Daily Lesson Plan

1A. Sunshine State Standards:

LA.3.6.2.3: The student will communicate information in
an informational report that includes main ideas and
relevant details with visual support (e.g., text supported
by poster, diagram, idea map); and
VA.K.F.3.1: Create artwork that communicates an
awareness of self as part of the community.
SC.4.L.17.4: Recognize ways plants and animals,
including humans, can impact the environment.

1B. Goal 3 Standards

Information Managers
Creative and Critical Thinkers
Responsible Workers
Resource Managers
Cooperative Workers
Effective Leaders
Multiculturally Sensitive Citizens

2. Objectives
Students will:
Communicate information verbally by explaining and answering questions demonstrate
their understanding of water conservation.
Create artwork that will visually show their understanding of water conservation but also
show how they can raise awareness and the importance of the topic.
Identify ways that plants, animals and people are affected by water and list ways they can
help save the environment.
3. Assessment & Evaluation
Formative: Teacher observation, listening to student responses to colored questions
during the guided practice. Check for understanding after each portion of the lesson
(which is separated in this lesson) by asking various levels of questions from Blooms
indicated on the colored sticks.
Final assessments: observe students working together, gathering information from their
resources and peers, and creating a display that demonstrates their understanding of the
topic and its importance.
4. Introduction to Lesson: Play the Youtube video 5. Materials
for the students while papers are distributed.
Can
Colored Sticks with predetermined
questions written on them
(Optional: Each group has a can of
sticks with questions too)
Poster Boards (One per group)
Colored Pencils/Markers
Paper
Pencil
Book: Our Earth Keeping it Clean
by Peggy Hock
Continents Map
Countries Map

Map highlighting areas in video

6. Technology Integration
Internet:
YouTube Video to open the lesson: http://www.youtube.com/watch?v=USo_vH1Jz7E
Youtube Video: http://www.youtube.com/watch?v=oths0jYIVfc&feature=relmfu
Youtube-300million/Africa until 3:32 http://www.youtube.com/watch?v=IwuQZ_mph58
While they work: http://www.youtube.com/watch?v=WMxfz7DcJgI
Smartboard/Overhead projector

7. Teacher Presentation or Facilitation: (includes reviews and practice)

Show evidence of Differentiated Instruction by highlighting or using bold type.
Write Reduce, Reuse, Recycle on the board and make columns. Tell the students we are
going to try to define these words together. At this time, I do not want examples, only a
definitions. As the video plays, the students are given a premade puzzle. The puzzle is 6
pieces. On the left, they will see vocabulary words REDUCE, REUSE, RECYCLE. On
the right, next to each vocab word, they will find the definition. Pink Questions- Who can
define what reduce means? Use it in a sentence or two if necessary. Who can define
reuse? Use it in a sentence or two if necessary. Who can define recycle? Use it in a
sentence or two if necessary. Write answers on the board for all to see. Purple questions:
Who can explain how we can reduce our use of water either inside or outside? Remind
the students of their definition of reduce to help them answer the question. Who can
explain how we can reuse water? Remind them of their definition and previous lesson to
help them answer the question. Who can explain how we can recycle water? (some of
these answers may be the same) Leave the chart on the board for the students to
see/reference.
Inform the students that they are going to watch a short video clip showing
people/children in other countries that do not have access to running water in their homes.
After we will classify/analyze/outline countries/continents mentioned on the video.
Green stick. I will display a map of the world and show them highlighted areas shown in
the video. I will explain that over 300 million people suffer from water shortage in Africa.
I will ask the students to estimate how many people live in the United States. 313 Million
people live in the ENTIRE United States. The same amount of people living in the
United States is living in Africa without access to clean water or any water supply. We
will look at the highlighted portions of the map to analyze how many countries and
continents are affected by water shortage and dirty water. Students will compare the map
of the continents to the map showing areas with little/no water. The students will also
compare the size of the U.S to the size of Africa and discuss that while they are similar in
size the USs population is 300 million but Africas population is 1 billion. The same
amount of people living the US are without adequate water in Africa.
Play video Lack of Clean Water- first 2 minutes 30 seconds.
Inform the students that one of the groups will be using this map and information for
their project.
Read the students the pre-made slogan signs. Inform the students that THREE of the preassigned groups will be using these slogans for their project.
**Reading** Using the overhead, I will show the book to the students and read it aloud. I
will stop to discuss vocabulary, reflect on pictures, and ask questions (to listen to student
responses and commentary)
Before we get into groups I want to discuss 4 important rules. I will read the rules I have
for group work. After I read each one, I want the entire class to repeat it. By repeating the
rules, I will know you understand the rules and you have been told what the rules are.
Rule 1- Work together Rule 2- Be Respectful Rule 3- Everyone must raise their hands to
ask a question Rule 4- Be quiet, be creative, be a team player, be on task!

Explain that Purple and Pink group will be working on designing and choosing their own
Slogan. Green group will be working on identifying areas on the map. Blue group will be
working on important words related to this lesson. Each group will have specific
directions, requirements, and tasks to complete. Remind students to follow the directions
and remember the rules we discussed for group work. Reitterate, if anyone in the group
has a question and the other group members cannot answer their question, they must all
raise their hands to get my attention. Call colored groups one at a time and have them go
to their specific area of the room. As you begin working, I am going to put on a video
that will be playing. One of the tasks within your group has to do with this video. In order
to fulfill this requirement, the video will play at LEAST 3 times so each of you will be
able to fulfill this part of your task. Work hard, be creative, and be a team player. You
may begin.
Walk around observing students working together. Answer questions when needed or
asked. Play the video a minimum of 3 times as the students work. Give the students 10-15
minutes to work on this assignment. Warn the students when they have 2 minutes
remaining.
Ask each group to tell us what they were asked to do, how they did it, and tell us about
their poster (front and back)
Specific accommodations, interventions, notes, etc Further explanation of directions
may be needed. The students may need the teacher to demonstrate some of the tasks.
Vocabulary may need to be reiterated or addressed more than once. Students are given
directions, but they may need the directions read to them if all group members need
further assistance.

Materials:

Cut this picture and paste it to the front of your poster. Label the continents.
Ideas of other information:

How many people live in the United States (which is located in North
America) ??
How many people LIVE in Africa?
How many people that live in Africa are without clean water??
Highlight and label all the areas on this map to show how many places are
affected by dirty water or lack of water.
Look at the dotted line on this map. What do we call that? Remember, it
separates the northern and southern hemisphere. It is an imaginary line.
When turtles migrate, they swim TOWARDS this. What is it? Label it, if you
know what it is called on the line provided.

Partner #1While working as a #1 it is your job to work on the

front of your poster board. Read directions on your
group directions where it says 1) While working as
the number 1, you will contribute to the front side of
the poster board by following the directions on your
paper.

Partner #2While working as a #2, it is your job to contribute to

answering the questions on the list given. Use the
back of this paper to write notes, ideas, and
information. After the front of your poster is
completed, these answers/notes will be written on
the back of your poster. Read the directions on the
Group Directions that are labeled by 2)

Partner #3While working as a #3, it is your job to watch the

video playing as the other students work. While you
are watching the video, the other two partners will be
working on task 1 and task 2. Watch the video, look
at the pictures, the writing, and the song playing.
What does this video mean to you? Why did they pick
this song? Write down your response/answers a sheet
of paper. Your group will discuss all of these ideas
together to add to the back of the poster once all
group members have watched the video.
Use the back of this paper to write notes. These
answers will be used on the back of the poster once
the front is complete.

Slogans:
Save water! Save Life!
If all the waters down the drain, what
will happen when it doesnt rain?
Saving water can save the world!
Water for future
generations.priceless!
Saving water one drop at a time
Saving water means saving the future
of our planet

Every drop counts. Make sure you

catch them all.
Conserve water like your life depends
on it (because it does)

PINK GROUP:
You have 3 tasks. Each partner will take turns to complete these
tasks.
1) Read the slogans you have. As a group, choose the slogan you
think is the most important. WRITE the slogan on the front of your
poster. After you write the slogan, design it using other words or
pictures. Make it creative. Other people should look at your poster
and slogan and know exactly what the purpose of your poster is.

2) Look at the back of your poster. There are questions/comments

you need to answer. A) Why? We chose this slogan because.
(answer the question.) B) This slogan is important because.
(answer this question) C) In order to help conserve water we
promise to 1,2,3 (each person in your group will list ONE thing
they promise to do, to help conserve water) D) After watching the

video, all of the group members think that it was trying to

show/tell us that. ? The song that plays on the video was
probably chosen because? (answer these questions AFTER all
members have watched the video and discussed the answers)
3) Watch the video playing. Each player will take turns doing this.
While you are watching the video, the other two partners will be
working on task 1 and task 2. Watch the video, look at the pictures,
the writing, and the song playing. What does this video mean to
you? Why did they pick this song? Write down your
response/answers a sheet of paper. Your group will discuss all of
these ideas together to add to the back of the poster once all group
members have watched the video.

RED GROUP:
You have 3 tasks. Each partner will take turns to complete these
tasks.
1) Read the slogans you have. As a group, choose the slogan you
think is the most important. WRITE the slogan on the front of your
poster. After you write the slogan, design it using other words or
pictures. Make it creative. Other people should look at your poster
and slogan and know exactly what the purpose of your poster is.

2) Look at the back of your poster. There are questions/comments

you need to answer. A) Why? We chose this slogan because.
(answer the question.) B) This slogan is important because.
(answer this question) C) In order to help conserve water we
promise to 1,2,3 (each person in your group will list ONE thing

they promise to do, to help conserve water) D) After watching the

video, all of the group members think that it was trying to
show/tell us that. ? The song that plays on the video was
probably chosen because? (answer these questions AFTER all
members have watched the video and discussed the answers)
3) Watch the video playing. Each player will take turns doing this.
While you are watching the video, the other two partners will be
working on task 1 and task 2. Watch the video, look at the pictures,
the writing, and the song playing. What does this video mean to
you? Why did they pick this song? Write down your
response/answers a sheet of paper. Your group will discuss all of
these ideas together to add to the back of the poster once all group
members have watched the video.

GREEN GROUP:
You have 3 tasks. Each group member will take turns to complete
each of these tasks.
1) Look at the blank map you were given. Find the areas on the
map that were discussed in our lesson. You may use the resources
at your center to help you do this. Highlight (with a marker) and
label (with a pencil) the areas on the map that are affected the most
lack of water. You can add additional facts, if you know them. An
example: How many people in each country are affected by lack of
water or dirty water. PASTE this map to the front of your poster.
Label each country/continent you know. Write facts on the side of
the poster. Give your poster a title. The title should be appropriate
for this information and what you want people to know when they
look at this information. You can use one of the slogans we talked

about or create your own. Remember, you want the people viewing
your poster to realize how many people/countries are affected by
lack of water and dirty water. Be creative.
2) Look at the back of your poster. There are questions/comments
you need to answer on a separate piece of paper, which will be add
to the poster after you are all done designing the front. A) Why is it
important to know what lack of water and dirty water does to
people and countries?. (answer the question.) B) When we see
other countries without water we feel. (answer this question)
When we see people without water, we think.. Now that we
know what can happen to people and countries we want to:. C)
In order to help conserve water we promise to 1,2,3 (each person in
your group will list ONE thing they promise to do, to help
conserve water) D) After watching the video, all of the group
members think that it was trying to show/tell us that. ? The
song that plays on the video was probably chosen because?
(answer these questions AFTER all members have watched the
video and discussed the answers)
3) Watch the video playing. Each player will take turns doing this.
While you are watching the video, the other two partners will be
working on task 1 and task 2. Watch the video, look at the pictures,
the writing, and the song playing. What does this video mean to
you? Why did they pick this song? Write down your
response/answers a sheet of paper. Your group will discuss all of
these ideas together to add to the back of the poster once all group
members have watched the video.

BLUE GROUP:
You have 3 tasks. Each partner will take turns to complete these
tasks.
1) Use the book given to your group to help you complete the front
of your poster. Use the vocabulary words from the book. Write the
vocabulary words and their definitions on the front of the poster
and illustrate (draw a picture) for each one showing how it
hurts/helps our water. After you have done this, think of a title for
your poster. What is your poster telling people? What should you
title your poster? What do you want people to understand when
they look at your poster with definitions and pictures you have
drawn?

2) Look at the back of your poster. There are questions/comments

you need to answer. A) Why? We chose these vocabulary words
because. (answer the question.) B) The pictures we drew were
drawn so that people would understand that. (answer this
question) C) In order to help conserve water we promise to 1,2,3
(each person in your group will list ONE thing they promise to do,
to help conserve water) D) After watching the video, all of the
group members think that it was trying to show/tell us that. ?
The song that plays on the video was probably chosen
because? (answer these questions AFTER all members have
watched the video and discussed the answers)
3) Watch the video playing. Each player will take turns doing this.
While you are watching the video, the other two partners will be
working on task 1 and task 2. Watch the video, look at the pictures,
the writing, and the song playing. What does this video mean to
you? Why did they pick this song? Write down your
response/answers a sheet of paper. Your group will discuss all of
these ideas together to add to the back of the poster once all group
members have watched the video.
YELLOW GROUP:
You have 3 tasks. Each group member will take turns to complete
each of these tasks.
1) Look at the blank map you were given. Find the areas on the
map that were discussed in our lesson. You may use the resources
at your center to help you do this. Highlight (with a marker) and
label (with a pencil) the areas on the map that are affected the most
lack of water. You can add additional facts, if you know them. An
example: How many people in each country are affected by lack of
water or dirty water. PASTE this map to the front of your poster.
Label each country/continent you know. Write facts on the side of

the poster. Give your poster a title. The title should be appropriate
for this information and what you want people to know when they
look at this information. You can use one of the slogans we talked
about or create your own. Remember, you want the people viewing
your poster to realize how many people/countries are affected by
lack of water and dirty water. Be creative.
2) Look at the back of your poster. There are questions/comments
you need to answer on a separate piece of paper, which will be add
to the poster after you are all done designing the front. A) Why is it
important to know what lack of water and dirty water does to
people and countries?. (answer the question.) B) When we see
other countries without water we feel. (answer this question)
When we see people without water, we think.. Now that we
know what can happen to people and countries we want to:. C)
In order to help conserve water we promise to 1,2,3 (each person in
your group will list ONE thing they promise to do, to help
conserve water) D) After watching the video, all of the group
members think that it was trying to show/tell us that. ? The
song that plays on the video was probably chosen because?
(answer these questions AFTER all members have watched the
video and discussed the answers)
3) Watch the video playing. Each player will take turns doing this.
While you are watching the video, the other two partners will be
working on task 1 and task 2. Watch the video, look at the pictures,
the writing, and the song playing. What does this video mean to
you? Why did they pick this song? Write down your
response/answers a sheet of paper. Your group will discuss all of
these ideas together to add to the back of the poster once all group
members have watched the video.

Task Description

This lesson focused on water conservation on an individual and global level. The students
were previously taught various ways they could conserve water in their daily lives at
home, outside, and in their everyday activities. During this lesson, the students used their
prior knowledge of what water conservation is, how it can be done, and why it is
important, to compare their resources to that of other countries/continents around the
world. After watching and learning about water shortages and global issues relating to
water, the students were to design a poster board presentation. Each student was assigned
to a group. Each group contained 4 students. Every student in the group was given a
numbered task. The students had 5 minutes to work on their assigned task. After the 5
minutes, the group members would rotate to the next number (the #1s would work as a
#2, the #2s would work as a #3 and so forth) This ensured that all group members were
contributing to each of the tasks at hand. The front of the poster board presentation was
assigned a theme and guiding question the group needed to answer and illustrate. On the
back of the poster, the students needed to compile answers and ideas to answer the
questions pertaining to their poster board by contributing information during their task
assignments. After the allotted time concluded, all group members were given 5 minutes
to confer with each other, add finishing touches to their poster presentation, and prepare
to speak in front of the class. Each group was asked to explain their poster board,
illustrations, guiding questions, and teach the class more about their topic/poster.

This lesson was designed around the ESOL strategy Canned Questions which
promotes critical thinking by asking questions that require higher level thinking
according to Blooms Taxonomy. The various colors you will note in the instructions
below, show the increase in the level of difficulty/critical thinking required as the lesson
progresses.

ESOL Strategies Implemented

The lesson itself was designed using the ESOL strategy canned questions. This ensured
students were able to critically think about each question/answer and the level of
questioning became increasingly harder and was cognitively more demanding as we
moved forward. The students were given illustrations, visuals, and audio to help further
assist them and meet the needs of both the ESOL and ESE students in the classroom.

Rubrics
GROUP PRESENTATION

Water Conservation
Group presentation grading scale
Poor
1 pts
Oral Presentation
Enter description

Fair
3 pts

Poor

Excellent
5 pts

Fair

One or more group members did not speak Group members did not distribute the oral
during the oral presentation. The
presentation time equally (some members
presentation was lacking in terms of
spoke more than others) The oral
content, references, and explanation of
presentation was rushed and did not cover
all of the material (at least on of the
importance.
following was missing): regarding where
the materials were found, what the topic
was, and why this assignment was

Excellent

All group members contributed to th

presentation. Students explained thei
unique assignment, where they retrie
their information, and why their topi
important. The overall presentation w
engaging and educational. Presenters
confident and spoke clearly so that th
audience could understand.

important.
Poster Board Content
Enter description

Poor
Information does not directly pertain to
the assignment task. Print is not legible.
There is no definitive sequence or order.
The poster is lacking in either content
and/or visuals. The board does not entice
the viewers.

Fair

Excellent

Most of the content pertains to the

Information was clearly identifiable,
assignment. There are areas throughout visually appealing, and appropriate.
are not written in legible print. Visuals and content clearly explains the poster bo
assignment. Visuals and illustrations
illustrations were used sparsely.
used to further entice the viewer.
Assignment is fully completed and th
print is legible.

Teamwork
Enter description

Poor
Group members did not cooperate
together. One or more people completed
their individual task. Group member/s
were unwilling to help one another
throughout the process and many

Fair

Excellent

Group members completed their

Group members followed directions,
individual tasks but had some issues while worked together, completed their
working together. Problems were
individual tasks, and were willing to
overcame and the group was able to work one another throughout the process.
through their issues to complete the task.

disagreements occurred.

Poor

Materials

Students did not use an array of materials

and did not provide references or
examples. The few materials used did not
reflect the topic and content of their
assignment.

Fair
Materials were used to enhance the
project. Some may have been
inappropriate for the content being
explained. The materials were used more
as props rather than to enhance their
assignment.

Individual Assessment Rubric

Excellent

Examples, references, and materials

were all appropriate for the content.
group used appropriate materials and
explained why each was chosen to
enhance their assignment.

WATER
CONSERVATION
INDIVIDUAL
Unsatisfactory
0 pts
Task 1

Unsatisfactory
This particular task was not
completed/attempted

Task 2

Unsatisfactory
This particular task was not
completed/attempted

Task 3

Unsatisfactory
This particular task was not
completed/ attempted

Personal
Reflection

Unsatisfactory
This particular task was not
completed/attempted

Needs some improvements

3 pts

Needs some improvements

Satisfactory
5 pts

Satisfactory

The student did not answer the questions The student completed this task. Details, examples, and valuable
for this task in complete sentences.
information was used to answer the questions in complete sentences
However, the task was attempted and
information was noted on their paper.
The responses were lacking details,
examples, or other valuable information.

Needs some improvements

Satisfactory

The student did not answer the questions The student completed this task. Details, examples, and valuable
for this task in complete sentences.
information was used to answer the questions in complete sentences
However, the task was attempted and
information was noted on their paper.
The responses were lacking details,
examples, or other valuable information.

Needs some improvements

Satisfactory

The student did not answer the questions The student completed this task. Details, examples, and valuable
for this task in complete sentences.
information was used to answer the questions in complete sentences
However, the task was attempted and
information was noted on their paper.
The responses were lacking details,
examples, or other valuable information.

Needs some improvements

Satisfactory

The student did not answer the questions The student completed this task. Details, examples, and valuable
for this task in complete sentences.
information was used to answer the questions in complete sentences
However, the task was attempted and
information was noted on their paper.
The responses were lacking details,
examples, or other valuable information.