Lesson Plan 4th Grade - Sarah Judd 1

Sample Co-Teaching Lesson Plan (Direct Instruction)
Teachers: Ms. Judd
Subject: 4th grade Science

Allotted Time: 45 minutes 12:40 1:25
Standard:
PO 4. Describe ways in which resources can be conserved (e.g., by reducing, reusing,
recycling, finding substitutes).
4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
ELP Standard:
Reading:
Standard 4: The student will analyze text for expression, enjoyment, and response to other
related content areas.
HI-20: applying understanding of content vocabulary within math, science and social studies
texts.
Writing
Standard 3: Students use the steps of the writing process as a writing piece moves toward
completion.
HI-7: using time management strategies to publish products within a teacher specified period of
time.
Listening and Speaking

Standard 1: The student will listen actively to the ideas of others in order to acquire new
knowledge.
HI-8: responding to social conversations by rephrasing and repeating information, asking
questions, offering advice, sharing ones experiences, and expressing ones thoughts.
Objective (Explicit):
Students will be able to describe ways in which resources can be conserved by writing
sentences that explain methods for conserving water.
Student Friendly Objective:
I will be able to explain and write sentences about why water is an important resource on Earth
and how I can conserve water.
Evidence of Mastery (Measurable):
80% or higher of students will be able to convey in writing at least 1-2 methods through their
writing reflection, using at least 2 vocabulary words in their sentences, on how to conserve
water at home.
Sub-objectives, SWBAT (Sequenced from basic to complex):
SWBAT define the vocabulary words sustainability, resources, conserve, and reduce.
SWBAT describe ways in which resources, water, can be conserved.
SWBAT distinguish sustainable methods for conserving water.
SWBAT evaluate methods for conserving water.
SWBAT write about methods to save water.
Key vocabulary:
Sustainability/Sustainable: Thinking about

what you need rather than taking what you
want and making the world a better place for
the future.
Resources: The definition of a resource is

something that is ready to use if or when it is
needed. An example of resource is extra
money in a savings account. An example of
resource is a friend with electrical skills who
has volunteered to help install a lighting
fixture. An example of resource is spring
water on a piece of land.
Conserve: To protect (something, especially

an environmentally or culturally important
place or thing) from harm or destruction. To
use or manage (natural resources) wisely;
preserve; save:
Reduce: make smaller or less in amount,

degree, or size.
Materials:
SmartBoard (if using powerpoint)

Mr. Drippy Worksheet (attached)
Set of measuring cups
Two clear bowls or containers
Visual representation for vocabulary
words (PowerPoint/poster) (differentiation
for ELLs by providing highlighted key
vocabulary and images)
Opening (state objectives, connect to previous learning, and make relevant to real life)
Teacher will read the student friendly objective of the lesson to the class. Students will repeat back
the objective by the end of this lesson I will be able to explain why water is an important resource
on Earth and how I can conserve water.
The teacher will connect to previous knowledge learned about ecosystems, relating the topic back
to how in our ecosystem one of the things we rely upon to survive is water. Put emphasis on how
we need water in our daily lives to survive on earth.
This lesson plan is relevant to real life because they will be actively indentifying why water is
important and how we can conserve it for the future generations. Water is a very important
resource on Earth and needs to be conserved because it is a limited resource on this planet and
we must take action for a sustainable future.
Instructional Input
(~5 mins)
Teacher Will: (I do)
Student Will:
1. The teacher will introduce the topic of

sustainability to students by going over
vocabulary words and discussing the
meanings. During this process, the
teacher will write out the vocabulary on a
poster. The teacher will instruct the
students to read the words and definitions
aloud.
2. Show video (2:54 Mins)
https://www.youtube.com/watch?
v=gTamnlXbgqc to help students
understand sustainability.
3. After discussing what sustainability
means, introduce the topic of water
sustainability.
4. Teacher will begin the introduction by
discussing how much of the Earths
surface is covered in water.
5. Inform students that water is a limited
resource on Earth.
6. Identify that water is not only a resource
used by humans but by animals as well.
7. Ask students to brainstorm how they
use water in their daily lives.
8. After about 30 seconds have students
share with their partner some of the ideas
they came up with.
9. The teacher will then ask for 2-3
examples from different students on what
they came up with.
Co-Teaching Strategy/Differentiation
1. The students will listen to the teachers

introduction to sustainability and will read the
vocabulary words and definitions aloud.
2. The students will watch the video and write
down any questions they have after watching it.
3. Students will brainstorm how they use water
in their daily lives.
4. Students will share their ideas with their
partner for 1-2 mins.
5. 2-3 Students will be chosen to share their
ideas out loud in class.
Differentiation: Vocabulary will be presented visually on a poster for students to see.
Guided Practice
Teacher Will: (We do)
Student Will:
1. The teacher will begin an activity to

show how water is a limited resource on
Earth.
2. Teacher will go over the vocabulary
word resource again to refresh the
meaning to the students. The teacher will
then have them explain to their shoulder
partner what resource means within 30
seconds.
3. The teacher will show a bowl/container
filled with water (1 gallon)
4. The teacher will explain that the water in
the container represents the amount of
clean usable water on Earth.
5. The teacher will have measuring cups
laid out by the bowl/container.
6. Students will be asked to come up oneby-one to the front of the class, starting
with group 1.
7. Each student will be asked to choose 1
of the provided measuring cups that
represent an example of unsustainable
water usage at home.
8. The measuring cup that is chosen will
be the amount of water scooped out of the
container and dumped into a separate
container that will represent the water
wasted.
9. Repeat the steps with each student until
water is all gone or almost gone.
*Starting with the first student they will =
2014, each student that comes up will
represent a year. The student who takes
the last amount of water left will be used
as an example for explaining to the
students that if we dont conserve water,
then the future, the student who would
follow, will have no water left for them. *
10. Teacher will ask students questions
such as:
1) Were we sustainable with the water we
were using?
2) How could we be more sustainable with
1. The students will listen as the teacher

reminds them about the meaning of the word
resource.
2. The students will explain to their shoulder
partner what resource means within 30 seconds.
3. The students will listen while the teacher
explains the activity.
4. The students will come up to the front of the
classroom according to their group number.
5. Students will raise their hands to answer the
question.
6. Students will explain their answer to the rest
of the class.
the water we used?

11. The teacher will ask only 1 question at
a time, will wait for students to raise hands
to answer the questions, and will then
choose a student and ask them to explain
their answer.
12. After students explain their answers
the teacher will move onto the Mr. Drippy
worksheet.
Differentiation: When asking the questions 1) Were we sustainable with the water we were
using? and 2) How could we be more sustainable with the water we used? The teacher will
refer back to the sustainable vocabulary listed on the board. Teacher will allow a wait time for
students to process the questions. Teacher will provide prompts for students to answer the
questions such as:
We were not sustainable because
We were sustainable because
We could be more sustainable by
Independent Practice
Possible answers using the prompts could be:

We were not sustainable because we wasted water while running the faucet
We were not sustainable because we took really long showers or baths
If students do not come up with examples, the teacher will model an example of how we
could be more sustainable.
Teacher Will: (You do)
Student Will:
1. The teacher will pass out Mr. Drippy

worksheets to students
1. The students will brainstorm and write down

ideas for how they can conserve water at home.
2. On the worksheet Mr. Drippy students

will write down three ways in which they
can conserve water at home or in their
daily lives. Within these three examples
students must use at least two of the
vocabulary words in their writing. A
possible example would be I could be
more sustainable by turning off the
faucet while I brush my teeth or I can
2. Students will ask a shoulder partner if they

need help.
3. Students will have 10 minutes to complete
this writing task.
4. If students finish before the time is up they
are allowed to color in Mr. Drippy using their
markers and/or crayons.
conserve water by taking a 5-8 minute

shower.
3.Students are allowed to discus methods
for conserving water with shoulder
partners.
Differentiation: ELL students will be given writing prompts to assist in writing their
sentences. The students will also be able to reference the vocabulary words listed on the
poster throughout the lesson.
Closing/Student Reflection/Real-life connections:
Students will verbally share one method that they wrote down on the Mr. Drippy worksheet with
their shoulder partner and will explain why we should conserve water for the future. Students will
then turn in their worksheets at the end of the lesson as an exit ticket.
(~3-5 minutes)
http://www.epa.gov/WaterSense/kids/
http://wateruseitwisely.com/100-ways-to-conserve/?view=list
Materials
Link: http://www.teacherspayteachers.com/Product/Water-Conservation-1469270
Sustainability
Instructions read together as a class and break down the meaning
Something that lasts for a long time- maybe forever
Like a circle- it goes around and all is re-used
Taking care of the planet and its creatures
Something that is good for everyone
Loving and caring for our planet and others
Sharing what we have with others and not taking more than our share
Thinking about what you need rather than taking what you want
Making the world a better place for the future
Living together peacefully
Being nice to all of your neighbors including the trees
Making rules we can all follow
Taking care of the air, water, land and those who live there
One thing leads to another, then another. Lets make the chain good.
Sustainability is not just cleaning up your own room its about keeping tidy an even bigger room that belongs to everyone!

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Sample Co-Teaching Lesson Plan (Direct Instruction)

Teachers: Ms. Judd

Subject: 4th grade Science

Listening and Speaking

Sub-objectives, SWBAT (Sequenced from basic to complex):

Sustainability/Sustainable: Thinking about

Resources: The definition of a resource is

Conserve: To protect (something, especially

Reduce: make smaller or less in amount,

SmartBoard (if using powerpoint)

1. The teacher will introduce the topic of

1. The students will listen to the teachers

Differentiation: Vocabulary will be presented visually on a poster for students to see.

Teacher Will: (We do)

1. The teacher will begin an activity to

1. The students will listen as the teacher

the water we used?

Possible answers using the prompts could be:

Teacher Will: (You do)

1. The teacher will pass out Mr. Drippy

1. The students will brainstorm and write down

2. On the worksheet Mr. Drippy students

2. Students will ask a shoulder partner if they

conserve water by taking a 5-8 minute

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