Water and Global Responsibility STEM Unit
LP12_Final Concept Drawing
Lesson Plan 12: Final Concept Drawing
Overview
This lesson should be used at the end of the STEM unit to assess students’
understanding of where their water comes from. The concept drawing allows them to
consolidate concepts that they have developed through field trips, activities and lessons
during the STEM unit.
Background Knowledge:
The activity should fall at the end of a series of lessons in which students explore their
water source and how it is treated. An initial concept drawing should be done at the
beginning of the unit to assess prior knowledge. The two concept drawings can then be
compared to see the knowledge that students have acquired through the lessons.
Time Required: Varies depending on students. Provide at least one hour of class time.
Student may choose to spend more time working on the activity from home.
Grade Level: Grades 5 and 6
Subject Area: Science, Language Arts, Science and Art
Key Words: Water Source, Water Treatment
Alberta Curriculum Links: See curriculum link table.
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Water and Global Responsibility STEM Unit
Lesson Plan 12: Final Concept Drawing
LP12_Final Concept Drawing
30 minutes to 3 hours
Learning Expectations
1. Explain the steps your water goes through before it arrives at your tap.
Materials
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Glue and/or tape
Paper of multiple colours
Pencil crayons
Preparation
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Set-out supplies for students.
Introduction
5 minutes
1. Pass out students original concept drawings.
2. Tell students to look closely at their initial drawing and try to remember what
they thought about water treatment when they first drew it.
3. Ask students how they would change their drawings after what they have
learned in the unit.
Draft Concept Drawing
30 min – 1 hr
1. Ask students to prepare a rough draft of the revisions to their concept
drawing in their journal or on scrap paper.
Concept Drawing
30 min – 3 hrs
1. Ask students to create a new drawing or diagram to show where their water
comes from.
2. Tell them to start with the same water source from their home or school that
they used in their original drawing and work backwards showing all the
stages the water goes through.
3. Encourage students to keep thinking deeper, add colour, make connections,
properly label, etc.
4. Explain that they can use as much paper as needed (tape new pieces on in
whatever direction necessary).
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Water and Global Responsibility STEM Unit
LP12_Final Concept Drawing
Review
5 minutes
1. Ask students to identify the differences between their first and final concept
drawings, considering questions such as:
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What parts of your concept drawing are the same as your first drawing?

What do you know now that you didn’t know before?
2. Ask some students to share their insights in a full group.
Assessment
See concept drawing rubric at the end of the lesson plan.
Extension
1 hr
An excellent extension opportunity if you have time:
1. Ask students to discuss the differences and similarities between how water is
treated in Canada, and how it was treated in the other countries they
explored during the unit. Record answers.
2. Ask students to consider the benefits and drawbacks of these different
treatment methods.
Teacher Reflection
This was a big eye opener in terms of time consuming. Many drawings became very
intricate and detailed. Much of the work became homework because there wasn’t time
for completion. Be prepared to donate time for kids to really express their understanding.
This was one of the simplest ways to see the growth that the kids made through the
work.
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Water and Global Responsibility STEM Unit
LP12_Final Concept Drawing
Rubric for Concept Drawing
10
8
6
>4
I selected all important
concepts to put in my
drawing. The concepts
are arranged in a way
that shows
insightfulness and a
strong understanding of
the topic.
I connected all concepts
in a logical sequence.
I selected the most
important concepts
to put in my drawing
and arranged them in
a way that
demonstrates that I
understand the topic.
I selected very few
concepts to put on my
drawing and arranged
them in a way that
shows that I am
confused about how
they are connected.
Accuracy
All the links and
sequences I drew are
correct.
Most of the links and
sequences I drew
are correct.
I selected few
concepts to put on
my drawing and
arranged them in a
way that shows I
have a basic
understanding of the
topic.
I ordered concepts in
a simple sequence
and missed many
details.
Some of the links or
sequences I drew
are correct, but some
are incorrect.
Presentation
My drawing is very easy
to understand and eye
catching for the
audience.
Others can
understand what my
drawing represents
most of the time and
the presentation is
pleasing.
Some of my
drawings are difficult
to interpret, and
some of the drawing
is untidy.
Most of my drawings
are difficult to interpret.
The drawing looks
messy and is hard to
understand.
Criteria
Concepts
Structure
I connected most
concepts in a logical
sequence
I showed no
connection or
sequence between
concepts.
The links and
sequence I drew show
that I’m confused
about the topic.
Adapted from: Beyond Monet, Barrie Bennett and Carol Rolheiser, VISUTronX, 2001: permission to use or adapt.