students will be able to After this lesson, students will be able to write a 2-3 page opinion paper explaining their choice of bottled or tap water based on the information provided in the days prior. Students will list the pros and cons of both, then make their choice and support it with vivid details. ASSESSMENT/EVALUATION What measures will you use to know if you students met the objectives? The teacher will measure the students success and evidence of mastery by the presents of personal opinions based and supported by factual details in a well organized paper, presentation, or video. PREREQUISITE KNOWLEDGE What will students need to know prior to completing this lesson and how will you access their prior knowledge? Students will need to know the information that will have been presented to them in the prior four days. This includes, but is not limited to the four-day unit plan outline. Students will also need to know how to form a complete sentence, paragraph structure, and the ability to make an informed choice utilizing their different types of thinking about what type of water they would choose. MATERIALS List of required materials Notes and any materials from the previous days White board Newspaper clippings o Both factual writing, and opinion writing o 10 in total for each group of shoulder buddies The prompt Poster board Camera VOCABULARY/KEY WORDS

List of key vocabulary terms. Opinion, in contrast, benefits, drawbacks, water cycle, tap water, bottled water, sustainability TEACHING PROCEDURES Procedural Steps (Step by step instructions for teaching the lesson): Teacher will begin the lesson by having students reflect on the information given to them in the previous days o This will be the students bell work o On the board write Write a story about a rain drop and how it comes out the faucet, incorporate at least two ways of thinking into your story. Also include what would happen if the drop were to go into a bottle Allow 10-15 minutes for students to complete the task Teacher will bring the class back together by modeling a story that the class, as a whole, comes up with o Teacher will guide students by incorporating all ways of thinking o Teacher will ask understanding questions in the process What would happen if the drop had been evaporated at this stage? Where would the water that is in the faucet come from? Who manages this water? What happens to the bottle? Why would this be awesome? Why would this be bad? Teacher will have students get out their mission statements from the previous day o Teacher will allow a revision and reflection workshop for students Teacher will be available to answer questions Teacher will be available to have individual workshops with any student that would like one o Students will edit, revise, and come up with additional support if needed Students will be allowed to work in small groups of 2-4 students Students will be allowed to work alone if necessary Students will be allowed to create a new statement in the groups Teacher will bring the class back together and introduce opinion and informational writing o Teacher begins with a open discussion Class what do we know about facts? Teacher will write what the students say on the board Teacher will say What conclusions can we draw from this list? Students will answer Teacher will then have students from into groups of two with their shoulder buddies and have them discuss together using Think, pair, share to talk about facts relating to the four days prior Teacher will define facts by writing on the board the definition Teacher will gather student examples Teacher will clarify that a fact is a statement that can be proven by saying it is true or false o My hair is blonde o Students say true or false o Phoenix is in Arizona o Students say true or false o This is a way for students to participate and have clarity on what a fact is Teacher will then go back to the list on the board and as a class they will revise their statements Ask if there are any additional questions, answer them Teacher will then bring up the topic of opinions Now that we know what a fact is, what is an opinion? Teacher will repeat the same process as she did with facts on the board next to the list they made on what a fact is o List, draw conclusions, think, pair, share, define, examples, revise, ask if there are questions In the students think, pair, share groups teacher will hand out the newspaper clippings (10 clippings per group consisting of both factual and opinion writing) Teacher will instruct the students to read and then categorize the clippings into two groups, factual and opinions Teacher will also tell students to come up with reasons why they believe that the article is that category and why. Teacher will be walking around checking for understanding, asking, and answering questions Teacher will bring the class back together once everyone is finished Teacher will call on different groups in a systematic way to share one of their articles in each pile.

Students will share what the article is about, what category they placed it in and why. Teacher will then ask the class by show of hands do you agree, then do you disagree Teacher will ask students who disagree why and clarify, or explain the correct answer Teacher will have every group share and complete the same process Teacher will introduce the activity Teacher will say Now that we have had some practice we are going to synthesize our understanding of water, different types of thinking, and what we know about opinions and facts into a project. The project is as followed Students will be allowed to work individually, or in groups to answer the question Bottled, or Tap water? Students will be allowed to either o Write a 5-7 paragraph paper o Make a poster board o Present to the class o Make a short video To show mastery of the unit. The mastery must include: o Answering the prompted question, o Presents of personal opinions based o Supported opinions based on factual details o Well-organized paper, presentation, or video o Presents of all four types of thinking with examples

RESOURCES List any references you used to create this lesson. If you borrowed ideas from any lesson plans please note them here. Use APA format.
Go bookie. (n.d.). Retrieved November 21, 2013, from http://www.gobookee.org/ get_book.php?u=aHR0cDovL3d3dy5yb2Jlc29uLmsxMi5uYy51cy9zaXRlL2hhbmRsZXJzL2ZpbGVkb3dubG9hZC5hc2h4P21vZH VsZWluc3RhbmNlaWQ9Mzk4NTAmZGF0YWlkPTUzNzYxJkZpbGVOYW1lPWZhY3QlMjBhbmQlMjBvcGluaW9uJTIwbWluaSUyMGxlc3N vbi5wZGYKZmFjdCBhbmQgb3BpbmlvbiBtaW5pIGxlc3NvbiAucGRmIC0gUHVibGljIFNjaG9vbHMgb2YgUm9iZXNvbiAuLi4=

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 Unit Plan as a whole incorporates all the types of thinking in that each day each type of thinking is used to connect to the material of that day. This specific lesson plan synthesizes all four. Students must use systems thinking at the beginning of the lesson the most. During bell work they must think of that water system as a whole to come up with a story. The students use Strategic Thinking when they are coming up with lists of the differences between factual writing and opinion writing. Students use values and futures thinking when they are coming up with their own personal opinions on if they want to commit to tap or bottled water. To some students values may be more present in their decision, and for other it might be more futures thinking that will lead them to their conclusion. Values Thinking is based on what is important to that person based on their culture and what they want. Futures Thinking is based on thinking ahead, and the positives and negatives that may happen. Systems Thinking is based off of thinking of everything as a whole. This can be related to a machine. If you think of the water system as a whole it is a machine. I believe that Strategic Thinking incorporates all of these ways of thinking into one. You have to use what your values tell you, what you can infer from the future, and the systems that are effected to come up with a decision that looks at all aspects.