Title: Where Does Water Come From?
Project Authors:
Subject Area: Science
Intended Grade Level: 6th, 7th, and 8th grade
Description: This is a two-day (90 min periods) science project intended to develop student understanding of the water cycle, the importance of water conservation, filtration, and sources of clean drinking water.
Learner Outcomes:
Based on the Texas Essential Knowledge and Skills (TEKS) for Science -
http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112b.html
Sixth grade -
(6.1A) Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.
(6.2A) Plan and implement experimental comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology.
(6.2B) Design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology.
(6.2C) Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers.
(6.2E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.
(6.3A) In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning and experimental and observational testing, including examining all sides of the scientific evidence of those scientific explanations so as to encourage critical thinking by the student.
(6.3B) Use models to represent aspects of the natural world such as a model of Earth’s layers.
(6.3C) Identify advantages and limitations of models such as size, scale, properties, and materials.
(6.4A) Use appropriate tools to collect, record, and analyze information …
Seventh grade -
(7.1A) Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.
(7.2A) Plan and implement experimental comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology.
(7.2B) Design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology.
(7.2C) Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers.
(7.2E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.
(7.3A) In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning and experimental and observational testing, including examining all sides of the scientific evidence of those scientific explanations so as to encourage critical thinking by the student.
(7.3B) Use models to represent aspects of the natural world such as a model of Earth’s layers.
(7.3C) Identify advantages and limitations of models such as size, scale, properties, and materials.
(7.4A) Use appropriate tools to collect, record, and analyze information …
(7.5A) Recognize that radiant energy from the Sun is transformed into chemical energy through the process of photosynthesis.
(7.5B) Demonstrate and explain the cycling of matter within living systems, such as in the decay of biomass in a compost bin.
(7.8C) Model the effects of human activity on ground water and surface water in a watershed.
Eighth grade -
(8.1A) Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.
(8.2A) Plan and implement experimental comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology.
(8.2B) Design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology.
(8.2C) Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers.
(8.2E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.
(8.3A) In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning and experimental and observational testing, including examining all sides of the scientific evidence of those scientific explanations so as to encourage critical thinking by the student.
(8.3B) Use models to represent aspects of the natural world such as a model of Earth’s layers.
(8.3C) Identify advantages and limitations of models such as size, scale, properties, and materials.
(8.4A) Use appropriate tools to collect, record, and analyze information …
(8.11B) Investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition.
(8.11C) Explore how short and long-term environmental changes affect organisms and traits in subsequent populations.
Time: This project involves two-45 minute video conferences or one- 90 minute conference. There is a Small Group Activity and Whole Group Activity. It can be planned over a two week period. The teacher should schedule approximately one to two classes for preparation prior to the videoconference(s).
Preparation:
Optional review resources:
Materials:
scissors, red marker, earth image, two million people image, urban water cycle image, duct tape, dirt, grass, leaves, olive oil, paper, rocks, pebbles , funnel, coffee filter, cotton balls, two liter bottles, toothpicks, rubber bands, bowls, two liter bottles, activity sheet, measuring spoons, measuring cups, procedural sheet, procedural group result sheet, performance assessment, collaborative work skills rubric
Video Conference Agenda:
Preparation prior to videoconference:
In-class before conference:
Videoconference Day:
a. 1 cup of clean water
b. 2 tablespoons of oil
c. 1/4 cup of shredded paper
d. 1/4 cup of dirt
e. 1/4 cup of grass and leaves
f. 1 tablespoon of glitter
Small Group Activity – Videoconference Agenda (40-50 minutes)
15 minutes - Welcome and Introductions – Each class shares their location and some brief information about their school/community.
View LifeStraw in Kenya: CO2 for H20 video. (3:04 minutes)
5 minutes - Using materials on their desk/table, groups will build their filtration systems.
5 minutes - Groups will now test their filtration systems. Allow 5 minutes for their dirty water to pass through the filtration system.
5 minutes- After 5 minutes allow groups to write their observations on the back of their Procedural Sheet.
10 minutes- Allow volunteers from each site to share their observations of the filtration process.
Preparation prior to videoconference:
Videoconference Day:
Students should be given the Procedural Group Result Sheet upon entering the class.
Whole Group Activity- Videoconference Agenda (40-50 minutes)
5 minutes- Welcome and introductions. The main facilitator welcomes each class and reviews the directions of the Procedural Group Result Sheet.
7-10 minutes per class – In an organized manner, the teacher will rotate groups to visit other group filtration systems. Students will rate each group filtration system and the results of the water. After all observations are complete, students will return to their desk.
5 minutes - The teacher will ask students (by a show of raised hands) which group has the cleanest water. For example, ask: “How many of you believe Group 1 had the cleanest water (or the water with the least amount of contaminates)? How many believe Group 2 had the cleanest water?” The teacher will write the tally of answers on the board.
20 minutes- Volunteers will share their answers to some of the following questions.
The teacher may ask the following questions:
a. What did the group with the cleanest water do differently? Why did their water come out so clean (with less contaminates)? Can you tell what each material filtered from the water?
b. Do you think the water is now safe to drink? Why or Why not?
c. Did it take a long time for your water to pass through your filtration system? Why or Why not?
d. If you had more time and materials, what would you do differently to improve your water filtration system?
e. Do you think all countries have water filtration systems? Why or Why not?
f. If water is reusable and is replenished by the water cycle, should we still be concerned about the 1% of usable water in the world? Why or Why not?
g. Were you here during Hurricane Ike? Did you have clean water available at home?
5 minutes- Discussion wrap up. Students may continue to discuss their results and answers to the questions on the blog for homework. All students are required to participate.
Post Activities: Students will blog about their reflections and their experience.
Assessment and Evaluation:To help close the lesson, the teacher will ask students to state the main purpose of the lesson and to state strategies students may now consider to keep Earth’s water clear of contaminants in their everyday lives.
Attachments:
FiltrationProcedure-RESULTS.pdf
https://www.youtube.com/watch?feature=player_embedded&v=grgEqwHCuLY
Project activities extrapolated from materials developed by the city of Houston Public Works and Engineering Storm Water Maintenance Section