Developing Possible Solutions: Slippery Soil

Transcription

1 1 Lessn Duratin: Sessin 1: One hur Sessin 2: Frty-five minutes Develping Pssible Slutins: Slippery Sil Lessn Overview: In sessin ne, students are intrduced t the main reasns humans remve large areas f trees frm the natural envirnment. The term defrestatin is intrduced and the class generates a wrking definitin. In grups, students discuss defrestatin and hw it impacts the land, water, air, and ther living things. The fcus is narrwed and the cncept f hw defrestatin impacts the land/sil is explred. In respnse t a scenari, students predict hw the presence f trees n a hill will impact the mvement f the sil. At statins, students will use mdels t test their predictins. A 12 inch square f half inch bubble wrap is used t represent the hill while frested and a 12- inch square f plastic wrap is used t represent the hill after defrestatin. Students use 32-unce spray bttles t simulate rain shwers s they can cmpare the mvement f sil n the hill befre and after defrestatin. Students use their bservatins t draw cnclusins abut the imprtant rle f trees in sil stabilizatin. In sessin tw, students manipulate a mdel t prtray the mst envirnmentally friendly way t install six hmes n a frested plt. Students generate design slutins based n assigned criteria and use evidence t justify their chices. T challenge students, the scenari is mdified and students are asked t re-evaluate their slutins t determine if there is a need t re-design. T assess individual student understanding, students evaluate tw cmmunity designs t determine which is the mst envirnmentally friendly. Academic Standards: Disciplinary Cre Ideas: ESS2.A Earth Materials and Systems Wind and water can change the shape f the land. ESS3.C Human Impacts n Earth's Systems Things that peple d t live cmfrtably can affect the wrld arund them. But they can make chices that reduce their impacts n the land, water, air and ther living things. ETS1.B Develping Pssible Slutins Designs can be cnveyed thrugh sketches, drawings r physical mdels. These representatins are useful in cmmunicating ideas fr a prblem's slutins t ther peple. ETS1.C Optimizing the Design Slutin Because there is always mre than ne pssible slutin t a prblem, it is useful t cmpare and test designs.

2 2 Science and Engineering Practices: Analyzing and Interpreting Data Analyzing data in K-2 builds n prir experiences and prgresses t cllecting, recrding and sharing bservatins. Use bservatins (firsthand r frm media) t describe patterns in the natural wrld in rder t answer scientific questins. Cnstructing Explanatins and Designing Slutins Cnstructing explanatins and designing slutins in K-2 builds n prir experiences and prgresses t the use f evidence and ideas in cnstructing evidence-based accunts f natural phenmena and designing slutins. Make bservatins (firsthand r frm media) t cnstruct an evidencebased accunt fr natural phenmena. Use tls and materials prvided t design and build a device that slves a specific prblem r a slutin t a specific prblem. Develping and Using Mdels Mdeling in K-2 builds n prir experiences and prgresses t include using and develping mdels (i.e. diagram, drawing, physical replica, dirama, dramatizatin, r strybard) that represent cncrete events r design slutins. Use a mdel t represent relatinships in the natural wrld. Engaging in Argument frm Evidence Engaging in argument frm evidence in K-2 builds n prir experiences and prgresses t cmparing ideas and representatins abut the natural and designed wrld(s). Cnstruct an argument with evidence t supprt a claim. Obtaining, Evaluating and Cmmunicating Infrmatin Obtaining, evaluating and cmmunicating infrmatin in K-2 builds n prir experiences and uses bservatins and texts t cmmunicate new infrmatin. Read grade-apprpriate texts and/r use media t btain scientific infrmatin t describe patterns in the natural wrld. Cmmunicate slutins with thers in ral and/r written frms using mdels and/r drawings that prvide detail abut scientific ideas. Planning and Carrying Out Investigatins Planning and carrying ut investigatins t answer questins r test slutins t prblems in K-2 builds n prir experiences and prgresses t simple investigatins, based n fair tests, which prvide data t supprt explanatins and design slutins. Plan and cnduct investigatins cllabratively t prduce data t serve as the basis fr evidence t answer a questin. Make bservatins (firsthand r frm media) t cllect data that can be used t make cmparisns. Crsscutting Cncepts: Cause and Effect Events have causes that generate bservable patterns.

3 3 Cmmn Cre State Standards Cnnectins: ELA/Literacy R.1.K.1 With prmpting and supprt, ask and answer questins abut key details in a text. W.2.8 Recall infrmatin frm experiences r gather infrmatin frm prvided surces t answer a questin. Mathematics K.MD.A.2 Directly cmpare tw bjects with a measurable attribute in cmmn, t see which bject has mre f / less f the attribute and describe the difference. MP.5 Use apprpriate tls strategically. Backgrund fr the Teacher: Fr the purpse f this lessn, defrestatin is when humans clear large areas f trees fr nn-frest use. Nn-frest uses include urban develpment, agricultural use (e.g. planting crps, grazing livestck) and natural resurce extractin. Defrestatin can als result frm natural causes such as frest fires ignited by lightning (cmmn in the American Suthwest) and flds. Trees prvide shade, help stabilize the land, return water back t the atmsphere, absrb greenhuse gases and prvide habitats fr living rganisms. Withut the shade f trees sil is expsed t the Sun s heat, which decreases the nutrients, cultures f helpful bacteria, and misture levels in the sil. Sil with lwer misture levels is mre likely t erde and negatively impact the watershed. Fewer trees returning water vapr t the atmsphere can lead t drught. If there are nt enugh trees t absrb greenhuse gases, carbn dixide can reach high/dangerus levels. High levels f carbn dixide in Earth s atmsphere causes t much f the Sun s heat t be trapped, upsetting the delicate balance f Earth s ecsystems. Many living rganisms rely n trees fr habitats. Cutting dwn large numbers f trees results in the endangerment/extinctin f species. As a result f rainfrest destructin, it is estimated that 137 species becme extinct every day, r 50,000 per year. Glbal rates f defrestatin are staggering. Fr example, Suth America has lst 70 percent f its rainfrests, Madagascar has lst 95 percent, and the Philippines 90 percent. Due t the destructin caused by defrestatin, gvernmental rganizatins have established laws, rules, and regulatins in an effrt t prtect ur trees. Materials: Fr the class: The Lrax by Dr. Seuss Rund Rbin resurce cpied nt chart paper r prjected nt interactive whitebard 1 jar f sil 1 image f tree that illustrates rt system in the grund 1 Undevelped Land Plt Mdel 1. Use 4 inch squares f green paper t create a 40 inch square 2. Replace ne green 4 inch square twards the middle with a blue 4 inch

4 4 square 3. Cut ut ten 2 inch brwn squares and leave t the side Fr each grup: 1 Rund Rbin strategy student resurce 12 inch square f ½ inch bubble wrap 12 inch square f plastic sheeting 1 32unce spray bttle per grup Tw 12 inch square pieces f thick cardbard 2 bricks (may substitute plastic tanks) 1 cup f sil Tw 12 inch lng strips f laminated blue cnstructin paper labeled stream (aluminum fil may be substituted) 1 yardstick Teacher Prep fr Statins: Gather materials. Munt the bubble wrap and plastic wrap squares n cardbard squares. Fill each spray bttle with water and set nzzle t mist. Pre-measure the sil. Obtain same-size bricks/plastic tanks t prp hills n an incline. Statin Set Up: 1 bubble wrap square munted and prpped n an incline, sprinkled with nehalf cup f sil, with a stream at the bttm f the hill 1 plastic wrap square munted and prpped n incline (equal t the bubble wrap square), sprinkled with ne-half cup f sil, with a stream at the bttm f the hill 1 spray bttle filled with water, be sure t test and adjust nzzle spray level t prduce ptimal sil mvement results prir t the student investigatin 1 yardstick, pre-determine ptimal height fr spraying while testing nzzle spray level Fr each student: 1 What if? student resurce 1 Slippery Sil Investigatin Observatins tw-sided student resurce Optinal: Access t free Web 2.0 flipbk maker such as Bennettnplay! Flipbk!-Maker 1 pair safety gggles 1 cpy f Hme Cnnectin Resurce 1 cpy f The Best Way t Build student resurce Nte: T implement the K-1 pathway yu will need chart paper and will nt need the Rund Rbin Strategy student resurce r the What if? student resurce. Classrm Activities: Sessin 1: 1. Read and discuss the The Lrax by Dr. Seuss. Prmpt students t ask and answer questins abut the key details f the text. Explain and discuss the reasns (urban develpment, agricultural use and natural resurce extractin) humans remve trees frm the natural envirnment.

5 5 2. Intrduce the term defrestatin. Explain that defrestatin is when humans clear large areas f trees fr nn-frest use. Optinal: Have students create a flipbk t illustrate r develp a skit act ut the meaning f defrestatin. 3. Grade 2: Create student grups f fur. K-1: Cnduct a Think-Pair-Share t discuss the questin, Hw did remving the trees impact the envirnment? Prmpt students t think abut the air, water, land and plants/animals. Let students knw that they will be expected t share their ideas with the class. 4. Grade 2: In grups, have students circulate the Rund Rbin Strategy resurce sheet and use pictures r wrds t dcument their ideas abut hw remving trees/frests impacts the land, water, air and ther living things. Encurage grups t list at least ne idea per square. Require every individual t cntribute an idea. T help yu mnitr individual student prgress have the students recrd initials next t their cntributins. Suggested Scaffld: Cpy and cut up Rund Rbin Strategy resurce sheet t make land, air, water and animal grup cards. Distribute ne card t each grup f students then generate and discuss ideas abut hw remving trees/frests impacts the land, water and ther living things as a class. K-1: Lead a class discussin n hw remving trees/frests impacts the envirnment. Use Rund Rbin Strategy t allw student pairs t share their ideas. Recrd student ideas n a chart. After students share, ask questins and prvide summary statements t help students make cnnectins between their ideas. Rund Rbin Strategy: Circulate thrugh student grups r pairs repeating the same rder (e.g. Table 1, 2, 3 Table 1, 2, 3 Table 1, 2, 3). Have them share as many ideas as they can in a specific amunt f time r until they run ut f ideas. The rule is students cannt repeat an idea that has already been shared. 5. Grade 2: Randmly call n student grups t share their ideas. Pst and discuss their cntributins. Fcus in n their ideas abut the land. Hld up a jar f sil. Explain that trees play an imprtant rle in helping t keep sil in place. Ask students. What hlds a tree in the grund? Explain that the rts f trees have many imprtant rles including hlding the sil in place. Use image f tree with rt system t reinfrce this cncept. Ask students, Why it is imprtant fr the sil t stay in place? Accept all answers with justificatin. Then clarify that if the sil washes away it can pllute lcal waterways. Explain that t much sil in the water can kill plants, fish and ther living rganisms. K-1: Hld up a jar f sil. Explain that trees play an imprtant rle in helping t keep sil in place. Ask students. What hlds a tree in the grund? Explain that the rts f trees have many imprtant rles including hlding the sil in place. Use image f tree with rt system t reinfrce this cncept. Ask students, Why it is imprtant fr the sil t stay in place? Accept all answers with justificatin. Then clarify that if the sil washes away it can pllute lcal waterways. Explain that t much sil in the water can kill plants, fish and ther living rganisms.

6 6 6. Grade 2: Direct student attentin t a statin and explain the set-up. Describe hw the mdels represent land plts with trees (bubbles) and withut trees (n bubbles). Explain that the spray bttle with water will be used t simulate rain. K-1: Direct student attentin t the demnstratin table with materials fr the investigatin. Describe hw the mdels represent land plts with trees (bubbles) and withut trees (n bubbles). Explain that the spray bttle with water will be used t simulate rain. 7. Grade 2: Present the What if? scenari. Ask individual students t make and recrd predictins abut what will happen when it rains n the hill when it has trees as cmpared t what will happen n the hill after all f the trees have been remved. K-1: Make grups f fur. Have student grups generate predictins abut what will happen n the hills with and withut trees when it rains. Recrd their predictins n a class chart. 8. Grade 2: Have students share their predictins with the ther members f their grup. Ask a cuple f grups t share their predictins with the class. 9. Grade 2: Facilitate the Slippery Sil Investigatin at statins. Have student grups recrd their bservatins n the Slippery Sil Observatins resurce. K-1: Cnduct Slippery Sil Investigatin as a class. Have individual students cme up t prduce rain shwers in thirty-secnd intervals. Allw all students t recrd bservatins after each rain shwer. Discuss student data as a class. Teacher Directins: Explain t students that it is imprtant fr them t nt adjust the spray nzzle r inclines during the investigatin in rder t get accurate results. Direct students t put n their safety gggles. Tell students that they will be testing hw rain impacts sil n a frested hill first. D a quick check by asking students t pint t the hill cvered with trees/bubble wrap. Instruct students t use the yardstick t make sure they are hlding their spray bttles at the same pre-determined height fr each trial. Direct students t use the spray bttle t create rain fr thirty secnds. Stp students after thirty secnds and have them recrd and share bservatins. Repeat 4-6 times. Mve n t the defrested hill and repeat the prcess. Ask students questins t prmpt them t recgnize, analyze and cmpare the amunt/rate f sil mvement such as, Did the rain cause sil/sediment t wash int the stream? r Are the trees helping the sil stay in place? Hw d yu knw?, Did mre sil mve n the hill with r withut trees? Explain. and/r Is the sil mving faster r slwer n the hill nw that the tree have been remved?

7 1. Grade 2: Have students generate a quick summary statement r cnclusin based n their bservatins. Allw students time t reflect n their predictins. K-1: Use class data t generate a summary statement/cnclusin. 2. Enrich: Shw images f sediment cntrl fencing being used t reduce ersin/prevent sediment frm entering waterways/strm drains. Ask students explain the ratinale fr the placement f the fencing/hw the fencing will reduce sil/sediment run-ff. Sessin 2: 1. Use green and blue cnstructin squares t cnstruct mdel f undevelped land plt n flr. 7 Undevelped Land Plt Mdel Set-Up Use 4 inch squares f green paper t create a 40 inch square Replace ne green 4 inch square twards the middle with a blue 4 inch square Cut ut ten 2 inch squares f brwn paper and leave t the side 2. Gather students t sit in a circle arund the undevelped land plt. Display and explain the key belw: Green Square = Frest Blue Square = Lake Brwn Square = A Huse with Yard 3. Emphasize that tree remval always impacts the envirnment, but that the impact can be reduced by making envirnmentally friendly chices. Tell students that a builder wants t install six hmes in a frested area and is seeking their expertise/advice. Prmpt students t recall infrmatin frm The Lrax and the Slippery Sil investigatin t help them answer the questin, What is the best/mst envirnmentally friendly way t cnstruct six hmes in a frested area? Hld up brwn squares and remind students that they represent areas where trees have been remved and a huse with a yard has been installed. As a class, have students manipulate the mdel t design and re-design until they agree n the envirnmentally friendly slutin they feel is best t submit t the builder. Pse questins while students are wrking, Des anyne have a different design idea/slutin?, Why did yu decide t keep trees arund the lake area? r Is there a way t mdify the huse and yard design t make it mre envirnmentally friendly? 4. Challenge students t re-think their slutin by mdifying the scenari. Fr example: Mve water/lake and ask students if the design is still the mst envirnmentally friendly. Tell students that the hmewners d nt want t see their neighbrs and ask if their design still wrks. Tell students the hmewners want t be near their neighbrs and ask if

8 8 the design still wrks. Tell students at least tw hmewners that lve t fish want t live near the lake. Ask students if they wuld make any mdificatins r recmmendatins t hmewners building near the lake (e.g. smaller yard, frested yard). If s, allw students t rip/cut the brwn paper t illustrate their design ideas. Use extra 2 inch brwn squares t expand tw f the hmewners yards and require students t explain hw these hme wners can make their yards mre envirnmentally friendly (e.g. keep sme f the existing trees, if applicable expand yard in a different directin t keep mre trees arund the lake). Ask students what they wuld say t cnvince the hmewners t mdify their yard design. Suggested Scaffld: Ask students guiding questins such as We learned that t much sil/sediment run-ff can be harmful t the fish and ther living rganisms in water. Is it the best idea t cut dwn the trees right arund the lake t install the huses? Why r why nt? Hme Cnnectins: Send hme a cpy f the Hme Cnnectin Resurce with each child t infrm parents abut what the children have been learning. Assessment: K-2: T assess individual student understanding, have each student cmplete The Best Way t Build exit card. Students shuld select Design 2 as the mst envirnmentally friendly. Acceptable explanatins fr selecting Design 2 include the presence f trees arund the lake t reduce sil/sediment run-ff and the presence f mre trees in the cmmunity. Suggested Scaffld: Allw students t rally share justificatin fr their design chice.

9 9 Hme Cnnectin Resurce Dear Parent r Guardian, Yur child has been learning abut the impacts f defrestatin. Fr the purpse f ur lessn, defrestatin was defined as when humans clear large numbers f trees fr nn-frest use. Nn-frest uses include urban develpment, grwing crps, grazing livestck and btaining natural resurces such as wd. This week, yur child participated in an investigatin t explre hw remving trees impacts the land. In grups the students used mdels t cmpare hw well sil stayed in place in areas with and withut trees. Cmplete the fllwing tasks tgether with yur child t help reinfrce and apply his/her understanding f the science cncepts addressed in this lessn: Ask yur child t describe why he/she selected the cmmunity design n the attached exit card as the mst envirnmentally friendly. Discuss ways yur family can help reduce defrestatin frm the list belw. What can I d? Share infrmatin abut defrestatin and its effects with thers Plant trees G paperless Recycle and buy recycled prducts Lk fr Frest Stewardship Cuncil (FSC) certificatin n wd and wd prducts

10 10 Grup Name: Hw des remving trees change Land? Water? Air? Plant and Animal Habitats? Name: Brainstrm Activatr: Rund Rbin Strategy

11 11 What if? Make a predictin abut will happen, t the sil, n the hill when there are trees. Make a predictin abut what will happen, t the sil, n the hill after the trees are cut dwn. Reflect: Wuld remving all f the trees frm a hill cause changes t the lcal stream r wildlife? Why r why nt?

12 12 Slippery Sil Investigatin Observatins Hill with Trees Befre Rain 30 secnds 1 minute 90 secnds 120 secnds 150 secnds

13 13 Slippery Sil Investigatin Observatins Hill withut Trees Befre Rain 30 secnds 1 minute 90 secnds 120 secnds 150 secnds

14 Name: The Best Way t Build Exit Card Circle the cmmunity design yu think is the mst envirnmentally friendly. Use pictures r wrds t explain yur chice n the back f this sheet. Key: = Tree 14 = Huse Design #1 Lake Design #2 Lake