Lesson:

Investigating Streams
Big ideas:
Students will be investigating some of the basic effects of
rainwater on land. The source of rainwater or origins of streams
includes water that flows over and through the surface of land. This
water can come from rain and snow melting from high in the
mountains. Springs feed many streams. Water that flows slowly
underground in rocks or soil finds its way onto the earths surface. This
also occurs where water flows out of large cavities such as caves.
Steams originate in tiny channels or rivulets(very small
steams),carved by rainwater as it flows over the land and gradually
removes particles over time. These rivulets converge (come together
from different directions so as eventually to meet) and deepen forming
gullies.
Eventually, continued precipitation and soil erosion create a
stream valley. Streams shape the valleys through which they flow.
Downstream, other small streams, or tributaries join the flow. Together
they make a river. Over long periods of time rivers can form enormous
land features like the Grand Canyon.
Objectives:
SWBAT: conduct a stream table investigation and record observations.
SWBAT: summarize what happens when water from a single source
flows over and through land.
SWBAT: discuss similarities and differences among their streams.
SWBAT: work collaboratively on an investigation.
Materials:
For each student:
Science notebook
Two worksheets on comparing streams/directions for students set
up. (SEE
SEPERATE PDF FOR SHEETS)
For each group:
1 2-liter soda bottle containing 2 liters of water
1 plastic cut with small hole (blue dot) 270 ml (9 oz)
1 graduated cylinder. 50 ml (1 oz)
1 black china marker
1 piece of string 35 cm (14 in)
1 permanent black marker
Scissors
Crayons
For the class:

1 capped, clear, 2-liter soda bottle

1 permanent black marker
1 funnel
Ultra Velcro
Masking Tape
Assorted colored markers
Newspaper
Cleanup supplies (paper towels)
Preparation:
1. This lesson requires some preparation in order for the students to
complete. Plastic cups will already have holes on the inside provided
by the school district. Place a red dot on all cups with a large hole
and place a blue dot on all cups
with a small hole. Cups with three
holes do not get a dot. We will be using the cups with the blue dots
(or small holes) for this lesson. The other cups can be set-aside for
future lessons.
2. Cut the Ultra Velcro into 5X2.5 cm (2X1 in) strips. Each group needs
one (1) fuzzy (loop) strip and one (1) bristly (hook) strip.
3. Attach the loop strip of Velcro to the bottom of each plastic cup with
a small hole (blue dot). Place the Velcro to one side of the center of
the cup, so that you do not cover the hole.
4. Attach the hook strip of the Velcro to one end of the stream table.
Place it on the horizontal lip of the box that is directly under the lid and
on the opposite end from the drain hole.
5. Using permanent marker, draw a line approximately 1.5 to 2 cm
(1/2 to 1 in) from the top of each plastic cup. This will mark the level
at which the students should keep he cup filled during the
investigation.
6. Check the soil in each stream table. Soil should be neither too dry
nor too moist. Moisten any dry soil
7. Cut the string into 35-cm lengths. Each group gets one piece.
Set up materials at a table that all students will be sharing.
Procedure:
Ask students to think about their land models and the rain they
created in the previous lesson.
Ask students the following questions; where did the rainwater in
your land models go?

Let students know that today they will use their land models to
investigate how streams form from water flowing downslope over
land. Inform students that from this point on, you will refer to
their land models as stream tables
Introduce the new stream table materials by showing students
the steam source cup (cup with small hole and blue dot). Velcro
system, and bottle of water.
Let students know they will now use the stream source cup to
model runoff (water flowing downslope over land).
Review the student instructions for stetting up a stream table
investigation.
Assist groups in assigning responsibility for specific steps of the
instructions to individual members.
Review record sheets, comparing streams. Ask students how
they can distinguish soil from water when drawing their results.
Remind students to use crayons when drawing their streams
table results in their science notebooks. Point out that today
students will use only the first column on the record sheet. They
will complete the remaining columns in future lessons. Remind
students to keep their graduated cylinders of runoff for
comparisons in the future lessons.
Have students spend a few minutes writing predictions in their
science notebooks about the changes in the land caused by the
stream source cup might be different from, or similar to, the
changes caused by the rainwater in the previous lesson. Have
students share their predictions.
If students are unfamiliar with graduated cylinders, discuss how
to use them properly. Emphasize the need to read the
graduations, or marks on the cylinders, have students place
them on a flat surface and not hold it in their hands. Discuss
that they need to look at the cylinders at eye level and to not
read the numbers when looking down. (give visual directions by
showing the students).
Have students gather materials and begin their investigations.
Ask students to discuss their results with the class.
Ask students;
How did the water from the stream sources change the
land?
How were these changes in the land different from or
similar to the changes caused by the rain in the previous lesson?
Why? What did you predict would happen with this investigation?
What did you observe about the particles of sand and
gravel in the stream table? What did you observe about the other
soil components?

What was the length of your stream? What is the length of

your soil block? Compare the different lengths. Are they the
same? Why or why not?
Have students clean up materials.

Assessment:
To assess the students the teacher will physically see what they
are creating for their investigations of their streams. Teacher can
scaffold if needed and help struggling groups depending on
individual needs as judged by the teacher. Teacher will provide
extra support if need as well.
Students will also be completing two worksheets in their science
notebooks as they investigate their streams. The teacher can
use these worksheets to assess if they have successfully
understood the objectives.
Student instructions, comparing streams record sheets (2)
are all attached in separate PDF.