Learning Set T Where Is Our wo - University of Michigan

Learning Set Two

Where Is Our River

Located?

Teacher Guide

TG 58 Teacher Guide/Learning Set Two

Learning Set TwoWhere is Our River Located?Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Science Understanding For Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Lesson 1/Exploring Watersheds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69Student Worksheet/What is a Watershed? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75Student Worksheet/Elevation/Observation Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77Student Worksheet/What Happens to the Water When it Rains? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79Student Worksheet/What Direction Does the Water Flow?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Lesson 2/Analyzing Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83Student Worksheet/Major Michigan Watersheds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87Student Worksheet/Great Lakes Topographic Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89Student Reader/Where is My River Located? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Lesson 3/Building Computer Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95Student Worksheet/Model-It Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99Student Worksheet/Model-It Relationship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Lesson 4/Planning and Building Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

Lesson 5/Testing and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111Student Worksheet/Model-It Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

Lesson 6/Exploring Stream Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117Student Worksheet/Exploring Stream Tables/Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123Student Worksheet/Exploring Stream Tables/Observation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125Student Worksheet/Exploring Stream Tables/Comparison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

Lesson 7/Land Cover Use and Our River . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129Student Worksheet/Landcover Effects on Stream Tables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135Student Worksheet/Landcover Effects on Stream Tables/Rural Observations . . . . . . . . . . . . . . . . . . . . . . 137Student Worksheet/Landcover Effects on Stream Tables/Urban Observations . . . . . . . . . . . . . . . . . . . . . 139Student Worksheet/Landcover Effects on Stream Tables/Residential Observations . . . . . . . . . . . . . . . . . . 141Student Worksheet/Landcover Effects on Stream Tables/Making Meaning . . . . . . . . . . . . . . . . . . . . . . . 143Student Reader/Landcover and Uses: How Do They Affect Our River? . . . . . . . . . . . . . . . . . . . . . . . . . 145

Lesson 8/Building and Testing Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149Student Worksheet/Model-It Planner/Water Quality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153

Lesson 9/Fertilizer Investigation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155Student Worksheet/What Will Happen? Fertilizer Investigation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161

Lesson 10/pH Investigations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167Student Worksheet/What Will Happen? Acid Investigation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171

Teacher Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177

Content

Teacher Guide/Learning Set Two TG 59

OverviewPurposeTo develop students’ understanding of watersheds, particularly their river’s watershed.

Explore how water flows through a watershed and to identify how land cover/usesaffects water quality.

OverviewDuring this learning set students use bothphysical (watershed, stream tables and land usemaps) and computer (Model-It) models tofacilitate understanding of watersheds, riverflow and affects of land cover/ uses.

During this learning set students• Build a physical model of a watershed.

Students use this model to predict how change in elevation affects the movement of water.

• Map the local watershed.Students use maps to trace the movement of water within the Grand River watershed and through the major watersheds in Michigan to the Atlantic Ocean.

• Build computer-based watershed models.Relationships developed through the physical model building are used to plan, build, and test a dynamic computer-based watershed model that is revisited and updated in each of the following learning sets.

• Build a physical model of a river.Using stream tables, students conduct cycles of predicting, observing, and explaining. They explore the transport of materials within a river and determine the relationships between land cover and water quality.

Assessments- Watershed model and student worksheets- Stream tables and student worksheets- Model-It and student worksheets- Related journal entries

MaterialsLearning Set Two Student Worksheets/Readers• SW/What is a Watershed?• SW/Elevation/Observation Map• SW/What Happens to the Water When it Rains?• SW/What Direction Does the Water Flow?• SW/Major Michigan Watersheds• SW/Great Lakes Topographic Map• SW/Model-It Plan• SW/Model-It Relationship• SW/Model-It Testing• SW/Exploring Stream Tables/Introduction• SW/Exploring Stream Tables/Observation• SW/Exploring Stream Tables/Comparison• SW/What Happens When it Rains?• SW/Landcover Effects on Stream Tables• SW/Landcover Effects on Stream Tables/Rural • SW/Landcover Effects on Stream Tables/Urban • SW/Landcover Effects on Stream Tables/Residential • SW/Landcover Effects on Stream Tables/Making

Meaning• SW/Model-It Planner/Water Quality• SW/What Will Happen? Fertilizer Investigation• SW/What Will Happen? Acid Investigation• SR/Where is My River Located?• SR/Landcover and Uses: How Do They Affect Our

River?

TimeThis Learning Set usually takes 16-18 days.Review your school calendar and map out arough schedule. Note school holidays andspecial occasions that may disrupt the flow ofthe project.


Calendar Learning Set Two

2 class periods Lesson 1/Exploring Watersheds

2 class periods Lesson 2/Analyzing Maps

1 class period Lesson 3/Building Computer Models

1 class period Lesson 4/Planning and Building Relationships

1 class period Lesson 5/Testing and Evaluation

3 class periods Lesson 6/Exploring Stream Tables

2 class periods Lesson 7/Land Cover/Use and Our River

1 class periods Lesson 8/Building and Testing Models

2 class periods Lesson 9/Fertilizer Investigation

1 class period Lesson 10/pH Investigations


WatershedA watershed is an area of land that drains intoa river system. Any water entering the water-shed will travel from higher elevations tolower elevations due to gravity. Streams andrivers form as the water moves downwardalong the slope of the land. The shape (i.e. physiography) or topography of the landdetermines the channeling and pooling of thewater. Water continues to move downward asrivers join with lakes or other rivers headingtoward the ocean.

Science Understanding for TeachersPurposeIn this learning set, students develop anunderstanding of their local watershed.Utilizing physical models, students visuallyobserve the flow of water across the watershedand the forces that naturally shape a river andits watershed, erosion and deposition.

Further exploring their observations from theriver walk or video, students identify the landuses in their watershed, and investigate theeffect of different land covers on the watercycle and non-point source pollution. Theconcepts explored in this learning set areintegrated through computer modeling.

Schematic drawing of a watershed (Watershed Information Network, 2001)

The Grand River watershed has many smallerwatersheds nested within it. In turn, theGrand River watershed empties into LakeMichigan and is therefore a subwatershed oftheLake Michigan watershed. As part of theGreat Lakes, Lake Michigan ultimately dis-charges into the Atlantic Ocean through theSt. Lawrence River and is part of the largerGreat Lakes/Laurentian watershed.

The River Continuum Concept

The River Continuum Concept attempts toexplain the changes in water temperature, vol-ume, bottom consistency, and food sourcesthat occur naturally along the length of a river.This theory is designed especially for streamsin forests where the trees shed their leavesannually, such as the Grand River watershed.

Headwater streams are the very beginning ofthe river network. Streams can originate fromthe drainage of a wetland, lake or pond, melt-ing snow packs, groundwater coming to thesurface or meltwater from a glacier. Thesesmall streams are quite often groundwater fed

and therefore cold. Also, because they aresmall headwater streams, they are almost com-pletely shaded by the vegetation along thestream bank. The shade cools the river, andthe fall leaf litter provides a primary foodsource for aquatic organisms.

Headwater streams are often in the steepestportion of the watershed and are therefore,quickly moving. The rapidly moving watercan easily carry soil downstream (i.e. erosion).

The Grand River Watershed(Rouge River National Wet WeatherDemonstration Project, 2001)

The Grand River watershed, located in centraland western Michigan, drains over 5500square miles of land in over ten counties. Theriver is the longest in Michigan (the mainriver is over 260 miles long) and had two sepa-rate branches, the Upper and Lower Grand.The Grand River empties into Lake Michiganat Grand Haven.

The Rouge River watershed presents tremen-dous opportunities for public enjoyment,including numerous parks and other featuresalong its banks. Unfortunately, public enjoy-ment is limited by the many problems associ-ated with urbanization. The Grand Riveroften suffers from untreated sewage, unstableriver flows and the naturally slow flow of theriver because of the nearly level slope of theland. All of these issues will be discussed fur-ther in Learning Sets Two and Three.

Nested WatershedsThe land that drains or seeps water into a

small stream is its watershed. When thisstream empties into a larger stream that area,plus the land drained directly by the secondstream is another, greater watershed. Thesmaller watershed is “nested” within the largerwatershed and can be referred to as a subwa-tershed of the larger watershed.

Watershed Grand River Lake Erie Great Lakes

Land drainage area 5500 sq mi 30,140 sq mi 201,460 sq mi

Receiving waters Lake Michigan Niagara River St. Lawrence River

Population (1990/91) about 1.5 million over 11 million over 33 million



As a result, the remaining, larger substratebecomes the main component of thestreambed (e.g. boulders and cobbles).

Small headwater streams come together tocreate larger streams in the middle reaches.As the stream volume increases and slopebegins to decrease, the body of water begins toslow down and fine sediments drop out of sus-pension. This process is called sedimentationor deposition. The river becomes too wide tobe completely shaded by riverbank vegetation,and more sunlight reaches the river bottom.Using the fine sediment that is deposited,aquatic plants begin to grow in the river.Middle reach streams create much of theirown food through plant photosynthesis.However, these streams also benefit from fallleaf litter and down stream transport, whichbrings food into the system from upstream.

When streams in the middle reaches cometogether, they form very large rivers. Theserivers are in nearly flat areas. The river slowsdown even more, taking time to warm in thesun. The slowly moving water deposits veryfine sediment on the streambed.Unfortunately, due to the depth of theserivers, sunlight cannot reach the streambed,and rooted aquatic plants are unable to survivein this area. Larger rivers depend primarilyon downstream transport to bring food fromupstream sources into the system. Althoughthere is some leaf litter and plant productioncontributed to the river, it is such a small per-centage of total inputs that it is nearly negligi-ble.

Downstream Transport and Mixing

The water in a stream is always moving andmixing, both from top to bottom and side toside. Nutrients, sediments, and toxic chemi-cals that enter the stream travel some distancebefore they are thoroughly mixed throughoutthe flow. For example, water upstream of apipe discharging wastewater might be clean.At the discharge site and immediately down-stream, the water quality can be extremely

degraded. Further downstream, in the recov-ery zone, overall quality might improve aspollutants are diluted with more water or set-tle out of solution. Well downstream of thepollution source the water may be relativelyclean, if no other pollutants enter the river.Unfortunately, most streams with one sourceof pollution are often affected by many othersas well.

Pollution

As mentioned in Learning Set One, pollutionis anything added to the water that lowers itsability to support stream organisms andhuman use. Pollutants can refer to any toxicsubstance in the water or essential substances(naturally occurring) that at increased orreduced levels lower water quality.

Water pollution is broadly divided into twocategories according to its source.

Human Impacts Point source pollution comes from a clearlyidentifiable point, such as a pipe that dis-charges directly into a waterbody. Examplesof point sources include factories, wastewatertreatment plants, and illegal straight pipesfrom homes. These sources are easily identifi-able and fixed. Therefore, their output can beeasily monitored and regulated.

The River Continuum Concept attempts to explainthe changes in temperature, food sources, streambedshape and shading that occur naturally along thelength of a river

Three Leading Sources of Water Quality Impairment

Rank Rivers Lakes Estuaries

1 Agriculture Agriculture Municipal point sources

2 Stream/habitat Stream/habitat Urban run-offchanges changes

3 Municipal point Urban run-off Atmospheric depositionSources

(Source: National Water Quality Inventory, 1998Office of Wetlands Oceans and Watersheds)



Non-point source (NPS) pollution occurswhen water runs over land or seeps throughthe ground, bringing pollutants into surfacewaters or groundwater. NPS pollution is afar-reaching problem because it can happenany time the land or water is disturbed. Plantand animal farming, leaky septic systems,transportation, urban runoff, construction, andphysical changes to fluvial and floodplainecosystems are all possible sources of NPSpollutants. Because NPS pollutants are wide-spread and often mobile, it is difficult to iden-tify and regulate these pollutants. As a result,the Environmental Protection Agency consid-ers NPS pollution “the nation’s largest waterquality problem.”

Nationally, the pollutants most heavily impact-ing stream health are non-point source pollu-tants. The most common pollutants are sedi-ments from eroded land and nutrients such asphosphates and nitrates found in fertilizers andanimal wastes.

Effects of Urbanization on the WaterCycle

Many watersheds have been altered as a resultof human needs for water, food, recreation,transportation, manufacturing, and otheramenities. Urban areas are extremely alteredregions where humans live together in rela-tively dense conditions, altering the naturallandscape in the process.

Urbanization hinders the passage of waterinto the ground. In urban areas most of thenatural vegetation is removed and rain-absorb-ing soils are replaced by impervious surfacessuch as roads, buildings, parking lots and sidewalks. Instead of percolating into the ground,rainwater hits the impervious surfaces and runsover land or into a storm drain designed tomove water quickly away from developed areasand into a natural watercourse. As the landarea covered by impervious surfaces increases,surface runoff (flow of water over land)increases and groundwater recharge decreases.

Urbanization also reduces the influence ofevapo-transpiration in the water cycle. Lessprecipitation is evaporated back into theatmosphere because water is not allowed tostand in pools. The transpiration (e.g. lossof water from plant pores) component alsodecreases because natural vegetation has beenreplaced with human made structures. Impervious surfaces hinder groundwaterrecharge, lowering the water table and alter-ing the flow of the stream. When this hap-pens, water exits the stream to replenish theaquifer. As a result, portions of the stream canbecome dewatered, especially in the summerwhen flows are typically low. In short, hinder-ing groundwater recharge creates even lowerflows than would be expected during driertimes of the year.

Urbanizationchanges the influence ofevapo-tran-spiration,groundwaterrecharge, and surfacerun-off inthe watercycle. Thislowers thewater tablewhile altering the river’sshape and size.

At the same time, impervious surfaces intensifyhigh flow periods in the stream. In urban areasimpervious surfaces and storm drains transportstorm water directly and quickly into streams.Consequently, stream flow becomes moreintense during and immediately after stormsand flash floods become increasingly problem-atic. These conditions scour out thestreambed and banks creating severely eroded,deep channels with very steep stream banks.“Flashy” flows of this sort are detrimental tostream quality and dangerous for human users.

When precipitation is absorbed into the soil, itis effectively cleansed and thermally moderat-ed before it reaches the stream. Impervioussurfaces hinder this natural cleansing. Instead,the water acclimates to the air temperature,picks up pollutants (e.g. litter, sediments,nutrients and toxic chemicals), and dischargesdirectly into the stream. As a result, increasedrunoff creates thermal pollution (temperatureextremes) and brings waste directly into thestream. (a) When the water table is high, it adds water to

the stream. (b) When the water table is low, thestream loses water as it replenishes the groundwa-ter storage (Allan, J. David 1995)

Effects of Urbanization on the Water Cycle

Water Cycle Undeveloped Watershed Developed Watershed

Water Precipitation 100% 100%Enters

Water Evapo-transpiration 40% 25%Exits

Surface run-off 10% 43%

Groundwater 50% 32%


Taken from The Rouge River Project


Combined Sewage OverflowUnderlying much of the metro Detroit area isa very old sewer system that carries bothstormwater runoff and sanitary wastes to thesame wastewater treatment plants. The pre-sent capacity of this combined sewer systemis inadequate to handle the increasing volumeof urban runoff. As a result, untreated sewageis sometimes released into the Rouge River toavoid overwhelming the system and floodingtreatment plants and homes. In the Rougewatershed there are 168 known combinedsewer overflow (CSO) outlets entering theriver, contributing over 2 billion gallons ofuntreated sewage and polluted storm waterrunoff to the river every year. As a result, theRouge River suffers from unstable flows, cont-aminated water and thick mats of sewage blan-keting the streambed.

Summary

In this learning set, students explore the con-cept of a watershed and its function. Visuallyobserving physical models of a watershed, stu-dents learn about the nature of a watershedand the forces that shape its rivers.Investigating water quality, students examinethe influence of changing land use on theprocesses that occur in a stream. Students dis-cover that urbanization alters the watershed,ultimately leading to the degradation of waterquality in its rivers.

TEACHER TERMS TO KNOW

Boulder- largest rock classification size; rocksgreater than 256 mm in diameter

Cobble- second largest rock classification size;rocks larger than 64 mm and less than 256mm in diameter

Combined sewer overflow (CSO)- when acombined sewage system is overwhelmed anduntreated sewage is released into an alternativearea, quite often a river

Combined sewer system- sewer systemdesigned to carry sanitary sewage andstormwater runoff to be treated at the samewastewater treatment plants

Deposition- depositing sediments; in hydrol-ogy, it is when sediments settle out of solution,gathering on the stream and lake bed

Erosion- to wear away soil/sediment by theaction of water, wind or ice

Estuaries- areas near the coast where seawatermixes with freshwater

Evapo-transpiration- the loss of water from aland area through evaporation and transpira-tion

Evaporation- the transformation of waterfrom its liquid phase to a gaseous form. Inhydrology, evaporation is this same transfor-mation at temperatures below the boiling pointof water.

“Flashy” flows- sporadic and extreme varia-tion in stream volume and velocity

Headwater stream- the source of a stream;small streams in the beginning of a river net-work

Impervious- not allowing entrance or passageof water

Middle reaches- the general region betweenthe small headwaters streams and very largerivers (See the discussion in River ContinuumConcept subsection of Learning Set 2)

Non-point source pollution- Pollution origi-nating from a large land area, possibly manymobile sources

Point source pollution- Pollution dischargedfrom any identifiable point.

Pollutant- anything that lowers the ability ofland, air or water to support biotic communi-ties and human users, or has adverse effects onusers

Pollution- environmental contamination

Sedimentation- the deposition of material by water, wind or glaciers

Subwatershed- a small watershed nestedwithin and contributing to a larger watershed

Thermal pollution- temperature extremesthat are harmful to the environment

Transpiration- the passage of water vaporfrom a living body through a membrane orpores (e.g. through plant stoma)

Urban- places where humans live together inrelatively dense conditions, altering the naturallandscape in the process

Urbanized/ Urbanization- to take on anurban character

Water table- the top of the saturation zone(where all the pores of the subsurface materialare filled with water)

Watershed- a region or area bounded peripherally by a physical divide and drainingultimately to a particular watercourse or bodyof water



OVERVIEW AND OBJECTIVESLearning ObjectivesThrough creating a model of a watershed,students will explain how water flows througha watershed, and characteristics of a water-shed.

Assessment CriteriaStudent explanations and definition willinclude the terms introduced during class (ele-vation, slope, absorption, run-off, pooling,river system).

PurposeStudents collaboratively build models ofwatersheds by placing a large piece of butcherpaper over various sized objects in a large pan.As students spray their model watersheds withwater, they observe and mark on their map themovement and pooling representing rivers,lakes and ponds.

Read through Student Reader/Where is myRiver Located? (located in LS 2 Lesson 2) anddecide when and how you would like the stu-dents to complete it.

PREPARATIONSet upSee Teacher Resources and StudentWorksheets/What Happens to Water When itRains and What Direction Does theWaterflow? for set up. If you are not familiarwith the set up of the watershed models it ishighly recommended to try out for yourselffirst to determine if your materials workappropriately and to make sure you feel com-fortable with how the model works.

Materials• 2 or 3 tall objects and 2 or 3 shorter objects• Piece of white butcher paper (3’ X 4’)• Large waterproof tin tray• Piece of transparency film• Small spray bottle with water• Newspaper • Tempora paint or food coloring• Student Worksheet/What is a Watershed?• Student Worksheet/Evaluation/

Observation/Map• Student Worksheet/What Happens to

Water When it Rains?• Student Worksheet/What Direction Does

the Waterflow?

TimeTwo fifty-minute periods.

Lesson 1Exploring Watersheds

INSTRUCTIONAL SEQUENCE

INTRODUCING THE LESSONEstablishing Links to the Driving Question • Connect back to the driving question or relevant student sub-

questions. - An example connection might be:

On our walk we observed a small part of the river. Does any one have any ideas of what other parts of the river may look like? Does anyone know what causes a river to flow in a certain direction, or how its shape may be altered? Do you think the land around our river affects the quality of the water?These are some ideas that we need to learn more about.

CONDUCTING THE LESSONIntroduce the term “watershed”. One way to introduce the term “watershed” is to ask the students to separate the word into “water”and “shed” (to pour or cause to pour off; to emit) and discuss whateach word means. Then ask the students what around their rivermight “shed” water? The land around your river.

• Inform the class that they will be learning about watersheds using a model.

• Introduce the concept of modeling. Ask the class for some examples of models. Discuss with the class what a model is:1. Models represent a simplification of natural phenomenon2. All models have limitations3. Types of models we will use include:

- Maps/pictures- Physical models- Dynamic computer models

• Explain to the students that when model something you always go through certain steps.- 1st Plan-this is to decide what and how you will model

something- 2nd Build- this is when you actually build or make your

model- 3rd Test- at this time you test or run your model.

• Inform the students their model has already been Planned for them.


Watershed Below is information thatstudents should include intheir explanations of watershed.

A watershed or catchment isan area of land which drainsinto a river system. Anywater entering a watershedusually as precipitation willtravel from higher eleva-tions to lower elevations,which creates a slope in theland. As the water is mov-ing downward along theslope of the land streams andrivers are formed. Thechanneling and pooling ofwater is determined by theshape or topography of theland. Water continues tomove downward as riversmay join with lakes or otherrivers as they head towardthe ocean.

Models A model is a simplified rep-resentation of natural phe-nomena. Models can bemanipulated and used astools to make predictions ofwhat could happen in thenatural world. They helpscientists represent their cur-rent understanding of nat-ural phenomena as well asconstruct new understand-ing.


• Preview the materials and demonstrate how to Build the watershed model.

• Connect the watershed model to the real world.- What might be the purpose of this watershed model?- Have students describe what the pieces of the model

represent. - Paper = land - Spray bottle = precipitation

• Have students form groups. Hand out the Student Worksheet/ What is a Watershed?

• Assign roles to group members: object placer, paper placer, taper, watershed transparency map creator, and/or sprayer.

• Remind students that they are all responsible for creating their individual watershed map, filling out their predictions, observations, and explanations, and taking notes on the concepts they identify.

• Students get materials. Do not have students get water bottles yet!

Building a Watershed• Review set-up procedure with students. (Steps 1-4 on the work

sheet). Inform them that this is the build stage of their model.• Monitor students as they set-up watershed.• When all groups are complete, refocus class.

Creating the Elevation Map• Hand out Student Worksheet/Elevation/Observation Map• Describe procedure for making elevation map

- students will mark high areas with “H” and low areas with “L” on both their model and a separate transparency. (See steps 5 & 6 on worksheet).

• Monitor students as they create map.• Have groups raise their hands when maps are completed.

Teacher approves and group moves to next task.

Predicting Water Flow• Refocus class and review steps for making predictions.• Monitor students as they make predictions and explanations on

their worksheets or journals, about how water will flow over their watershed model.

• Have group raise hands when predictions are completed. • Teacher approves and group moves to next task.

RolesAssigning roles is one strate-gy to facilitate small groupinteraction. You should beable to reduce use of thisstrategy as students becomemore adept at small groupwork.

Predict, Observe, Explain(POE)The prediction, observation,and explanation cycle is astrategy for supporting stu-dents in constructing under-standing. Emphasize rea-sons for their predictions,observations, and explana-tions. Encourage students toquestion each other, stimulating students to elaborate on their ideas, andshare their thinking withother groups.

Making meaning of anexploration experience isalways a challenge. Thestudents’ explanations andexperiences provide a foun-dation for developing under-standing.

TG72 Teacher Guide/Learning Set Two

Observations and Testing of Models • Inform the students that they are now ready to test their models

and make observations, remind them to keep detailed notes of their observations because they will being using their observations to help explain their models.

• Teacher gives each group a spray bottle.• Students use spray bottle to simulate their watershed model.• Return spray bottle to teacher.• Monitor groups as students make observations.

CONCLUDING THE LESSON• Refocus class after groups have completed observations.

• Model explanation phase by previewing worksheet questions.This should include water branching patterns, lake formation, water absorption and change in elevation, which creates a slope.

• Have groups continue with activity.

• Students clean-up and return materials to supply area.


Time managementThe purpose of sharing is todetermine that studentsunderstand the main ideas.However, most often there isnot enough time in the peri-od for all groups to share.One way to include all stu-dent ideas is to not have allgroups present but theyshould participate in the dis-cussions by stating if theyobserved the same patterns.

INSTRUCTIONAL SEQUENCE Lesson 1 (Cont.)

INTRODUCING THE LESSONMaking Meaning From the Watershed ModelsHave a few groups share their transparency elevation maps using an overhead projector. Prompt groups by asking:

- How did the water flow over the surface of the land? What patterns did you observe?

- How did the water accumulate? Where did the water accumulate?

- In what direction did the water flow? What caused the water to flow that way?

CONDUCTING THE LESSONRelating Model to the real worldThe students have built a model (a representation) of a watershed.Review with the students:

- What is a model? What is the purpose of a model? - Have students describe what the pieces of the

model represent.- Discuss how using models can help them investigate their

river.

Previously introduced Watershed Model Parts- Paper = land - Spray = precipitation

Newly introduced Watershed Model Parts- branching pattern of the water flow

(smaller rivers leading into larger rivers) = a river system- wet portions of the paper = absorption of water by land- flow of water over the paper = run-offchange in elevations on land= slope- entire model = watershed

Identifying Concepts Students discuss their models and key concepts are identified.Remind students that what they observed were the results fromTesting the model. Student understanding may be facilitated by stu-dents taking notes, creating a classroom chart, or making entries into a journal. • The key concepts that should emerge are:

- A watershed is an area of land that drains into a river system.- Water moves from areas of high elevation to areas of

lower elevation, which creates a slope in land.- The flow of water occurs in a branching pattern

Discussion ProductsDuring student discussions,it is important that a tangi-ble product be created. Thisproduct should capture thekey components. Examplestrategies include periodicpauses to review key points,constructing a class list ofkey ideas or periodic pointsof reflection.


in streams and rivers (ie. stream system).- Branches may combine to form lakes or larger rivers.- Effects of precipitation (i.e., rain, snow) might be absorbed by

the ground or might form run-off that feeds into rivers and

Branching Pattern of a River System Hydrology• Hand out the Student Worksheet/What Happens to the Water

When It Rains? Use the same overhead to reinforce understanding of runoff, absorption, groundwater, and flow of water from high elevations to low elevations.

• As you add terms to the overhead, students take notes on their copy.

Using the Student Worksheet/What Direction Does the WaterFlow? ask students to describe the direction of water flow within thewatershed. Prompt students by asking them how elevation affectsthe flow of water. (A common misconception is that all rivers flowsouth, be sure to discuss with students that rivers flow in all direc-tions depending on the change in elevation in the watershed. UseMichigan as an example).• Ask students to draw the flow of water on their own

copy of the map. • Have students come to the front of the room and draw

the flow of water for a specific part of the map. Students should explain why the water flows as they predict.

• Repeat the above step until all map parts are explained.

Hydrology• Use the Student Worksheet/What Happens to the Water When

It Rains? overhead to reinforce understanding of runoff, absorption, groundwater, and flow of water from high elevations to low elevations.

• As you add terms to the overhead, students take notes on their copy.

CONCLUDING THE LESSONIf time permits have a discussion connecting the new terms withwhat the students saw on thier river walk or video.

HOMEWORKHave students finish their student worksheets.


!Learning Set Two

Student Worksheet

Teacher Version

Building Your Watershed Model1. Place newspaper under the tray.

2. Arrange a tall object near one edge of the tray and arrange the shorter objects toward thecenter of the tray.

3. Crumple up a piece of butcher paper. Be careful not to rip any holes in the paper.

4. Carefully cover the tall and short objects with the sheet of butcher paper pressing the paper down so that it looks like tall and shorterhills. Use pieces of tape to keep the paper fromlifting up from the tray.

Drawing Your Elevation Map5. On the model mark high areas with an “H”

and low areas with an “L”

6. On the next page draw an elevation map of your model. Sketch a bird’s-eye (as if you were looking down at your model) of the high and low areas. Mark the high areas with “H”s and the low areas with “L”s.

Note: Each member of your group should draw yourown elevation map. Chose one member to draw theirmap on a piece of transparency film.

Make Your Prediction7. On the next page predict how the water will

flow over the model if you spray water on it. Include where water will flow and accumulate.On your elevation map draw arrowsto show how the river will flow and draw circles to indicate where the water accumulates.

Observing Your Model10.Hold the spray bottle about 5 inches

from your model and spray for several minutes until you get a continual flow of water. Take turns spraying your model. Alternate where each person sprays.

11.Return spray bottle to teacher.

12.Using a different color pen draw on your map how the water flows over your model and where the water accumulates. Note the pattern of how the water flows over your model, how smaller rivers join to form larger rivers and how rivers flow into lakes.

Note: Each member of your group should draw yourobservations. One member should draw on the transparency film. Make drawings on the back.

HH

HH

HH

L

LLLL

For example see below

WHAT IS A WATERSHED?


!Learning Set Two

Student Worksheet

Teacher Version

ELEVATION/OBSERVATION MAPUse space provided to make an elevation map and observation map of your watershed.

Elevation

Observations

1. Explain how the water flowed over your model( what patterns occurred)? What caused the water to flow the way it did? ______________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

2. Did your observations agree or disagree with your predictions? How were they similar or different?____________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________


!Learning Set Two

Student Worksheet

Teacher Version

WHAT HAPPENS TO THE WATER WHEN IT RAINS?1. Describe how the picture below is similar to the watershed model you built. Label the diagram

with the objects you used in the model. (ie: paper, spray bottle)

2. Draw arrows of how the water will flow over the land.

3. Record vocabulary words on the picture, be sure to include: absorption, accumulation, precipitation, run-off, watershed.

4. Write the definition of the words above on the back of this sheet or in your journal.


!Learning Set Two

Student Worksheet

Teacher Version

WHAT DIRECTION DOES THE WATER FLOW?

This is a picture of a watershed.1. Draw arrows on the picture that show the direction the water will flow.

2. Explain why you predicted the water to flow in this direction.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

High Elevation

H

High Elevation

H

High Elevation

H

High Elevation

H

High Elevation

H

LowElevation

L


OVERVIEW AND OBJECTIVESLearning ObjectivesUsing relief maps, students will and explainhow water flows through watersheds.

Assessment CriteriaStudents demonstrate on worksheets or jour-nals the correct flow of water in Michigan, theGreat Lakes and out to the Atlantic.

PurposeStudents map their local watershed. Theyalso use maps to trace the movement of waterwithin their watershed and through themajorwater sheds in Michigan to the AtlanticOcean.

Lesson 2Analyzing Maps

PREPARATIONMaterials• Student Worksheet/Major Michigan

Watersheds Map is used to map the flow of water from each watershed into the Great Lakes.

• Student Worksheet/Great Lakes Topographic Map is used to show the varying land elevations in Michigan. At the end of the session, students use this map to draw the flow of water from the Great Lakes into the Atlantic.

• Student Reader/Where is My River Located?


Maintaining the DrivingQuestionHelp the students recognizethe reason they are learningabout watersheds by making connections back to the DQ.Make sure they understandthat the land around theirriver (watershed) contributesto what goes into the water.These connections may befacilitated by having theclass select a representativeproduct to place on the driving question board after a lesson.

?


INSTRUCTIONAL SEQUENCE

INTRODUCING THE LESSONRevisit the key idea of the models and Student Worksheet/WhatDirection Does Water Flow?• Review what the various parts of the watershed model represented.

(i.e. spray bottles = rain, etc)• Connect back to the driving question

CONDUCTING THE LESSONMajor Michigan Watershed MapPlace a map of the Michigan Watershed on the overhead, place next to it the topographic map of Michigan. • Explain to the students that a topographic map that represent

the changes in the height of the land (elevation) of a given area.• Orient the students to the map by discussing the

multiple watersheds in the lower peninsula of Michigan. - Note that each watershed feeds into the Great Lakes.- The river system of each watershed flows into

the Great Lakes. - Ask students to name each Great Lake.

• Have the students think about what each watershed mightindicate about the relative land elevations in lower peninsula.

• Ask students to predict the flow of the water in one or two watersheds to the Great Lakes and to offer reasons for their predictions. - Ask students to use the topographic map to help if they need

it.

Figure 1 Map of the majorwatersheds in thelower peninsula ofMichigan. Themap shows themajor watershedsand the flow ofwater from eachwatershed into theGreat Lakes.


• Get out the map of the United States and trace water out from your riuver to Lake Erie out to the Atlantic Ocean.- Ask students what must happen to the elevation of the other

Great Lakes. Have students discuss how the water flows North East.

Possible Extension Activity for AssessmentConstructing the Michigan Watershed Hand out one color copy of the Great Lakes topographic map to

groups. Students should not write on this map or take it home.

• Ask students to think back to their maps they drew of their watershed model. They indicated high and low areas with H’s and L’s.

• Describe how the different elevations of the land are indicated by the different colors or shading on the map.

• (If time permits) Based upon the water flow pattern of the Michigan map, have the class or groups of students construct a watershed model that models water flow in Michigan. You can also choose to construct a model of Michigan with clay.Remind the students involved in modeling, Plan, Build and Test.

• Make connections between this new watershed model and a color coded topographical map.

• Indicate on the watershed model where the Great Lakes would beand any other locations that you wish to place on it.

• Spray the model and determine if the water flows in a similarmanner as indicated by the arrows on the Michigan map.

CONCLUDING THE LESSONReview major concepts• Effect of elevation on water movement• A watershed or catchment is an area of land which drains into a river

system. Any water entering a watershed usually as precipitation will travel from higher elevations to lower elevations, which creates a slope in the land.

ESTABLISHING LINKS TO THE DRIVINGQUESTION• Ask the class how the information they gathered from the maps

helps them answer the driving question.• Ask the class if they have any additional questions for the

driving question board.

HOMEWORKAssign Student Reader/Where Is My River Located?

WatershedsWatersheds can be viewed ata number of scales; a localscale such as the RougeRiver watershed and at alarger scale like theMichigan Watershed.Watersheds are nested,smaller watersheds whichcan be found in a largerwatershed which emptiesinto a larger body of water.It is important to rememberthat water always movesfrom areas of high elevationinto areas of low elevation.

Maintaining the DrivingQuestionThere is a tendency to focuson the specific content of asession with the result thatthe reason for learning theinformation is lost. Thisconcern can be addressed bymaking frequent (2-3 timeper week) connections to theDQ.

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!Learning Set Two

Student Worksheet

Teacher Version

MAJOR MICHIGAN WATERSHEDSThis is a map of the entire Michigan Watershed. Within the Michigan Watershed there are a large number of smaller watersheds. This map showsyou each of these smaller watersheds.

As water enters each of the small watersheds as precipitation, the water flows in river systems andthen into the Great Lakes.

1. Using your topographic map as a guide, indicate with arrows on this map where each watershedempties into the Great Lakes that surround Michigan.


!Learning Set Two

Student Worksheet

Teacher Version

GREAT LAKES TOPOGRAPHIC MAP


WHERE IS MY RIVER LOCATED?Think back to when your class visited the river or took the virtual tour. You probably only saw asmall area of your river. Imagine what other parts of your river might look like both up and downstream. They each would probably look different. Remember one thing all parts of the river andsurrounding land have in common is that they all are part of the same watershed.

What’s a watershed?A watershed- it’s the area of land that catches rain and snow that drains or seeps into marshes,rivers, lakes, streams or ground water. It is a land area that can be identified by tracing a line alongthe highest elevations between two areas on a map, often a ridge. Large watersheds, like the GreatLakes watershed, contain thousands of smaller watersheds.

Figure 1. Areas of a watershedThe dotted lines show where the boundaries arefor this area’s watershed. Notice that there arethree separate directions in which the water canflow. Each of these areas would be it’s ownindividual watershed. However, they are allpart of the larger watershed that drains in tothe river.

Watersheds come in all shapes andsizes. They cross county, state andnational boundaries. No matter whereyou are, you’re in a watershed! Whenyou think of a watershed, think of land“shedding” the water. Watershedsinclude both the water and land.

Where is your river’s watershed?Grand Rapids is nested in a large watershed called the St. Lawrence/Great Lakes watershed.Within each watershed, there are smaller watersheds.

!!Learning Set Two

Student Reader

Teacher Version

Figure 2: St. Lawrence/GreatLakes watershed.This is a satellite image of the St. Lawrence/GreatLakes watershed. It includes each of the 5 Great Lakes.

Source: Rouge River National Wet WeatherDemonstration

Look at the map to the right and try to guesswhat body of water your river drains into?

G- Grand River1 Lake Michigan2 Lake Superior3 Lake Huron4 Lake Erie5 Lake Ontario

The rivers in and around west Michigan are found in the Lake Michigan watershed, located in thesmaller oval marked on the picture above. The Lake Michigan watershed is part of the GreatLakes/ St. Lawrence watershed, marked on the picture as the larger oval.

Figure 3: Illustration of an area that has both high and low regions, and pooling water.

Who Creates a Watershed?If you have ever been on awaterslide, you know thatwater flows from high eleva-tions to low elevations, whichcreates a slope. In class, youbuilt your own watershed withtall, medium and small objects that resembled different elevations then covered them with paper.When you sprayed your watershed with water, you saw water go from higher areas to lower areas,following the slope of each change in elevation. Similar things happen in the real world. On alarge scale, even though we might think Michigan is flat, it has areas of different elevation. Maybeyou have sled down a hill, or biked up one. Hills are created by land at different elevations, highand low which creates a slope in the land. The land throughout Michigan is at a higher elevationthan the elevation of the Great Lakes. This is how Michigan’s water in rivers and streams get tothe Great Lakes and eventually makes its way to the Atlantic Ocean, through the St. LawrenceRiver.


H L L

H

L

L H

Key

H - high landareas

L

- low landareas

- waterpools

Figure 2: Representation of awatershed with high and low lands.

G

2

1

3

4

5


Why does water flow from high to low areas? The same reason that causes your pencil to fall tothe ground if you drop it: gravity. Gravity is the force that pulls everything toward the center ofthe earth. Water flows to the lowest point because gravity pulls water to the lowest elevation.

What do watersheds look like?Maps are important tools in determining the flow of rivers. You looked at a topographic map dur-ing class.

Figure 4: Topographic map

Topographic maps show the elevation of different landfeatures. The following is a topographic map ofMichigan.

Even though you might think Michigan is flat it actuallyit has a variety of elevations. This topographic map (left)has the high, H, medium, M and low, L areas marked.

What do the different colors (different shades of gray) on the map represent?____________________________________________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Add 10 different arrows to the topographic map indicating the direction the water would flowduring a rainstorm.

Think back to the beginning of this reader, do you remember which lake you guessed your rivereventually drained into? Look at the profile of the Great Lakes on the next page of this reader(Figure 5) to check if you were correct. It shows the elevation of each of the Great Lakes and theelevation at which each river enters its corresponding Great Lake. Both Lake Michigan and LakeHuron are at a lower elevation than Lake Superior. So, water from Lake Superior either entersLake Michigan or Lake Huron. Water will eventually make its way to the St. Lawrence River.


Figure 5: Great Lakes profile.

Use Figure 5. to answer the following question: If there was an oil spill on the St. Mary's River,which of the Great Lakes would be affected? Where would the oil end up? Why?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

LakeMichigan

176.0 m LakeSuperior

183.2 m.

LakeHuron

176.0m

LakeErie

173.5 m

LakeOntario

74.2 m

AtlanticOcean

Sealevel

St. Mary'sRiver Detroit

River WellandCanal St. Lawrence

River


OVERVIEW AND OBJECTIVESLearning ObjectivesThrough discussion and use of Model-It, students will be able to identify variables andobjects of watersheds. (First run through withModel-It)

Assessment CriteriaObjects and variables related to watershedswill be identified as they have been discussedin class.

PurposeStudents use concepts identified during thewatershed activity to construct computer-based models. These models demonstraterelationships among the objects and variables.

PREPARATIONSpecial ConsiderationsReserve computer space. Check to be sure Model-It is loaded on each computer. Decisions need tobe considered prior to introduction of Model-It.1. Are you comfortable using the program?2. Are your students comfortable using the

program?3. Do your students have strong technology skills?

If you answered "Yes" to these questions thenmodify the following lessons and allow your stu-dents more freedom in using the program

If you answered "No" to these questions then trythe more "step by step” approach.

Phase 1. Connections. Make connectionsbetween Model-It and the larger project. Keyideas of the project are related to the model. For

Lesson 3Building Computer Models

example, relate the process of building watershedmodels to the computer.

This can be accomplished by reviewing with thestudents how they learned key concepts aboutwatersheds by modeling them. Computer model-ing is just another way to reinforce what we havelearned in addition to being able to add new con-cepts to an ongoing model of their river.

Phase 2. Planning. Student identify objects, vari-ables, and relationships of the model based on thekey ideas associated with the driving question.

Phase 3. Building. Students build models basedupon the objects, variables and relationships identi-fied in the planning phase.

Phase 4. Testing. Students test their models anddetermine if the outcomes make sense.

However, students can cycle between Phase 2, 3,and 4. They may plan variables (phase 2), thenbuild them (phase 3), then cycle back to identifyrelationships (phase 2), then back to build relation-ships (phase 3). Students then may decide to planmore variables and relationships (phase 2) or testtheir current model (phase 4).

Materials• Computers• Student Worksheet/Model-It Plan• Student Worksheet/Mode-It Relationship

TimeOne fifty-minute period.

Weather

River

Land


An object is a physical thingin the environment.

A variable is a measurabletrait of an object.

Example - A car is anobject. Variables mayinclude gas mileage, age,mass, acceleration.

Instructional SequenceINTRODUCING THE LESSONModelingRevisit the idea of modelingReview with the class what a model is. Include in this discussion thefollowing key points:

1) Models represent a simplification of natural phenomena2) All models have limitations3) Examples models include:

- Maps/pictures- Physical models- Computer models

4) Remind students that all models include steps:1. Plan2. Build3. Test

Tell the class we will be building computer models of our water-sheds.

CONDUCTING THE LESSONLink the watershed activity with the modeling task.• Ask the class which parts of the watershed model represented

these objects (e.g. land =paper, weather/precipitation = spray bottle, river =water running down the paper.)

• Introduce the term “object” for the model. (It is useful to write it on the board as a visual reminder and when variables are tobe addresses they can be listed below each object.)

- Land- Weather (precipitation or rain)- River

• Use a “new copy ” of the Student Worksheet/Model-It Planand have the students label the three objects.

Explain that this is the question we will be trying to answer with our computer models.

Picture of RiverThe classroom pictureand/or the “What happenswhen it rains work-sheet?” provides support for identi-fying variables and relation-ships. The class will attachnotecards (to the class pic-ture) or label the worksheetto represent variables. Laterthese artifacts will use stringor arrows to illustrate howvariables are related.

These strategies provide aconnection between the com-puter program and otherclassroom activities.

The classroom picture is usedrepeatedly throughout theproject. It is a critical class-room product and needs to beprominently displayed.

Provide Overview of the Computer ModelIf students are not familiar with Model-It, then a brief overview of what a computer model looks like is appropriate. The intention is to provide the students with a “general sense” of what they are going to construct.

Using appropriate objects and variables, the teacher constructs a 2 variable - 1 relationship model associated with the main ideas from the watershed activity, for example the object River can have the two variables , speed of water, amount of water. The relationship is that the speed of water increases as the amount of water increases.

Describe how this is just a small piece of a larger model, the large model will contain more variables and relationships.

Transition the class to identifying the main ideas that will be modeled. For example,

- As with all models, before you actually build a model it is important to plan first. This plan needs to include the important ideas that our model is going to reflect. We are going to do this by reflecting on the watershed activity and determining the “big ideas” related to watersheds, and answering what happens when it rains?

Identifying Variables Using the first object, ask the class "What is something we couldhave measured about this object during the watershed activity?"

- Record the answers on the board.- Explain that these measurable properties are called

variables.- The computer program will ask us for "variables" for each of

the objects. Variables are measurable traits of objects.

With the class, brainstorm possible variables for each of the three objects. Be sure to emphasize where new concepts fit in as variables.

Potential variables include:Watershed Model

Objects Variablesland amount of absorption

amount of run-offchange in height/elevation (slope)accumulation of ground water

weather amount of precipitationriver depth of water

Common errorsStudents have difficultywith determining whatobject a variable is associat-ed with. For example,students may associate thevariable “amount of ero-sion” with the object“weather”, which does notmake as much sense as itwould with the the object“land” for this example.

One method to address thisproblem is to ask studentsif you can measure theobject to determine howyour variable changes? Forexample, What would youmeasure to determine iferosion has happened? Youwould measure the landnot the weather.

Using a picture labeledwith the objects and vari-ables also provides supportfor this issue. (e.g. usingthe Student

Worksheet/WhatHappens to WaterWhen it Rains?a class picture.)



Keep Model SimpleWhen first using Model-Itkeep the model very struc-tured. Use approximately6 variables and have thesebe similar for all the stu-dents.

The water quality palatecontains 6 objects: ani-mals, plants, rivers, land,weather and people.

Reason for VariablesProbing the class for why avariable was selected orhow it is related to thewatershed activity facili-tates student understand-ing of the key conceptsbeing used.

DeterminingProficiencyIf students are proficientwith the computer program, allow them to proceed at their ownpace.

• Have the class relate these variables back to the watershed modeland to previously identify concepts. - Record variables next to the appropriate object on the Student Worksheet/Model-It Plan

Making Relationships Between VariablesAsk for student volunteers to select two variables from the classroom picture that are related. Have them explain howthese variables are related.

Have a volunteer select a peer to say if they agree or disagree that these variables make a good relationship. Repeat process for a total of 3 to 4 students. Make sure that the student provides a reason why they agree or not.

If the class reaches consensus, connect the variables with a piece of string or yarn on the class board or by drawing an arrow on their Student Worksheet/Model-It Plan

Hand out to the students and have them copy this object, variables, relationship and explanation to the StudentWorksheet/Model-It Plan

Repeat this process one to two more times. Students identify rela-tionships and call on peers for feedback.

Allow students to work independently with their Model-It partner(s)to identify more relationships.

CONCLUDING THE LESSONUse the last few minutes of the day to• Review terms Object and Variable, and the relationships among

them.• Preview the next day's activity - modeling• Tell students that Object/Variable charts must be completed in

order to use the computers. This is optional, but strongly advised.

If time permits, ask the class if any of the sub-questions were addressed, or if they have new questions they would like to add to the poster.

Using a class picture of a watershed that contains the objects andassociated variables. Yarn or string can then be used as a means toillustrate relationships.

HOMEWORKIf students do not complete their Student Worksheet/Model-It Planit should be assigned as homework.

Common errorStudents may not realizethat an object may havemultiple variables. Forexample, if we use the objectland, example variablescould include amount ofabsorption, accumulation ofground water, change in ele-vation, and amount of run-off.


!Learning Set Two

Student Worksheet

Teacher Version

MODEL-IT PLAN

Object

Object

Object


!Learning Set Two

Student Worksheet

Teacher Version

MODEL-IT RELATIONSHIPDRIVING QUESTION

What Happens to Water When it Rains?

MODELObjects and Variable Editor for What Happens When it Rains

Objects Variables Ranges

RELATIONSHIP EDITOR

Relationship Prediction Relationship Explanation

As ________________________ increases_________________ (increases/decreases)because ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(Be sure to label the axis)


RELATIONSHIPS EDITOR

Relationship Prediction Relationship Explanation

As ________________________ increases_________________ (increases/decreases)because ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

1. How does your computer model help to respond to the question “What is the water like in my

river?”

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

2. What are other relationships that you could to add to your model to answer the question “what

happens when it rains?”

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________


OVERVIEW AND OBJECTIVESLearning ObjectivesThrough using Model-It and creating“because statements”, students will explainthe relationships between the watershedobjects and variables.

Assessment CriteriaStudents' “because statements” will reflectthe accurate relationship of their watershedobjects and variables .

PurposeBuild computer-based watershed models.

Relationships developed through the physical model building are used to plan, build, and test a dynamic computer-based watershed model that is revisited and updated in each of the following learning sets.

Lesson 4Planning and Building Relationships

PREPARATIONMaterials• Student Worksheet/Mode-It Relationship

(See Lesson 3 for this student worksheet)

TimeOne fifty-minute periods.


Instructional SequenceINTRODUCING THE LESSONBrief ReviewWhat are objects and variables? What are some that we could use in our computer models of watersheds? Ask for examples.

Determine if students are prepared to go to the computers.- Students have completed some type of planning worksheet- Students have been assigned to a computer group - Go to computer lab.

CONDUCTING THE LESSONBuilding a ModelHand out Student Worksheet/Model-It Relationship from Lesson 3,containing the previously identified objects and variables.

Students turn on machines, bring up the Model-It program andselect the water quality model

When the model comes up, students should see a box that asks them to select a project.

- Select Water Quality

After this selection, the program will bring up a blank screen with a series of pictures along the bottom called an “Object Palette.” These pictures will be used as icons for the objects.


Have the students compare the pictures with the worksheet and the objects they identified on their object/variable sheet. Ask the students which pictures should be used for each object.(Note: Do not use all the pictures at this time.)

Building objects as a classEach action is conducted first by the teacher, then repeated by the students. Remind the students to think of a watershed.

- Click and drag on the "picture" that will be used for the Object “River” to the blank portion of the screen. Let go of the mouse.

- Object editor should appear.- position cursor above the first text field and type in “river”- position cursor above the second text field (type) and select

“background”- select text description and enter a description- select “OK”(See next page)

Class repeats procedure for next variable, this time ask the class what the steps should be.

- What is the first thing we should do? What’s next?

Students build variables related to watersheds.- Have students build the next variable on their own.- When completed, check their work. If it is okay,

students save their models and continue to build on their own.

ConstraintsThis method is very con-strained. For classes whoare familiar with the pro-gram a more open methodmay be preferred. One suchmethod is to provide a briefreview of the program andthen allowing the students tobuild at their own pace.


• Repeat steps for the other two objects. FOR THE OTHER TWO OBJECTS DO NOT USE THE “BACKGROUND” SETTING

Building variables as a classEach action is conducted first by the teacher, then repeated by the students- Click on the "build" view to bring up the blank map- Select the "variable tool" and click on the blank map - Variable editor should appear- position cursor above the "object " box and select the first

object on the object/variable chart. Type in variable name.- complete description- select text description and enter desired range- select OK


After 2 - 5 variables areconstructed, students areready to build relationships.

CONCLUDING THE LESSONUse the last few minutes of the day to:- prompt students to save their models- review terms Object and Variable- preview the next day’s activity - modeling, building

relationships

• If time permits ask the class if any of the sub questions were addressed or if they have new questions they would like to add to the poster.

Instructional Sequence Lesson 4 (Cont.)

INTRODUCING THE LESSONReview the objects and variables of the model.

Use the classroom or worksheet picture to review the identified variables.


Supporting RelationshipsThe use of a classroom picture or worksheet thathas the objects and variableslabeled and then connectingthem with arrows or string,helps students learn aboutrelationships. This strategyis used repeatedly through-out the project. You shouldreduce the amount of sup-port for students as theygain proficiency in identify-ing and creating relation-ships.

Common errors

Common errors associatedwith relationships includebuilding relationships :

• in the wrong direction. i.e. amount of erosion affects the amount of rain.

• not including explana-tions.

These errors can beaddressed by having studentsplan and discuss the rela-tionships before they buildthem.

ESTABLISHING LINKS TO THE DRIVINGQUESTIONIn a whole class recitation, help students make connections between the watershed activity and the question “What happenswhen it rains?”.

Prompt students to raise new questions. For example: - What variables affect the absorption of water and the forma-

tion of run-off?- If water travels over land and flows into rivers and lakes as

run-off, does the run-off carry anything with it? - How does run-off affect the quality of the water in rivers or

lakes?

CONDUCTING THE LESSONMaking Relationships Between VariablesReview with the students about their discussion on relationships.Ask for student volunteers to select two variables from the classroompicture that are related. Have them explain how these variables arerelated.

Have the students get out their Student Worksheet/Model-ItRelationship.

- Have students open up their models. “click on Build”- Ask class how to build a variable. Students describe the

process.- Ask class to construct a variable on the computer.

Constructing relationships - teacher models first. Students repeat after each step.

- Explain to class that up to this point, their models only con-tain several pictures. They need to show how the variables relate to each other.

- To show how two variables are related, use the relationship tool.- Have students look at the first relationship described on their

relationship worksheet.- Have the class "click" on the relationship tool.

Demonstrate to the class how to "click and drag" between the two related variables.

- Students repeat teacher’s actions.

Demonstrate how to complete the relationship editor, give specialattention to the explanation. Students MUST use a BECAUSEstatement.


Determining ProficiencyIf students are proficientwith the computer program, allow them to proceed on their own.

Relationship DescriptionsThe BECAUSEstatement is essential for student learning. By thinking through what they have learned and writing about causalrelationships students buildtheir comprehension of science concepts and developdeeper and more coherent understanding.

Subquestion RelationshipsStudents build relationships that relate to their subquestions theycreated at the beginning of the project.

Teacher and students construct a second relationship together.- Prompt students for steps as they build together.- Check for understanding.

Have students build the next two relationships on their own.

When completed, students raise hands. Check their work. If it is satisfactory, students save models and continue to build on their own.


CONCLUDING THE LESSONPrompt students to save their models.• Review terms Object and Variable.• Preview the next lesson of testing relationships.• If time permits ask the class if any if they have new questions

they would like to add to the poster.


OVERVIEW AND OBJECTIVESLearning ObjectivesUsing ideas generated from discussion andcomputer work, students will test and revisetheir models.

Assessment CriteriaRevised models will reflect accurate object andvariable relationships.

PurposeStudents apply their knowledge by testing andevaluating their models.

Lesson 5Testing and Evaluating

PREPARATIONMaterials• Student Worksheet/Mode-It Testing



Instructional SequenceINTRODUCING THE LESSONReviewWhat are we trying to demonstrate with our models? (What hap-pens when it rains?)

Determine if students are prepared to go to the computers.- Students have their completed object/variable charts- Students have picture from school walk

CONDUCTING THE LESSONHand out Student Worksheet/Model-It Testing.

Have class determine which relationship they wish to test.

Have class make prediction of what should happen as one variableincreases.

Students record prediction on model test worksheet

Teacher demonstrates how to run the model.- “Select” the “test” button from the menu- "Click" on meter tool; students repeat- Select variables to be tested; students repeat on their computers- “Click" on play button; students repeat on their own computer- Change the "meter"; students repeat on their own computer- Ask class what happened. Does it support our prediction?

Students repeat on their own computer- Record on the model test chart

Lead class in discussion to explain test results. Students make alterations to their models if needed.

Students continue to test and build on their own.- Lead a class recitation to explain the test results. Students

correct relationships if necessary, if not repeat steps for the next test. Prompt when students need help.

- Check for student understanding.- Students test their models on their own.


Model-It AdvantagesHighlight with the class thatone advantage of a computermodel is running and test-ing them. A limitation ofthe paper models made inclass was that they could notbe run or manipulated.

CONCLUDING THE LESSONPrompt students to save their models.

- Ask class how their model is different than their pictures.Is it more useful? Why or why not? How might we improve our models for next time?

ASSESSEMENTHave students turn in student worksheets.


!Learning Set Two

Student Worksheet

Teacher Version

MODEL-IT TESTINGTEST 11. What relationship will you test?

_______________________________________________________________________________ _______________________________________________________________________________

2. What is your hypothesis or prediction?_______________________________________________________________________________ _______________________________________________________________________________

3. What is the independent variable in this relationship? _______________________________________________________________________________ _______________________________________________________________________________

4. What is the dependent variable in this relationship?_______________________________________________________________________________

Prediction Table - What happens when you change the meters?

Independent Variable Change Dependent Variable (value)

small increasesmall decrease

5. Observations (description of the meter and graph results)_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

6. Did the relationship act like you expected it would? Why or why not?_______________________________________________________________________________ _______________________________________________________________________________


TEST 2

1. What relationship did you test?_______________________________________________________________________________ _______________________________________________________________________________

2. What is your hypothesis?_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

3. What is the independent variable? _______________________________________________________________________________

4. What is the dependent variable?_______________________________________________________________________________

Prediction - Table What happens when you change the meters?

Independent Variable Change Dependent Variable (value)

small increasesmall decrease

5. Observations (description of the meter and graph results)_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

6. Did the relationship act like you expected it would? Why or why not?_______________________________________________________________________________ _______________________________________________________________________________

Additional tests can be done to examine the rest of the model.

7. Does the model make sense? Why?_______________________________________________________________________________ _______________________________________________________________________________


OVERVIEW AND OBJECTIVESLearning ObjectivesThrough interacting with the parts and theprocesses of a watershed students will explainhow riversystems work and how they changethe shape of the land.

Assessment CriteriaStudents explanations of watersheds willinclude the connections between the terms,absorption, erosion, run-off, slope, and changein elevation.

PurposeDuring this lesson, students build physicalmodels of a river using stream tables toexplore the following relationships:• change in elevation (slope) and speed of water• water movement and the transportation of

land materials• land use/cover, run-off and absorption • land use/cover, point source and non-point

source pollution

Students use stream tables to observe thetransport of materials within a river.

Lesson 6Exploring Stream Tables

PREPARATIONSet-UpSee Teacher Resources or Student Worksheet/Exploring Stream Tables-Introduction. Besure that you review and familiarize yourselfwith the set up of the various stream tablesand feel comfortable with your materials.

Materials (Per Group)• Spray bottles, one with clear water the

other with colored water• Stream table pan of earth materials * diatenaceous earth can be found at many pool

supply stores• Two water supply containers• 1 waste water bucket• 2 wooden slats (ruler or paint stir stick)• 1 wooden angle (to prop up tray)• 1 large (2L) pop bottle filled with water• 1 package transparency markers• 1 tray cover (plexi glass)• 1 magnifying glass• Paper towels and a lot of newspapers• Optional - Stream Table Video• Student Worksheet/Exploring Stream

Tables-Introduction• Student Worksheet/Exploring Stream

Tables-Observation• Student Worksheet/Exploring Stream

Tables-Comparisons• Student Worksheet/What Happens to

Water When it Rains? (from lesson 1) and a series of note cards andor post-it notes.

TimeThree fifty-minute periods.


Instructional SequenceINTRODUCING THE LESSONProvide a brief overview of the day’s activity. For example “Today we will explore watersheds in depth. We will investigate and learn more about the processes that occur in watershedsand how these processes can affect rivers and the land aroundthem.

Students form groups.

Teacher hands out Student Worksheet/Exploring Stream Tables.

Model the stream table set-up while students work in their groupsto build stream tables.

Demonstrate the set-up one step at a time. Students repeat each step as they build their stream table models. Complete set up.

Explain to the class that their stream tables are examples of models. Ask the class what the various parts of the stream table model represent. (eg: earth materials = land, slope = elevation, spray from bottle = precipitation.) Responses should include objects identified in the watershed model.

Phot

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Students from Lessinger Middle School, observing stream tables.

Time ManagementAn additional day may need tobe added to this session for prac-ticing the set-up and clean-up ofthe tables. Having extra traysis helpful.


CONDUCTING THE LESSONMaking PredictionsAsk the class to predict what will happen to their stream table whenthey release the water.

- What will happen to the water? - What will happen to the earth materials?

Have students share their predictions.

Making ObservationsDemonstrate the release of water one step at a time followed by thestudents.

Monitor while students conduct procedure and record observationson their worksheets.

Stop the class. Have students share and critique their observations. - Are they detailed enough? - Can they describe what they saw from their observations? - What observations were missing? - What else did people observe?

Model procedures on the Student Worksheets/Exploring StreamTables and Observation.

Students return to the stream tables and continue with observations.Facilitate while students conduct procedure and make observationsand take notes on their worksheets.

When the students are completed with their the worksheet for theflat stream table have them move on to the “Stream table on aslant” (Step 12 on the Student Worksheet/Exploring StreamTables Observations).

Inform them they will now investigate the stream table on a slantand to com plete the “Observations” worksheet for this version ofthe stream table

CONCLUDING THE LESSON(If time permits move on to explanations see next page)Teacher stops the class and holds a discussion.

- What happened to the water? - What happened to the earth materials? - Note how your observations are similar or different from

what was observed when the table was flat.

Post RubricYou can facilitate studentprediction, observations, and explanations by postingaround the room rubrics andguidelines that illustrate thekey features.

ObservationsIt is important for students to create detailedobservations. Observationsprovide the basis for con-structing explanations andbuilding understanding of relationships and concepts.

Students will not makedetailed and focused observations withoutencouragement. Supportobservations by presentingexamples and providingopportunities for sharing and critiquing.

Stream TablesWater pools at the top ofthe river when the streamtable is flat. Water movesdown the river from areashigh to low when thestream table is on a slant.Earth materials can beseen floating down theriver and are dropped offin the river or at the bot-tom of the river.


• Connect back to the river walk. • Teacher directs class to clean up.• Teacher models clean up procedure.

Instructional Sequence Lesson 6 (Cont.)

INTRODUCING THE LESSONComparing Flat and Slanted TablesStudent Explanations • Optional Show the first segment of the stream table video (Flat

vs. Slanted) as a way of reminding students of what they observed.

• As a full class, have students use their observations to discuss keyideas. Example questions may include:- What did you observe about how the water moved when the

table was flat and on a slant? What was similar? What was different?

- Why did the water pool at the top of the river when the stream tables was at flat?

- Why did the water flow down the river when the stream tablewas flat.....was at a slant?

- Why did the water flow faster when the stream table was at a slant?

- What happened to the earth materials when the stream tables were flat? at a slant? Why?

- Where did you observe earth materials being picked up? Why?

- Where did you observe earth materials being dropped off? Why?

- Why did you see more earth materials moving (being picked up or dropped off) when the stream table was on a slant than when it was flat.

Identifying Concepts• Once students share their observations, begin to introduce

appropriate terminology and make connections to their observa-tions.

• Key terms should include:- deposition means deposit of materials- erosion means movement of materials- change in elevation (slope) affects water speed- speed or velocity of water affects amount of deposition

and erosion

Student DiscussionsStudents are more engagedin class discussions when theycall on peers for their opin-ions, ie: teacher poses ques-tion to class, student Aresponds, then student Acalls on student B if theyagree or disagree and why. Process repeats for two orthree more students.

Phenomena FirstAllow students to engagewith phenomena first, thenintroduce terminology andidentify concepts. Thisprocess helps students toanchor their understandingin prior experiences andresults in better understanding.


- river width and depth are affected by amounts of deposition anderosion

• Connect terminology to student stream table observations.

• Remind the students how the stream table is a physical model ofan actual river. Relate the observations and concepts to the students’ local river and make specific connections, for example were there signs or erosion or steep banks surrounding the river.

• If the virtual tour is available re-visit the segments related to erosion and deposition.

Preparing to Build Computer Models - IntroducingModelingDepending on your computer time decide either go to the comput-ers at this time or discuss the new variables and then go to the com-puters.

• Tell the class that they are going to add new variables to their computer models.

• The students should be well scaffolded in connecting physical models and real world phenomenon. Review if needed.

• Ask class to describe some of the objects and variables they identified from their watershed activity from Learning Set 2, Session 2. For example: Objects Variables

land amount of absorptionamount of run-offchange in height/elevation (slope)accumulation of ground water

weather amount of precipitationriver depth of water

depth or speed

• Assess students’ Model-It skills. If students are proficient, allow them time to identify and plan additional variables and relationships on their own . If students need additional support, use the following support strategies.

Supports for Identifying Variables (do these steps at thecomputers)

River PictureRevisit the class picture orthe What happenswhen it rains? work-sheet to support the stu-dents’ model buildingactivity.

Potential variablesinclude:Object Variableland deposition

erosionchange in elevation slope

river speed width depth


• Using students’ notes, have them brainstorm additional variablesfor each of the three objects. Be sure to emphasize where new concepts fit in as variables, such as amount of erosion, ordeposition.

• As a class discussion, relate these variables back to the stream table model and to previously identified objects .

• You might choose to add the identified variables on their “What happens when it rains?” worksheet, a series of note cards or post-it notes.

Supports for Identifying Relationships• Ask for a student volunteer to select two variables that are

related from the classroom picture or worksheet. Have the student explain how these variables are related.

• Have the volunteer select a peer to state if they agree or disagree if these variables make a good relationship. Whydoes the student agree or not?

• Repeat process for a total of 3 to 4 students.• If class reaches consensus, connect the variables with an arrow

(worksheet) or a piece of string (class picture) .If you are in a separate computer room you can assign a student to do it later.

• Repeat this process one to two more times. Students identify relationships and call on peers for feedback.

• Allow students to work independently with their computer Model-It partner(s) to identify more relationships.

• Relationships that the students might identify include:- as the speed of the river increases, the amount of material

transported increases;- as the speed of the river increases, the amount of erosion

increases;- as the speed of the river decreases, the amount of

deposition increases;- as the slope of the land increases, the speed of the river

increases;- as the amount of erosion increases, the width of the river

increases;- as the amount of deposition increases, the width or depth

of the river decreases.

CONCLUDING THE LESSONHave student’s share their relationships and have other students cri-tique the correctness.


!Learning Set Two

Student Worksheet

Teacher Version

EXPLORING STREAM TABLES/INTRODUCTION2. Place the tray flat on top of the newspapers.

Position the tray so that the drain hole is off the table.

3. Place opened newspapers on the floor.

4. Position the waste water catch basin on the newspapers. The drain hole of the tray should be over the catch basin.

5. Push the earth materials to the end of the tray opposite the drain hole.

6. Flatten the earth materials at a slight slant downward and ending in a cliff. Use the wooden angle (ruler) to flatten and pack down the earth materials.The materials should fill 3/4 of the length of the tray.

7. Lay the ruler or wooden slat across the trayabout 5 cm from the end. Position the water supply container labeled “normal” so that it bridges the wooden slat and the tray edge. The hole of the container should be over the earth materials.

How does water flow through a river? Have you ever watched water flow through ariver? What did you see? What happens to thewater? What happens to the earth materials?

How to build our stream table?Materials• Spray bottles • Stream table pan of earth materials• Two water supply containers• 1 waste water catch basin• 2 wooden slats (ruler or paint stick)• 1 wooden angle • 1 large (2L) pop bottle filled with water• 1 package transparency markers• 1 tray cover (plexiglass)• 1 magnifying glass• Paper towels and a lot of newspapers

Procedure1. Cover the work area with a lot of

newspapers.


8. Using your pointer finger, make a curved finger nail deep river bed from the ruler to the end of the earth material. Smooth the sides of the river channel with your fingers.

9. Sketch a copy of your river on your worksheet.

10. Place your finger over the hole of the normal water supply container and begin to fill the container with water to the line from the 2L pop bottle. Once filled, place the water supply so that it bridges the edge of the tray and the wooden slant.

Procedure1. Tip the tray so a as much water as possible

runs out of the tray.

2. Push all of the earth materials to the end opposite the drain using the wooden angle.

3. Drain off more of the water. Some of the earth materials may drain with the water into the catch basin. These materials can be retrieved at a later time.

4. When as much of the water is drained as possible, flatten the earth materials.

5. Place 1 layer of paper towels on the surface of the earth materials and then about 3 thick sections of newspaper.

11. Now it is time to observe your river. Watch what happens to the water and the earth materials. Release your finger from the hole. Let the water run for a slow count of 20 seconds and make your observations.

12. Place the wooden angle under the tray. Repeat steps

6. Carry the trays to a designated storage space.

7. Clean any earth materials off the equipment and throw out the soggy newspapers. If they are not soggy, they can be left for the next group.

8. Do not throw the waste water down the drain!! The waste water will be poured into a designated waste water pail.

DON’T FORGET TO C LEAN UP!


!Learning Set Two

Student Worksheet

Teacher Version

EXPLORING STREAM TABLES/OBSERVATION

Sketch a picture of your streamtable when it was flat.

Label the following observations on yourstream table drawings. Be sure toobserve both sides of the river.• mark places where earth material was picked

up with an "E"• mark places where earth material was

dropped off with a "D"• mark places where the river was moving fast

with a "F"• mark places where the river was moving

slow with a "S"

Written Observations of the FlatStream Table

1. What happened to the water?• how did the speed vary?• what direction did the water move?• did the water collect? where?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What happened to the land?• where were materials picked up?• where were materials dropped off• how did the shape of the river change?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Sketch a picture of your streamtable when it was slanted

Label the following observations on yourstream table drawings. Be sure toobserve both sides of the river.• mark places where earth material was picked

up with an "E"• mark places where earth material was

dropped off with a "D"• mark places where the river was moving fast

with a "F"• mark places where the river was moving

slow with a "S"

Written Observations of the SlantedStream Table

1. What happened to the water?• how did the speed vary?• what direction did the water move?• did the water collect? where?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What happened to the land?• where were materials picked up?• where were materials dropped off• how did the shape of the river change?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


!Learning Set Two

Student Worksheet

Teacher Version

EXPLORING STREAM TABLES/COMPARISON

1. What was similar about how the water moved when the stream table flat and slanted?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. What was different about how the water moved when the stream table flat and slanted?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3. What was similar about how the earth material moved when the stream table flat and slanted?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

4. What was different about how the earth material moved when the stream table flat and slanted?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


Lesson 7Land Cover and Our River

OVERVIEW AND OBJECTIVESLearning ObjectivesBy investigating and experimenting with dif-ferent versions of the stream table, studentswill explain the affects of different land usesand cover on streams.

Assessment CriteriaExplanations will include the effects of land cov-ers and uses such as residential, urban, agricultur-al, commercial, natural areas and recreation andhow such landcovers create non-point sourcepollution.

PurposeStudent change their stream tables to explorehow different land covers change their riversystem.

PREPARATIONSpecial ConsiderationsBe sure to familiarize yourself with the set upand materials in order to answer student ques-tions and prevent confusion.

Materials• Stream table materials (see Teacher

Resources and previous pages)• Optional- Stream table video• Additional spray bottle filled with water

dyed from food coloring.• SW/Land cover Effects on Stream Tables• SW/Landcover Effects on Stream

Tables/Rural Observations• SW/Landcover Effects on Stream Tables

/Urban Observations• SW/Landcover Effects on Stream Tables

/Residential Observations• SW/Landcover Effects on Stream Tables

/Making Meaning• Student Reader/Landcover and Uses:

How Do They Affect Our River?



Rural SettingWater flows down hill fromthe top of the river to thebottom of the river andenters the lake. Earth mate-rials are transported into thelake from the run off andbegin to fill the lake. Theland at the edge of the riveris eroded and the buildingsfall into the river.

Fertilizers and pesticidesThe colored water will beabsorbed by the soil and willrun off into the river and/orlake. When the clear wateris sprayed more run-offforms carrying more coloredwater into the river and/orlake. When the water pass-es down the river into thelake, the colored water iscarried the length of theriver.

Jig Saw StrategyOne strategy to utilize forDays 16 and 17 is to havedifferent groups constructtables for only one setting.These “expert” groups thenshare their findings with therest of the class. This shar-ing can be linked to theStream Table videos. Theexpert groups explain to theclass what is happening inthe video sequence.

Instructional Sequence

INTRODUCING THE LESSON• Briefly review with the class the previous day’s activity.

Reinforce the following concepts and how they relate to the driving question as well as the stream table activity.- Run-off- Deposition- Erosion- Effects of change in elevation (slope)

• Describe today’s stream table activity. Today we will explore how land use/cover affects water quality.

CONDUCTING THE LESSON• Define land use/cover and ask students to describe different

ways humans use the land.. For example :- residential- urban - recreation - agricultural- commercial- natural areas

• Define land use and prompt students to describe the different land covers associated with the different land uses. Possible associations may include:

Land Use Land Coverresidential grass, trees, soil, pavement/cement,

houses, buildings, roadsagricultural grass, trees, soil, crops, animalsurban pavement/cement, houses, office

buildings, factories, roadscommercial pavement/cement, houses, office

buildings, stores, roadsnatural grass, trees, soil, pavement, gravelrecreation

• Ask students to think about what happens to the water when it rains on each of the ground covers.Think back to when you went outside when it was raining. - What happens to the rain when it hits the ground? - How does the type of land cover affect what happens to the

rain? - What kinds of land cover are there in our community?

• Hand out Student worksheet/Land cover Effects on Stream Tables.


Building Stream Tables of Rural Settings• Describe an agricultural setting for the stream table.A number of

farm houses are located on the land. The crops have just been planted for the coming year so the land is bare with a lot of exposed soil. There is a river running through the area with a lake nearby that many of the families use for swimming.

• Set up the stream table to represent the setting, see student worksheets and appendix). Be sure the table is on a slant. (This set-up is the same as part two of the previous day.)

HypothesisAssess whether your students are knowledgeable with makinghypothesis. If not review what makes a good hypothesis (see appen-dix for suggestions)• Students make and record hypothesis.• Students record reason for their hypothesis.• Students volunteer to share their hypothesis and reasons.

Testing and Observations• Review procedure• Monitor class as students conduct the activity.• Have students record their observations on their worksheets

Explanations and Concept Identification• Have students share their observations with the class. Prompt

students with the following questions. - How did the water move on the stream table?- How does the bare soil affect the amount of water that is

absorbed by the ground?- How does the bare soil affect the amount of run off

produced?- What happened to the fertilizer?

• Work with students to develop the relationship between vegetation and the amount of absorption and run off.

• Be sure to introduce the terms point source and non-point source pollution. - non-point source (NPS) pollution, unlike point source pollution from industrial and sewage treatment plants, come from many diffuse sources. NPS pollution is caused by rainfall or snowmelt moving over and through the ground. As the run-off moves, it picks up and carries way natural and human-made pollutant and finally depositing them into bodies of water.

Residential SettingsPrecipitation is absorbed by

grass and vegetation.Eventually water begins toaccumulate and flows asrun-off into the river andlake. Water moves fromhigh to low areas.

Class discussions are a use-ful tool for students to con-struct knowledge. You canassist knowledge constructionby having students creatediscussion products that cap-ture and highlight the keyfeatures of class discussions.For example, you can list theimportant concepts on theboard or students can writediscussion summaries.


Building Stream Tables of Residential Settings• Teacher describes a residential setting for the stream table. A

developer comes in and builds houses along the left side of the river. A lot of grass and trees are planted around the houses.

• Set-up the stream table to represent the setting. Be sure the table is on a slant. (This set-up is the same as part two of the previous day.) - Place some houses on the left side of the river on top of a

layer of grass

Testing and Observations• Briefly review procedure• Monitor class as they conduct the activity.• Have students record their observations and take notes.

Explanations and Concept Identification• Have students share their observations with the class. Ask

students the following questions. - How did the water move on the stream table?- How does vegetative land cover affect the amount of water

that is absorbed by the ground compared to the bare soil?- How does vegetative land cover affect the amount of

run-off produced compared to the bare soil?

• Have students call on each other during the sharing phase.• Work with students to develop the relationships between

vegetation and the amount of absorption and run-off. - Provide students an opportunity to brainstorm within their

groups and then have a few share their explanations.

Building Stream Tables of Urban Settings• Describe an urban setting for the stream table.

A large land developer comes into the area and decides to put in a large number of buildings, streets and parking lots.

• Set-up the stream table to represent the setting. Be sure the table is on a slant. (This set-up is the same as part two of the previous day.)

- Remove the houses and grass. - Place a few buildings on your model. - Add a few streets and a parking lot using the laminated

pieces of black construction paper. Place the buildings and pavement only on the left side of the river.

Urban SettingsVirtually no absorption isobserved on the pavement orbuildings. The water accu-mulates and moves over thesurface of the land as runoff.Small amounts of absorptionmay be observed by the abare soil around the pave-ment and buildings. Waterwill accumulate and run offfrom the bare soil as well.Water moves from high tolow areas.


Testing and Observations• Review procedure.• Monitor class as students conduct the activity.• Record your observations again.

CONCLUDING THE LESSON• Students share their observations with the class. Ask the

following questions. - How did the water move on the stream table?- How does urban land cover (streets and parking lots)

affect the amount of water that is absorbed by the ground compared to the vegetation or bare soil?

- How does urban land cover (streets and parking lots) affect the amount of run-off produced compared to the vegetative or bare soil?

• Which type of pollution would be produced in an area like our setting? (non-point source pollution)

• Work with students to develop the relationships between urban land cover (streets and parking lots) and the amount of absorption and run-off. - Provide students an opportunity to brainstorm within their

groups and then have a few share their explanations.

• Have students complete Student Worksheet/Landcover Effects on Stream Tables - Making Meaning.

HOMEWORK• Assign Student Reader/Land cover and Uses: How Do They

Affect Our River?


!Learning Set Two

Student Worksheet

Teacher Version

LANDCOVER EFFECTS ON STREAM TABLESIntroductionThink back to when you went outside during a rain. What happens to the rain when it hits theground? How does the type of land cover affect what happens to the rain? What kinds of landcoveris there in our community?

These are some of the questions we will explore in this investigation. We will use our streamtables to model different types of land covers and investigate how they affect the stream. We willlook at three different settings:1. Rural - bare soil2. Residential - grass3. Urban - pavement

Question How does land cover around a river affect the amount of run-off after a rain?

Hypothesis___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________

Material• One stream table model• One water source container • 2L bottle filled with water

(one food colored water)• One piece of plexiglass• One wooden slat• One wooden angle• Newspapers and paper towels

• Houses and buildings• Piece of green turf (grass)• One waste water bucket• Transparency markers• Three pieces of transparency film• Laminated black paper


The Rural Setting1. Set-up the stream table and place the stream

table on the wooden angle so that the stream table is on a slant or a slope.

2. Using your pointer finger, make a smooth, curved, finger nail-deep river bed from the ruler to the end of the earth material. Smooth the sides of the river with your fingers. Scoop out a lake to the right of the river.

3. Place some cubes along the right side of theriver to represent houses. Put some near the river and some farther away. Pour a small amount of water into the lake.

4. Have teacher check your set-up and then sketch your stream table on the next page.

5. Let one container of water flow continuously down the river. Record observations.

6. Spray your model with water. Recordobservations.

7. The houses around the right side of the river decide to spray their lawn with a combination of fertilizers and weed killers. Use the spray bottle with colored water andspray 3 strokes from a height of about 5 inches over the houses on the right side of the river. Record observations.

8. It rains right afterward. Spray the same areawith 5 or so sprays of clear water and run

water down the river for a slow count of 20 seconds. Record observations again.

9. Clean-up pollution. Use a spoon to removethe “polluted” soil. Place the “polluted soil”into a waste container.

The Residential Setting1. A developer comes in and builds houses

along the left side of the river. There is a lotof grass around the houses. Place some grass and houses on the left side of the river.


3. Spray your model until you see water running along the surface into the river and lake.

4. Observe what happens to the water as you spray your model and count the number of sprays needed to create surface run-off

5. Clean-up and remove grass and houses.

The Urban Setting1. A land developer decides to put in buildings

streets and parking lots. On the left side of the river use the laminated black paper to represent pavement and then add buildings.


3. Spray your model until you see water running along the surface into the river and lake.

4. Observe what happens to the water as you spray your model and count the number of sprays needed to create surface run-off.

5. Clean-up and remove pavement and houses.

HousesandGrass

The Rural Setting


!Learning Set Two

Student Worksheet

Teacher Version

LANDCOVER EFFECTS ON STREAM TABLESRURAL OBSERVATIONS

Sketch a picture of your AGRICULTURAL stream table.


WRITTEN OBSERVATIONS OF THE STREAM TABLE

1. What happened to the land when water was sprayed?• What happened to the houses?• What happened to the land?• What happened to the lake?• How did the shape of the river change?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What happened to the land when the colored water was sprayed?• What happened to the houses?• What happened to the land?• What happened to the lake?• How did the shape of the river change?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What happened to the colored water when the model was sprayed again?• What happened to the houses?• What happened to the land?• What happened to the lake?• How did the shape of the river change?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


!Learning Set Two

Student Worksheet

Teacher Version

LANDCOVER EFFECTS ON STREAM TABLESRESIDENTIAL OBSERVATIONS

Sketch a picture of your RESIDENTIAL stream table.



What happened to the land when water was sprayed?• What happened to the houses?• What happened to the land?• What happened to the lake?• How did the shape of the river change?• How many sprays did it take to create "run-off"?• How did adding grass affect your model?

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!Learning Set Two

Student Worksheet

Teacher Version

LANDCOVER EFFECTS ON STREAM TABLESURBAN OBSERVATIONS

Sketch a picture of your URBAN stream table.



What happened to the land when water was sprayed?• What happened to the houses?• What happened to the land?• What happened to the lake?• How did the shape of the river change?• How many sprays did it take to create "run-off"?• How did adding pavement affect your model?

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!Learning Set Two

Student Worksheet

Teacher Version

LANDCOVER EFFECTS ON STREAM TABLESMAKING MEANING

What can we learn from our observations?

1. How did the different land covers (bare soil, grass, pavement) affect the type of materials carried by run-off? Include at least one observation from each setting (rural, residential, urban) that supports your answer.

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2. How did the different land covers (bare soil, grass, pavement) affect the amount of water that was absorbed by the ground? Include at least one observation from each setting (rural, residential, urban) that supports your answer.

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3. How did the different land covers (bare soil, grass, pavement) affect the amount of run-off produced? Include at least one observation from each setting (rural, residential, urban) that supports your answer.

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LANDCOVER AND USES:HOW DO THEY AFFECT OUR RIVER?In class, you observed and experimented with a model of a stream. The sand and soil representedthe land. The stream you made with your finger represented a river. As you let the water flow intoyour model, you made observations about how the water flowed. You also observed how the waterchanged the shape of the land. Additionally, you changed parts of your stream table to resembledifferent types of land uses such as urban areas and grassy areas. With the change of land cover,you explored the affects each of changes had on your stream.

Erosion and Deposition Affect on the Land

We have all seen it rain. During a heavy rainfall, water in a stream flows fast and will pick up moredirt. As water flows against the bottom and sides of the river channel, it removes more dirt, sand,soil and debris. Scientists call the "removal of dirt" erosion. When water slows down, dirt foundin the river drops out of the water. Scientists call the dirt and soil “dropping out" of water, deposi-tion.

Erosion is a process where the earth!s materials are loosened and removed.

Deposition is the setting down of earth!s materials on to another area.

In your stream table, you may have noticed sand being deposited at the end of the stream. Howdid it get there? The flowing water eroded the sand and deposited it at the bottom on the streamtable, this is an example of deposition. 1) Think about the stream tables, what is one variable that might affect the amount of

deposition in a river? Describe how that variable affects the amount of deposition in the river.

2) What is one variable that might affect the amount of erosion in a river? Describe how that variable affects the amount of erosion in the river.

How does land cover affect erosion?You used stream tables in class to see how deposition and erosion change with different land cov-ers. You modeled bare soil, urban land covers, and grassy areas. Remember that erosion anddeposition happen naturally, but can become a problem for the plant and animal life when humansalter the land and cause so much erosion and deposition that the natural landscape cannot handle.The following are ways in which humans have changed the land and examples of how that canaffect the nearby rivers.

!!Learning Set Two

Student Reader

Teacher Version


Rural Land UseMuch of Michigan's economy was built on farming. Today many large areas of land are still beingcleared to plant fruits and vegetables. As trees and grasses are removed for farms and houses, soilcan wash away and be deposited into the lakes, rivers, and streams. This can eventually alter theflow and landscape of the rivers.

In addition to soil and dirt being washed into streams, there are other variables related to farmsthat affect water quality in streams. Many farms rely on chemicals to kill insects and weeds. Theyuse fertilizers to help the plants grow. When you sprayed colored water on your stream table, youmodeled how fertilizers and pesticides are sprayed on crops. How did the colored water flow whenyou sprayed it on your model? You may have seen that some of the colored water was absorbedinto the ground, and the rest moved across the land into the river (figure 2). The process when thewater runs across the land and is not absorbed is called run-off.

Figure 2: Erosion and run-off with bare soil.Chemicals and fertilizers used to help crops grow can even-tually drain into a river. This is an example of run-off.This may be harmful to aquatic animals and plants.

Today there are other less harmful and more natural waysof fertilizing and protecting crops from pests, for examplecrop rotation and natural fertilizers.

Run-off is any liquid that flowsacross the land surface into streamsand rivers.

Life in the City: UrbanizationWhen you built an urban area for your stream table model, you might have used plastic to repre-sent pavement, preventing the water from absorbing into the ground. You also used plastic blocksto represent buildings. During this part of your stream table model, run-off was going over theplastic surfaces and either formed a puddle or washed into the stream. This creates a quick flash ofwater in the stream all at one time, this is called a flash flood.

Figure 3: Runoff with urban land cover/uses. Rain andsnow collect on paved surfaces. Motor oil and salt can bewashed with the water into a nearby river, which can causeharm to fish and plant life.

Run-off from rooftops, roads and lawns eventual-ly flows into nearby streams, lakes, and rivers(figure 3.) This water may contain householdchemicals used for cleaning or fertilizers that areused to make lawns green. Other sources ofurban pollution include salt and oil. Salt is usedto melt ice from the roads. Additionally, oil canoften leak from cars. These products get washedfrom roads and can end up in a river.

3.) How might the salt and oil affect the river and its organisms?


Grass landWhen you created a grassy and plant covered area on your model, much less run-off occurred. So,where did the water go? The grass and plants absorbed the water (figure 4). Scientists call thisabsorption. Plants, like grasses and trees, can act like a sponge. They absorb rain and snowmeltand then release it over time. This provides a steady supply of water to the ground and nearbystreams.

Figure 4: Absorption with grassy and plant covered landareas. Large areas of plants and grass absorb rain and snow,decreasing erosion and run-off in rivers, lakes and streams.

Absorption is the process when theground, often covered with trees andgrasses, soaks up the water prevent-ing the water from becoming run-off.

4.) Write a description of what happens to the water when it rains in your neighborhood. The paragraph should include where the rainwater goes, where the rain is absorbed, where rain might run-off and where you think most of the water ends up going.

Pollution SourcesPollution sources are divided into two groups depending on how the pollutant enters the body ofwater.

Point source pollutants come from an identifiable point and directly discharge into rivers and lakes.

Non-point source pollutants come from many sources that are difficult toidentify, they often enter the river in run-off from large land areas

Sources of point and non-point source pollutants

Sources of point source pollutants Sources of non-point source pollutants

• Pipes• Leaking barrels that contain chemicals

such as pesticides and weed killers • Smokestacks• Sewage treatment plants

• Golf courses & homes that use fertilizers• Sewer grates• Roads• Run-off from farm fields• Construction sites


Both point and non-point source pollutants can be harmful. However, because the source isknown, point source pollution can be controlled. For example, if the pollution from a smokestackexceeds safe levels, the responsible company or person can be contacted and asked to reduce itsamount of pollutants. Strict laws have been passed to limit the discharge from point sources.

Non-point sources of pollution are much more difficult to control. It is hard to determine who orwhat is responsible for any Non-point source pollutant. Non-point source pollutants can originatefrom a very large land area such as an entire watershed. For example, run-off-containing fertilizerused on lawns in suburban areas is a non-point source pollutant that can pollute a river or stream.The law does not regulate non-point sources of pollution as strictly as point sources. An importantway to control non-point source pollution is for individuals to reduce the amount of pollutants theyuse in and around their homes.

The people below are taking care of their lawn and car, but they are also doing many things thatcan pollute the water in their community, such as the stream beside their house.

Figure 5: Taken from EPA’s website: http://www.epa.gov/kids/whatswrong.htm

5.) Look at the drawing above and choose three examples of pollution and explain how each actionwill affect the water quality in the river. Be sure to explain if the pollution is point or non-pointsource pollution.


OVERVIEW AND OBJECTIVESLearning ObjectivesUsing new concepts generated by investigat-ing stream tables, students will apply and testthese ideas on new models.

Assessment CriteriaStudent models will include new terms relatedto land cover and use including: residential,urban, agricultural, commercial, natural areasand recreation, non-point source pollution.

Lesson 8Building and Testing

PREPARATIONMaterials (Per Group)• Student Worksheet/Model-It Planner:

Water Quality




INTRODUCING THE LESSONStudent models will include new terms related to land cover and useincluding: residential, urban, agricultural, commercial, natural areasand recreation, non-point source pollution.

Review with students the new terms they learned, and go over thereader they were to have read.

CONDUCTING THE LESSONIdentifying and Building Variables• Handout Student Worksheet/Model-It Planner/Water

Quality and have students gather their observation notes and worksheets.

• Go to computer lab.

• Students often do not always understand the purpose of an activity. Remind students that the question their model is trying to answer is “What happens when it rains?” and that their computer model is similar to the physical models they have beenworking with but that the computer model is able to show relationships between many variables unlike our physical models.

• Review with the class what the stream tables are representing. (e.g. plastic squares represent pavement).

• Tell the class they are going to build new variables in their computer models and just as we tested our stream table models we will now Test our computer models.

• Have the class brainstorm variables from their notes and observations.

• Potential Variables include:Objects Variablesland amount of vegetation, amount of

pavement and buildings, amount of bare soil, point source pollution, non point source pollution

river water speed, water quality

• Have groups share their variables with the class.


Expanding the Computer Water Model• Students open their models.

• Determine if the class is sufficiently adept at manipulating the program. You might have to review with students how to test their model. For a review see the previous, session 2 lesson 3.

• If "yes" have students proceed to construct identified variables and relationships.

• If "no" have class build at least one variable together before theycontinue on their own.

• Students build variables and relationships.

• Students test and evaluate their models.

CONCLUDING THE LESSON• Monitor student progress and have students save their models

when class period comes to an end.


!Learning Set Two

Student Worksheet

Teacher Version

MODEL-IT PLANNER/WATER QUALITY

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Notes

Initial Objects Initial Variables

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OVERVIEW AND OBJECTIVESLearning ObjectivesUsing information from previous class discus-sions on experimentation, students will devel-op an investigation of the effects of fertilizeron plants.

Assessment CriteriaInvestigations will include independent anddependent variables, controls and studenthypothesis.

PurposeStudents develop an understanding of theeffects phosphates on water quality and aquat-ic plants.

The following are multiple options for howthe experiments in Lesson 9 and 10 may beenacted.

First Option: one experiment (possibly fer-tilizer effects) is done as a whole class (model-ing steps for an experiment) while the otherexperiment (possibly acid effects) is conductedby small groups.

Second option: student groups select one ofthe two experiments to conduct.

Third option: is for the groups to developtheir own experiments. Regardless of whichoption is selected the main goal is to exposestudents to planning and conducting an exper-

Lesson 9Fertlizer Investigation

iment over an extended period of time. The material illustrates option 1. This optionhas the most class supports. The fertilizerexperiment is used as a means to model thesteps for conducting an investigation. Theteacher guides the class through this firstinvestigation, modeling each step as well asproviding rationale for design. Working insmall groups, students apply what they havelearned about designing and conducting inves-tigations as they construct their acid investiga-tions.

However, no matter which experiments youchoose, each will continue into Learning Set3 with students doing observations, recordingdata and then analyzing the data later inLearning Set 4.

PREPARATIONSet-UpSee Student Worksheets and be sure to haveyour materials ready ahead of time.

Special ConsiderationsThe two investigations started during this sessionrequire extended time to collect data. Time needs to be set aside on a regu-lar basis for students to make their observations.You will need to monitor the jars and determinewhen sufficient data are collected.


Water will evaporate from the jars or test tubes,Be sure to add additional water that contains theproper acid or fertilizer mixture.

Results from these experiments are needed foractivities in Learning Set 3

Materials• Ten jars • Distilled water• Distilled vinegar and lawn fertilizer• Duckweed (or other aquatic plant)• "?" Investigation Sheets• Student Worksheet/What Will Happen?

Fertilizer Investigation




INTRODUCING THE LESSONContextualizing the Investigations• Make connections with the stream table activities.

- During the stream table session, students explored how land cover may impact water quality due to the presence of pollution. Specifically, they saw an example featuring fertilizers as non-point source pollution.

• Students will investigate the effects of two pollutants on aquatic plants. One pollutant will be fertilizer and the other pollutant will be acid rain.

- Explain that fertilizers contain compounds called phosphates and nitrates. These are the main fertilizer ingredients we will examine.

CONDUCTING THE LESSONIdentifying Variables• Place the question “What effects do fertilizers (nitrates and

phosphates) have on the health of plants?” to be investigated on the board.- Remind the class that nitrates and phosphates are the main

ingredients in fertilizer.

• Hand out Student Worksheet/What will Happen? Fertilizer Investigation

• Help the class identify the independent variable (you changed it variable).- Show the students the materials and the experimental set-up.- Ask the students “What are we trying to find out?”- What variable in our investigation are we studying to see if it causes a change or effect?- This is called the independent variable and it is the variable

we will change. For example, we might use the variable “amount of fertilizer” with three solutions, one which is low fertilizer, a second one that is medium fertilizer and a third one that is high fertilizer.

• Help the class identify the dependent variable (it changed variable).- What variable in our investigation are we studying to see if it

is affected or changed?- This is called the dependent (it changed) variable

Independent and dependent variablesStudent understanding isfacilitated by experiencingthese important ideas infamiliar language. Refer toan independent variable asthe "you changed it vari-able" and the dependentvariable as the "it changed"variable." As the projectprogresses, press students touse scientific terms for theseconcepts.

Conducting Investigations One of the central goals ofthe project is to engage stu-dents in the process of inves-tigation - asking questions,designing and planningexperiments, collecting, ana-lyzing, reporting data, anddrawing conclusions. Thesetwo experiments model theprocess for students to helpthem learn how to conductscientific research.


This is the variable that we measure to see if it is affected.- Example: In our experiment, plant health is our dependent

variable.- How can we measure a change in plant health?

(i.e. number of leaves, color of plant, height of plant?)

• Students design a controlled experiment. - The simplest form of an experiment manipulates or changes

one variable at a time. - What variables should remain constant or unchanged (amount

of water, number of plants in a jar, amount of sunlight, etc.)? - These variables are called control variables.

Developing an Hypothesis• Refocus the class on the investigative question you placed

on the board. (What effects do fertilizers have on the health of plants?)

• Students write their prediction about what will happen to the health of the plants when the amount of fertilizer is increased.

• Students share their predictions with the class.

• Students rewrite their prediction in a proper hypothesis form. If needed, review what makes a good hypothesis with students. (See appendix).- For Example: If the amount of fertilizer increases then the

color of the plant will become more yellow.

• Focus the class on the key features of a good hypothesis.- The independent (the you changed it) variable needs to be

identified- How you are measuring the effect on the dependent (the it

changed) variable.

• Emphasize that a good hypothesis can be supported or rejected by data.

Procedure• Focus the class on the materials used for the experiment.

HypothesisAn hypothesis is a formalstatement that states a relationship between variables being measured (independent and dependent).A hypothesis if often stated asan "if then" statement.

Model InvestigativeProcessThe experiment is designed toprovide an opportunity toemphasize the phases of aninvestigation. The goal is tomodel the process for compos-ing a hypothesis and identify-ing the variables. Studentsare asked to use the processyou described as a template fortheir work in small groups incomposing a hypothesis andidentify variables for the sec-ond experiment.

RubricsPosting rubrics (evaluationcriteria) is one method forsupporting student learning.Having students conduct selfassessments and peer reviewsof their work is anothermethod for supporting students in learning how to learn. By making assess-ment clear from the begin-ning, you can help studentsbecome more planful anddeliberate about their learn-ing.


• Demonstrate the set up for the students and have them follow along.

• Check for student understanding.

Making Observations• Discuss with the class how to make quality observations.

- What will they observe? - How often will the observations be made? - How can we organize our data?

• Guide the class to record the following in their observations:- Record the data.- Write a description indicating the size and color of the plant. - Students should draw their observations as well.

• Determine with the class when and how frequently observations will be made. Be sure observations are made at the start of the investigation. It is useful to post the schedule for observations some where in the room

CONCLUDING THE LESSON• Class reviews hypothesis.

• Students record initial observations.

• Review when future observations will be done.


!Learning Set Two

Student Worksheet

Teacher Version

WHAT WILL HAPPEN? FERTILIZER INVESTIGATIONQuestion/Purpose

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List and describe the variables that you will investigate.A. Independent (You changed it) Variable

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Hypothesis and reason (if...then...because...) How doses the independent variable affect the dependent variable?______________________________________________________________________________

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MaterialsA. Small jars (4)B. Graduated cylinder or 50 ml beakerC. River waterD. Distilled waterE. Water plants (duck weed)F. Fertilizer solution (Weak, Medium and Strong)G. Plastic wrapH. Rubber Bands (4)I. Marker and Labels

ProcedureA. Label each jar 1-4B. Label each jar with group member names, and dateC. Set up jars as follows

i) Jar 1 (no fertilizer) - 50 mls of distilled waterii) Jar 2 (Low fertilizer) 25 mls of distilled water and 25 mls of fertilizer solutioniii) Jar 3 (High Fertilizer) 50 mls of fertilizer solutioniv) Jar 4 (river water) 50 mls of river water

D. Add same amount of plants to each jar ( class needs to decide and keep constant)E. Cover jars with lids or plastic wrap and rubber bandsF. Make first set of observations and record on Data sectionG. Place jars in well lit area.


Data(Observations may include, color, size, # of living plants, # of dead or dying plants, or anything elsethe class decides is important to notice.)

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Data AnalysisMake a graph or chart that summarizes the data you collected. You may use data from the entire class. Decide which observations you want to include in your graphs or charts. Be prepared to explain why these observations are important and need to be organized in a chart.


ConclusionWrite a conclusion which describes what you learned from this investigation. The conclusionshould be at least 2 paragraphs and include:A. A description of the purpose of the investigation.B. A description of the questions you were trying to answer.C. A statement describing what the answers to your question was.D. Evidence (numbers from your graphs or tables) that supports your answers to

your questions.E. Describe how this investigation relates to the driving question.

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OVERVIEW AND OBJECTIVESLearning ObjectivesUsing information from previous class discus-sions on experimentation, students will developan investigation of the effects of pH on plants.

Assessment CriteriaInvestigations will include independent anddependent variables, controls, and studenthypothesis.

PurposeStudents explore the effects of acid on waterquality.

Lesson 10pH Investigation

PREPARATIONMaterials• Ten jars • Distilled water• Distilled vinegar and lawn fertilizer• Duckweed (or other aquatic plant)• Student Worksheet/What Will Happen?

Acid Investigation



ContinuityRelating an activity to thedriving question helps stu-dents understand how theactivity serves to answer thequestion and prevents theproject from degeneratinginto a series of unrelatedactivities.

pH and the RougepH of the Rouge River isslightly basic (8.0-8.5)because of limestone andother carbonates in the soil.


INTRODUCING THE LESSON• As a class, review the variables for the investigation.

Independent (you changed it) Variable: something you changed e.g. amount of fertilizer

Dependent (it changed) Variable: something measurable e.g. amount or health of the duckweed (number of leaves, and/or color)

Control Variables: things kept the same, e.g. size of container, type of plant, amount of light, etc.

CONDUCTING THE LESSONAsk the class if they remember any sources of acid rain and if theyare present in our community. • Pose to the class the question “What effects will acid have on

plants?”

• Discuss with the class what they know about acid rain and how it might affect plants.

• Explain to the class that they will do a similar investigation as the fertilizer experiment except this time we will use different amounts of acid. The acid simulates the affects of acid rain.

Identifying the Variables• Students take out their Student Worksheet/What Will Happen?

Acid Investigation.

• Place the question (What effects will acid have on plants?) to be investigated on the board.- Inform the class that pH is a measure of acids and bases.- Review the pH scale. A low pH indicates a strong acid while ahigh pH indicates a base. Water is neutral at a pH of 7.0.

• Help the class identify the independent variable(you changed it variable).- Show the students the materials and the experimental set-up.- Ask the students what questions they are trying to answer.- What variable in the investigation are they studying

to see if it causes a change?


• Students work in groups to identify the variables in the experimental set-up, the independent, dependent, and control variables. Remind the students to think about how the experimental set-up will help answer the question.

• Monitor students’ work and decide if a full class discussion is necessary or collect the work and offer students feedback so theycan refine their work for home session.

Developing a Hypothesis• Prompt students to reflect about what they already know

about pH (acids and bases) and then to think about how acidwill affect the health of the plants.

• Students write a hypothesis individually, then share in pairs to rework their hypothesis.

• Remind students of the key features of a hypothesis.

• Walk around the class monitoring the students’ work.

• Based on your monitoring, decide if the entire class needs to work through the hypothesis again. Alternatively, collect the work and offer students feedback to refine their next hypothesis.

Procedure• Focus the class on the materials used for the experiment.• Assess if the students are able to go forth with the set up

themselves

Making Observations• Review what makes good observations, how often to make the

observations, and how students can organize their observations.

• Students should- Record the data.- Write a description indicating the size and color of the plant. - Draw their observations of the plant.

• Determine with the class when and how frequently observations will be made. Be sure observations are made at the start of the investigation.


Start the pH Investigation• As a group review the variables for the investigation.

Independent (you changed it) Variable: amount of acid

Dependent (it changed) Variable: amount or health of the duckweed (# of weeds, and/or color)

Control Variables: size of container, typeof plant, amount of light, amount of fertilizer, etc.

CONCLUDING THE LESSON• Have groups record initial observations with the class.• Review when future observations will be done.


!Learning Set Two

Student Worksheet

Teacher Version

WHAT WILL HAPPEN? ACID INVESTIGATIONQuestion/Purpose

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List and describe the variables that you will investigate.A. Independent (You changed it) Variable

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B. Dependent (It changed) Variable______________________________________________________________________________

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C.Control Variables (Variable that need to be kept the same)______________________________________________________________________________

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Hypothesis and reason (if...then...because...) How doses the independent variable affect the dependent variable?______________________________________________________________________________

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MaterialsA. Small jars (4)B. Graduated cylinder or 50 ml beakerC. River waterD. Distilled waterE. Water plants (duck weed)F. Fertilizer solution (Weak, Medium and Strong)G. Plastic wrapH. Rubber Bands (4)I. Marker and Labels

ProcedureMake sure the teacher checks your procedure when it is completed.




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Data AnalysisMake a graph or chart that summarizes the data you collected. You may use data from the entire class. Decide which observations you want to include in your graphs or charts. Be prepared to explain why these observations are important and need to be organized in a chart.


ConclusionWhat have you learned? Does your data support your hypothesis?Your conclusion should be at least 2 paragraphs and include:A. A description of the purpose of the investigation.B. A description of the questions you were trying to answer.C. Make a claim that you either support or reject your hypothesis.D. Provide evidence to support your claim: use data that you have interpreted in the

experiment.E. Include limitations and or a statement of errors that might have occurred.F. Write your claim clearly: it needs to be a complete thought , and written in precise

scientific language. Anyone who picks this up should be able to understand what you did and what you write.

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How can your conclusion be connected to the driving question, what is the waterlike in our river?

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After each learning set, reflect and record alterations you would like to make fornext time. Consider the following questions:

• How did I engage students in experiencing the phenomena? How will I do it differently next time?

• How did I connect to the driving question? How will I do it differently next time?

• How did I determine what they learned?

• How could I make the purpose clearer?

• What did the students do that I did not expect?

• What classroom management arrangements were effective or need to be modified?

Learning Set Two

Teacher Reflection

Documents

Learning Set T Where Is Our wo - University of Michigan