Monday, October 20, 2014

Watershed


Lesson/unit plan
contributed by an
eMINTS teacher

published on: 2/23/2010

Contributing Teacher(s): Carla Easley

Subject Area: Science/Earth

Grade Range: High School (9-12)

Materials Needed: Computers PowerPoint

Objective: Students will demonstrate their understanding by creating a public service message, as a PowerPoint or brochure, to the public about how to protect the watershed area and the importance of following the guidelines they have developed.

Essential Question: What elements are important for maintaining a safe water supply and what can you do to convince the citizens in our area, your age and older, about the importance of protecting our watershed area for a safe public water supply?

Process Standards:

  • Goal 1.4 use technological tools and other resources to locate, select and organize information
  • Goal 1.8 organize data, information and ideas into useful forms (including charts, graphs, outlines)
  • Goal 2.1 plan and make written, oral and visual presentations for a variety of purposes and audiences
  • Goal 2.4 present perceptions and ideas regarding works of the arts, humanities and sciences
  • Goal 3.5 reason inductively from a set of specific facts and deductively from general premises

Content Standards:

  • Science 5. Processes (such as plate movement, water cycle, air flow) and interactions of earth’s biosphere, atmos...
  • Science 7. Processes of scientific inquiry (such as formulating and testing hypotheses)

    Differentiation:
    Students in the first group will work together as a team to compile information from each website. Some years I have an aide available to work one on one with students with limited ability to assist them with compiling information. When an aide is not available, I group different abilities within the same group.

    Description: Students will demonstrate an understanding of the size of the watershed areas are for our water district, and how the actions of citizens in the area can affect the quality and supply of water.


    Classroom Component:

    Grade Level Expectations:

    52E7a: Strand: Earth Systems

    2. Earth’s Systems interact with one another as they undergo change by common processes
    E. Changes in the form of water as it moves through Earth’s systems are described as the water cycle
    7. Scope and Sequence-Weather and Climate
    a. Explain and trace the possible paths of water through the hydrosphere.

    53A7b:
    Strand: Earth Systems

    3. Human activity is dependent upon and affects Earth’s resources and systems
    A. Earth’s materials are limited natural resources affected by human activity
    7. Scope and Sequence-Weather and Climate
    b. Provide examples of how the availability of fresh water for humans and other living organisms is dependent upon the water cycle.

    71C7a:
    Strand: Scientific Inquiry

    1. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking
    C. Scientific inquiry includes evaluation of explanations (laws/principles, theories/models/in light of evidence (data) and scientific principles (understandings)
    7. Scope and Sequence-All Units
    a. Use quantitative and qualitative data as support for reasonable explanations (conclusions).

    71D7a:
    Strand: Scientific Inquiry

    1. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking
    D. The nature of science relies upon communication of results and justification of explanations
    a. Evaluate the reasonableness of an explanation (conclusion).

    NETS Standards:


    A1. Use appropriate tools and techniques to gather, analyze, and interpret data.
    A2. Technology used to gather data enhances accuracy and allows scientists to analyze and quantify results of investigations.
    G1. Women and men of various social and ethnic backgrounds engage in the activities of science, engineering, and related fields.

     


    Resources

    Salt River Group

    Long Branch Group

    General Group A

    Group B

    Field Trip to an area Water Treatment Plant for all the class to attend.


    Management:

    Each student will have access to a computer to use for research. The class will be divided into four groups, one group for each set of websites. After examining the websites for two class periods, one authority from each website group will gather together to form a new group.
    The class will be able to take pictures when they tour a water treatment plant. This will also provide opportunities for questioning the experts at the plant. The information gained from the trip will be available for the final project.
    Each of the students in the second group will work together to analyze the information discover in the first group. The students will decide how to use the information to create their Public Service Announcement in the form of a PowerPoint or brochure.

    Engage:

    The teacher will ask students:

    • Where does the water in the drinking fountain come from?
    • What is a watershed?
    • What land on the map is included in the watershed in this area?
    • How do the actions of people 50 miles or 100 miles away influence the water quality in this area?

       

    Explore:

    The class will be divided into 4 groups. Each group will investigate one group of websites and become an authority for that website. Information m

    For additional information contact :
    Carla Easley
    Bevier High
    Bevier C-4
    (660) 773-5213
    EMAIL:
    carlaelmer56@aol.com

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