LESSON PLAN TEMPLATE Your Name: Annette Standage Title of Lesson: What type of water is on the Earth?

Grade: 5th STANDARDS 5-ESS2-2.Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. [Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does not include the atmosphere. ] Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; 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 and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). 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. (5.W.2) LESSON SUMMARY/OVERVIEW On this day I want to discuss the importance of water and how much water is on the Earth. I want the students to look at a map of the world and compare the land and water ratio that is on the Earth. The students need to see that the Earth is mostly made up of water. There is about " 71 percent of the Earth's surface is water-covered, and the ocean holds about 96.5 percent of all Earth's water [Interior, 2014]". I then want to teach the students the different between fresh and salt water and the availability of each. OBJECTIVES Students will be able to describe and graph the amounts and percentage of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. Student will be able to write an informative test to examine there finding on water. ASSESSMENT/EVALUATION The graph and paper that the students will produce will be my assessment on what they learn. PREREQUISITE KNOWLEDGE What will students need to know prior to completing this lesson and how will you access their prior knowledge? Student will need to know how to read a map. I will access their prior knowledge by actually get out a map and having the student explain to me what they see. MATERIALS Graph paper Markers Color pencils Map of the World Writing paper VOCABULARY/KEY WORDS Fresh water- as water with less than 500 parts per million (ppm) of dissolved salts. Salt water-water containing a large amount of salt Bodies of water-water most often refers to large accumulations of water, such as oceans, seas, and lakes, but it includes smaller pools of water such as ponds, wetlands, or more rarely, puddles. Percentage-a rate, number, or amount in each hundred 1. 2. TEACHING PROCEDURES I would want to introduce to the students what they are going to learn the whole week, which will be water. I want to ask them what they know about water. The students will tell me everything that they know. This could be many think or it could be just of few. I will write what they know on the board. I then what the student to think about the whole Earth. I what the students to think about how much water is on the Earth. I will ask them what percentage of water they think is covering the Earth. As they are thinking about how

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much water is covering the earth I will be handing out a piece of graph paper to each one of the students. Once every one has thought out how much water is one the Earth I want them to write it one the top of their graph paper. I will them get some prediction on how much water the student think and I will write them on the board. Then I will bring out a map of the world. This way now the students will be able to see that water covers about 70 percentage of the Earth and the majority of that is the ocean. I will have a paper describing the different forms of water that are on the Earth. This will help the students make their graph. This table is from: http://water.usgs.gov/edu/earthhowmuch.html Then the student will work independently to make a graph about the worlds water supply. Underneath the graph that they make I want the students to be able to write to explain why they thought that the Earth had that certain percentage and what the real percentage of water is on the Earth. Some guided question that I would give the students to write about would be: 1. Why did you think that you thought that the earth had more or less amount of water? 2. What does your graph tell you about water and the water around the world?

RESOURCES Table for information: from http://water.usgs.gov/edu/earthhowmuch.html 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. My lesson connects to systems thinking. How it is used in my lesson is that I am teaching the student about the systems of water that is around the world. That it is important that students understand the important of the water system that is on the Earth.