IS IT SAFE TO GO INTO THE WATER? A 7 th Grade Science Unit

Transcription

1 IS IT SAFE TO GO INTO THE WATER? A 7 th Grade Science Unit READING THE RIVER Summer 2004 Lisa Klette Dayton Middle School Dayton Independent Schools Dayton, Kentucky Campbell County

2 Summary This unit serves as an introduction to water quality and the impact of human use. Students will be introduced to the chemistry and ecology of local waters. They will explore the effects of runoff, erosion, and human use on water quality. They will collect and identify water invertebrates as an indicator of water quality. They will look at stream habitat and assess quality. Using this knowledge, they will evaluate the waters current conditions, propose steps that can be taken to improve conditions, and possibly implement them. Outline Lesson 1 Introduction Is it safe to go in the water? Lesson 2 Map local waters. Lesson 3 Water Chemistry Lesson 4 Macroinvertebrates Lesson 5 Habitat observations Lesson 6 Gather data in field Lesson 7 Analyze data Lesson 8 Fieldtrip to Water District No. 1 Lesson 9 Plan of action culminating performance Lesson 10 Share Ideas/close unit

3 Unit/Lesson Plan Title: Is it Safe to go into the Water? Targeted Standards Academic Expectations 2.1 Students understand scientific ways of thinking and working and use those methods to solve real-life problems. 2.3 Students identify and analyze systems and the ways their components work together or affect each other. 5.5 Students use problem-solving processes to develop solutions to relatively complex problems. Program of Studies S-7-SI-2 Students will use appropriate equipment (water testing kits), tools (nets, keys), techniques (collecting, recording), technology (computers/internet, digital pictures), and mathematics (measurements) in scientific investigations. S-7-SI-5 Students will communicate (e.g., write) designs, procedures, and results of scientific investigations. Core Content SC M Water, which covers the majority of the Earth s surface, circulates through the crust, oceans, and atmosphere in what is known as the water cycle. Water dissolves minerals and gases and may carry them to the oceans. SC M The number of organisms an ecosystem can support depends on the resources available and abiotic factors (e.g., quantity of light and water, range of temperatures, soil composition). Given adequate biotic and abiotic resources and no diseases or predators, populations (including humans) increase at rapid rates. Lack of resources and other factors, such as predation and climate, limit the growth of populations in specific niches in the ecosystem.

4 Major Content Life Science: Students will investigate and analyze macroinvertebrate populations and stream ecosystems. Earth Science: Students will investigate and analyze the movement of water as well as dissolved minerals and gases. Content/ Process: Students will refine and refocus questions that can be answered through scientific investigation combined with scientific information. use appropriate equipment, tools, techniques, technology, and mathematics to gather, analyze, and interpret scientific data. communicate (e.g., write, graph) designs, procedures, observations, and results of scientific investigations. Science in Personal and Social Perspectives: Students will describe the individual s roles and responsibilities in the following areas: changes in populations, resources and environments including ecological crises and environmental issues, natural hazards, science and technology in society, and personal and societal issues about risks and benefits. Essential Questions Is it safe to go in the Water? How are local waters used? How do I measure water quality? What is water chemistry? What do invertebrates tell me about water quality? What other test/observations should be used? What is the condition of local waters? What can I do to help improve water quality?

5 Activities/Procedures Lesson 1 Introduction to water quality As students enter the classroom the unit s main essential question will be on the board written as In Dayton Kentucky, is it safe to go in the water? The first 5 minutes of class, students will write in a unit journal what they believe the answer is based on their current knowledge. The class will then be lead outside, over the flood wall to an area near the Ohio River and a flood water culvert. At this location, an outline of the unit will be presented and discussed. The students will then be asked to write in the unit journal book. They will brainstorm and write all the ways humans and animals use the local waters (creeks, streams, rivers, ponds and even tap water). Some uses may include but are not limited to drinking, bathing/washing, agriculture, fishing, boating, breeding ground, and natural parks. Since this unit requires visiting one or more local creeks and the Water District Resource Park, field trip permission slips will be handed out and due back within 3 days. 1. Journal book 2. Journaling article Leopold Education Project Newsletter, Fall Ohio River outdoor classroom 4. Permission slips. Students will be evaluated by participation in writing/journal entries as well as participation in discussion. The main purpose of this day is to introduce the unit and get students to buy in to the purpose of answering the essential question.

6 Participation Opening question Discussion. Outline unit Water uses journal entry Participation rubric unit introduction 3 points 2 points 1 point 0 points Made full effort and Wrote at least 2 complete sentences. Full participation. Actively involved In discussion. Made full effort and Wrote at least 3 Uses in journal. Effort given. Wrote at least 1 complete sentence. Participated. No off task behavior Observed. Effort given. Wrote at least 2 uses in journal. Some effort At least a few words written. Participated at least some but also off task Some effort, At least 1 use written No effort. Nothing written. No effort. Off task. No effort. Nothing written Points earned

7 Activities / Procedures Lesson 2 Map the local waters Students will be given maps to locate, identify and color in the local waters to be explored. These waters include the Ohio River, Licking River, Belmont Lake, and local creeks. This activity introduces the concept of watershed and makes students aware of our local waters. It also gives students an idea of how humans use the lands next to these waters and the concept that water flowing from one location to another may carry contaminates. Maps will be attached into their journal books. 1. Map of Dayton, KY. 2. Sites with local water map information Students will be evaluated based on the completion of their map. Map of Local Waters Rubric Area of concern Water Key Participation 5 points 3 points 1 point 0 points Points earned All water is colored blue and labeled Well developed key is used for point source and potential pollution sources On task every time student is observed Most water is colored blue and labeled Key is used but May be unclear Or incomplete Mostly on task as observed Some water is colored blue and labeled Some attempt at a key is present Rarely on task as observed None of the water is colored or labeled No key Not on task any time observed

8 Activities/Procedures Lesson 3 Water Chemistry Students will be introduced to the chemical tests that are preformed to help determine water quality. Each test will be introduced, demonstrated step by step (using Ohio River water collected that morning by the teacher), and then practiced in small groups under supervision. Class discussion will tie together how these qualities affect the water s ability to support life. Students will then reflect on what they learned in their journal book. 1. Reading the River water testing kits Dissolved oxygen ph Temperature air and water Conductivity 2. Journal book to record practice data and reflect on learning. Students will be assessed by their participation in their group during test practice. Students will also be asked to reflect on what they learned in their journal book..

9 Area of Concern Follow Directions Individual Participation Care of Equipment and Safety Water Chemistry- Testing Practice Rubric 5 POINTS 3 POINTS 1 POINT 0 POINTS Follow directions and use direction sheets to complete each test as accurately as possible. As observed by teacher, student remains on task and active in group Testing equipment is used properly, materials are not wasted, supplies are properly returned to the testing kit. Student follows safety procedures while using testing kits and properly disposes of used chemicals. Most directions followed and used direction sheet to do tests yet some minor errors. Minor off task behavior observed by teacher Minor error in use of materials, safety procedures or clean up. Few directions followed and direction sheet rarely used or used improperly Major off task behavior observed by teacher At least one major error or several minor errors in use of materials, safety procedures or clean up. Directions not followed and direction sheet not used. Student was off task every time observed Student or group misused materials, did not follow safety rules and/or did not clean up POINTS EARNED Completion tests Group completes all tests they were asked to. Most tests completed At least 1 test completed None of the tests complete

10 Lesson 4 Water Macroinvertebrates Activities/Procedures Students will be introduced to the invertebrates that can be used to classify water quality. Handouts with pictures as well as preserved samples will be used. Once the concept is introduced, groups will be given a practice sample sheet to represent a water sample. Their job is to identify the organisms and use a Water Watch biological assessment sheet to classify the water sample as poor, fair, good or excellent. Finally, each student will be asked to reflect on what they learned in their journal book. Sketches of preserved examples will be encouraged as time permits. 1. Nets and plastic collection bins for demonstration 2. Preserved samples 3. Macroinvertebrate key/id sheets 4. Macroinvertebrate tally sheets 5. Practice sheets 6. Journal book to reflect on learning Stream Quality Assessment with Macroinvertebrates Online Macroinvertebrate dichotomous Key Each student will be evaluated based on group participation, completion of macroinvertebrate tally sheet, and journal entry. Area of Concern Participation Practice Journal entry Macroinvertebrate Rubric 5 points 3 points 1 point 0 points Full participation. Actively involved In activity. Completed. Correct ID of invertebrates And quality level Made full effort and entry shows understanding of concept. Participated. No off task behavior Observed. Completed. Minor errors in identifying invertebrates and assessing level Effort given. Entry shows some Understanding of concept. Participated at least some but also off task May not be completed. Major errors in identifying invertebrates and assessing level. Some effort, Entry is vague or incomplete. No effort. Off task. Not done. No effort. Nothing written Points earned

11 Activities/Procedures Lesson 5 Habitat observations Students will be introduced to other tests/observation besides water chemistry and macroinvertebrates that may help indicate water quality. These tests/observations include qualitative observations whereas chemistry and macroinvertebrates are more quantitative. For habitat assessment, students will look at stream bed substrate, vegetation in water and on banks, cover for animals and water depth/velocity. Once introduced to what to look for, students will practice with provided pictures. 1. Handout, Habitat Survey Sheet obtained from Reading the River 2. Pictures showing various creeks, streams, rivers Students will be evaluated based on participation in discussion, completion of practice exercise and entry in journal book Area of Concern Participation Practice Journal entry Habitat Assessment Rubric 5 points 3 points 1 point 0 points Full participation. Actively involved In activity. Completed. Correct observations of Habitat. Made full effort and entry shows understanding of concept. Participated. No off task behavior Observed. Completed. Minor errors in identifying characteristics of habitat. Effort given. Entry shows some Understanding of concept. Participated at least some but also off task May not be completed. Major errors in identifying characteristics of habitat Some effort, Entry is vague or incomplete. No effort. Off task. Not done. No effort. Nothing written Points earned

12 Activities/Procedures Lesson 6 Field collection It is time to put what we have learned to practice. Students will be taken to a local stream to do water chemistry tests, macroinvertebrate tallies and habitat observations. All observations or measurements made at the stream will be recorded in their journal book to be analyzed tomorrow. As time will be limited, testing will be divided among groups and shared tomorrow in class. 1. Testing kits with direction sheets 2. Permission slips to visit local creeks already signed and returned. 3. Journals to enter data/make observations 4. Testing sites in Dayton, KY. Storm culvert entering Ohio River Creek to storm drain on 6 th Ave. Students will be evaluated on Participation in field collection. Students with health or safety concerns may act as a recorder for their group from the bank and still receive full participation as long as they can verbally explain any tests performed by their group. Those with artistic ability will be encouraged to sketch macroinvertebrates or stream as time allows. Those without parental permission will be left at school with an alternative assignment worth the same point value.

13 Lesson 7 Analysis Activities/Procedures Students will share and analyze data collected in field and write a report on water quality. The report must include what location was tested, what tests were completed, what results were recorded, and what they think these results conclude. Each student must write their own report but may discuss/analyze data in groups. If students/groups are done early they may begin brainstorming for what can be done to improve water quality. Journals with data gathered in field. Chalk board to post data for sharing. Guided report sheet The students will be assessed on completion of water quality report.

14 Lesson 8 What is already being done Field trip. Activities/Procedures Now that we have determined Dayton s local water quality, we will visit the Northern KY Water District Service Park to see what they are doing to help improve water quality. This trip will also allow students to repeat water quality testing on the larger Banklick creek which is a tributary of the Licking River. Sanitation District No Eaton Drive Ft. Wright, KY /

15 Students will be assessed on participation in discussions/activities as well as behavior while on the field trip. Anyone unable to go on the trip will be assessed by completion of a web-based assignment on the Water district and water testing.

16 Activities/Procedures Lesson 9 What can we do? Now is the time to take action. This lesson may take 3 to 5 days to complete. Students will plan a course of action to help improve local water quality. Some potential ideas are Poster campaign public awareness Brochure public awareness or what the average Joe can do Public service video for local KET channel Trash clean up of a stretch of a local stream/creek/pond Mark storm drains No dumping, leads to stream. Etc Plan to plant vegetation in area of run-off to prevent erosion. Go to school board about areas of concern on school grounds. Go to city council about areas of concern around town. Organize a group to participate in River Sweep. Participation in Water Watch. Long term or large projects may not be completed in the time given and a grade will be based on written plans, speech, diagrams, etc. 1. Access to computers for research, Power Point and Microsoft Word. 2. Provide students with a list of people they can get information from. 3. Various materials like poster board, markers, etc Each student will design a course of action to help improve local water quality. Large or long term projects may be done by a small group as approved by the teacher. Rubrics will be used to score. As students choose their plan of action, rubrics will be designed or modified to fit their chosen project.

17 Lesson 10 Unit close Activities/Procedures Students will share their project idea or product. 1. C.O.W. computer on wheels for presentations, includes TV and VCR. 2. Smart board option for presentation 3. Various rubrics specific to type of project chosen. Participation in idea sharing.