Rivers, Lakes, Streams Unit

Part I
Clemson University
ECOLOGY
7th Grade Science
Lisa Muggeo
12/6/2011

Surface & Ground Water
Part II Introduction
1

2

Introduction
The South Carolina State Standards for 7
th
Grade Science state that the student will
demonstrate an understanding of how organisms interact with and respond to the biotic and abiotic
components of their environment. (Standard 7-4 Ecology: The Biotic & Abiotic Environment) In order
for a student the meet that standard they must be able to: Summarize how the location and movement
of water on the Earths surface through groundwater zones and surface-water drainage basins, called
watersheds, are important to ecosystems and to human activities. (Indicator 7-4.5) Classify resources
as renewable or nonrenewable and explain the implications of their depletion and the importance of
conservation. (Indicator 7-4.6)
Currently our country stresses the importance of taking care of our environment, and there are
many reasons why. As the population of the world has increased we are using up our nonrenewable
resources more quickly. As science has become more advanced we know which resources are
nonrenewable. We also know a lot more about our groundwater and how pollution affects the ability to
use water for agriculture, drinking, and hygiene.
As an educator it is important to not only teach students the necessary information but to make
sure they can relate to why the information is important. The state of South Carolina says it is important
for students to be able to understand the Earths surface water and its effect on ecosystems. But as a
responsible human being I also feel that we should make sure students that pass through our
classrooms learn how to also be conscientious citizens in their communities. This includes teaching
them about their effect on fresh water and how they can personally make a difference.
Ecology is a large topic in seventh grade. Fresh water is only a portion of what ecology will
cover. There are many relationships to water; it is such a crucial topic for students to understand
because it will tie into learning about different biomes, habitats, natural hazards, soil quality and
renewable and nonrenewable resources. To educate students about freshwater, so they are
knowledgeable enough to associate it with the other ecology topics, several strategies will be
implemented:
Students will learn new, mandatory vocabulary by reading their text, participating in
class discussions and working to complete their vocabulary booklet (appendix A).
Students will participate in in-class demonstrations using models of watersheds,
drainage, groundwater, rivers and streams
Students will visit a local body of water to make observations take samples, test the
water and make observations.
Students will visit a water treatment plant to tour and be educated about the process in
which water must be treated to be re-used.
A local guest speaker will visit and discuss the importance of keeping our bodies of
water clean. They will provide an interactive demonstration for students.
It is essential that students that students learn about the location and movement of water on the Earths
surface and how it is important to ecosystems and human activities. The objective of this unit on water
will meet the state standards as well as foster students development with the rest of seventh grade
ecology which includes biomes, abiotic and biotic factors, natural hazards, food chains, food webs, and
conservation of resources as well as many other components.

2

Pacing Guide

Day Topic
1 Freshwater Where does this water come from?
2
Streams Discuss the distribution of the Earths water, compare and
contrast stream types
3
Lakes & Reservoirs Explain how lakes form, the organisms found and how lakes
change over time
4 Water Treatment Plant Learn where drinking water comes from.
5 Water Treatment Plant Field Trip
6
Wetlands Describe a wetland, identify different types of wetlands, describe
some organisms that live in wetlands and the importance
wetlands have on those organisms
7 Wetlands Discover the different types of wetlands.
8 Wetlands Field Trip
9 Watersheds Discuss water drainage
10
Non-renewable resources Learn the importance of keeping pollution out of our water
sources
Part III Place Based Assignment
3

Place Based Assignment
It has been an interesting experience working with students whose backgrounds are very
different from your own. It is important to research your audience so as to know how to best present
your material. A persons common knowledge differs from state to state, even just county to county
within the same state. My siblings and I were all born in New York to New York native parents. We
were moved to, and raised on, Hilton Head Island in South Carolina. I attended Clemson University as an
undergraduate, moved back to NY to work and have returned to Clemson for a graduate degree. In the
south Im told I am not a southerner and in the north Im told Im not a northerner. So when I come to a
new place it is important for me to learn how people operate. It is interesting how communities in
different parts of the country interact so differently.
I made an effort to meet with both of my cooperating teachers prior to the
start of the school year. I even spoke with a principal in a neighboring school just to
get an idea of what to expect. Because I knew I would be an outsider I thought it
important to know the demographics of the students as well as the community
dynamics.
Northwest Middle School is located in Travelers Rest, SC. Students who attend
this school live within Travelers Rest and the surrounding areas which are largely agricultural.
Northwest Middle School has a very homogenous student body. The majority of students are Caucasian
and come from a low income household.
Many families make their living by doing some type of farming whether it is animals or crops.
Yet many students do not fully understand the impact the farming creates on their community. They
are not aware that not properly disposing of waste materials is hazardous to the soil and drinking water.
Travelers Rest is also in what you would call the foothills of the Blue Ridge Mountains. And
because of this location it is even more important for students to understand the impact animals and
humans have on ground water. Being at a higher elevation they must understand that pollution is
carried to lower elevations by gravity and rain water. So their actions have a large effect on the drinking
water for the entire county of Greenville.
Being such a rural area it becomes harder for organizations to regulate and educate people on
the importance of taking care of our drinking water. This is why as an educator it is important to make
sure students understand the consequences of pollution and that their actions have a much greater
effect than they realize.
Science really can be attributed to everything we see and do. But because the United States is
such a vast country and contains so many different ecosystems it helps to educate primarily about the
ecosystem in which you live and what the possible effects are on others. Growing up in the Lowcountry
I was always educated about sea life, beach and marshes. It helped me become a responsible person
when living in those places. Teaching these students, who live in the foothills of the Blue Ridge
Mountains in a deciduous forest, about how to properly take care of sand dunes might not be as
appropriate as how to teach them about taking care of their local animal and plant life. Teaching
students about their home and the impact it creates on others no only makes it relevant information it
also makes it applicable. They can take their newly earned knowledge and use it within their own back
yard and visually witness results.
Creating knowledgeable and aware young adults who use their scientific understanding for the
good of our environment only helps to perpetuate a more caring generation.
Development Of The Unit Topic Through K-12
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6

7

8

9

10

11

Lesson Plans
12

Lesson Plans
Freshwater - The 5 Es Lesson Plan
Name: Lisa Muggeo Date: 1 Day Lesson Name: Where is Earths Freshwater?

South Carolina
Standards- include
the full standard not just
numbers
Standard 7-4: The student will demonstrate an understanding of how organisms
interact with and respond to the biotic and abiotic components of their environment.
(Earth Science, Life Science)
7-4.5: Summarize how the location and movement of water on Earths surface
through groundwater zones and surface-water drainage basins, called
watersheds, are important to ecosystems and to human activities.
The Central Idea-
what is the central idea
you want the students to
take away from this
lesson

Students will be able to understand aspects of fresh water as a shared natural resource,
its availability and distribution on Earth. They will be introduced to several different
bodies of fresh water and begin to discover how they are formed.

Engage- a way to
connect past and
present/ assess prior
knowledge through
discrepant event,
intriguing question,
acting out a problematic
situation, etc.

Materials Needed:
3 1L Beakers
Eyedropper

Begin with a 1L beaker of water. Fill the 1L beaker with water and explain to students
that the beaker full of water represents all of the Earths water. Empty 27mL into an
empty beaker and explain that this is the amount of water that is ice or in the ground.
Take an eyedropper and take 10 drops out of the original beaker and drop it into
another empty beaker. Explain to students that this is all of the Earths water that is
contained in lakes and rivers. The remaining 972 mL of water represents the amount of
water in the oceans.
Explore- students
have the opportunity to
get directly involved with
phenomena and
materials and develop an
experience with the
phenomenon. The
teacher acts as a
facilitator providing
materials, etc.

Discuss the vast difference in amount to students
Ask students:
Why might it be important to take care of our fresh water supply? Because if we
pollute our water supply we may run out of drinking water and humans, plants
and animals all need fresh water to survive.
Can we drink salt water and survive? Make sure students realize that we cannot
survive if we had to drink salt (ocean) water, and that it is not economical to
remove the salt from ocean water for public drinking water. So the salt water is
not available for drinking.
Can we use the ice for drinking? The majority of ice that is referred to is frozen
glaciers located in the North & South Poles. Again that would be very difficult to
access and purify for drinking water. So the ice is also not available.

Explain- the learner
begins to put the abstract
experience through which
she/he has gone through
into a communicable

Ask the students to write an answer in their journal to: Why is water important? Allow
5-7 minutes for students to write.

Lesson Plans
13

form. This is where the
teacher can further
assess misconceptions of
knowledge.
Have several students read their responses. Discuss as a class and make sure students
understand that all living things need water to carry out their body processes. And also
many things live in water (ocean and ponds). Plants that make their own food need
water for photosynthesis.

Elaborate- the
students expand on the
concepts they have
learned, make
connections to other
related concepts, and
apply their
understandings to the
world around them.

Bring up the website http://thewaterproject.org/

Ask students:
How can we help ensure the world has fresh water?

Go through the website, show students several statistics, and discuss the importance of
fresh water. Use Google to find other organizations that talk about providing fresh
water to other parts of the world.
Evaluate- an on-going
diagnostic process that
allows the teacher to
determine if the learner
has attained
understanding of
concepts and knowledge.
Evaluation and
assessment can occur at
all points along the
continuum of the
instructional process.

Student responses in class discussion will be a formative assessment of their
understanding. Students journal entry will be considered a summative assessment.
Lesson Plans
14

Streams - The 5 Es Lesson Plan
Name: Lisa Muggeo Date: 1 day Lesson Name: Streams

South Carolina
Standards- include
numbers
The Central Idea-
take away from this
lesson

Students will compare and contrast stream types. They will be able to describe how a
stream erodes and deposits sediment. They will be able to define sediment, deposition,
flood plain, delta, erosion, and drainage divide.

Engage- a way to
connect past and
knowledge through
discrepant event,
situation, etc.

Demonstrate the mini-lab on page 417:
Materials Needed:
Large, flat pan
Water
Sand
Bucket
Flexible tubing

Fill one end of the pan with sand, tilt the pan at about a 10
angle and form a small

channel through the sand.
Use the flexible tubing and direct a flow of water into the channel in the sand.
Using a bucket catch the water at the bottom of the pan.

Ask students to write the answers to the following questions in their science journal:
What happened to the sand as the water flowed in the pan? Part of the sand
was swept away with the water and ended up in the bucket. Explain this
material is sediment and deposition occurs where the water speed decreases
(arriving in the bucket).
Did you model a meandering stream or a braided stream? Depends on what you
model

Explore- students
phenomena and
experience with the
phenomenon. The
teacher acts as a
materials, etc.

As a class read pages 414-421 in the text.

Now discuss as a class their answers to the previous questions. If students need to
change or add to their answers it is allowed.

Lesson Plans
15

into a communicable
teacher can further
knowledge.
Go over the definitions (deposition, flood plain, delta, erosion, drainage divide) in their
vocabulary booklets. Make sure the students have clear definitions of the terms.
Elaborate- the
concepts they have
learned, make
apply their
world around them.

Lead a class discussion by asking students:
Is flooding always bad? Students are usually aware of the negative aspects of flooding.
Explain that floods are a part of a streams natural cycle that helps maintain flood plan
ecosystems. When flooding occurs, the stream or river deposits sediment and nutrients
on the adjacent floodplain plaints and the animals that depend on them. It also creates
fertile soil in which to plant crops.

has attained
understanding of
Evaluation and
continuum of the

Students will define deposition, sediment, flood plain, delta, erosion and drainage
divide in their vocabulary booklets. These will be graded as a summative assessment.
Students will write responses to questions in their journals as well as participate in class
discussion to demonstrate their knowledge of the material.
Lesson Plans
16

Lakes & Reservoirs - The 5 Es Lesson Plan
Name: Lisa Muggeo Date: 1 day Lesson Name: Streams

South Carolina
Standards- include
numbers
The Central Idea-
take away from this
lesson

Students will be able to understand how lakes form, change through time and their
importance to the ecosystem.
Engage- a way to
connect past and
knowledge through
discrepant event,
situation, etc.

Ask students to recall a visit to a lake or a photograph of a lake they have seen (you may
provide images of Lake Hartwell or Lake Kiwi). Have them describe the plants or
animals they saw around an in the lake.

Ask students to answer in their journal:
How is a lake different from a stream?
Possible answers: Its shape is usually not linear like a stream; it doesnt flow like a
stream.
Allow several students to read their answers aloud. Make sure responses include the
possible answers.
Explore- students
phenomena and
experience with the
phenomenon. The
teacher acts as a
materials, etc.

Set up the demonstration on page 423:

Materials:
Plastic tub
Sand
Large block of ice

Make the ice block in a margarine tub (done earlier)
Fill the plastic tub with sand.
Bury the ice block in the sand and allow the ice to melt.
Have students make observations about the depression that remains (at the end of
class)

As a class read pages 422 427 in the text while waiting for the ice to melt.
into a communicable
teacher can further
knowledge.

Ask the class:
Why might a dam and reservoir be useful in a dry environment? The reservoir could
store water for drinking and irrigation.
Discuss lake clarity with students. Students may think that fresh water is best for life
and health of the lake ecosystem. Explain that very clear lake water probably lacks
nutrients, meaning that it cannot support a wide variety of organisms.
Lesson Plans
17

Ask the class:
How does water enter a lake? Water can enter a lake from streams and rivers, by rain or
snow falling directly into the lake, and from groundwater seepage.
Elaborate- the
concepts they have
learned, make
apply their
world around them.

Fun fact: The Great Lakes are the worlds largest group of freshwater lakes, and they
contain 18% percent of the freshwater surface on earth.

Have students split into groups and allow each group to research one of the zones of life
of life as found in figure 12 on page 424. Allow 15 minutes for students to research and
record and then allow each group to present what it finds to the class in a few
sentences. This information will prove to be useful and bring the importance of water
into ecosystems and habitat later on.
has attained
understanding of
Evaluation and
continuum of the

Class discussion will be a formative assessment of student understanding. Student oral
presentations will be a summative assessment of their understanding of life that occurs
within lakes.
Lesson Plans
18

Water Treatment Plant - The 5 Es Lesson Plan
Name: Lisa Muggeo Date: 2 Days Lesson Name: What happens to our water?

South Carolina
Standards- include
numbers
The Central Idea-
take away from this
lesson

Students will be able to understand that it is important for people to know the source
of their water. Students will be able to identify the source of their drinking water and
how it is transported to the water treatment facility. And they will be able to explain
how the drinking water is treated.
Engage- a way to
connect past and
knowledge through
discrepant event,
situation, etc.

Ask students: if they think it is important for people to know the source of their water.
Tell them to make a note of their response in their journals and we will discuss after the
lesson.
Hand out a simple map (Rivers Map) of the community, showing all the major
community features (roads, airport, rivers, lakes, major buildings, etc.) except the
water and wastewater features. Have the students locate the water source, the water
treatment facility, the water storage tank, and any other physical features important to
the water treatment operation in the community.

Explore- students
phenomena and
experience with the
phenomenon. The
teacher acts as a
materials, etc.

Ask students the following and have them write their responses in their journals. Allow
10-12 minutes for students to write their responses.
1. List at least three sources of surface water for drinking.
Streams, rivers, lakes and reservoirs.
2. What are two ways in which humans construct storage places for surface water?
1. Building dams to dam rivers. The lake behind the dam can be used to collect
and store drinking water. 2. People also use large equipment to excavate
human-built lakes, called reservoirs, which act as storage areas for water.
3. Which type of communities tend to use surface water for drinking?
Large urban areas.
4. How does ground water get into the ground?
Through rain and snow melt absorbing into the soil and seeping or percolating
down through the ground.
5. Do you think that the water table remains stationary or do you think the level of the
water table fluctuates? Explain your answer. Consider natural and human factors in
your answer.
The level of the water table fluctuates according to precipitation patterns,
weather cycles, and geologic changes in the rock that stores the water.
Pumping of water from the ground can alter water table levels, as can human
changes on the surface such as increasing paved or impervious surfaces, which
decreases the surface area that can absorb water into the ground.
Lesson Plans
19

6. How does your knowledge about where our drinking water comes from change your
thinking about our human behavior? Use specific examples.
Answers will vary, but possibilities include that all of the substances that we
dispose of down our drains and toilets, down our streets, and through
discharge pipes ends up in water sourceeither surface or groundthat
people use for drinking. We need to take care to protect our water sources
into a communicable
teacher can further
knowledge.

Go over their answers with a class discussion. Make sure students know the difference
between ground and surface sources of water. Emphasize that all of the substances
that people wash down drains, leave on streets to be washed away in storms, or
discharge through pipes end up in the very water that we drink and use.
Elaborate- the
concepts they have
learned, make
apply their
world around them.

Have students prepare for the field trip :

As a class, discuss their ideas and produce a list of questions for the fieldtrip.
Have the class prioritize the questions in case there is not enough time to get answers
to all of them.
What would you like to know about the source of your drinking water?
Possibilities include:
What is the specific source of our drinking water?
How far does it travel to the local treatment center?
Why is the access point located in this particular place?
Does the water travel through an aqueduct? If so, how long is the aqueduct?
In the case of pumped ground water, from how deep is the water pumped?
What kind of rock is the water stored in?
2. What type of water quality issues would you like to know more about?
Is the watershed mostly groundwater or surface water?
How healthy is the watershed?
Is it safe to drink? Swim? Fish?
What are some pollutants common to your area?
3. What would you like to know about how the water is treated at a treatment facility?
How does a treatment facility work? What processes occur? What equipment is used?
How do treatment facilities kill germs in the water?
What standards are treatment plants required to meet?
Do they test for chemicals in the water? Which ones and why or why not?
Do they test for or treat medicines or pharmaceuticals in the water? Why or why not?

While on field trip to water treatment plant make sure students ask questions
prepared the previous class session. Students should also be making notes of the
answers. The content will continue to be relevant while learning about water and
ecosystems.
Students will be required to write a thank you note to the tour guide to show their
appreciation.
Lesson Plans
20

has attained
understanding of
Evaluation and
continuum of the
Student responses to the questions, participation and engagement during class and on
the field trip will determine their understanding of the material. The written responses
to their questions will serve as a summative assessment and their participation in
discussions will serve as formative assessment.
Lesson Plans
21

Wetlands - The 5 Es Lesson Plan
Name: Lisa Muggeo Date: 3 Days Lesson Name: Importance of Wetlands
South Carolina
Standards- include
numbers
The Central Idea-
take away from this
lesson

Students will be able to describe the common types of freshwater wetlands. Students
will understand and be able to explain the important function wetlands serve and why it
is important to keep them clean. Students will define wetlands.
Engage- a way to
connect past and
knowledge through
discrepant event,
situation, etc.

As a class read aloud pages 24 27. While viewing the visuals in the book
Ask students:
What they know about the terms marshes, swamps and bogs. Discuss the
specific meanings these words have in science. Make sure students understand
that wet land is not the same as a wetland. An area of land that is water-
covered year after year for some period of time are attributes that make an area
a wetland. Use the word sediment when describing the silt and mud that occurs
at the bottom of wetlands.
What is a marsh? A marsh is a freshwater wetland that is usually grassy and is
covered by shallow water or streams. Tall, grasslike plants grow in abundance
in marshes.
What is a swamp? A swamp is a freshwater wetland that looks like a flooded
forest. It has trees and shrubs that grow out of the water.
What is a bog? A bog is a freshwater wetland that formed in a depression left by
parts of melting ice sheets thousands of years ago. The water in bogs is usually
acidic and supports the growth of mosses.

Explore- students
phenomena and
experience with the
phenomenon. The
teacher acts as a
materials, etc.

Ask students:
Why are nutrients plentiful in wetlands? Dead leaves and other plant materials,
as well as animal materials, are natural fertilizers that add nitrogen and other
nutrients to the water and soil of wetlands.

Materials:
Clean jar with screw top lid
Soil
Water
Cotton batting
Beaker

Prepare a muddy mixture of soil and water in the jar. Place a layer of cotton batting
over the top of the beaker. Gently shake the jar and ask students to describe the water.
Lesson Plans
22

Very muddy and cloudy. Slowly pour the muddy water on the batting.

Ask the students:
What does the water collected in the bottom of the container look like? A little
muddy but clearer than it was before it was poured.
How do wetland roots act as natural water filters? They absorb waste and trap
sediment and mud.
What is the benefit of the roots trapping mud and silt? Water that drains from
the wetlands to other bodies of water is cleaner.

into a communicable
teacher can further
knowledge.

Write the following questions on the board and have students write the answers in their
journals. They can look back through their text.
Where do wetlands form? They form in places where water is trapped in low-
lying areas or where groundwater seeps to the surface.
What effect have human activities had on wetlands? Some human actions have
destroyed wetlands (pollution, building, development).
Why are wetlands important? They are a habitat for many animals. They
provide protection nursery for some baby animals. They serve as water filters
absorbing extra runoff from heavy rains.
Why are wetlands important to people? Wetlands act as natural water filters.
They trap wastes, silt, and mud. Make sure students understand that water
drains from wetlands into other bodies of water and it is cleaner than it would
be without these filters.

Allow students 7-10 minutes to write their answers and then allow several students to
read their responses and discuss as a class.
Elaborate- the
concepts they have
learned, make
apply their
world around them.

Ask students:
How do wetlands help control floods? They absorb extra runoff from heavy
rains. They store water until it gradually evaporates.
How do wetlands affect climates? They make climates more moderate. They
keep temperatures cooler in summer and warmer in winter. Make sure to point
out that wetlands also help reduce the effect of climate change. Water has a
high heat capacity so wetlands are able to moderate temperature changes.
How might pollution get into wetlands? Boating chemicals, fertilizer,
building/development materials
How difficult is it to remove pollution once water is polluted? Very, once water
is mixed with something it is hard to remove it
What might happen to the animals in the wetlands if the water became
polluted? It could kill several plants which would remove a food source for
several different species. It could kill off species which might be food for others
or predators keeping another species at a reasonable level.

Discuss coastal wetlands:
Explain to students that a wetland does not have to be fresh water.
Ask students:
Lesson Plans
23

Why would coastal wetlands contain saltwater? Because they are connected
directly to the ocean.
What are two types of coastal wetlands? Salt marshes and mangrove forests.
Connect the coast of South Carolina to salt water marshes explaining it is a
habitat for much of the fresh seafood delivered to the upstate (shrimp, crabs,
oysters, clams)
Where are these types of coastal wetlands found? Salt marshes are found along
both the east and west coast of the US. Mangrove forests are found along the
southeastern coast of the US.

LAB:
Materials:
Microscope
Eyedropper
Slides
Science Journals
On Day 3 students will take a trip to a local body of water. The upstate has many small
bodies of water; permission to access any private land is required.

Students will visit a body of water and identify what it is (stream, river, pond, lake,
wetland, or reservoir). They will collect a small sample of water to make observations.
While at the location students will be asked to observe their surroundings. If at a
stream observe the bends the stream takes
Once back in the classroom students will document (in their journals) the date, location
of where they took their sample, turbidity of the water, and the temperature of the
water.
Then they will take their water sample and place a drop of it on a slide.
They will look at the sample under a microscope and document their observations.
Ask students:
What do you see? They may see animal and plant life, sediment, different
students will see different things.
Why might it be important to protect this ecosystem? Answers will vary make
sure students understand the life that occurs within the water and its
importance in agriculture and to other animals.
has attained
understanding of
Evaluation and
continuum of the

Class discussion will determine students knowledge of wetlands, the different types
and their importance to humans and animals. Students will complete page 29 and
define wetlands in their vocabulary booklets (Appendix B) as a summative assessment.

Student observations of their water sample serve as a formative assessment.

Lesson Plans
24

Watershed - The 5 Es Lesson Plan
Name: Lisa Muggeo Date: 1 Day Lesson Name: What is a watershed?

South Carolina
Standards- include
numbers
The Central Idea-
take away from this
lesson

Students will be able to understand about watersheds and the ways in which pollution
contaminates water. Students will be able to define a watershed, several types of
pollution, and the ways in which it affects everyday life.

Engage- a way to
connect past and
knowledge through
discrepant event,
situation, etc.

Give each student 10 post-it notes and ask them to write a way in which they use fresh
water on each one. Then write headings on the board (recreation, agriculture, hygiene,
etc.) and have students post their responses underneath. If a response is duplicated
have them post on top of each other. Once students are finished tally up the duplicate
responses.

Show students water usage chart that depicts amounts of water used in everyday
activities (appendix B). Have students tally some totals of the amounts of water that
has been used today (how many showers, drinks, washing hands).

Discuss where this water that they use comes from.
Explore- students
phenomena and
experience with the
phenomenon. The
teacher acts as a
materials, etc.

Students will perform an activity to depict how a watershed works. The instructor will
first give directions and a demonstration prior to handing out materials to students.

Materials:
Thick stock paper (light/white in color)
Washable markers varying colors (blue, brown, red)
Paper towels/tray to stop water running on table
Spray water bottle
Overhead projector
Computer access (for teacher)
Index cards

Students will split into groups of 4 or 5 with their seatmates (known groups) and one
person from each group will come up to gather the materials for the experiment. Each
group will be given a tray with a piece of paper, a blue, brown and red marker as well as
an index card with a question on it.

Ask each group or individual to:
Lesson Plans
25

Crumple a piece of paper into a loose ball.
Partially open the paper, and place it on a desk. The paper should still be
crumpled enough to have portions that resemble mountain ridges and valleys.
Be sure there is a paper towel/tray under the paper to catch excess water.
Using a blue water-based marker, have students mark creeks or rivers on
their papers, and also have them mark where they think the water will collect as
it runs downhill. (These could represent a lake or reservoir).
Using brown water-based markers, have learners outline what resembles
mountain ridges that separate one creek or river from another.
Using red water-based markers, have learners draw in some (5) pollutants that
may be found in their watershed, such as soap from washing cars, pesticides
from lawns, and animal waste from a nearby farm.
Keeping the model on the desks, have learners spray (or the instructor goes
around with a sprayer and spray) a very light mist of water over it.
Observe where water runs down and collects.
into a communicable
teacher can further
knowledge.

Each group was given an index card with one question they should discuss and be ready
to discuss with the class:
Ask the students: If this is a model of a watershed...
What do you suppose the paper represents?
What does the mist/spray represent?
What does the water that runs down into the creases represent?
Why does water flow down into the creases?
What does the water flowing in the creases represent?
What happened to the ink from the markers as the water flowed?
Students will be given 2 minutes to discuss their answers. Have students return to their
original seats before sharing as a class.
Elaborate- the
concepts they have
learned, make
apply their
world around them.

Ask learners to identify where the rain, snow, etc. in their area drains. They may name
local rivers, lakes, or bays, etc.

What does the water that pools up represent?
What does the red and brown ink represent?
Where will the ink eventually end up (the highest or lowest place in the
watershed)?
How is this a problem, if the inks represent pollutants?
What types of pollution are there?

Ask for a good definition of a watershed.

Refer back to chart with amounts of water and discuss what students can do to protect
and conserve their water usage.

Discuss why conserving our water and keeping it free of pollutants is important.


Class discussion will be formatively assessed to determine students knowledge of
Lesson Plans
26

has attained
understanding of
Evaluation and
continuum of the
watersheds and pollution. They will discuss various pollutants, where they come from
and how they affect our water supply. They will also discuss why it is important to
reduce pollution and conserve unnecessary water usage.

Lesson Plans
27

Non-Renewable Resources - The 5 Es Lesson Plan
Name: Lisa Muggeo Date: 1 Day Lesson Name: Keep Our Water Clean

South Carolina
Standards- include
numbers
The Central Idea-
take away from this
lesson

Students will be able to understand about watersheds and the ways in which pollution
contaminates water. Students will be able to list several different types of pollution,
and define how and why it is bad for our fresh water supply. Students will list several
ways in which they can be instrumental in decreasing pollution. Discussing the damage
pollution causes to water will lead us into our lessons on non-renewable resources.
Engage- a way to
connect past and
knowledge through
discrepant event,
situation, etc.

The class has invited a guest speaker today. The president of the Save Our Saluda
organization is here to discuss and demonstrate the importance of keeping our fresh
water supply clean.

Explore- students
phenomena and
experience with the
phenomenon. The
teacher acts as a
materials, etc.

The guest speaker is able to relate the importance of fresh water to a place very close
to these students. Many of them have been to various parts of the Saluda River and
either swam or fished in it. The speaker is able to maintain their interest because it
directly relates to them.

Once the guest speaker is finished she has a demonstration to visually depict what she
has discussed. She uses something called an enviroscape to show students the effect
pollution will have on their water supply. Students are allowed to participate with the
enviroscape.

Students will be allowed in groups to come to the front of the class so they can gather
closely to see what is happening.
into a communicable
teacher can further
knowledge.

Once each group has had a chance to experiment with the enviroscape come back
together as a class and
Ask the students:
What did the additives we used represent? Pollution in the forms of oil, animal
waste, sediment
What happened to the water when it rained? The pollutants ran together with
the water
What color did the water turn after it rained? It turned a dirty brown
Elaborate- the
concepts they have

Ask students:
Lesson Plans
28

learned, make
apply their
world around them.
What can you do to help reduce pollution? Answers will vary, encourage kids
to brainstorm and be creative

All students will be asked to mention one new word they have learned through todays
demonstration. They will have to say the word and give a definition of the word.

Challenge students to participate in the Save Our Saluda river clean-up. It takes
place on a Saturday morning (model by attending). Offer an incentive of extra credit if
they take pictures and present their experience to the class.

has attained
understanding of
Evaluation and
continuum of the

Class discussion will determine students knowledge of watersheds and pollution. They
will discuss various pollutants, where they come from and how they affect our water
supply. They will also discuss why it is important to reduce pollution and conserve
unnecessary water usage and what they can do to participate.

Appendix A
29

Resources

Buckley, Don, et al. Interactive Science: Water and the Atmosphere Teachers Edition and Resource.
Upper Saddle River, New Jersey: Pearson Education Inc., 2011. Print.

This resource was used for the pacing and layout of lessons. The teachers edition has many
options to engage students, intervene if they are having difficulty grasping the big question, ways to
elaborate and also ways to incorporate other subjects. This book isnt for a specific state so it doesnt
align and identify with the SC state standards. But it qualifies as a good textbook resource.

National Geographic Educational Division, et al. South Carolina Science Grade 7. Columbus, Ohio:
Glencoe/McGraw-Hill Inc., 2007. Print

I believe it is important to use the textbook provided to your students. Not all students will have
the ability to access outside resources. By using their textbook and teaching them how to utilize a table
of contents, appendix, and glossary you are giving them tools they can use forever. It also does not give
an advantage to students who do have the ability to access more materials. This particular textbook
aligns with the South Carolina state standards so as an educator you can be sure that you are addressing
the necessary material.

http://learningtogive.org/lessons/unit382/lesson2.html#lesson

This website stresses the importance of water education to saving our environment. There are
many good lab demonstration ideas as well as thought provoking questions. Several of the lesson plans
could be integrated very well with an English or Social Studies class. They cause students to think about
the repercussions of not taking care of our environment while also addressing their educational
standards.

http://ga.water.usgs.gov/edu/earthgw.html

This resource has a lot of educational material as well as some great illustrations. At times it is
difficult to visually show students about different bodies of water or what happens underground, so
good visual aids are important within an Ecology unit.

http://www.brainpopjr.com/science/habitats/freshwaterhabitats/grownups.weml

There are many good short educational videos on the BrainPop website. This page in particular
has several good ideas for a fresh water lesson plan. Getting students involved in the community with a
river clean-up is a great idea. There are many important fresh water rivers in their area and students
need to know the importance of keeping our fresh water supply clean.

http://www.saveoursaluda.org/
Appendix A
30

These students live in the upstate of South Carolina. The fresh water here is very important for
a large population of the state. Their education on the subject is very important because they can
directly make a difference. The Save Our Saluda website is a good resource to continually tie these
lessons to their own backyards.

http://water.epa.gov/

This is an important website to reference when teaching students about water. Understanding the EPA
regulations is important so that you as an educator can then stress the importance of their learning on a
National level.

http://www.rewaonline.org/about-us.php

The Greenville water treatment plant offers tours for classes to teach students about the
process that water must go through to be of useful quality. It is a good resource to either try and visit or
have a speaker visit the classroom. Attaching local awareness shows students the immediate
importance. It is also great when they can meet an adult within the community to become cognizant of
possible career choices for the future.

http://www.eeweek.org/assets/files/water_and_energy/2%20%20Where%20Does%20Your%20Drinking
%20Water%20Come%20From_5-8%20Lesson%20Plan.pdf

This lesson plan had some great questions and ideas for planning a trip to a water treatment
facility. I used much of the discussion and preparation questions found within this document. The
material found in this lesson plan could be used in several different ways. Even without a trip to the
water treatment facility it has come great prompting questions for class discussions when learning
about fresh water.

http://thewaterproject.org/

Its important to introduce students to the idea that fresh water can be a problem in other parts
of the world. Science is important to relate to their specific place but expanding their thought on the
subject is also a good idea.
Appendix B
31

Appendix
B
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32

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Appendix B
57

Rivers Map

Name ______________________

Date _______________________

Appendix B

58

Water Usage Chart

Rivers, Lakes, Streams Unit

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Part I

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