Science Grade 07 Unit 04 Exemplar Lesson 03: Effects of Human Activity on Water

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1 Unit: 04 Lesson: 03 Suggested Duration: 7 days Grade 07 Unit 04 Exemplar Lesson 03: Effects of Human Activity on Water This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis During this lesson, students will analyze the effects of human activity on groundwater and surface water in a watershed. To understand the effects humans may have, students first have to understand the relationship between the water cycle and storage of water above and below the surface of the Earth. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at Earth and space. The student knows that natural events and human activity can impact Earth systems. The student is expected to: 7.8C Model the effects of human activity on groundwater and surface water in a watershed. Scientific Process TEKS Supporting Standard 7.1 Scientific investigation and reasoning. The student, for at least 40% of the instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to: 7.1A Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards. 7.1B Practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials. 7.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to: 7.3B Use models to represent aspects of the natural world such as human body systems and plant and animal cells. 7.3C Identify advantages and limitations of models such as size, scale, properties, and materials. 7.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to: 7.4A Use appropriate tools to collect, record, and analyze information, including life science models, hand lens, stereoscopes, microscopes, beakers, Petri dishes, microscope slides, graduated cylinders, test tubes, meter sticks, metric rulers, metric tape measures, timing devices, hot plates, balances, thermometers, calculators, water test kits, computers, temperature and ph probes, collecting nets, insect traps, globes, digital cameras, journals/notebooks, and other equipment as needed to teach the curriculum. GETTING READY FOR INSTRUCTION Performance Indicators Last Updated 05/06/2013 page 1 of 18

2 Grade 07 Unit 04 PI 03 Build a model to show the path of pollution on ground and surface water in a watershed. Develop a fact sheet for the general public that will identify factors contributing to water pollution and methods to reduce pollution in the watershed, (e.g., effects of changes in ph on ground water and reduction of phosphorus in detergents). Standard(s): 7.3B, 7.3C, 7.8C ELPS ELPS.c.5B, ELPS.c.5F Key Understandings Human activity can affect groundwater and surface water in a watershed. What happens to precipitation when it reaches the Earth? Why are aquifers and ground water important to life on Earth? Human activity can either positively or negatively impact Earth systems. How does human activity contribute to the pollution of ground water? What are some actions humans can take to reduce or eliminate pollution to our water sources? Vocabulary of Instruction Unit: 04 Lesson: 03 Suggested Duration: 7 days watershed aquifer ground water solar energy water cycle condensation runoff precipitation water table evaporation surface water transpiration porosity permeability pollution percolation infiltration ph Materials aluminum pan (per group) beaker (250 ml, 1 per group) beaker (250 ml, 1 per teacher) beaker (500 ml,1 per teacher) bottle (2 liter soda, empty, 1 per group) calculator (1 2 per group) clay (modeling, per group) cup (plastic, 8 oz., 1 per group) digital camera (see Advance preparation, 1 per teacher) food coloring (1 box per teacher) graduated cylinder (1 per group) large jar or beaker (for collecting water, 1 per group) marker (1 per group) markers or map pencils (per group) paper (construction or colored copy paper, per group) paper or StyrofoamTM cups (2 large per group: 1 with a hole in the bottom and 1 without a hole in the bottom) pea gravel ph probe (see Advance Preparation, 1 per teacher) push pin (1 per group) ruler (1 per teacher) ruler (metric, 1 per group) sand scissors (2 per group) soil (yard not potting soil) spoon or scraper (1 per group) test tubes (as needed for test kit, several per teacher) timer (1 per group) top soil (1 medium-sized bag per teacher) various materials to build ground and surface water models (see Advance Preparation, per group) water water test kit (see Advance Preparation, 1 per teacher) window screen (piece cut to 8 x3, 1 per teacher) Attachments Last Updated 05/06/2013 page 2 of 18

3 Unit: 04 Lesson: 03 Suggested Duration: 7 days All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Teacher Resource: Water Cycle Diagram Handout: Porosity and Permeability Investigation (1 per group) Teacher Resource: PowerPoint: Water Terms Handout: Bottle Aquifer (1 per group) Teacher Resource: Groundwater and Pollution Demonstration (1 for projection) Teacher Resource: Groundwater and Pollution Demonstration KEY Handout: Water Cards (see Advance Preparation, 1 set per group) Teacher Resource: Performance Indicator Instructions KEY (1 for projection) Resources None Identified Advance Preparation 1. Prior to Day 1, obtain soil samples for the Porosity and Permeability Investigation. Do not use potting soil. Obtain buckets or containers for cleanup. You may wish to have students separate gravel, sand, and soil after each model is constructed. 2. Prior to Day 4, gather 2 liter soft drink bottles for the Bottle Aquifer activity. You will need one bottle per group for each class, as they will be difficult to clean and reuse. 3. Prior to Day 5, prepare the Pollution demonstration. This demonstration will require advanced preparation and collection of equipment. Obtain ph probeware, and install necessary software. Obtain a water test kit, and read instructions prior to demonstration. Arrange for access to a digital camera, and practice projecting photographs on the board. You may wish to save/copy photos to a document to project rather than using a direct connection from the camera. Draw the setup on the board so students can record it in their notebooks. 4. Prior to Day 6, copy one class set of the Teacher Resource: Water Cards. Cut them apart and laminate for durability. You will need one set of cards per group. 5. For the Performance Indicator, some examples of various materials to build ground and surface water models include dough, plastic toy houses, trees, animals, cars, soil, water, food coloring, etc. 6. Prepare attachment(s) as necessary. Background Information Prior to this lesson, students analyzed the effects of weathering, erosion, and deposition on environments in the ecoregions of Texas. During this lesson, students will model the effects of human activity on ground water and surface water in a watershed. Students will review the water cycle in order to fully understand the effects of human activity on ground water and surface water in a watershed. STAAR Note: Student expectation 7.8C is a Supporting Standard addressing the effects of human activity on ground water and surface water in a watershed, and this unit is the last time students will cover this content before the STAAR Grade 8 Assessment. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Water Cycle 1. Project the Teacher Resource: Water Cycle Diagram on the board. 2. Ask: What do you remember from the water cycle? Answers may vary, but students should be able to identify components of the cycle such as, precipitation, condensation, runoff, and evaporation. Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 Attachments: Teacher Resource: Water Cycle Diagram Instructional Notes: Students were introduced to the water cycle beginning in Grade 2, and they should bring some prior knowledge into Last Updated 05/06/2013 page 3 of 18

4 3. Point out each component as students recall them from the diagram. this activity. Unit: 04 Lesson: 03 Suggested Duration: 7 days 4. Ask: What is meant by a cycle? Answers may vary, but lead students to the conclusion that a cycle implies a repeating process. Is there a beginning to the water cycle? (No. The process is continuous) What is the power source that drives the water cycle? (The Sun) 5. Show and review the animated water cycle video clip. You may wish to use the one found at the following URL or one of your own choosing: 6. Ask: What is transpiration? (Evaporation of water from plants) What is surface water? (Water that doesn t soak into the ground but stays on the surface of the Earth; examples would be lakes, ponds, etc.) What happens to precipitation when it reaches the Earth? (When water falls to the Earth as precipitation (rain, snow, hail, etc.), it can either evaporate or become groundwater or surface water.) The diagram provided is blank to allow for students to demonstrate prior knowledge of the water cycle. Misconception: Students may think ground water is only found in lakes, streams, and rivers. Notebooks: Students should sketch the major components of the water cycle in their notebooks. 7. Instruct students to sketch the major components of the water cycle in their science notebooks. It may be helpful to post the vocabulary necessary on the board for students who need assistance in recalling the terms. EXPLORE Porosity vs. Permeability Suggested Days 1 (continued) and 2 1. Divide the class into groups. Distribute a copy of the Handout: Porosity and Permeability Investigation to each group. 2. Review procedures for the investigation with students. Include information on the disposal and cleanup of the lab. You may wish to provide large buckets for the three samples and water. 3. Note: For the conservation of resources: Soil samples may be set aside to dry and be reused for other activities in this lesson. If sand, gravel, or soil has to be thrown out, dispose of them outdoors and not in a sink. 4. Instruct students on any safety concerns such as cleaning up any spilled water to prevent falls. 5. Monitor and assist students in completing the investigation. Students may need assistance in using calculators to complete porosity. Materials: paper or Styrofoam TM cups (2 large per group: 1 with a hole in the bottom and 1 without a hole in the bottom) marker (1 per group) graduated cylinder (1 per group) large jar or beaker (for collecting water, 1 per group) sand (fine grained, 1 2 cups or enough to fill 1 cup, per group) pea gravel (1 2 cups or enough to fill 1 cup, per group) soil (yard not potting soil, 1 2 cups or enough to fill 1 cup, per group) water (per group) timer (1 per group) calculator (1 2 per group) spoon or scraper (1 per group) Attachments: Handout:Porosity and Permeability Investigation (1 per group) Instructional Note: You will need soil samples for each group, so plan to provide fresh materials in between each class. Last Updated 05/06/2013 page 4 of 18

5 EXPLAIN Porosity vs. Permeability Suggested Day 3 Notebooks: Unit: 04 Lesson: 03 Suggested Duration: 7 days Students need to create data tables and record measurements in their science notebooks. 1. Instruct students to return to their lab groups. Allow about minutes, and instruct students to answer the following questions with their lab groups. Project the following on the board: Which sample had the greatest porosity? Which sample did the water pass through the slowest? That is, which had the lowest permeability?(the yard soil, unless it is very sandy soil. If the soil has lots of silt or clay in it, the water will take a longer time to soak through. The sand allows the water to flow through faster and the gravel is the fastest.) 2. Facilitate a class discussion in which students reflect on the questions and answers and discuss the meaning of the terms porosity and permeability. 3. Ask students to work with a partner to create definitions for the terms porosity and permeability and then record them in their notebooks. 4. Divide the class into new lab groups, and have students discuss their definition of permeability and porosity. Instruct students to add to or revise their definitions. Attachments: Teacher Resource: PowerPoint: Water Terms Instructional Notes: The heavy emphasis on the definitions of porosity and permeability are indicated here, as the two terms are often confused by students. Student created definitions, followed by discussion, may help in solidifying content knowledge. Notebooks: Students will add vocabulary words as the lesson progresses. They may add illustrations of the words if needed. 5. Ask for volunteers to share their definitions with the class. Clarify any misconceptions and ask student to again revise their definitions. 6. Project slides 1 2 of the Teacher Resource: PowerPoint: Water Terms labeled Porosity vs. Permeability. Discuss any differences between the student-constructed definitions and the Teacher Resource. 7. Point out to students that the particle size and spacing of a substance are related to porosity and pore space. Refer back to the diagrams. Note: Students are not accountable for the information on the diagram, but it is included for clarification. Project slides 3 6 of the Teacher Resource: PowerPoint: Water Terms labeled Porosity vs. Permeability as needed for the discussion. 8. Ask: (You may wish to have groups discuss these questions together and then share with the class.) What do you think is causing the difference in time that it takes water to pass through the different soil samples? Use the terms porosity and permeability in your response. You may wish to have groups discuss this question together and then share with the class. (The gravel has many large pore spaces so it is more permeable. The rocks themselves are not permeable. The sand has many pore spaces but they are small, making sand both fairly porous and permeable. Any yard soil with high clay content has very small pore spaces, and it takes a long time for water to work its way through. Clay has low porosity and permeability.) In what type of soil would you recommend locating a drinking water well? Why? Which soil sample had the greatest risk of transferring harmful chemicals into a drinking water? Why? What factors would you consider when locating a drinking water well? 9. Project slides 7 9 of the Teacher Resource: PowerPoint: Water Terms labeled Groundwater vs. Surface Water. Read the information on the resource to the students. Last Updated 05/06/2013 page 5 of 18

6 10. Instruct students to work with a partner to define surface water vs. groundwater in their science notebooks. Unit: 04 Lesson: 03 Suggested Duration: 7 days 11. Remind students that they will need to use their experiences with the Porosity and Permeability Investigation to help define the two terms. 12. Facilitate a class discussion in which students share their definitions of groundwater and surface water with the entire class. Clarify any misconceptions, and then instruct students to add to or revise their first definitions. 13. Ask: Which soil sample model showed groundwater? Groundwater filled the spaces between the larger particles of gravel. Water also collected in the sand container but not as quickly or as much. If the soil contained clay or silt, it may not have collected very much ground water. If the soil was sandy, it would have. Did any of the models show surface water? Answers may vary due to the variables in yard soil. It may be possible that the soil would allow some water to pool on the surface. EXPLORE Bottle Aquifer Suggested Day 4 1. Distribute the Handout: Bottle Aquifer to lab groups. Inform students they will be creating a model of an aquifer, a natural underground area where large quantities of ground water fill the spaces between rocks and sediment and accumulate. This water is available for use by using wells to pump out the water. 2. Instruct students to draw a sketch before and after the water is added to the aquifer in their science notebooks. 3. Monitor and assist students while they conduct the activity. 4. Ask: How does water get into an aquifer? (Water soaks into the ground and accumulates underground-groundwater) 5. Project the following question, and ask students to answer it in their science notebooks: Why are aquifers and ground water important to life on Earth? (Aquifers and groundwater is important for life on Earth because they supply our drinking water and help with agricultural use with animals and for crop irrigation.) Materials: bottle (2 liter soda, empty, 1 per group) ruler (metric, 1 per group) scissors (2 per group) cup (plastic, 8 oz., 1 per group) push pin (1 per group) pea gravel (1 cup per group) sand (enough for a 1 thick layer, per group) soil (yard not potting, 1 cup per group) clay (modeling, per group) water (per group) beaker (250 ml, 1 per group) Attachments: Handout: Bottle Aquifer (1 per group) Notebooks: Students are to draw and label a before and after sketch of the lab in their notebooks. EXPLAIN Water Terms 1. Facilitate a brief discussion in which volunteers are asked to share their responses to the previously posted question. Why are aquifers and ground water important to life on Earth? (Aquifers and groundwater are important for life on Earth because they supply our drinking water and help with agricultural use with animals and for crop irrigation.) 2. Project slide 10 of the Teacher Resource: PowerPoint: Water Terms labeled Watershed vs. Aquifer. Display only the Watershed Diagram to students. 3. Instruct students to work in pairs and analyze the Watershed Diagram and Suggested Day 4 (continued) Attachments: Teacher Resource: PowerPoint: Water Terms (from previous activity) Instructional Notes: An alternative to using the Watershed Diagram would be to display video clips on the same content. There are some available in the References and Resources section above. Notebooks: Last Updated 05/06/2013 page 6 of 18

7 then construct a definition for the following terms: watershed, aquifer, and water table in their science notebooks. 4. When students have finished creating their definition of each term, instruct students to discuss their definition with another partner group. Students are to continue adding terms to their notebooks as well as a prediction for the effects of pollution on both aquifers and watersheds. Unit: 04 Lesson: 03 Suggested Duration: 7 days 5. Facilitate a class discussion in which students reflect on the diagram and definition of each term. Review the definitions and information on the Teacher Resource to verify with students (slides 11 15). Ask students to revise as necessary. 6. Discuss diagrams with students. Depending upon teacher discretion, students may add the diagrams to their notebooks. Alternatively, students could be given a copy of the diagrams on an aquifer and the water table. 7. Close the class by asking students to write a prediction for how they think pollution might affect watersheds and aquifers in their notebook. (This will be the topic for the following day.) EXPLORE/EXPLAIN Pollution Suggested Day 5 1. Project slide 16 of the Teacher Resource: PowerPoint: Water Terms labelled Pollution. Instruct students to copy the definition for pollution in their science notebooks. 2. Refer to the Teacher Resource: Groundwater and Pollution Demonstration for set up, procedures, and student questions (see Advance Preparation). 3. Conduct the demonstration. 4. After the demonstration, conduct a discussion and ask the following question. You may wish to transcribe student ideas on the board. Ask: How can human activity contribute to the pollution of ground water? Direct the discussion to include the following sources of pollution that can be attributed to humans activity: improper animal waste running off into streams on farms and feedlots dumping of chemicals from factories rain washing motor oil from leaky cars into the storm drains run off of fertilizers, defoliants, and pesticides from farms acid rain garbage dumps with improper drainage Materials: beaker (500 ml,1 per teacher) beaker (250 ml, 1 per teacher) water (per teacher) pea gravel (1 medium-sized bag per teacher) sand (1 medium-sized bag per teacher) top soil (1 medium-sized bag per teacher) window screen (piece cut to 8 x3, 1 per teacher) food coloring (1 box per teacher) ruler (1 per teacher) timer (1) water test kit (see Advance Preparation, 1 per teacher) test tubes (as needed for test kit, several per teacher) digital camera (see Advance preparation, 1 per teacher) ph probe (see Advance Preparation, 1 per teacher) 5. Ask students to brainstorm ways that humans can reduce or eliminate the above identified sources of pollution. Instruct students to record their ideas in their notebooks. Improper disposal of human waste - Improve sewer system, septic tank, and water treatment plants. Animal waste running off into streams on farms and feedlots - Divert runoff so it collects in settling ponds Dumping of chemicas and waste from factories - Make and enforce regulation concerning the disposal of waste from industry Rain washing motor oil from leaky cars into storm drains - Repair vehicles so they drip oil Run off of fertilizers, defoliants, and pesticides from farms - Use less or less polluting chemicals; use natural controls for insects Acid rain - Drive cars less to keep air pollution down; reduce factory emissions Garbage dumps with improper drainage - line new dumps with plastic so pollution won't get in groundwater; in older leaking dumps liners have to be added. Attachments: Teacher Resource: PowerPoint: Water Terms (from previous activity) Teacher Resource: Groundwater and Pollution Demonstration Teacher Resource: Groundwater and Pollution Demonstration KEY Instructional Notes: The demonstration requires advance preparation in order to obtain materials. Refer to the Teacher Resource: Groundwater and Pollution Demonstration for further information. Misconception: Students may think that actions of humans do Last Updated 05/06/2013 page 7 of 18

8 not impact Earth systems. Unit: 04 Lesson: 03 Suggested Duration: 7 days Notebooks: Students should continue adding terms to their notebooks. Under their predictions for the effects of pollution on both aquifers and watersheds, students are to write possible ways to reduce or stop pollution of the water supply. ELABORATE Water Cards Suggested Day 6 1. Divide the class into groups, and distribute one set of cards from the Handout: Water Cards to each group (see Advance Preparation). 2. Instruct students to begin with the solar energy card, then add the water cycle steps to create a concept map of the water terms that were in this lesson. Organize the rest of the cards under the proper portion of the water cycle components. Students can add visuals and arrows to show connections between the concepts. 3. Monitor student progress (see Instructional Notes). Once the graphic organizer has been approved, instruct students to copy the graphic into their science notebooks. They do not have to copy the definitions, since they are already in their notebooks. 4. At the end of the class, instruct students to reflect in their science notebooks by creating a What if statement for a partner. Students should use the vocabulary terms from the unit to create the statements. Ex: What if evaporation never took place all around the world? Ex: What if dirt wasn t permeable? 5. Allow for students to share their What if statements with their partners to answer the statements. 6. Allow volunteers to share out with the class. Attachments: Handout: Water Cards (see Advance Preparation, 1 set per group) Instructional Notes: If students are struggling with the concept map, you may display the water cycle diagram from Day 1 and ask students to think about where each process occurred on the diagram. This may help to organize student ideas. Begin the EVALUATE section if this activity does not take all period. STAAR Notes: Student expectation 7.8C is a Supporting Standard addressing the effects of human activity on ground water and surface water in a watershed, and this unit is the last time students will cover this content before the STAAR Grade 8 Assessment. Notebooks: Students need to record approved graphic organizers in their science notebooks. EVALUATE Performance Indicator Suggested Day 7 Grade 07 Unit 04 PI 03 Build a model to show the path of pollution on ground and surface water in a watershed. Develop a fact sheet for the general public that will identify factors contributing to water pollution and methods to reduce pollution in the watershed, (e.g., effects of changes in ph on ground water and reduction of phosphorus in detergents). Standard(s): 7.3B, 7.3C, 7.8C ELPS ELPS.c.5B, ELPS.c.5F 1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for information on administering the assessment. Materials: various materials to build ground and surface water models (see Advance Preparation, per group) aluminum pan (per group) paper (construction or colored copy paper, per group) markers or map pencils (per group) Attachments: Teacher Resource: Performance Indicator Instructions KEY (1 for projection) Last Updated 05/06/2013 page 8 of 18

9 Water Cycle Courtesy U.S. Geological Survey, U.S. Department of the Interior URL: URL: , TESCCC 05/06/13 page 1 of 1

10 Porosity and Permeability Investigation Materials: 2 large paper or Styrofoam TM cups (1 with a hole in the bottom and 1 without a hole in the bottom) marker 100 ml graduated cylinder large jar or beaker for collecting water 1 2 cups fine grained sand (or enough to fill 1 cup) 1 2 cups pea-size gravel (enough to fill 1 cup) 1 2 cups yard soil - not potting (enough to fill 1 cup) water timer calculator spoon or scraper Background information: Porosity is the amount of empty space in a rock or other earth substance; this empty space is known as pore space. Porosity is how much water a substance can hold. Porosity is usually stated as a percentage of the material s total volume. Permeability is how well water flows through rock or other earth substance. Factors that affect permeability are how large the pores in the substance are and how well the particles fit together. Procedure for Measuring Porosity: 1. Create a data table, such as the one above, in your science notebooks. Sample Total Volume (ml) Volume Remaining in Cylinder (ml) Pore Space Volume Porosity (%) Seconds for Water to Pass Through Sample(s) Example 100 ml 65 ml = 35 ml 35 / 100 x 100 = 35% Sand Pea Gravel Soil 2012, TESCCC 08/21/12 page 1 of 2

11 2. Pour 100 ml of water into the paper or Styrofoam TM cup without the hole, and draw a line at the top of the water. Enter the amount under the Total Volume column on your data table. Pour out the water into the collecting jar or beaker. 3. Fill the same cup with sand, up to the line you just drew on the cup. 4. Use the graduated cylinder and pour water, slowly and carefully, into the cup until the water is level with your sand sample. 5. Enter the amount of the water remaining in the cylinder under the column labeled Volume Remaining in Cylinder. 6. Subtract the volume that was remaining in the cylinder from the total volume. This should be the amount you added to your sand sample. Record the volume of water you added to your sand sample under the column labeled Pour Space Volume. This amount is equal to the pore space in your sand sample. 7. Determine the porosity of your sand sample by dividing the pore space volume by the total volume of the water and then multiply by 100. Record the porosity on your table. % Pore Space = Pore Space Volume / Total Volume x Be sure to record your measurements in the table. Procedure for Measuring Permeability: 9. Hold the second cup, the one with the hole in it, over the collecting jar or beaker. Pour your sand sample (1 st cup) carefully into the cup with the hole, allowing the water to drain into the collecting jar. 10. Pour 100 ml of water into the cup with the sand sample. The sample should now be in the cup with the hole. Use the timer to time how many seconds it takes from when you begin pouring until the water drains out of the sample. Record this time on your table. 11. Clean out the sand from the cup, and dispose of the sand and water, per your teacher s instructions. 12. Repeat steps 3 11 with your pea gravel sample and then with your soil sample. Be sure to record all measurements. 2012, TESCCC 08/21/12 page 2 of 2

12 Materials: 1 soda bottle (2 L) ruler scissors 1 plastic cup Bottle Aquifer 1 push pin 1 c gravel sand (1 in. thick layer) 1 c soil (not potting) modeling clay water 250 ml beaker Procedures: 1. Measure about 13 cm from the top of the bottle. Make a mark, and cut the top off of the soda bottle. Keep the base of the bottle. 2. Use the modeling clay to fill in the base of the soda bottle. Mold it to the dips in the base, and make a flat surface in the bottom of the bottle. 3. Pour 1 c of gravel over the clay. Gently level the gravel. 4. Pour sand into the base until there is a layer approximately 1 in. (2.5 cm) thick over the gravel. Gently level the sand over the gravel. 5. Pour 1 cup of soil over the sand. Level the soil, and set the completed base aside. 6. Take a push pin, and make many holes in the bottom of the cup. 7. Fill the 250 ml beaker with water. 8. One student will hold the cup with the holes over the aquifer model while another student slowly pours the water into the cup. Do not allow the cup to overflow. 9. Observe the path and level of the water as you continue to add water. soil gravel sand clay 2012, TESCCC 08/20/12 page 1 of 1

13 Groundwater and Pollution Demonstration Materials: beaker (500 ml or larger) top soil glass beaker (250 ml or larger) window screen cut to 8 x3 in length water food coloring pea gravel ruler sand timer digital camera ph probe water test kit test tubes (as needed for test kit) Procedure: 1. Set up all demonstration materials prior to class. Set up the ph probe and software. Read the water testing kit instructions prior to the demonstration. Select which tests you will perform on the water sample. 2. Roll the window screen to approximately 5 cm in diameter. This material will be used for your well. 3. Place the well (rolled screen) into the beaker vertically. Instruct students to hold the well straight while their partner adds the layers of remaining material. 4. Gently cover the bottom of the beaker with a layer of pea-gravel about 7.5 cm deep. 5. Gently pour water over the gravel to a depth of about 2.5 cm. This represents the groundwater/ aquifer. 6. Add sand over the gravel to a depth of about 5 cm. 7. Add the soil, about 5 cm deep. 8. Make sure the well is held stable by the layer of rock, sand, and soil. Once made stable, release the well. 9. Use a digital camera to take a before picture of the aquifer. 10. Use the water test kit to test the water quality before adding the food coloring drops. 11. Measure five drops of any dark food coloring. 12. Measure 200 ml of water in the second beaker. 13. Drop the five drops into the beaker. Swirl to mix. 14. Instruct students to predict what the food coloring represent. 15. Instruct students not to pour food coloring into the model yet. 16. Instruct students to draw the model in their science notebooks. Be sure they include the aquifer level. 2013, TESCCC 05/06/13 page 1 of 2

14 17. Instruct students to predict the outcome of including contaminated water to the model. Instruct students to record their predictions under their drawing. 18. Slowly pour 150 ml of the polluted water around the outside of the well. Be sure to not add any polluted water to the inside of the well. 19. Instruct students to time how long it takes for the colored water to reach the groundwater/aquifer and the time it takes for the pollution to reach the well. 20. Use the remaining 50 ml of polluted water to compare the well water contamination by testing the ph levels with a ph probe. Ask for student volunteers. 21. Use the water test kit to test the water quality after adding the pollutant to the water. 22. Use a digital camera to take an after picture of the aquifer. 23. Project the before/after photographs of the aquifer. 24. Facilitate a discussion in which you ask students the following questions: How much time did it take for the contamination to reach the aquifer? How many minutes or seconds did it take for the contaminated water to reach the well? What variable could be changed in order to allow the water to travel faster? Slower? Describe how the model could be altered to better protect the well from contamination. Make a comparison of the color of the well water to the original polluted water. Why were they different? How is water contamination at the surface different from water contamination under the ground? Which do you think is easier to prevent and why? 2013, TESCCC 05/06/13 page 2 of 2

15 Groundwater and Pollution Demonstration KEY Materials: beaker (500 ml or larger) top soil glass beaker (250 ml or larger) window screen cut to 8 x 3 in length water food coloring pea gravel ruler sand timer digital camera ph probe water test kit test tubes (as needed for test kit) Procedure: 1. Set up all demonstration materials prior to class. Set up the ph probe and software. Read the water testing kit instructions prior to the demonstration. Select which tests you will perform on the water sample. 2. Roll the window screen to approximately 5 cm in diameter. This material will be used for your well. 3. Place the well into the beaker vertically. Instruct students to hold the well straight while their partner adds the layers of remaining material. 4. Gently cover the bottom of the beaker with a layer of pea-gravel about 7.5 cm deep. 5. Gently pour water over the gravel to a depth of about 2.5 cm. This represents the groundwater/ aquifer. 6. Add sand over the gravel to a depth of about 5 cm. 7. Add the soil, about 5 cm deep. 8. Make sure the well is held stable by the layer of rock, sand, and soil. Once made stable, release the well. 9. Use a digital camera to take a before picture of the aquifer. 10. Use the water test kit to test the water quality before adding the food coloring drops. 11. Measure 5 drops of any dark food coloring. 12. Measure 200 ml of water in the second beaker. 13. Drop the five drops into the beaker. Swirl to mix. 14. Instruct students to predict what the food coloring represents. 15. Instruct students not to pour food coloring into the model yet. 16. Instruct students to draw the model in their science notebooks. Be sure they include the aquifer level. 2013, TESCCC 05/06/13 page 1 of 2

16 17. Instruct students to predict the outcome of adding contaminated water to the model. Instruct students to record their predictions under their drawing. 18. Slowly pour 150 ml of the polluted (colored) water around the outside of the well. Be sure to not add any polluted water to the inside of the well. 19. Instruct students to time how long it takes for the colored water to reach the groundwater/aquifer and the time it takes for the pollution to reach the well. 20. Use the remaining 50 ml of polluted water to compare the well water contamination by testing the ph levels with a ph probe. Ask for student volunteers. 21. Use the water test kit to test the water quality after adding the pollutant to the water. 22. Use a digital camera to take an after picture of the aquifer. 23. Project the before/after photographs of the aquifer. 24. Facilitate a discussion in which you ask students the following questions: How much time did it take for the contamination to reach the aquifer? Time will vary depending on how the aquifer was built. How many minutes or seconds did it take for the contaminated water to reach the well? Time will vary depending on how the aquifer was built. What variable could be changed in order to allow the water to travel faster? Change the material to one that is more porous and permeable. Slower? Change the material to one that is less porous and impermeable. Describe how the model could be altered to better protect the well from contamination. Have more impermeable material surrounding the well. Make a comparison of the color of the well water to the original polluted water. They were different shades. Why were they different? Some of the pollutants were trapped in the surrounding material. How is water contamination at the surface different from water contamination under the ground? Which do you think is easier to prevent and why? Pollution at either place is not good. Allow students to take a stand and justify their answer. 2013, TESCCC 05/06/13 page 2 of 2

17 Water Cards Use the following cards to create a concept map of the water terms that were in this lesson. Begin with the Sun and water cycle steps, and organize the rest of the cards under the proper portion of the water cycle. SOLAR ENERGY & WATER CYCLE The energy source that powers the water cycle is the Sun. The water cycle is a process that recycles water. EVAPORATION The Sun heats the water in a body of water and causes the water to turn to water vapor. CONDENSATION Water vapor, which is lighter than air, is forced upward and begins to cool until reaches its dew point (the temperature at which the air becomes saturated) where it forms clouds. PRECIPITATION Water condensed in the clouds falls to Earth in the form of rain, snow, sleet, and hail. RUN OFF Water moving along the surface of the Earth, especially down a slope, before it enters a channel, such as a creek or stream. GROUNDWATER Water that flows through the pores in the rocks and soil beneath the surface of the ground and may enter the water table. AQUIFER A natural underground area where large quantities of ground water fill the spaces between rocks and sediment and accumulate. WATERSHED An area of land where all of the surface water within a specified area drains downward and flows to the same place. Each drainage basin, or watershed, is separated topographically from adjacent basins. SURFACE WATER Water that collects on the ground in puddles, ponds, lakes, streams, rivers, wetlands, or oceans. WATER TABLE The upper surface of underground water below which the soil or rocks are permanently saturated with water and where the pressure of water in the soil equals the pressure of the atmosphere. PERMEABILITY The measure of the ability of an earth material to let water pass through it. POROSITY The measure of the amount and size of spaces within an earth material ( sand, soil, gravel, clay). PERCOLATION The downward movement of water from the land surface into soil or porous rock caused mainly by gravity. POLLUTION Pollution is the introduction of a contaminant into the environment. 2012, TESCCC 08/21/12 page 1 of 1

18 Performance Indicator Instructions KEY Performance Indicator Build a model to show the path of pollution on ground and surface water in a watershed. Develop a fact sheet for the general public that will identify factors contributing to water pollution and methods to reduce pollution in the watershed (e.g., effects of changes in ph on ground water and reduction of phosphorus in detergents). (7.3B, 7.3C; 7.8C) 5B, 5F Materials: various materials to build ground and surface water models (see Advance Preparation, per group) aluminum pan (per group) paper (construction or colored copy paper, per group) markers or map pencils (per group) Instructional Procedures: 1. Project the Performance Indicator on the board. 2. Share Performance Indicator rubric or your expectations with students prior to students beginning the assessment. 3. Instruct students to review the information in their science notebooks to help them decide on a model and to create the fact sheets for the general public. 4. Both contributing factors and methods to reduce pollution should be included on the fact sheets. You may wish to delineate how many and what types of items will need to be included on the fact sheets. Limitations and advantages of the model could also be included. 5. Answer any questions students may have regarding the assessment. 6. For ease of managing materials, divide the class into groups and allow them to divide the labor between them. 7. Instruct students to sketch and label their model in their notebooks once the models are completed. An alternative would be to take a photograph of the model and affix it in the notebooks. 8. If time allows, students can participate in a gallery walk of the models, reviewing fact sheets from the other groups. Notebooks: Students should use their notes for reference and then sketch their models in the notebooks. 2012, TESCCC 05/06/13 page 1 of 1