Subject Matter area

Mathematics and Science

Time duration

Combined subject

Social Studies, Language and Art

Topic

Mapping water resources in school

Grade

4-6

Specific concepts covered in the lesson

1. World’s water resources
2. Water resource in school
3. Drawing a map

Human values addressed

1. Truth : curiosity and having a spirit of inquiry in water resources in school and in the earth
2. Right conduct: setting the goal for their own learning
3. Peace: self-confident in presenting their finding or their tasks to people
4. Love: responsibility and engage in their own learning
5. Non-violence: awareness and concern about the limited water resource in our world

Lesson objectives

At the end of the lesson, learners should be able:

1. To understand and explain about water resources in school
2. To describe the distribution of water on earth and how much water is actually available to us
3. To be able to present their finding, knowledge and understanding in variety of methods

Materials needed

1. Song
2. Local water supply / resource in school  
3. Stationeries
4. Resource person in school  and communities

Teaching-Learning Steps:

 150 mins

Introductory or Motivational activities

1. Introduce the song of school, or any song which related to school
2. Ask learners think about the school environment, which area that they like the most
3. Ask learners to discuss with peer about the water resources in school
4. Overview the learning outcome of session that they will explore about water resources by survey around school

10 mins

Lesson proper

Activity A: Generate idea about making a map

1. Present the example of variety types of map and encourage them to think about:
1. What are main components of map?
2. What is the benefit of direction and points of compass?
3. Why do we use symbols in map? How is important?
4. How do we set scale of map?
2. Ask learners plan to work together by determine the direction, symbols, scale etc., then work in to group
3. Divide school area in to 4 parts, each group will draw the map in each part, then will get together for matching each parts into one map

30 mins

Activity B: Drawing a map of water in school

1. Take the learners walk around school, point the area that they have to write the map.
1. Let them familiar with the area and encourages them to measure the area by using their body as a tool such as how many steps of length of the pond
2. Encourage learners to mark the area of water usage spot such as tap, water supply, water drinking filter etc.
3. Ask them to draw the pipes for connecting the water usage spot together to see how water flowing in school
2. Give 20-30 minutes for drawing the map
3. Whole class discuss about the whole map and complete it

40 mins.

Activity C: Our school’s water resources

1. Paste the completed map of water in school in the class
2. Each group discusses “where is the water that we use in school from?”
3. Each group make mind map to summery the main idea of water resources in school, for example of mind map as below

1. Each group present their work to the class

15 mins.

Process

Steps

Note: time, etc.

Preparation for learners to participate in the activities

1. Group work set up
2. Check learning materials

1. Get in to group about 5-6 members each group
2. Choose leader of group and also choose secretary of group
3. Checking your materials as below:

• Large container
• Small transparent container
• 2 small dishes
• Measuring cylinder
• Teaspoon
• Ink-dropper
• water

1. in classroom  or opened area
2. 5 minutes

Activities:
Step by step guidance for learners (incl. questions, and expected answers)
-    Group work to explore amount of distribution water on earth

The tasks : Measure amount of water into small transparent containers as steps below:

1. Take 12 spoons of water from a large container which contents 2200 ml of water: This is represents the total amount of fresh water on earth, including the water founding lakes, rivers, ice-caps and as groundwater. The water that remains in the large container represents salty water found in oceans and seas.
2. Take out 2 spoonfuls of water from container item 1 which contain 12 spoonfuls of water: This is represents the groundwater
3. Remove a half-a-spoon of water from container item 1 which now has only 10 spoonfuls of water: This represents the water found on surface of the earth in freshwater lakes.
4. Use an ink-dropper to take 1 drop from the container in item 1: This represents the amount of water found in rivers
5. So that, the container item 1 remain about 9 spoonfuls of water: This represents the amount stored in ice-caps
6. Compare the quantities of water in each container
7. Find out more information about world’s water resources from knowledge sheet, books, internet, CD-ROM etc.
8. Prepare to present the finding and world’s water resources to the class

1. in classroom  or opened area
2. 30 minutes

Expected Results (what, in what forms, how and who to assess)
- The results of experiment
- Presentation

Present the result of experiment and describe about world’s water resources to the class

1. in classroom
2. 10 minutes

What

How

Who (Assessor)

Knowledge

1. The interconnection between water and other things
2. Water issues in school
3. Presentation skills about their finding about water

1. Assess mind map of water issues and their presentation (For example: see Evaluation Form 1)
2. Assess the task of data colleting in the causes and effects of water issues in school (For example: see Evaluation Form 2)
3. Observe the group discussion in the causes and effects of water issues in school

1. Assess summary their ideas in mind map of causes and effects, then present to the class

(For example: see Evaluation Form 3)

1. Peers assessment
2. All Learners in the class brainstorm about “What are the criteria of good mind map of water issues in school, collecting data and Mind map of causes & effects of water problem?” 
3. Encourage learners to create the rubric to assess their work by themselves

1. Use this Evaluation Form to assess learners’ exhibition and performance by learners themselves
2. Teacher and parent (if invite them to observe in activities) can use the same Evaluation Form

(For example: See the Evaluation Form 1-3 )

Scientific Inquiry Skills

1. Data colleting skills which related to water
2. Analyze skills
3. Writing skills in any topic about water

Affective/Attitude Expression

1. Aware about water is a limited resource in the world
2. Aware about water issues in school

Values Expression

1. Aware about water is a limited resource in the world

1. Observe group discussion in the causes and effects of water issues in school
2. Assess the summary of their ideas in mind mapping,
3. Assess the presentation

Personal Expression

1. Realize their inappropriate behaviors in water usage
2. Attempt to reduce  inappropriate behaviors in water usage

1. Observe from the last session, learners assess their inappropriate behaviors and write down the piece of paper
2. Record their engagement to reduce these behaviors (in the closure activity)

No

Items

score

Remarks

1

2

3

1

Cover all concept

4-6 scores = grade 1
7-9 scores =grade 2
10-12 score = grade 3

2

Sequent of writing

3

Creative

4

Good presentation

Total score

No

Items

score

Remarks

1

2

3

1

Accurate data (from the right sources etc.)

4-6 scores = grade 1
7-9 scores = grade 2
10-12 score = grade 3

2

Covering all information and details

3

Creative and easy to use and understand

4

Group working

Total score

No

Items

score

Remarks

1

2

3

1

Clear concept

5-7 scores = grade 1
8-12 scores = grade 2
13-15 score = grade 3

2

Thinking skills

3

Wide interconnection to other things

4

Adding values and moral

5

Good presentation

Total score

No

Items

score

Remarks

1

2

3

1

Present information with confidence and at a pace that is appropriate to the audiences

4-6 scores = grade 1
7-9 scores = grade 2
10-12 score = grade 3

2

Present information using a range of communication styles appropriate to different learning styles.

3

Use a range of audio visual aids with confidence

4

Interpret content and apply it in a way that is relevant to the audiences

Total score

Subject Matter area

Mathematics  and Science

Time duration

Combine subject

Social studies, language and Arts

Topic

Explore about the water consumption

Grade

4-6

Specific concepts covered in the lesson

1. Water consumption in school, houses, health center, police station, etc.
2. The interconnection between water and other things
3. Data colleting skills which related to water

Human values addressed

1. Truth : curiosity and having a spirit of inquiry in water consumption in community and predict the future feather if there is no water
2. Love: helping and sharing their responsibility during group working
3. Non-violence: awareness the value of water to all living thing and non-living thing

Lesson objectives

At the end of the lesson, learners should be able:

1. To understand about water consumption in communities
2. To be able to collect data of water consumption in communities
3. To analyze the situation of water utilization in school and make connecting to the real world situation of water utilization 
4. To be able to present their finding, knowledge and understanding to others

Materials needed

1. Local water supply / resource in school and communities
2. Knowledge sheet of World situation in water usage
3. Resource person in school  and communities
4. Picture card of food, plants, people, fish, taps, pips etc.
5. Stationeries

Teaching-Learning Steps:

180 mins

Introductory or Motivational activities

1. Introduce “matching game”, tack cards of things/objects/equipments which related to water on learners’ back (5-6 copies of  each picture such as taps, pipe, basin, boat, fish, human, cloud, plant, food for dividing learners in to 6 groups of 5-6 people in each group)
2. Learners have to find persons who is in the same group without making noise in 1 minute
3. After get in to group, ask learner discuss about how is their picture related to water?
4. Present briefly to others about their ideas

10 - 15 mins

Lesson proper

Step 1: Activity A - Plan to collecting water consumption

1. Learners work in same group, discuss and plan to investigate the water consumption in the 6 places in communities as below, (see learners activity worksheet and Learner record sheet)

        Group 1: school
Group 2: small house
Group 3: big house
Group 4: health center
Group 5: police station
Group 6: temple

1. How much water dose the place use per month in last 6 months?
2. How much dose it cost of water per month, and in last 6 months?
3. How many people use water in that place, and how many living things live in that place?
4. What dose the water usage?
5. How will you get this data?
6. How will you record the data?
1. Stimulate learners work in systematic by creating  the data collecting form (for example see Learner record sheet)

25-30 mins

Step 2: Activity B - Collect water consumption

1. Learners collection data as their plan and fill data in the Learner record sheet which they created
2. Ask learners present their information in bar/line graph to the class and find out the answer of questions below:
1. Can you predict, how much does that place use water in next month?
2. How much does that place use water per year?
3. How do you calculate, how much dose it cost for water consumption per person per day? 
4. How much a minimum of water that we can use per person per day?
3. Each group will take about 3 minutes to present their finding

Note: Learners can collect data during free time in evening or on the weekend

60 mins.

Linkage with human values:

1. After the presentation of each group, provide more information about the situation of water utilization by providing information sheets, or let learners searching information from website, books, newspaper… any source is ok, but just make sure that it shouldn’t take much time in finding the information, these question below to encourage the class to think about water consumption on earth
1. What do you think how much water do we use per person per day?
2. How is the situation of water usage in our world?
3. What do you think which problems we will face on in the water shortage?
2. Learners work in same group to finding of problems/effects that we will face on if there is water shortage

Group 1 What will happen to our house?
Group 2 What will happen to our school?
Group 3 What will happen to our communities?
Group 4 What will happen to the forest?
Group 5 What will happen to our country?
Group 6 What will happen to our world?
Questions for each group

1. List the problems / effects by brainstorming
2. Collecting the opinions/ ideas from other people for example: teachers, directors, parents, friends, other learners, adults etc. or finding information from books, magazines, VDO, internet
3. Present their ideas by drawing big picture/poster

60 min

Closure

1. Ask learner sit in circle around the small water bowl, ask them look at water bowl and take about 1 minute to reflect themselves about “What have you learned about water?” today
2. Write down the idea on the card in only one concept in each card, for example “We cannot live without water” or “I never concern about water shortage in near future before, from now on I promise that I will think before use water” etc.
3. Each learner will read their card to other one by one, and take all cards paste on the wall of classroom

 Note: Teacher can ask learners express their learning about water on their writing, the topic should be “water for life” etc.

1. Teacher provide learners to write passage about “water for life” after class

20 mins.

Assessment / Evaluation

1. Observe learner performance and behavior in responsibility: working in group
2. Work  tasks assessment: Data Collecting form, Graph and presentation of their finding about water consumption in communities, Picture/poster of the effects and impact of water shortage and writing
3. Self-evaluation: what have they learned about water from this session? (See assessment sheet)

Process

Steps

Note: time, etc.

Preparation for learners to participate in the activities

1. Group work set up

1. Get in to group about 5-6 members each group
2. Choose leader of group and also choose secretary of group
3. The group make understanding about their tasks by read through this sheet work

1. In classroom
2. 5-7 minutes

Activities A:
Step by step guidance for learners (incl. questions, and expected answers)

1. Plan to collecting water consumption

1. You work in group, discuss and plan to investigate the water consumption in one of these places below:
2. Group 1: school
3. Group 2: small house
4. Group 3: big house
5. Group 4: health center
6. Group 5: police station
7. Group 6: temple
8. These are some questions for leading you to achieve your tasks
9. How much water dose the place use per month in last 6 months?
10. How much dose it cost of water per month, and in last 6 months?
11. How many people use water in that place, and how many living things live in that place?
12. What dose the water usage?
13. How will you get this data?
14. How will you record the data?
15. How do you work in systematic by creating the data collecting form? See the example in Learner record sheet

1. In classroom
2. 25 minutes

Activities B:
Step by step guidance for learners (incl. questions, and expected answers)

1. Collect water consumption
2. Presentation their finding

1. Take about 60 minutes to collecting the  data at the site as your plan and fill in Learner record sheet that your group created
2. From collected data, your group has to make bar/line graph for presentation to the class
3. Make understanding among your group and preparation the presentation in the area below:
4. Can you predict, how much does that place use water in next month?
5. How much does that place use water per year?
6. What do you think how much water do we use per person per day?
7. How do you calculate, how much dose it cost for water consumption per person per day? 
8. How much a minimum of water that we can use per person per day?

1. The  target site
2. 45 minutes
3. Your group can collect data during free time in evening or on the weekend

Expected Results (what, in what forms, how and who to assess)

1. note/table which records information of water consumption
2. graphs of amount of water consumption in specific place

Plan and present your finding to the class

1. in classroom

- 15 minutes

Month

Amount of water usage

Cost of money

Water usage activities

Remarks

1

- drinking: drinking from the tap without glass
- cooking
- plants watering
- …………………………………………….

- need to do something

2

3

4

6

Subject Matter area

Social Studies

Time duration

Combine subject

Science, Mathematics, Thai language and Arts

Topic

Culture, beliefs and tradition of water conservation

Grade

4-6

Specific concepts covered in the lesson

1. Culture, beliefs and traditional which related to water conservation
2. Critical thinking skills

Human values addressed

1. Non-violence: Awareness in the culture, beliefs and traditional of water conservation
2. Peace: Enjoy life and happiness in festival
3. Truth: Analyze the current issues in water conservation activities which on the way of life of people
4. Right conduct: Determine the appropriate behaviors for water conservation

Lesson objectives

1. To understand the underline beliefs of festival which related to water conservation
2. To analyze the culture activities of  water conservation in order to find out the strengthen and weak points
3. To determine the appropriate behaviors/procedure of culture activities of  water conservation

Materials needed

1. Song “Loy krathong”
2. Resource : VDO, pictures, books, magazines of culture, beliefs and traditional of water conservation
3. Others materials and equipments of festival which learners will provide by themselves.

Teaching-Learning Steps:

120 mins

Introductory or Motivational activities

1. Teacher and learners sing a song “Loy krathong”
2. Let learner get in to peer and discuss about what do they like the most in Loy krathong day

Note: Teacher can use the song which related to the festivals or events about water in their culture, tradition and beliefs

5-7 mins

Lesson proper

Activity A: Drawing previous experiences (5-7 minutes)

1. Give learners about 5 minute to brainstorming about beside Loy krathong day, what else festival or events which related to water such as Songkran day. Boat racing, Illuminated Boat Procession ,Yon Bua (Receiving Lotus Festival)  etc., and write in mind map as below

Note:   Teacher can draw out the ideas on the festivals or events about water in their culture, tradition and beliefs

1. Give each learners about 1  minutes to think about only one festivals, then express their memories
2. Present their ideas to the class in brief

5-7 mins

Activity B: Explore the festivals

1. Divide learner in to 4-5 groups of festivals (each group about 6-7 persons) which depend on their interests such as 1) Loy krathong day 2) Songkran day 3) Boat Racing 4) Floating boat Firework
2. Ask each group find out the information from library, internet, VDO, book and magazines, then
3. Their tasks is to do the exhibition and role play about that festival which cover the areas as below (See Learners Activity Worksheet)
1. What are the main activities of that festival?
2. Why this festival is conduct? What are the purposes?

Note: Learners will give enough time to plan and preparation on their exhibition and role play

1. Give each group about 10 minutes to perform the exhibition and role play in their finding

90 mins

Linkage with human values:

1. Learners get in the same group as they performed the festival, discuss and analyze in areas as bellow:
1. Are these festivals can continue serve the water conservation? Why or why not?
2. List the reasons of why and why not in flipchart, for example Table 6.H.4.1 of Festival: Loy krathong day is given on Attachment 6.H.4.1
2. Each group rotate to add ideas in every flipchart
3. Teacher should emphasis the values of

25 min

Closure

1. Learners still work in same group

1. Each group present to the class

Note: Teacher can let learners plan to perform the exhibition and role play or present their ideas to other classroom in school or to design the parade in communities

5 mins.

Assessment / Evaluation

1. Observe learner performance and behavior in responsibility
2. Work  tasks assessment; writing, mind map
3. Interview
4. Self-evaluation

Yes! Because………

No! Because…………

1. Promote awareness and respect in water
2. Initiative many good water conservation project which related to this festival
3. …………………………………
4. …………………………………
5. ……………………………… ….
6. ……………………………………

1. Krathong which made from various of materials polluted water
2. Firework is dangerous
3. This event provide a youngster to spoil themselves which inappropriate way of Thai culture
4. ……………………………………
5. …………………………………

Process

Steps

Note: time, etc.

Preparation for learners to participate in the activities

1. Seek and search about the festivals or events in their culture which related to water

Assign learners to seek or search the information of festivals or events in their culture which related to water which is their responsibility by Interviews their family

1. In free time, about 1-2 days before delivering  lesson plan

Activities:
Step by step guidance for learners (incl. questions, and expected answers)

1. Group work in explore the festivals or events in their culture which related to water

1. Your group festival is
2. Choose your leader and secretariat  for more effective group
3. Take about 40 minutes to find out the information from library, internet, VDO, books and magazines about your festival in this main area as below: 
4. What are the main activities of that festival?
5. Why this festival is conduct? What are the purposes?
6. Then, you will prepare your exhibition and role play about that festival which respond to the 2 questions mentioned above

- In library, computer room
- Resource person

Expected Results (what, in what forms, how and who to assess)
Exhibition and role play of festivals and events which related with water conservation

1. You will take about  10 minutes to set up your exhibition and role play about that festival which respond to the 2 questions mentioned above
2. Your group will be given about 10 minutes to perform the exhibition and role play in their finding to the class

In classroom  or the hall room that have space enough to set up the exhibition

What

How

Who (Assessor)

Knowledge

1. Festivals or events in their culture, beliefs and tradition which related to water conservation

1. Present their finding about festivals/events by set up the exhibition and perform the role play (For example: See the Evaluation Form 1 )

Peers assessment

1. All Learners in the class brainstorm about “What are the criteria of good exhibition & performance in festivals / events?” 
2. Encourage learners to create the rubric to assess their work by themselves
3. Use this Evaluation Form to assess learners’ exhibition and performance by learners themselves
4. Teacher and parent (if invite them to observe in activities) can use the same Evaluation Form

(For example: See the Evaluation Form 1, 2 and 3 )

Scientific Inquiry Skills

1. Analyze the culture activities of  water conservation in order to find out the strengthen and weak points.

1. Learners work in group to fill up the Table 1    (For example: See the Evaluation Form 2)

Affective/Attitude Expression

1. Aware about the current situation of the water conservation which related to their culture, beliefs and tradition

1. Learners work in group to fill up the Table 1   (For example: See the Evaluation Form 2)

Values Expression

1. Determine the appropriate behaviors for water conservation

1. Learners work in group to make a report on ways to conduct festival
2. Present their report to the class  (For example: See the Evaluation Form 3)

Personal Expression

1. Enjoy life and happiness in festival

Observe from participating in activities    (For example: See the Observation Form 1)

No

Items

Score

Remarks

1

2

3

1

Accurate data

5-7 scores = grade 1
8-12 scores = grade 2
13-15 score = grade 3

2

Covering all information and details

3

Creative and all member participation

4

Lively and Enjoyable

5

Preparation

Total score

No

Items

Score

Remarks

1

2

3

1

Cover all concept

4-6 scores = grade 1
7-9 scores = grade 2
10-12 score= grade 3

2

Accurate information

3

Base on data/information

4

Linking and connecting information

Total score

No

Items

Score

Remarks

1

2

3

1

Moral concerning

4-6 scores = grade 1
7-9 scores = grade 2
10-12 score= grade 3

2

Long term solutions

3

Base on data/information

4

Linking and connecting information

Total score