Lesson Plan for Grade 5 Elementary School – IPAS

Tittle : Even Small Step is Important!

Key Concept
Ecosystem and Biodiversity

Key Ideas
Students understand flood can have negative effects on clean water supply and know how to
adapt to clean water crisis.

Assessment
Students are be able to create a water filter project as one adaptive way to face the impact of
flood to clean water supply.

Lesson Objectives:
1. Students are able to understand the cause and impacts of flood as one of climate
change impact to their life. (Cognitive)
2. Students are able to identify habits that can minimize water crisis. (Cognitive)
3. Students are able to be wiser in consuming water. (Social Emotional)
4. Students started to use water wisely by building up “save water behaviours”.
(Behaviour)

Syntax
1. Connect
Students will be given two videos about flood disasters happened recently in
Jembrana Regency, the negative effects of that disaster to the clean water supply and
human behaviours which cause it.
 2. Explore
Students will explore the negative effects of flood to clean water supply, list human
behaviours as the cause, the sustainable impacts on other living creature survival and
a way to adapt to the effects of flood to the clean water supply.
3. Action
1. Student watch videos
2. Students work in group to discuss the cause and impact of flood to clean water
supply and relate them to their own behaviour.
3. Students can mention habits to save clean water.
4. Students create a water filter made of eco-friendly materials in group
5. Students describe how the water filter works and how it can help human beings to
adapt to clean water crisis.
6. Students reflect on their activities.

Materials Needed
1. Pictures and videos about recent flood and other disasters in the region.
https://youtu.be/zpavd1KiUjI?si=9or0Ygs3oIwZXW96
https://youtu.be/ObxxFmLUz0Y?si=5cTswjthSWDHBrY-
2. Water Filter
- Used plastic bottle
- Cuter/scicors
- Sand
- Stones
- Cotton
- Use clothes
- Coconut fibers
- Contaminated/dirty water
3. Students’ Worksheet
4. Textbook

Learning Activities
Activities Define the Problem 15 minutes
1. Teacher shows 2 videos about Flood in Jembrana, Bali
which had caused so much damage on the regency’s
infrastructures and affect the citizens’ daily routines.
(Connect)
https://youtu.be/zpavd1KiUjI?si=9or0Ygs3oIwZXW96
https://youtu.be/ObxxFmLUz0Y?
si=5cTswjthSWDHBrY-
(STEM – Technology)
2. Teacher asks some key questions to lead students’ critical
thinking about the possible causes of the flood.
“How do you feel about the events in the video?”(Social
Emotional)
“What will you feel if those events happen in your
 area?”(Social Emotional)
“What can cause the flood?” (Cognitive)
“What behaviours can cause flood?” (Cognitive)
“Do you think your behaviours can contribute to the same
events?” Why?” (Social Emotional)
3. After the discussion, teacher asks the students about the
impacts of the flood to the clean water supply.
“Do you think flood can affect our clean water supply?
Why?” (STEM – Science)
4. Teacher gives brief overview.
5. Teacher asks the students what they can do if we face
clean water crisis. (Adaptation)
“What can we do if we face clean water crisis?”
Plan Solutions 60 minutes
1. Teacher introduces students with water purifier.
2. Teacher shows students the Water Purifier Materials
written above; and asks the students to plan what they
can do using those materials to purify water.
3. Students are divided into some groups.
4. Students worked in group of 4 students each.
(Collaboration)
Make a model (STEM - Engineering)
1. Students are given all the materials needed.
2. Students draw the design of the water purifier.
3. Students decided the material used. The less the better.
4. Students collaborate each other to create a water purifier
using the materials given.
Test the model 10 minutes
1. Students test their water purifier and present the result of
their project.
2. Teacher leads a discussion to every presentation by
giving other students chance to comment on each
presentation.
3. Teacher gives feedback.
Reflect and Redesign (STEM - Engineering) 30 minutes.
1. Teacher asks the students to reflect what they have
already done by asking some key questions.
“Are you satisfied with your product? Why? “
Which parts of your project do satisfy you the most? And
Which ones do not? Why?”
What will you do to accomplish better air purifier?
2. Teacher asks the students to redesign the product if
needed.
Assessment
1. Product
Students will be assessed per group to see if the water filter/purifier working. Students
will measure how much materials needed. The less the better.
Students will also decide which water purifier produces the clearest water. (STEM –
Math)

2. Behaviour
Students will be observed on the way they work and discuss together in term of
communication, job description and resilience. They will be also observed on the way
they show empathy on the climate change and water crisis.