Lesson+C+Game+Plan

LESSON C:

__ Objective for the Lesson __

 * Students will be able to develop an idea according to their prediction and experiment.
 * Students will be able to discuss their idea, how it's developed and their experiment.
 * Students will be able to discuss and explain all aspects of their project, data and how it was formulated and validated.

Have the students to look at various parts of a map and make predictions about the weather. Turn the TV to the weather channel and ask the students to look at various predictions and compare it to their findings so far. Ask them how important is it to predict and experiment and why is it important? Continue by asking them how important is the water conservation in the various parts of the world? ie. Florida vs. Nevada, California vs. Ga., New York vs. Idaho?

For diversity of the groups, have 2 of the groups discuss about predictions and an idea, while the other 2 discuss an idea and the data that's going to be collected. (10-15 minutes) Have the groups collaborate with their findings and spend the next 5 minutes placing it together for a final summary.


 * “Predict and Experiment”**

After making an observation and hypothesis, a scientist will always test it to prove its validity. Once the predictions are made now a scientist must execute his/her plan to test what has been observed and predicted.


 * STEP 1: Make the prediction** according to the hypothesis you created in the previous lesson. Drier Climate: People in Arizona or Las Vegas will use more water than people in Florida. Europeans: The average amount of water used by all American classes will be greater than the average amount of water used by all European classes. Geographical Areas: People who live above the equator will use more water than people who live below the equator. Near Oceans: People in New Jersey will use less water than people in Kansas.


 * STEP 2: DEVELOP AN IDEA**. Brainstorm several of the before mentioned and decide as a class which one to choose. Use the following questions below to help you solve and develop an idea.

How do you think the average amount of water you use in one day compares to what other Americans use?

Do you think people in other parts of the world use more or less water than Americans? Why?

What factors contribute to water usage?

How do you think you could conserve water usage?

(Some examples might be:)

People in drier climates use more water than people in rainier climates. Americans use more water than people in Europe. Water usage depends on geographical location. People who live near oceans use less water than people who do not.


 * STEP 3: EXPERIMENT.** Research the various water amounts in various states who’s climate is drier and those who’s climate is rainier. Compare the results to your own state’s climate and water usage.


 * STEP 4: DATA.** Once the data has been collected, discuss in what ways water can be conserved both in the rainier climates and drier climates. Discuss ways you can use less or conserve water in your household.

Use the following websites to continue to validate your observation, experiment and discussion. It's very important you focus on the method and steps of creating a hypothesis, experiment, data and validating your sources/research.

__ Technological Resources to Research and to help in the aide of teaching water conservation. __

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Upon viewing these resources, you'll find many examples of water conservation, ways you can incorporate it on a small-bigger level and the importance of conserving water.

__ Video Resources: __

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__ Assessment of the Objectives: __

Watching videos from previous Lesson and discussing how to make a observation and hypothesis. Student discussions, observation and verbal reasoning will be used to assess student learning.

__ SUMMARY __

Students will discuss what they've found, how they think scientists make their predictions, data and how they validate conclusions/findings. Students will discuss their findings of how they can make predictions according to their observations, predictions and data.. Give examples according to their project and their findings from the videos and previous lessons. Continue to discuss the videos and resources as they provide vital and inclusive details which can help you in your research. A small survey will be given at the end of the lesson containing questions which address the unit, project and what they have/have not learned, what more they want to learn and any further information they would like to gain from this project or others like it.