ECOLOGY - quigleysciencestandardsquigleysciencestandards.wikispaces.com/file/view... · Web viewLesson Plans. Appendix A. Appendix B. Development Of The Unit Topic Through K-12

Part I

Surface & Ground Water

Clemson University

ECOLOGY

7th Grade Science

Lisa Muggeo12/6/2011

Part II Introduction

IntroductionThe South Carolina State Standards for 7th Grade Science state that “the student will

demonstrate an understanding of how organisms interact with and respond to the biotic and abiotic components of their environment.” (Standard 7-4 Ecology: The Biotic & Abiotic Environment) In order for a student the meet that standard they must be able to: “Summarize how the location and movement of water on the Earth’s surface through groundwater zones and surface-water drainage basins, called watersheds, are important to ecosystems and to human activities.” (Indicator 7-4.5) “Classify resources as renewable or nonrenewable and explain the implications of their depletion and the importance of conservation.” (Indicator 7-4.6)

Currently our country stresses the importance of taking care of our environment, and there are many reasons why. As the population of the world has increased we are using up our nonrenewable resources more quickly. As science has become more advanced we know which resources are nonrenewable. We also know a lot more about our groundwater and how pollution affects the ability to use water for agriculture, drinking, and hygiene.

As an educator it is important to not only teach students the necessary information but to make sure they can relate to why the information is important. The state of South Carolina says it is important for students to be able to understand the Earth’s surface water and its effect on ecosystems. But as a responsible human being I also feel that we should make sure students that pass through our classrooms learn how to also be conscientious citizens in their communities. This includes teaching them about their effect on fresh water and how they can personally make a difference.

Ecology is a large topic in seventh grade. Fresh water is only a portion of what ecology will cover. There are many relationships to water; it is such a crucial topic for students to understand because it will tie into learning about different biomes, habitats, natural hazards, soil quality and renewable and nonrenewable resources. To educate students about freshwater, so they are knowledgeable enough to associate it with the other ecology topics, several strategies will be implemented:

Students will learn new, mandatory vocabulary by reading their text, participating in class discussions and working to complete their vocabulary booklet (appendix A).

Students will participate in in-class demonstrations using models of watersheds, drainage, groundwater, rivers and streams

Students will visit a local body of water to make observations take samples, test the water and make observations.

Students will visit a water treatment plant to tour and be educated about the process in which water must be treated to be re-used.

A local guest speaker will visit and discuss the importance of keeping our bodies of water clean. They will provide an interactive demonstration for students.

It is essential that students that students learn about the location and movement of water on the Earth’s surface and how it is important to ecosystems and human activities. The objective of this unit on water will meet the state standards as well as foster student’s development with the rest of seventh grade ecology which includes biomes, abiotic and biotic factors, natural hazards, food chains, food webs, and conservation of resources as well as many other components.

2

Part II Introduction

Pacing Guide

Day Topic1 Freshwater Where does this water come from?

2 Streams Discuss the distribution of the Earth’s water, compare and contrast stream types

3 Lakes & Reservoirs Explain how lakes form, the organisms found and how lakes change over time

4 Water Treatment Plant Learn where drinking water comes from.5 Water Treatment Plant Field Trip

6Wetlands Describe a wetland, identify different types of wetlands, describe

some organisms that live in wetlands and the importance wetlands have on those organisms

7 Wetlands Discover the different types of wetlands.8 Wetlands Field Trip9 Watersheds Discuss water drainage

10 Non-renewable resources Learn the importance of keeping pollution out of our water sources

2

Part III Place Based Assignment

Place Based AssignmentIt has been an interesting experience working with students whose backgrounds are very

different from your own. It is important to research your “audience” so as to know how to best present your material. A persons “common knowledge” differs from state to state, even just county to county within the same state. My siblings and I were all born in New York to New York native parents. We were moved to, and raised on, Hilton Head Island in South Carolina. I attended Clemson University as an undergraduate, moved back to NY to work and have returned to Clemson for a graduate degree. In the south I’m told I am not a southerner and in the north I’m told I’m not a northerner. So when I come to a new place it is important for me to learn how people operate. It is interesting how communities in different parts of the country interact so differently.

I made an effort to meet with both of my cooperating teachers prior to the start of the school year. I even spoke with a principal in a neighboring school just to get an idea of what to expect. Because I knew I would be an outsider I thought it important to know the demographics of the students as well as the community dynamics.

Northwest Middle School is located in Travelers Rest, SC. Students who attend this school live within Travelers Rest and the surrounding areas which are largely agricultural. Northwest Middle School has a very homogenous student body. The majority of students are Caucasian and come from a low income household.

Many families make their living by doing some type of farming whether it is animals or crops. Yet many students do not fully understand the impact the farming creates on their community. They are not aware that not properly disposing of waste materials is hazardous to the soil and drinking water.

Travelers Rest is also in what you would call the foothills of the Blue Ridge Mountains. And because of this location it is even more important for students to understand the impact animals and humans have on ground water. Being at a higher elevation they must understand that pollution is carried to lower elevations by gravity and rain water. So their actions have a large effect on the drinking water for the entire county of Greenville.

Being such a rural area it becomes harder for organizations to regulate and educate people on the importance of taking care of our drinking water. This is why as an educator it is important to make sure students understand the consequences of pollution and that their actions have a much greater effect than they realize.

Science really can be attributed to everything we see and do. But because the United States is such a vast country and contains so many different ecosystems it helps to educate primarily about the ecosystem in which you live and what the possible effects are on others. Growing up in the Lowcountry I was always educated about sea life, beach and marshes. It helped me become a responsible person when living in those places. Teaching these students, who live in the foothills of the Blue Ridge Mountains in a deciduous forest, about how to properly take care of sand dunes might not be as appropriate as how to teach them about taking care of their local animal and plant life. Teaching students about their home and the impact it creates on others no only makes it relevant information it also makes it applicable. They can take their newly earned knowledge and use it within their own back yard and visually witness results.

Creating knowledgeable and aware young adults who use their scientific understanding for the good of our environment only helps to perpetuate a more caring generation.

3

Development Of The Unit Topic Through K-12

4

Kindergarten

K-2: The student will demonstrate an

understanding of the characteristics of organisms.

K-2.1 Recognize what organisms need to stay alive (including air, water, food,

and shelter).

K-4: The student will demonstrate an

understanding of seasonal weather changes.

K-4.1 Identify weather changes that occur from day

to day.

K-4.2 Compare weather patterns that occur from

season to season.

K-4.3 Summarize ways that the seasons affects plants

and animals.


5

1st Grade

1-2: The student will demonstrate an understanding of the special

characteristics and needs of plants that allow them to survive in their

own distinct enviornments.

1-2.1 Recall the basic needs of plants (including air, water,

nutrients, space and light) for energy and growth.

1-2.3 Classify plants according to their characteristics (including

what specfic type of enviornment they live in, whether they have edible parts and what particular kids of physical traits they have).

1-2.5 Explain how distinct enviornments throughout the

world support the life of different types of plants.

1-4: The student will demonstrate an understanding of the properties

of Earth materials.

1-4.1 Recognize the composition of the Earth (including rocks, sand,

soil and water).

1-4.4 Recognize the observable properties of water (including the fact that it takes the shape of its

container, flows downhill and feels wet.)

1-4.5 Illustrate the locations of water on Earth by using drawings,

maps, or models.2nd Grade

2-2: The student will demonstrate an understanding of the needs and characteristics

of animals as they interact in their own distinct enviornments.

2-2.1 Recall the basic needs of animals (including air, water, food, and shelter) for energy,

growth, and protection.

2-2.3 Explain how distinct enviornments throughout the

world support the life of different types of animals.

2-3: The student will demonstrate an understanding

of daily seasonal weather conditions.

2-3.1 Explain the effects of moving air as it interacts with

objects.


6

3rd Grade

3-2: The student will demonstrate an understanding of the structures,

characteristics, and adaptations of organisms that allow them to function

and survive within their habitats.

3-2.2 Explain how physical and behavioral adaptations allow organisms

to survive (including hibernation, defense, locomotion, movement, food

obtainment, and camouflage for animals and seed dispersal, color, and response

to light for plants).

3-2.3 Recall the characteristics of an organism's habitat that allow the

organism to survive there.

3-2.4 Explain how changes in the habitas of plants and animals affect their

survival.

3-3: The student will demonstrate an understanding of Earth's composition

and the changes that occur to the features of the Earth's surface.

3-3.5 Illustrate Earth's saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams and

glaciers.

3.3-7 Exemplify Earth materials that are used as fuel, as a resource for building

materials, and as a medium for growing plants.

3-3.8 Illustrate changes in Earth's surface that are due to slow processes (including

weathering, erosion, and deposition) and changes that are due to rapid

processes (including landslides, volcanic eruptions, floods, and earthquakes).


7

4th Grade

4-2: The student will demonstrate an understanding of the characteristics and patterns of behavior that allow organisims to survive in their own

distinct enviornments.

4-2.2 Explain how the characteristics of distinct enviornments (including

swamps, rivers and streams, tropical rain forests, deserts, and the polar

regions) influence the variety of orgaisms in each.

4-4: The student will demonstrate an understanding of weather patterns and

phenomena.

4-4.1: Summarize the processes of the water cycle (including evaporation,

condensation, precipitation, and runoff).

4-4.4: Summarize the conditions and effects of severe weather phenomena (including thunderstorms, hurricanes,

and tornadoes) and related safety concerns.


8

5th Grade

5-2: The student will demonstrate an understanding of relationships among biotic and abiotic factors

within terrestrial and aquatic ecosystems.

5-2.2 Summarize the composition of an ecosystem, considering both

biotic factors (including populations to the level of

microorganisms and communities) and abiotic factors.

5-2.3 Compare the characteristics of different ecosystems (including

estuaries/salt marshes, oceans, lakes and ponds, forests, and

grasslands).

5-2.5 Explain how limiting factors (including food, water, space and

shelter) affect populations in ecosystems.

5-3: The student will demonstrate an understanding of features,

processes, and changes in Earth's land and oceans.

5-3.6: Explain how human activity(including conservation

efforts and pollution) has affected the land and oceans of Earth.


9

6th Grade

6-4: The student will demonstrate an understanding of the relationship

between Earth's atmospheric properties and processes and its weather climate.

6-4.2 Summarize the interrelationships among the dynamic processes of the water cycle (including precipitation,

evaopration, transpiration, condensation, surface-water flow, and

groundwater flow

7th Grade

7-4: The student will demonstrate an understanding of how organisms

interact with and respond to the biotic and abiotic components of their

enviornment.

7-4.5 Summarize how the location and movement of water on the Earth's

Surface through groundwater zones and surfacte -water drainage basins, called watersheds, are important to ecosystems and to human activities.

7-4.6 Classify resources as renewable or nonrenewable and explain the

implications of their depletion and the importance of conservation.

Lesson Plans

Lesson Plans

Freshwater - The 5 E’s Lesson PlanName: Lisa Muggeo Date: 1 Day Lesson Name: Where is Earth’s Freshwater?

South Carolina Standards- include the full standard not just numbers

Standard 7-4: The student will demonstrate an understanding of how organisms interact with and respond to the biotic and abiotic components of their environment. (Earth Science, Life Science)

7-4.5: Summarize how the location and movement of water on Earth’s surface through groundwater zones and surface-water drainage basins, called watersheds, are important to ecosystems and to human activities.

The Central Idea- what is the central idea you want the students to take away from this lesson

Students will be able to understand aspects of fresh water as a shared natural resource, its availability and distribution on Earth. They will be introduced to several different bodies of fresh water and begin to discover how they are formed.

Engage- a way to connect past and present/ assess prior knowledge through discrepant event, intriguing question, acting out a problematic situation, etc.

Materials Needed:3 1L BeakersEyedropper

Begin with a 1L beaker of water. Fill the 1L beaker with water and explain to students that the beaker full of water represents all of the Earth’s water. Empty 27mL into an empty beaker and explain that this is the amount of water that is ice or in the ground. Take an eyedropper and take 10 drops out of the original beaker and drop it into another empty beaker. Explain to students that this is all of the Earth’s water that is contained in lakes and rivers. The remaining 972 mL of water represents the amount of water in the oceans.

Explore- students have the opportunity to get directly involved with phenomena and materials and develop an experience with the phenomenon. The teacher acts as a facilitator providing materials, etc.

Discuss the vast difference in amount to studentsAsk students:

Why might it be important to take care of our fresh water supply? Because if we pollute our water supply we may run out of drinking water and humans, plants and animals all need fresh water to survive.

Can we drink salt water and survive? Make sure students realize that we cannot survive if we had to drink salt (ocean) water, and that it is not economical to remove the salt from ocean water for public drinking water. So the salt water is not available for drinking.

Can we use the ice for drinking? The majority of ice that is referred to is frozen glaciers located in the North & South Poles. Again that would be very difficult to access and purify for drinking water. So the ice is also not available.

Explain- the learner begins to put the abstract experience through which she/he has gone through into a communicable

Ask the students to write an answer in their journal to: Why is water important? Allow 5-7 minutes for students to write.

10

Lesson Plans

form. This is where the teacher can further assess misconceptions of knowledge.

Have several students read their responses. Discuss as a class and make sure students understand that all living things need water to carry out their body processes. And also many things live in water (ocean and ponds). Plants that make their own food need water for photosynthesis.

Elaborate- the students expand on the concepts they have learned, make connections to other related concepts, and apply their understandings to the world around them.

Bring up the website http://thewaterproject.org/

Ask students:How can we help ensure the world has fresh water?

Go through the website, show students several statistics, and discuss the importance of fresh water. Use Google to find other organizations that talk about providing fresh water to other parts of the world.

Evaluate- an on-going diagnostic process that allows the teacher to determine if the learner has attained understanding of concepts and knowledge. Evaluation and assessment can occur at all points along the continuum of the instructional process.

Student responses in class discussion will be a formative assessment of their understanding. Student’s journal entry will be considered a summative assessment.

11

Lesson Plans

Streams - The 5 E’s Lesson PlanName: Lisa Muggeo Date: 1 day Lesson Name: Streams





Students will compare and contrast stream types. They will be able to describe how a stream erodes and deposits sediment. They will be able to define sediment, deposition, flood plain, delta, erosion, and drainage divide.


Demonstrate the mini-lab on page 417:Materials Needed:Large, flat panWaterSandBucketFlexible tubing

Fill one end of the pan with sand, tilt the pan at about a 10○ angle and form a small channel through the sand.Use the flexible tubing and direct a flow of water into the channel in the sand.Using a bucket catch the water at the bottom of the pan.

Ask students to write the answers to the following questions in their science journal: What happened to the sand as the water flowed in the pan? Part of the sand

was swept away with the water and ended up in the bucket. Explain this material is sediment and deposition occurs where the water speed decreases (arriving in the bucket).

Did you model a meandering stream or a braided stream? Depends on what you model


As a class read pages 414-421 in the text.

Now discuss as a class their answers to the previous questions. If students need to change or add to their answers it is allowed.

Explain- the learner begins to put the abstract experience through which

Go over the definitions (deposition, flood plain, delta, erosion, drainage divide) in their

12

http://thewaterproject.org/

Lesson Plans

she/he has gone through into a communicable form. This is where the teacher can further assess misconceptions of knowledge.

vocabulary booklets. Make sure the students have clear definitions of the terms.


Lead a class discussion by asking students:Is flooding always bad? Students are usually aware of the negative aspects of flooding. Explain that floods are a part of a stream’s natural cycle that helps maintain flood plan ecosystems. When flooding occurs, the stream or river deposits sediment and nutrients on the adjacent floodplain plaints and the animals that depend on them. It also creates fertile soil in which to plant crops.


Students will define deposition, sediment, flood plain, delta, erosion and drainage divide in their vocabulary booklets. These will be graded as a summative assessment. Students will write responses to questions in their journals as well as participate in class discussion to demonstrate their knowledge of the material.

13

Lesson Plans

Lakes & Reservoirs - The 5 E’s Lesson PlanName: Lisa Muggeo Date: 1 day Lesson Name: Streams





Students will be able to understand how lakes form, change through time and their importance to the ecosystem.


Ask students to recall a visit to a lake or a photograph of a lake they have seen (you may provide images of Lake Hartwell or Lake Kiwi). Have them describe the plants or animals they saw around an in the lake.

Ask students to answer in their journal:How is a lake different from a stream?Possible answers: It’s shape is usually not linear like a stream; it doesn’t flow like a stream.Allow several students to read their answers aloud. Make sure responses include the possible answers.


Set up the demonstration on page 423:

Materials:Plastic tubSandLarge block of ice

Make the ice block in a margarine tub (done earlier)Fill the plastic tub with sand.Bury the ice block in the sand and allow the ice to melt.Have students make observations about the depression that remains (at the end of class)

As a class read pages 422 – 427 in the text while waiting for the ice to melt.Explain- the learner begins to put the abstract experience through which she/he has gone through into a communicable form. This is where the teacher can further assess misconceptions of knowledge.

Ask the class:Why might a dam and reservoir be useful in a dry environment? The reservoir could store water for drinking and irrigation.Discuss lake clarity with students. Students may think that fresh water is best for life and health of the lake ecosystem. Explain that very clear lake water probably lacks nutrients, meaning that it cannot support a wide variety of organisms.

14

Lesson Plans

Ask the class:How does water enter a lake? Water can enter a lake from streams and rivers, by rain or snow falling directly into the lake, and from groundwater seepage.


Fun fact: The Great Lakes are the world’s largest group of freshwater lakes, and they contain 18% percent of the freshwater surface on earth.

Have students split into groups and allow each group to research one of the zones of life of life as found in figure 12 on page 424. Allow 15 minutes for students to research and record and then allow each group to present what it finds to the class in a few sentences. This information will prove to be useful and bring the importance of water into ecosystems and habitat later on.


Class discussion will be a formative assessment of student understanding. Student oral presentations will be a summative assessment of their understanding of life that occurs within lakes.

15

Lesson Plans

Water Treatment Plant - The 5 E’s Lesson PlanName: Lisa Muggeo Date: 2 Days Lesson Name: What happens to our water?





Students will be able to understand that it is important for people to know the source of their water. Students will be able to identify the source of their drinking water and how it is transported to the water treatment facility. And they will be able to explain how the drinking water is treated.


Ask students: if they think it is important for people to know the source of their water.Tell them to make a note of their response in their journals and we will discuss after the lesson.Hand out a simple map (Rivers Map) of the community, showing all the major community features (roads, airport, rivers, lakes, major buildings, etc.) except the water and wastewater features. Have the students locate the water source, the water treatment facility, the water storage tank, and any other physical features important to the water treatment operation in the community.


Ask students the following and have them write their responses in their journals. Allow 10-12 minutes for students to write their responses.1. List at least three sources of surface water for drinking.

Streams, rivers, lakes and reservoirs.2. What are two ways in which humans construct storage places for surface water?

1. Building dams to dam rivers. The lake behind the dam can be used to collect and store drinking water. 2. People also use large equipment to excavate human-built lakes, called reservoirs, which act as storage areas for water.

3. Which type of communities tend to use surface water for drinking?Large urban areas.

4. How does ground water get into the ground?Through rain and snow melt absorbing into the soil and seeping or percolating down through the ground.

5. Do you think that the water table remains stationary or do you think the level of the water table fluctuates? Explain your answer. Consider natural and human factors in your answer.

The level of the water table fluctuates according to precipitation patterns, weather cycles, and geologic changes in the rock that stores the water. Pumping of water from the ground can alter water table levels, as can human changes on the surface such as increasing paved or impervious surfaces, which decreases the surface area that can absorb water into the ground.

6. How does your knowledge about where our drinking water comes from change your

16

Lesson Plans

thinking about our human behavior? Use specific examples.Answers will vary, but possibilities include that all of the substances that we dispose of down our drains and toilets, down our streets, and through discharge pipes ends up in water source—either surface or ground—that people use for drinking. We need to take care to protect our water sources

Explain- the learner begins to put the abstract experience through which she/he has gone through into a communicable form. This is where the teacher can further assess misconceptions of knowledge.

Go over their answers with a class discussion. Make sure students know the difference between ground and surface sources of water. Emphasize that all of the substances that people wash down drains, leave on streets to be washed away in storms, or discharge through pipes end up in the very water that we drink and use.


Have students prepare for the field trip :

As a class, discuss their ideas and produce a list of questions for the fieldtrip.Have the class prioritize the questions in case there is not enough time to get answers to all of them.What would you like to know about the source of your drinking water?Possibilities include:• What is the specific source of our drinking water?• How far does it travel to the local treatment center?• Why is the access point located in this particular place?• Does the water travel through an aqueduct? If so, how long is the aqueduct?• In the case of pumped ground water, from how deep is the water pumped?• What kind of rock is the water stored in?2. What type of water quality issues would you like to know more about?Possibilities include:• Is the watershed mostly groundwater or surface water?• How healthy is the watershed?• Is it safe to drink? Swim? Fish?• What are some pollutants common to your area?3. What would you like to know about how the water is treated at a treatment facility?Possibilities include:• How does a treatment facility work? What processes occur? What equipment is used?• How do treatment facilities kill germs in the water?• What standards are treatment plants required to meet?• Do they test for chemicals in the water? Which ones and why or why not?• Do they test for or treat medicines or pharmaceuticals in the water? Why or why not?

While on field trip to water treatment plant make sure students ask questions prepared the previous class session. Students should also be making notes of the answers. The content will continue to be relevant while learning about water and ecosystems.Students will be required to write a thank you note to the tour guide to show their appreciation.

Evaluate- an on-going diagnostic process that Student responses to the questions, participation and engagement during class and on

17

Lesson Plans

allows the teacher to determine if the learner has attained understanding of concepts and knowledge. Evaluation and assessment can occur at all points along the continuum of the instructional process.

the field trip will determine their understanding of the material. The written responses to their questions will serve as a summative assessment and their participation in discussions will serve as formative assessment.

18

Lesson Plans

Wetlands - The 5 E’s Lesson PlanName: Lisa Muggeo Date: 3 Days Lesson Name: Importance of WetlandsSouth Carolina Standards- include the full standard not just numbers




Students will be able to describe the common types of freshwater wetlands. Students will understand and be able to explain the important function wetlands serve and why it is important to keep them clean. Students will define wetlands.


As a class read aloud pages 24 – 27. While viewing the visuals in the bookAsk students:

What they know about the terms marshes, swamps and bogs. Discuss the specific meanings these words have in science. Make sure students understand that wet land is not the same as a wetland. An area of land that is water-covered year after year for some period of time are attributes that make an area a wetland. Use the word sediment when describing the silt and mud that occurs at the bottom of wetlands.

What is a marsh? A marsh is a freshwater wetland that is usually grassy and is covered by shallow water or streams. Tall, grasslike plants grow in abundance in marshes.

What is a swamp? A swamp is a freshwater wetland that looks like a flooded forest. It has trees and shrubs that grow out of the water.

What is a bog? A bog is a freshwater wetland that formed in a depression left by parts of melting ice sheets thousands of years ago. The water in bogs is usually acidic and supports the growth of mosses.


Ask students: Why are nutrients plentiful in wetlands? Dead leaves and other plant materials,

as well as animal materials, are natural fertilizers that add nitrogen and other nutrients to the water and soil of wetlands.

Materials:Clean jar with screw top lidSoilWaterCotton battingBeaker

Prepare a muddy mixture of soil and water in the jar. Place a layer of cotton batting over the top of the beaker. Gently shake the jar and ask students to describe the water. Very muddy and cloudy. Slowly pour the muddy water on the batting.

19

Lesson Plans

Ask the students: What does the water collected in the bottom of the container look like? A little

muddy but clearer than it was before it was poured. How do wetland roots act as natural water filters? They absorb waste and trap

sediment and mud. What is the benefit of the roots trapping mud and silt? Water that drains from

the wetlands to other bodies of water is cleaner.


Write the following questions on the board and have students write the answers in their journals. They can look back through their text.

Where do wetlands form? They form in places where water is trapped in low-lying areas or where groundwater seeps to the surface.

What effect have human activities had on wetlands? Some human actions have destroyed wetlands (pollution, building, development).

Why are wetlands important? They are a habitat for many animals. They provide protection “nursery” for some baby animals. They serve as water filters absorbing extra runoff from heavy rains.

Why are wetlands important to people? Wetlands act as natural water filters. They trap wastes, silt, and mud. Make sure students understand that water drains from wetlands into other bodies of water and it is cleaner than it would be without these filters.

Allow students 7-10 minutes to write their answers and then allow several students to read their responses and discuss as a class.


Ask students: How do wetlands help control floods? They absorb extra runoff from heavy

rains. They store water until it gradually evaporates. How do wetlands affect climates? They make climates more moderate. They

keep temperatures cooler in summer and warmer in winter. Make sure to point out that wetlands also help reduce the effect of climate change. Water has a high heat capacity so wetlands are able to moderate temperature changes.

How might pollution get into wetlands? Boating chemicals, fertilizer, building/development materials

How difficult is it to remove pollution once water is polluted? Very, once water is mixed with something it is hard to remove it

What might happen to the animals in the wetlands if the water became polluted? It could kill several plants which would remove a food source for several different species. It could kill off species which might be food for others or predators keeping another species at a reasonable level.

Discuss coastal wetlands:Explain to students that a wetland does not have to be fresh water.Ask students:

Why would coastal wetlands contain saltwater? Because they are connected directly to the ocean.

What are two types of coastal wetlands? Salt marshes and mangrove forests.

20

Lesson Plans

Connect the coast of South Carolina to salt water marshes explaining it is a habitat for much of the fresh seafood delivered to the upstate (shrimp, crabs, oysters, clams)

Where are these types of coastal wetlands found? Salt marshes are found along both the east and west coast of the US. Mangrove forests are found along the southeastern coast of the US.

LAB:Materials:MicroscopeEyedropperSlidesScience JournalsOn Day 3 students will take a trip to a local body of water. The upstate has many small bodies of water; permission to access any private land is required.

Students will visit a body of water and identify what it is (stream, river, pond, lake, wetland, or reservoir). They will collect a small sample of water to make observations.While at the location students will be asked to observe their surroundings. If at a stream observe the bends the stream takesOnce back in the classroom students will document (in their journals) the date, location of where they took their sample, turbidity of the water, and the temperature of the water.Then they will take their water sample and place a drop of it on a slide.They will look at the sample under a microscope and document their observations.Ask students:

What do you see? They may see animal and plant life, sediment, different students will see different things.

Why might it be important to protect this ecosystem? Answers will vary make sure students understand the life that occurs within the water and its importance in agriculture and to other animals.


Class discussion will determine students’ knowledge of wetlands, the different types and their importance to humans and animals. Students will complete page 29 and define wetlands in their vocabulary booklets (Appendix B) as a summative assessment.

Student observations of their water sample serve as a formative assessment.

21

Lesson Plans

Watershed - The 5 E’s Lesson PlanName: Lisa Muggeo Date: 1 Day Lesson Name: What is a watershed?





Students will be able to understand about watersheds and the ways in which pollution contaminates water. Students will be able to define a watershed, several types of pollution, and the ways in which it affects everyday life.


Give each student 10 post-it notes and ask them to write a way in which they use fresh water on each one. Then write headings on the board (recreation, agriculture, hygiene, etc.) and have students post their responses underneath. If a response is duplicated have them post on top of each other. Once students are finished tally up the duplicate responses.

Show students water usage chart that depicts amounts of water used in everyday activities (appendix B). Have students tally some totals of the amounts of water that has been used today (how many showers, drinks, washing hands).

Discuss where this water that they use comes from.Explore- students have the opportunity to get directly involved with phenomena and materials and develop an experience with the phenomenon. The teacher acts as a facilitator providing materials, etc.

Students will perform an activity to depict how a watershed works. The instructor will first give directions and a demonstration prior to handing out materials to students.

Materials: Thick stock paper (light/white in color) Washable markers varying colors (blue, brown, red) Paper towels/tray to stop water running on table Spray water bottle Overhead projector Computer access (for teacher) Index cards

Students will split into groups of 4 or 5 with their seatmates (known groups) and one person from each group will come up to gather the materials for the experiment. Each group will be given a tray with a piece of paper, a blue, brown and red marker as well as an index card with a question on it.

Ask each group or individual to: Crumple a piece of paper into a loose ball. Partially open the paper, and place it on a desk. The paper should still be

22

Lesson Plans

crumpled enough to have portions that resemble mountain ridges and valleys. Be sure there is a paper towel/tray under the paper to catch excess water.

Using a blue water-based marker, have students mark “creeks” or rivers on their papers, and also have them mark where they think the water will collect as it runs downhill. (These could represent a lake or reservoir).

Using brown water-based markers, have learners outline what resembles mountain ridges that separate one creek or river from another.

Using red water-based markers, have learners draw in some (5) pollutants that may be found in their watershed, such as soap from washing cars, pesticides from lawns, and animal waste from a nearby farm.

Keeping the model on the desks, have learners spray (or the instructor goes around with a sprayer and spray) a very light mist of water over it.

Observe where water runs down and collects.Explain- the learner begins to put the abstract experience through which she/he has gone through into a communicable form. This is where the teacher can further assess misconceptions of knowledge.

Each group was given an index card with one question they should discuss and be ready to discuss with the class:Ask the students: If this is a model of a watershed...

What do you suppose the paper represents? What does the mist/spray represent? What does the water that runs down into the creases represent? Why does water flow down into the creases? What does the water flowing in the creases represent? What happened to the ink from the markers as the water flowed?

Students will be given 2 minutes to discuss their answers. Have students return to their original seats before sharing as a class.


Ask learners to identify where the rain, snow, etc. in their area drains. They may name local rivers, lakes, or bays, etc.

What does the water that “pools up” represent? What does the red and brown ink represent? Where will the ink eventually end up (the highest or lowest place in the

watershed)? How is this a problem, if the inks represent pollutants?” What types of pollution are there?

Ask for a good definition of a watershed.

Refer back to chart with amounts of water and discuss what students can do to protect and conserve their water usage.

Discuss why conserving our water and keeping it free of pollutants is important.

Evaluate- an on-going diagnostic process that allows the teacher to determine if the learner has attained understanding of

Class discussion will be formatively assessed to determine students’ knowledge of watersheds and pollution. They will discuss various pollutants, where they come from and how they affect our water supply. They will also discuss why it is important to

23

Lesson Plans

concepts and knowledge. Evaluation and assessment can occur at all points along the continuum of the instructional process.

reduce pollution and conserve unnecessary water usage.

24

Lesson Plans

Non-Renewable Resources - The 5 E’s Lesson PlanName: Lisa Muggeo Date: 1 Day Lesson Name: Keep Our Water Clean





Students will be able to understand about watersheds and the ways in which pollution contaminates water. Students will be able to list several different types of pollution, and define how and why it is bad for our fresh water supply. Students will list several ways in which they can be instrumental in decreasing pollution. Discussing the damage pollution causes to water will lead us into our lessons on non-renewable resources.


The class has invited a guest speaker today. The president of the Save Our Saluda organization is here to discuss and demonstrate the importance of keeping our fresh water supply clean.


The guest speaker is able to relate the importance of fresh water to a place very close to these students. Many of them have been to various parts of the Saluda River and either swam or fished in it. The speaker is able to maintain their interest because it directly relates to them.

Once the guest speaker is finished she has a demonstration to visually depict what she has discussed. She uses something called an enviroscape to show students the effect pollution will have on their water supply. Students are allowed to participate with the enviroscape.

Students will be allowed in groups to come to the front of the class so they can gather closely to see what is happening.


Once each group has had a chance to experiment with the enviroscape come back together as a class andAsk the students:

What did the additives we used represent? Pollution in the forms of oil, animal waste, sediment

What happened to the water when it rained? The pollutants ran together with the water

What color did the water turn after it rained? It turned a dirty brownElaborate- the students expand on the concepts they have learned, make connections to other

Ask students: What can you do to help reduce pollution? Answers will vary, encourage kids

25

Lesson Plans

related concepts, and apply their understandings to the world around them.

to brainstorm and be creative

All students will be asked to mention one new word they have learned through today’s demonstration. They will have to say the word and give a definition of the word.

Challenge students to participate in the “Save Our Saluda” river clean-up. It takes place on a Saturday morning (model by attending). Offer an incentive of extra credit if they take pictures and present their experience to the class.


Class discussion will determine students’ knowledge of watersheds and pollution. They will discuss various pollutants, where they come from and how they affect our water supply. They will also discuss why it is important to reduce pollution and conserve unnecessary water usage and what they can do to participate.

26

Appendix A

Resources

Buckley, Don, et al. Interactive Science: Water and the Atmosphere Teacher’s Edition and Resource. Upper Saddle River, New Jersey: Pearson Education Inc., 2011. Print.

This resource was used for the pacing and layout of lessons. The teacher’s edition has many options to engage students, intervene if they are having difficulty grasping the big question, ways to elaborate and also ways to incorporate other subjects. This book isn’t for a specific state so it doesn’t align and identify with the SC state standards. But it qualifies as a good textbook resource.

National Geographic Educational Division, et al. South Carolina Science Grade 7. Columbus, Ohio: Glencoe/McGraw-Hill Inc., 2007. Print

I believe it is important to use the textbook provided to your students. Not all students will have the ability to access outside resources. By using their textbook and teaching them how to utilize a table of contents, appendix, and glossary you are giving them tools they can use forever. It also does not give an advantage to students who do have the ability to access more materials. This particular textbook aligns with the South Carolina state standards so as an educator you can be sure that you are addressing the necessary material.

http://learningtogive.org/lessons/unit382/lesson2.html#lesson

This website stresses the importance of water education to saving our environment. There are many good lab demonstration ideas as well as thought provoking questions. Several of the lesson plans could be integrated very well with an English or Social Studies class. They cause students to think about the repercussions of not taking care of our environment while also addressing their educational standards.

http://ga.water.usgs.gov/edu/earthgw.html

This resource has a lot of educational material as well as some great illustrations. At times it is difficult to visually show students about different bodies of water or what happens underground, so good visual aids are important within an Ecology unit.

http://www.brainpopjr.com/science/habitats/freshwaterhabitats/grownups.weml

There are many good short educational videos on the BrainPop website. This page in particular has several good ideas for a fresh water lesson plan. Getting students involved in the community with a river clean-up is a great idea. There are many important fresh water rivers in their area and students need to know the importance of keeping our fresh water supply clean.

http://www.saveoursaluda.org/

27

Appendix A

These students live in the upstate of South Carolina. The fresh water here is very important for a large population of the state. Their education on the subject is very important because they can directly make a difference. The Save Our Saluda website is a good resource to continually tie these lessons to their own backyards.

http://water.epa.gov/

This is an important website to reference when teaching students about water. Understanding the EPA regulations is important so that you as an educator can then stress the importance of their learning on a National level.

http://www.rewaonline.org/about-us.php

The Greenville water treatment plant offers tours for classes to teach students about the process that water must go through to be of useful quality. It is a good resource to either try and visit or have a speaker visit the classroom. Attaching local awareness shows students the immediate importance. It is also great when they can meet an adult within the community to become cognizant of possible career choices for the future.

http://www.eeweek.org/assets/files/water_and_energy/2%20%20Where%20Does%20Your%20Drinking%20Water%20Come%20From_5-8%20Lesson%20Plan.pdf

This lesson plan had some great questions and ideas for planning a trip to a water treatment facility. I used much of the discussion and preparation questions found within this document. The material found in this lesson plan could be used in several different ways. Even without a trip to the water treatment facility it has come great prompting questions for class discussions when learning about fresh water.


It’s important to introduce students to the idea that fresh water can be a problem in other parts of the world. Science is important to relate to their specific place but expanding their thought on the subject is also a good idea.

28

http://www.saveoursaluda.org/

http://www.brainpopjr.com/science/habitats/freshwaterhabitats/grownups.weml

http://ga.water.usgs.gov/edu/earthgw.html

http://learningtogive.org/lessons/unit382/lesson2.html#lesson

Appendix B

Appendix B

29




http://www.rewaonline.org/about-us.php

http://water.epa.gov/

Appendix B

30

Appendix B

31

Appendix B

32

Appendix B

33

Appendix B

34

Appendix B

35

Appendix B

36

Appendix B

37

Appendix B

38

Appendix B

39

Appendix B

40

Appendix B

41

Appendix B

42

Appendix B

43

Appendix B

44

Appendix B

45

Appendix B

46

Appendix B

47

Appendix B

48

Appendix B

49

Appendix B

50

Appendix B

51

Appendix B

52

Appendix B

Rivers Map

Name ______________________

Date _______________________

53

Appendix B

Water Usage Chart

54

Documents

ECOLOGY - quigleysciencestandardsquigleysciencestandards.wikispaces.com/file/view... · Web viewLesson Plans. Appendix A. Appendix B. Development Of The Unit Topic Through K-12