Lesson Plan

NAME: Godfrey Mwewa

Type of Lesson: ETAP 526 Project

Lesson Plan Title: WebQuest and EPortfolio Project

Discipline and Topic: Math and Science Education (Environmental Education- Cross-curricular): WATER- A Threatened Commodity

Target Population: 7th Grade (Middle Basic)

Characteristics:
There are 40 students- 22 male and 18 female. It is a mixed ability class with no severe impairments. Majority of the students are from low-income households with similar socio-economic background and have grown up with no computers. However, students are now learning computer skills after the school received a donation of 10 PCs from a cooperating partner. Each class is given two hours per week of computer lessons in the laboratory.  Therefore, most students are able to search information on the Internet using one computer at the workstation with dial-up connectivity and tool software such as concept mapping, word processing, and offline browsing.

Lesson Groupings: Sociometric Approach will be used to form teams. Students will work in pairs formed based on interests and friendship  relations.

Curriculum Links:
The prior knowledge linked to the understanding of this topic includes- types of Environmental pollution, Uses of water, Number and Notation, Percentages, Conservation of the environment, and diseases. The topic will provide a link to the study of Ecology, and related cross-curricular issues and themes like Global warming, and fostering positive attitudes towards care for the earth. 

Objectives – Learner Outcomes: After completing this unit, the student will be able to:
Media Literacy Objectives –
Materials and Timing
URL: http://webquest.sdsu.edu/templates/lesson-template1.htm
 "Water- A Threatened Commodity" has been designed for the lab class setting, where a whole class will work on it at once. The lesson is organized so that a pair of students can follow the WebQuest directions at the computer to complete 8 tasks. The  project is expected to take about ten, 45-minute lab periods.

Scope and Sequence
  Day One
Task 1: Choose a partner.
Task 2:
Days Two through Five
Task 3: Visit 13 Internet sites (listed below) and take notes on each.

Resources

http://www.geocities.com/RainForest/5161/water1.htm - water pollution and how to prevent it

http://www.ukrivers.net/pollution.html - Water pollution student research resources: information about water pollution

http://www.worldvision.com.au/waterhealthlife/ - Water Health life- protecting sources of water

http://seawifs.gsfc.nasa.gov/OCEAN_PLANET/HTML/peril_oil_pollution.html - Oil Pollution: See a chart and gather amazing facts.

http://www.groundwater.org/kc/kidsprotect_2.html - Groundwater protection- kid style

http://www.groundwater.org/kc/kidsprotect.html - Groundwater protection

http://www.groundwater.org/gi/contaminationconcerns.html - Contamination concern

http://en.wikipedia.org/wiki/Water_pollution - Summary of water pollution

http://www.nstc.org.zm/legislation.html- National Science and Technology Council Act

http://www.necz.org.zm/cap204/Regulations/water.html- Provides information and definitions of terms that may cause water pollution regulation

http://www.iwsd.co.zw/Papers%5CPhiri.pdf - Water Law, Rights and Supply in Zambia: Issues and Perspectives

http://dusk.geo.orst.edu/oceans/yoto.html - Things you can do to save the ocean from pollution 

http://www.geocities.com/RainForest/5161/site_map.htm - More information on water pollution

 Days Six and Seven

Task 4: Discussion with another group of students. Use Inspiration to make a concept map which shows the relationships between people's attitudes, industrial     
            activities, and sources of clean water.

Day Eight

Task 5: Class discussion. Days Nine and Ten

Task 6: Complete a self-evaluation.

Task 7: Share work in 3-5 minute presentations.

Task 8: Class drafts a  sources of clean water  protection bill  to  be  presented to  Mufulira Municipal  Council and  the  Ministry  of  Energy  and  Water   
             Development

Supplemental Materials


Evaluation of Students

Students will be evaluated using the following rubrics:
Objectives 1 point
5 points 10 points 
Identify threats to sources to clean water supply
 Identifies at least one threat to sources to clean  water 
Able to state  at least five threats to sources to clean water
 Identifies at least ten threats to surface and underground sources to clean water
Makes a Concept Map
 Indicates the main idea and shows a link
 Links main idea to nodes
 Links main idea to interactive nodes and shows  relationships between people's attitudes, industrial activities and water sources
Designs a poster
 Designs poster showing topic and at least a message of protecting sources of  clean water.
Designs a poster with legible message of protecting good water management methods.
 Uses multimedia  to design and produces poster with legible writings and correctly spelt
Suggests laws to protect sources of clean water
Gives at least one suggestion
 Gives at least two suggestions and participates in discussions in class
 Incorporates methods of curbing all  types of  water pollution such as  sewer, industrial effluents and  pathogens.  Participates  in discussions and  volunteers  to write group  or  class  resolution presentation
                  
Evaluation of the Lesson –
The teacher will be able to informally assess the comprehension of concepts by students as the unit progresses.  This will enable the teacher to determine if any additional learning activity is needed to assist learners in identifying procedures of identifying threats to clean water supply before additional examples are shown.



Introduction | Task | Process | Evaluation | Conclusion | Credits

Lesson Plan | Table of Contents


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