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8/9/2019 Water Smart Connections: Teachers Guide
1/19
WaterSmart
ConnectionsTOPICWater Quality
TeachersGuide
A publication of theSouthwest Florida Water Management District
for grades 412
8/9/2019 Water Smart Connections: Teachers Guide
2/19
This information will be made available in accessible formats upon request. Please contact the CommunicationsDepartment at (352) 796-7211 or 1-800-423-1476 (FL only), ext. 4757; TDD only at 1-800-231-6103 (FL only).
Dear Teacher,Thank you or participating inWater Smart Connections. The
goal o the Water Smart Connections program is to educatechildren about our areas water resources and what steps they
can take to protect these precious resources or the uture.The subject o this booklet is water quality.Although we recognize our basic need or water, the
connections between what we do every day at home, inschool and in the community sometimes seem distant romthe quality o our water.
The Southwest Florida Water Management District(SWFWMD) is protecting our water resources in many ways.Some o those ways include purchasing lands, conductingwater quality studies, restoring habitats, controlling aquaticplants and, perhaps most important, educating children and
adults about water resources. The SWFWMD is working hardto ensure that each o us has clean water to drink, now and inthe uture.
This teachers guide was written in a ormat to encouragethe teacher to be an inormation acilitator, not just aninormation provider. The activities are hands-on, lettingstudents construct their own knowledge through experience.
We have included evaluation suggestions to assist youin determining how much your students have learned.Correlations to Sunshine State Standards are at the end othis teachers guide. The standards have been correlatedaccording to grade levels 35, 68 and 912 or yourconvenience. The standards covered in each unit are based onthe student reading the inormation presented in the bookletand completing the related activities included in this guide.
We encourage you to complete all the activities and readings.When you have completed the program, please ll out
the short evaluation orm located at the end o this teachersguide and return it to the SWFWMD. In addition, we wouldappreciate receiving some examples o your students work.
Thank you or your interest in the Water Smart Connections
program. I you need additional inormation or resourcesor your class, please call us at 1-800-423-1476, ext. 4757.You can also order materials online at WaterMatters.org/publications/.
VISKH 02/09
8/9/2019 Water Smart Connections: Teachers Guide
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CONTENTS
UNIT 1
Why Is Water So Important? Pg 1
UNIT 2 Watersheds & Ecosystems Pg 2
UNIT 3 Pollution Sources & Their Effects Pg 4
UNIT 4Stormwater Runoff Pg 5
UNIT 5 Water Quality Management Pg 5
Sunshine State Standards Pg 7
Activity Sheets Pg 9
Answer Keys Pg 13
Water Smart
ConnectionsTOPICWater Quality
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UNIT 1Why Is Water
So Important?
1
ACTIVITY 1.1: WATER BASICS
OBJECTIVESThe student will:
1. Dene why water is important.2. Explain how a drop o water goes through changes.3. Describe who needs water.4. Explain where water comes rom.
MATERIALS chalkboard or chart paper
DIRECTIONSUsing a word web, the teacher will be able to preassess students prior knowledge owater.
1. Write the word water on the board or chart paper or everyone to see.2. Tell the students to think about the word or one minute.3. Ask the students to tell you what they know about water, recording their answers on
a word web (see example on page 2).
Possible words to include:living things solidriver liquidgas evaporationclouds condensationprecipitation runo
pollution conservationlakes wetlandsaquier
Ask the following questions: Whyiswaterimportant? Whoneedswater? Wheredoeswatercomefrom? Whatiswaterquality?
Answers will vary, but this embedded assessment will give the teacher a starting point orteaching the Water Smart Connections booklet by providing inormation about
students prior water knowledge, and may help highlight any discrepancies ormisconceptions students may have. Ask students to list words they associate with water.Place these words on chart paper in the orm o a web. The graphic organizer can thenbe displayed (and even added to) in the room as uture reerence or the activities.EVALUATION
A notebook will be helpul in the nal evaluation. Ask the students to draw their ownword web or water and have them put it in their notebook. Also include a three-minute
ree writing about what students would like to know about water.
8/9/2019 Water Smart Connections: Teachers Guide
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living things pollutionwater
forms
hydrologiccycle
chemicals
nutrients
plants
animals
heavy metals
bacteria
solid gas
liquid
evaporation sun
runoffrain
Word Web
ACTIVITY 2.1: WATERSHEDS
OBJECTIVES
The student will:1. Describe a watershed.2. Eectively communicate how watersheds are altered by people.3. Identiy how a watershed connects living things.
MATERIALS WatershedBoundariesblacklinemaster(p.10) overheadprojector
DIRECTIONS1. Make an overhead using the blackline master o the watersheds in southwest Florida
(see page 10 in this guide).2. Place the map on the overhead projector.3. Have each student locate their home, school or community.4. Trace how water might enter the watershed in the students community.
Ask the following questions: Inwhatwatersheddoyoulive? Whatwouldhappenifahurricanehitcloseby? Whathappenswhenrainwashesfertilizerintoanearbywaterbody? Whydoesascientistneedtoknowinformationaboutwatersheds? Whatmightascientistdowiththisinformation?
EVALUATIONDraw a map o your schoolyard. Use arrows to show the direction water fows or drainswhen it rains. Show high and low areas, locations o buildings, ponds, parking lots, playareas, landscaping, etc.
UNIT 2Watersheds & Ecosystems
2 continued on next page
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3
ACTIVITY 2.2: ECOSYSTEMS
OBJECTIVESThe student will:
1. Dene an ecosystem.2. Explain the interrelationship between living things and the environment.
3. Describe the dierence between living (biotic) and nonliving (abiotic) parts o anecosystem.
MATERIALSEcosystem Activity Sheet blackline master (p. 11)
DIRECTIONS1. Have students break up in groups o our or ve.2. Make copies o page 11 in this guide, labeled Ecosystem Activity Sheet, or each
group.3. Explain to students about biotic and abiotic parts o the environment.
(Bioticwouldincludeplantsandanimals,includinghumans.Abioticwouldincludesoil, air, water, temperature, light, etc.)
4. Have students list things in their environment as either biotic or abiotic.5. Ask students how these biotic or abiotic things aect them.
Ask the following questions: Whatevidencedoyouhavethatbioticandabioticthingsaffecthumans? Howwouldyouexplaintherelationshipbetweenbioticandabioticthings?
EVALUATIONHave students investigate their schoolyard and describe the types o ecosystems that arepresent.
ACTIVITY 2.3: SURFACE WATER ANDGROUNDWATER CONNECTIONS
OBJECTIVESThe student will:1. Dene the dierence between surace water and ground water.2. Explain the Floridan aquier system.3. Predict an outcome o what happens during the percolation o water through the
ground into aquier systems.
MATERIALS sand pottingsoil smallpebbles threesmallpapercupsforeachgroup bluecoloring beakerforwater
DIRECTIONS1. Divide the students into groups o our. One student will be the recorder.
2. Put a small pencil hole in the bottom o the paper cups and give three cups to eachgroup. Place approximately 300 milliliters o water in each groups beaker. Add a ewdrops o blue coloring to the water.
3. Each group should label the paper cups one through three and ll the rst cup withapproximately one inch o sand. Place one inch o potting soil in the second cup andone inch o pebbles in the third cup.
4. Place the cups with the sand, soil and pebbles over a larger cup or bowl. Pourapproximately 100 milliliters o water into each cup.
5. Assign each student a specic task:Student 1 place sand in cup one and add water.
Student 2 place soil in cup two and add water.Student 3 place pebbles in cup three and add water.Student 4 record these results on the Data Collection Chart (page 9 o thisguide).
continued on next page
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UNIT 3Pollution Sources &
Their Effects
4
Ask the following questions: Howlongdidthewatertaketopercolatethrougheachmaterial? Didthecolorofthewaterchange? Why? Whichmaterialtookthelongestforthewatertogothrough?
EVALUATION
Students should draw and label a picture o the hydrologic cycle, emphasizinggroundwater and surace water systems.
ACTIVITY 3.1: UNDERSTANDING POLLUTION
OBJECTIVESThe student will:
1. Eectively describe the dierent types o water pollutants and their damagingeects.
2. Demonstrate an understanding o the dierence between point- and nonpoint-source pollution.
MATERIALS pencils paper
DIRECTIONS1. Provide the ollowing Writing Challenges or students.2. Explain to students that these writing prompts are similar to items included on the
Florida Comprehensive Assessment Test (FCAT).3. Ask students to write an extended response to each o these prompts.
Writing Challenge #1Many dierent types o pollution can aect the quality o our surace waters. Describe atleast three types o pollution and their damaging eects.
Writing Challenge #2Two main sources o pollution are point- and nonpoint-source pollution. Explain thedierence between these two sources and include examples to support your answer.
EVALUATIONAnswers to extended response items:
1. Answers should demonstrate an understanding o the dierent pollutants and their
eects as described in the booklet.2. The response should include a clear comparison and examples o point- andnonpoint-source pollution.
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UNIT 5Water QualityManagement
UNIT 4Stormwater Runoff
5
ACTIVITY 4.1: STORM WATER AWARENESS
OBJECTIVES
The student will be able to:1. Describe Floridas primary source o water pollution stormwater runo.2. Explain the problems stormwater runo creates.3. Describe what happens to rainall during urbanization.
DIRECTIONS1. Divide the class into groups o three or our.2. Have each group create an inomercial about how a community can decrease the
amount o stormwater runo.3. These inomercials could include billboards, newspaper ads, radio, television or other
types. Radio or television spots should be three minutes in length.
EVALUATION:Have the students evaluate the other groups on their inomercial. Criteria could include:
VocabularyCreativityClarity o the messagePositive eect on the audienceAccuracy o acts
continued on next page
ACTIVITY 5.1: WHAT CAN WE DO?
OBJECTIVESThe students will be able to:
1. Demonstrate ways to preserve the quality o water.2. Create a conservation plan or their amilies and put it in their notebook.
MATERIALS pencils paper/notebook
DIRECTIONS
1. List on a sheet o paper how the school and/or class could conserve water andreduce pollution.
2. List ways students amilies could conserve water and reduce pollution.
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6
EVALUATIONStudents should now have amiliarity with water quality issues in our area and ideas abouthow they and their amilies can prevent water pollution.
ACTIVITY 5.2: SUMMARY SHEET
OBJECTIVESThe students should be able to:1. Demonstrate knowledge o vocabulary ound in Water Smart Connections.2. Match water-related images with overarching concepts.
MATERIALS SummarySheetblacklinemaster(p.12) pencils
DIRECTIONSMake copies o the Summary Sheet or each student. Have them complete the activity.
EVALUATIONStudents should be able to match each image with the concept it represents.
ACTIVITY 5.3: NATURE POEMS
OBJECTIVESThe students should:
1. Utilize vocabulary ound in Water Smart Connections.2. Understand various parts o speech.
3. Create a poem based on their newly acquired knowledge.MATERIALS pencils paper
DIRECTIONSHave the students develop a poem about water.
(a) The rst line should have one word that is a noun.(b) The second line should have two adjective words.(c) The third line should contain three adverbs.
(d) The ourth line should contain an antonym.ExampleDropClear, coldSwimming, sliding, racingFlood
or
PollutionOrganic, nutrients, sedimentSettling, inecting, nondrinkingCleanliness
EVALUATIONStudents should be able to create a water-related poem using the parts o speech asdirected.
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7
UNIT 1: Why Is Water So Important?Grades 35Science: The Nature o Matter, SC.A.1.2; Processes that Shape the Earth, SC.D.1.2,SC.D.2.2; Processes o Lie, SC.F.1.2; How Living Things Interact with Their Environment,SC.G.1.2, SC.G.2.2; The Nature o Science, SC.H.1.2. Social Studies: Economics, SS.D.1.2.Language Arts:Reading,LA.A.1.2,LA.A.2.2;Writing,LA.B.2.2.
Grades 68Science: The Nature o Matter, SC.A.1.3; Processes that Shape the Earth, SC.D.1.3,SC.D.2.3; Processes o Lie, SC.F.1.3; How Living Things Interact with Their Environment,SC.G.1.3, SC.G.2.3; The Nature o Science, SC.H.1.3. Social Studies: Economics, SS.D.1.3.Language Arts:Reading,LA.A.1.3,LA.A.2.3;Writing,LA.B.2.3.
Grades 912
Science: The Nature o Matter, SC.A.1.4; Processes that Shape the Earth, SC.D.1.4,SC.D.2.4; Processes o Lie, SC.F.1.4; How Living Things Interact with Their Environment,SC.G.1.4, SC.G.2.4; The Nature o Science, SC.H.1.4. Social Studies: Economics, SS.D.1.4.Language Arts:Reading,LA.A.1.4,LA.A.2.4;Writing,LA.B.2.4.
UNIT 2: Watersheds & EcosystemsGrades 35Science: Processes that Shape the Earth, SC.D.1.2, SC.D.2.2; Processes o Lie, SC.F.1.2;How Living Things Interact with Their Environment, SC.G.1.2, SC.G.2.2; The Natureo Science, SC.H.1.2. Social Studies:People,Places,andEnvironments,SS.B.1.2;
Government and the Citizen, SS.C.1.2. Language Arts: Reading, LA.A.1.2, LA.A.2.2;Writing,LA.B.2.2.Mathematics:Measurement,MA.B.1.2.
Grades 68Science: Processes that Shape the Earth, SC.D.1.3, SC.D.2.3; Processes o Lie, SC.F.1.3;How Living Things Interact with Their Environment, SC.G.1.3, SC.G.2.3; The Natureo Science, SC.H.1.3. Social Studies:People,Places,andEnvironments,SS.B.1.3;Government and the Citizen, SS.C.1.3. Language Arts: Reading, LA.A.1.3, LA.A.2.3;Writing,LA.B.2.3.Mathematics:Measurement,MA.B.1.3.
Grades 912
Science: Processes that Shape the Earth, SC.D.1.4, SC.D.2.4; Processes o Lie, SC.F.1.4;How Living Things Interact with Their Environment, SC.G.1.4, SC.G.2.4; The Natureo Science, SC.H.1.4. Social Studies:People,Places,andEnvironments,SS.B.1.4;Government and the Citizen, SS.C.1.4. Language Arts: Reading, LA.A.1.4, LA.A.2.4;Writing,LA.B.2.4.Mathematics: Measurement,MA.B.1.4.
UNIT 3: Pollution Sources & Their EffectsGrades 35Science: The Nature o Matter, SC.A.1.2; Processes that Shape the Earth, SC.D.1.2,
SC.D.2.2; How Living Things Interact with Their Environment, SC.G.1.2, SC.G.2.2; TheNature o Science, SC.H.1.2. Social Studies: Government and the Citizen, SS.C.1.2.Language Arts:Reading,LA.A.1.2,LA.A.2.2;Writing,LA.B.1.2,LA.B.2.2.
Grades 68Science: The Nature o Matter, SC.A.1.3; Processes that Shape the Earth, SC.D.1.3,SC.D.2.3; How Living Things Interact with Their Environment, SC.G.1.3, SC.G.2.3; TheNature o Science, SC.H.1.3. Social Studies: Government and the Citizen, SS.C.1.3.Language Arts:Reading,LA.A.1.3,LA.A.2.3;Writing,LA.B.1.3,LA.B.2.3.
Grades 912
Science: The Nature o Matter, SC.A.1.4; Processes that Shape the Earth, SC.D.1.4,SC.D.2.4; How Living Things Interact with Their Environment, SC.G.1.4, SC.G.2.4; TheNature o Science, SC.H.1.4. Social Studies: Government and the Citizen, SS.C.1.4.Language Arts:Reading,LA.A.1.4,LA.A.2.4;Writing,LA.B.1.4,LA.B.2.4.
Sunshine State Standards
continued on next page
8/9/2019 Water Smart Connections: Teachers Guide
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UNIT 4: Stormwater RunoffGrades 35Science: The Nature o Matter, SC.A.1.2; Processes that Shape the Earth, SC.D.1.2,SC.D.2.2; How Living Things Interact with Their Environment, SC.G.1.2, SC.G.2.2; TheNature o Science, SC.H.1.2. Social Studies: Government and the Citizen, SS.C.1.2.Language Arts:Reading,LA.A.1.2,LA.A.2.2;Writing,LA.B.1.2,LA.B.2.2.
Grades 68Science: The Nature o Matter, SC.A.1.3; Processes that Shape the Earth, SC.D.1.3,SC.D.2.3; How Living Things Interact with Their Environment, SC.G.1.3, SC.G.2.3; TheNature o Science, SC.H.1.3. Social Studies: Government and the Citizen, SS.C.1.3.Language Arts:Reading,LA.A.1.3,LA.A.2.3;Writing,LA.B.1.3,LA.B.2.3.
Grades 912Science: Processes that Shape the Earth, SC.D.2.4; How Living Things Interact with TheirEnvironment, SC.G.1.4, SC.G.2.4. Social Studies: Government and the Citizen, SS.C.1.4.Language Arts:Reading,LA.A.1.4,LA.A.2.4;Writing,LA.B.2.4;Listening,Viewing,andSpeaking, LA.C.3.4. The Arts: Theatre, TH.A.1.4.
UNIT 5: Water Quality ManagementGrades 35Science: Processes that Shape the Earth, SC.D.2.2; How Living Things Interact with TheirEnvironment, SC.G.1.2, SC.G.2.2. Social Studies: Government and the Citizen, SS.C.1.2,SS.C.2.2; Economics, SS.D.1.2. Language Arts: Reading, LA.A.1.2, LA.A.2.2; Writing,LA.B.2.2.Mathematics:Measurement,MA.B.1.2.
Grades 68Science: Processes that Shape the Earth, SC.D.2.3; How Living Things Interact with TheirEnvironment, SC.G.1.3, SC.G.2.3. Social Studies: Government and the Citizen, SS.C.1.3,SS.C.2.3; Economics, SS.D.1.3. Language Arts: Reading, LA.A.1.3, LA.A.2.3; Writing,LA.B.2.3.Mathematics:Measurement,MA.B.1.3.
Grades 912Science: Processes that Shape the Earth, SC.D.2.4; How Living Things Interact with TheirEnvironment, SC.G.1.4, SC.G.2.4. Social Studies: Government and the Citizen, SS.C.1.4,SS.C.2.4; Economics, SS.D.1.4. Language Arts: Reading, LA.A.1.4, LA.A.2.4; Writing,LA.B.2.4.Mathematics:Measurement,MA.B.1.4.
8
8/9/2019 Water Smart Connections: Teachers Guide
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Time To Percolate Through
Change In Color + yes - no
soil
sand
pebbles
Which substance took the longest to percolate?
Why?
Did the color change?
Why?
DATA COLLECTION CHART
SURFACE WATER ANDGROUNDWATER CONNECTIONS
9
Activity Sheets
8/9/2019 Water Smart Connections: Teachers Guide
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L E V Y
M A R I O N
C I T R U S
L A K E
S U M T E R
H E R N A N D O
P A S C O
P I N E L L A S
P O L K
S A R A S O T A
H A R D E E
D E S O T O
C H A R L O T T E
H I G H L A N D S
H I L L S B O R O U G H
M A N A T E E
N
S
W E
2
1
34
5
6
8 9
7
11
10
10
SOUTHWEST FLORIDA WATERMANAGEMENT DISTRICT
Watershed Boundaries
1 Withlacoochee River
2 Springs Coast
3 Hillsborough River
4 TampaBay/AncloteRiver5 Alaa River
6 Little Manatee River
7 Manatee River
8 Southern Coastal
9 Myakka River
10 Lake Wales Ridge11 Peace River
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ECOSYSTEM ACTIVITY SHEET
ECOSYSTEMS
Biotic Abiotic
11
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12
SUMMARY SHEET
WHAT I LEARNED
Directions:Draw a line rom the word to the matching picture below.
condensation
transpiration
ground water(aquifer)
energy
pollution
conservation
AQUIFER
LAND SURFACE
8/9/2019 Water Smart Connections: Teachers Guide
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CheckYour
Knowledge
2
1
10
9
4
3
8
1
6
711
5
12
1. Extra rain that doesn't soak intothe ground (2 words)
2. A chemical that is put on plants tokill bugs
3. Soil particles4. A chemical that is used to kill weeds
5. To make something unusable orunhealthy
6. A chemical that is put on plants tomake them grow faster
7. The Southwest WaterManagement District
8. Point- pollution is easyto recognize
9. These are found in fertilizers10. Stormwater runoff is a type of
11. Food byproducts are a kind ofpollution
12. We need water
ABOUT WATER POLLUTION
WITH THE FOLLOWINGCROSSWORD PUZZLE
S
T
O
R
M
W
A
T
E
R
P
E
S
T
I
C
I
D
N
U
T
R
E
N
T
S OURC
E
C L EN
F L O RDA
HE RB I
C IDE
E DIM
NT
L LUT I
ON
P
C
O
N
T
A
M
I
N
A
T
E
O
R
G
A
NI
C
13
Answer Keysor activities on pages 16 and 17 o the
Water Smart Connections student book
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AnswersStudent Booklet, page 17
14
Find the Hidden
Message AboutFloridas Waters
1 = A
2 = B3 = C
4 = D
5 = E
6 = F
7 = G
8 = H
9 = I
.
19 20 15 18 13 23 1 20 5 18
S T O R M W A T E R
18 21 14 15 6 6 9 19 20 8 5
R U N O F F I S T H E
23 1 20 5 18 19
W A T E R S
13 1 10 15 18 19 15 21 18 3 5
M A J O R S O U R C E
15 6 16 15 12 12 21 20 9 15 14
O F P O L L U T I O N
15 6 6 12 15 18 9 4 1
O F F L O R I D A
10 = J
11 = K12 = L
13 = M
14 = N
15 = O
16 = P
17 = Q
18 = R
19 = S
20 = T21 = U
22 = V
23 = W
24 = X
25 = Y
26 = Z
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4 = Strongly agree 3 = Agree 2 = Disagree
1 = Strongly disagree 0 = No opinion
1. The activities fulfilled their descriptions and objectives.
4 3 2 1 0
2. The activities were relevant to my needs.
4 3 2 1 0
3. The materials were user-friendly.
4 3 2 1 0
4. How did you use the materials in your classroom?
5. Number of students that participated in this program:
Grade:6. Is this a good resource for you to use?
7. Suggestions and comments:
If you would like to receive a class set of water conservation temporarytattoos for returning this survey, please provide the following information:
Teachers name:
School name:
School address:
City, state, ZIP:
County:
Your comments are important to us. Please take a few minutes tocomplete the following evaluation. Remove this page and return to theSouthwest Florida Water Management District. No postage necessary. Youmay also fax to (352) 754-6883. Visit the SWFWMDs web site atWaterMatters.org for more information on resources for teachers.
TeacherEvaluation
8/9/2019 Water Smart Connections: Teachers Guide
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COM
2379BroadSt.
Brooksville,FL34604-9911
BUSINESSREPLYMAIL
FIRST-CLASSMAILPERMITNO.6010BROOKSVILLE,FL
NOPOSTA
NECESSA
IFMAILEDI
UNITEDST
POSTAGEWILLBEPAIDBYADDRESSEE
COM-YE/SOUTHWESTFLORIDAWATERM
ANAGEMENTDISTRICT
2379BROADSTREET
BROOKSVILLE,FL34
604-9911