Lesson Plan
The Scholastic website provides the lesson plan titled ‘Water Conservation: What’s the Big Deal?’ The lesson plan is ideal for grade 6-8, and it lasts for 40 minutes. The objective of the lesson plan is to teach students on New Jersey’s water supply and also teach them the importance of conserving water. Materials that will be needed for the lesson plan include two empty plastic cups, cups with rocks, gravel, and sand, tap water, water wisdom activity sheet printable, and an optional water system model. During instruction, the class will be set off the water wisdom activity sheet printable. Additionally, the lesson plan provides a 7 step lesson direction which includes asking the student to build layers of sediments using the content in cups, asking the student to observe while water is poured on the sediments, teaching students the meaning of aquifer, and teaching about drought. Additionally, the student will be separated into groups and asked to read the worksheet together, ask them if New Jersey is running out of water and effects of pollution on drinkable, and finally encouraging students on the importance of water conservation. Lesson extensions will include having students to do an online search for additional information on local aquifer and building of model water system.
Cognitive Objectives
Objective 1
By making the students to prepare sediments, asking them to observe while I poor tap water in, and writing the word aquifer on the board and explain, the student should be able to define aquifer as demonstrated orally or in writing. Level: Knowledge
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The objective is focused on knowledge acquisition where the student is expected to remember, recognize or recall what they learned (Verenna et al. 2018). Some of the verbs related to the objective include acquire, repeat, memorize, relate, know, define, recall, recognize, reproduce, describe, underline, tell, and record.
Objective 2
Given the discussion on drought, water shortages, and recent water restrictions, the student will be able to evaluate the different human activities that negatively impact water systems, and he or she should be able to compare advantages and disadvantages of the activities, whether orally or in writing.
Level: Evaluation
The objective necessitates a need to make judgments by critiquing and checking the standards and criteria provided. In other words, it shows the students ability to put facts together and create a new coherent whole (Assaly & Smadi, 2015). Some of the verbs associated with the objective include criticize, deduce, measure, appraise, value, infer, consider, validate, argue, decide, conclude, evaluate, compare, assess, and judge.
Objective 3
At the end of the lesson, the student will be able to comprehend and the critical water conservation measures and explain how they will help in protecting aquifers in written on oral form to meet the criteria of realistic, measurable, and observable.
Level: Comprehension
The objective requires students to grasp and construct meaning from what they learned from class. The activities involving the objective include explaining, inferring, summarizing, classifying, reiterate, summarize, express, exemplifying, and interpreting (Verenna et al. 2018). Some of the verbs that relate to the function include representing, interpret, identify, discuss, review, infer, discuss, describe, explain, express, report, recognize, restate, and locate.
Affective Objective
By letting students create the sediment layers, grouping them separately to read the worksheet together, and asking them to perform further research on the aquifer, they will be able to demonstrate ability to work in teams as well as ability to take up responsibilities as measures on a checklist of students that did not take the lesson.
Level: Characterization
Affective objectives are designed to change the attitude of the students (Wilson, 2016). From the objective, the students will learn the value of working in teams and the value of being responsible. The learner should be able to act according to the values learned consistently. It is the highest level of internalization and the behavior acquired reflects the general set of values and the philosophy of life. Thus learner can practice the beliefs and values. Some of the verbs associated with characterization include judge, resolve, review, conclude, and internalize.
Psychomotor Objective
Upon the completion of the building a working model of the water system with the class, each student should be able to build one model without assistance from other students in at least one-day duration. Level: Origination
The goal of incorporating a psychomotor objective is to ensure that the student learn physical skills (McLain, Pratt, & Bell, 2014). The objective is essential to gaining more understanding of the water system and appreciating the importance of the water conservation. However, the focus of the objective is the student’s ability to develop a working water model system. The level involves the ability to use the skills learned by showing them by completing the tasks. Proficiency in this level will be demonstrated by the ability to develop models without strain, highly coordinated performance, accuracy, and speed of completing the model. Verbs that are related to the level include design, create, construct, arrange, and compose.
Enabling Objective
Terminal Objective 2: Given the discussion on drought, water shortages, and recent water restrictions, the student will be able to evaluate the different human activities that negatively impact water systems, and he or she should be able to compare advantages and disadvantages whether orally or in writing.
Conclusion
Each of Bloom’s level describing the expected objective from the lesson. I chose the verbs as they help in systematically assessing the objective that the student is expected to learn at the specified level. Each verb in the provided levels expresses the learning objective which can easily be mapped on the cognitive process of the students. I chose to expand on objective two because it is the most essential for students to understand problems with water shortages. Once the students attain the goals of the objective, they will be able to comprehend water conservation measure with ease. The enabling objective provides manageable steps for students to attain a terminal objective (O’Neil et al. 2014). The enabling objectives I chose will make it easier for students to understand causes of water shortages while thinking of the critical measures needed to counter the activities.
References
Assaly, I. R., & Smadi, O. M. (2015). Using Bloom’s taxonomy to evaluate the cognitive levels of master class textbook’s questions. English Language Teaching, 8(5), 100. McLain, M., Pratt, A., & Bell, D. (2014). Show-How Know-How Part Two; Theory and practice for demonstrating in design and technology. D&T Practice: The Design and Technology Publication for the Profession, 1, 32-34. O’Neil Jr, H. F., Slawson, D. A., & Baker, E. L. (2014, January). Design of a domain-independent problem-solving instructional strategy for intelligent computer-assisted instruction. In Intelligent Tutoring Systems (pp. 83-118). Psychology Press. Verenna, A. M. A., Noble, K. A., Pearson, H. E., & Miller, S. M. (2018). Role of comprehension on performance at higher levels of Bloom's taxonomy: Findings from assessments of healthcare professional students. Anatomical sciences education. Wilson, L. O. (2016). The second principle. Five Basic Types of Questions. "Water Conservation: What's The Big Deal? | Scholastic". Scholastic.Com, 2018, https://www.scholastic.com/teachers/sponsored-content/njaw/17-18/water-conservation-whats-the-big-deal/. Accessed 17 Apr 2018.
