Clean Water and Sanitation
Title of Project: Clean Water and Sanitation
Schools and Teachers
JFK Middle School Teacher: Casey Catterson
ENL Proficiency Level | ENL Program | Standards | Technology
Entering, Emerging, Transitioning | Stand-Alone | 6W5, 6SL1, 6W7 | BrainPOP, Google Slides
Assessments
Formal: Brainpop Quiz, comprehension questions, Frayer model vocabulary slides and initial “make a comment, question or connection” post-its.
Informal: Class discussions, questions, “What STUCK today?” wrap up exit tickets.
Description
In coordination of the Title III cohort and the drive to understand and act on the UN Sustainable Development Goals and Design Thinking via the LAUNCH cycle by John Spencer, this lesson will enhance the understanding of clean water and sanitation. This supports goal 6. Overall, this lesson is the beginning of a series in a unit study about clean water.
Content
I can read and understand articles about clean water and sustainability.
Language
I can define unknown words through the use of context clues and display knowledge through the use of Frayer model.
Technology
I can watch a BrainPOP video and record facts and information.
Procedure
The beginning of the LAUNCH CYCLE was used as a framework for these introductory lessons on Clean Water.
L: Look, Listen, and Learn
A: Ask a Ton of Questions
Day 1:
Students were introduced to new vocabulary using pictures, sentences and context clues (see vocabulary section for words).
Day 2:
Students were shown different pictures that related to clean water (or not clean water) and were instructed to make a comment, ask a question or make a connection on post-it notes. They then placed them on the board and we led a class discussion based off their inquiries.
Day 3:
Students were given an anticipation guide that provided statements they had to agree or disagree with based on clean water (see attached slides) and they were then asked to move around the room according to their questions. Class discussion was based off their answers.
Day 4:
Students completed Frayer models for vocabulary featured in this unit for comprehension.
U: Understand the Process or Problem
Day 5:
Students were shown the UN website and they were able to explore UN Sustainable Development Goals: Goal 6- Clean Water and Sanitation. They asked questions, looked through pictures and were given information in their home language as well as simplified language from the teacher.
Day 6:
Students watched the Water Supply video on BrainPop and answered questions, played games and took a quiz.
Day 7-8:
Students read the article and answered questions for understanding based on the Action Magazine article, Two Miles for a Drink of Water by Scholastic.
* Moving forward students will embark on the following “NCH” part of the LAUNCH Cycle and create meaningful posters about clean water to hang around the school.
Resources and Other Materials
Google Slides Presentation (coming soon!)
BrainPOP
John Spencer Launch Cycle information
Reflection
I really enjoyed this lesson! I think students were very engaged and this was relevant. We spoke about the idea of developing countries, the goal of the UN Sustainable Development Goals and how it can relate to their home countries and/or countries that they know people who live in.
The LAUNCH Cycle framework is really great. This was a wonderful way to get students motivated and guide the lessons based on their inquiries and wonderings.