Kaitlin Smith and Anne Snynder Lesson Format on Ground Water and Contamination Class: This lesson is designed

for science class grades 3rd or 4th. Topic: This lesson will focus on the layers of ground water, the importance of groundwater, and possible ground water contaminants and how groundwater affects the entire life cycle on earth. Objectives: This activity will allow students to explore the layers of an aquifer, possible contamination of groundwater, and the need for clean groundwater. They will engage in this activity by building a model of an aquifer and explore their own contamination of groundwater. They will learn how groundwater not only affects them, but is a vital part of the entire life cycle on earth. They will extend this activity to understand ways they can help keep groundwater clean and the historical and social implications of contaminated groundwater. Standards Achieved: Science Inquiry and Application During the years of PreK-4, all students must become proficient in the use of the following scientific processes, with appropriate laboratory safety techniques, to construct their knowledge and understanding in all science content areas: Observe and ask questions about the natural environment Students will observe and ask questions on the water cycle, groundwater, aquifers, how ground water works, the layers of the soil, minerals and rocks. Students will be able to connect the ground water with overall water cycle, plant and animal life, along with the ability to see how groundwater interacts and is related to the overall water sources on earth. Plan and conduct simple investigations Students will learn the layers of an aquifer and the contaminations of groundwater through investigating the layers and contamination by using food to represent different layers. Students will understand why and how different layers settle, how groundwater is accessed and the effects of contaminants on ground water through their own models and their investigations. Employ simple equipment and tools to gather data and extend the senses; Students will use simple ice cream sundae ingredients to investigate and gather data on the different layers of an aquifer along with collecting data and recording observations of effects of groundwater contamination. Use appropriate mathematics with data to construct reasonable explanations;

Students will use charts to record their observations of contamination pollution. Students will use mathematical skills when measuring appropriate proportions of the layers of the aquifer.

Communicate about observations, investigations and explanations. Students will not only record their investigations about aquifers, but also share and explain their thoughts and observations with the rest of the class. The class will compare and contrast the different effects of pollutants and also the layers of an aquifer. Students will be asked to provide explanations of how possible contaminants can get into groundwater and also what can be done to prevent these contaminations. Review and ask questions about the observations and explanations of others. Students will be asked to comment on each others explanations and observations, they will be encouraged to add to previous comments and formulate their own explanations based on their explanations along with classmates explanations. Students will be encouraged to extend their ideas to broader earth functions such as weather, water cycle and many other earthly phenomenon. Earths nonliving resources have specific properties. Water can be liquid, solid, or even a gas. This can be shown through the water cycle. Earths resources can be used for energy. Water can be used for hydroelectric power, groundwater can be used for farms, houses, livestock and many other ways. Some of Earths resources are limited. Water is limited. Clean water can be contaminated and will take years to clean, therefore it is limited. 1. Students Explain the characteristics and cycles involving the earth: a. Students will learn about the water cycle of earth b. Students will learn about the characteristics of aquifers and groundwater c. Students will learn about different layers of the earths surface including rocks, minerals, and different soil types. d. Students will learn about the water systems and their interconnectedness: such as rivers to streams to tributaries and so forth. e. Students will learn how their own impact affects the characteristics and cycles on earth and in groundwater. 2. Students will be able to describe earths resources and conservation

a. Learn about the resource of ground water b. Recourses of minerals and rocks c. Pollution effects d. Preservation of water e. Why conservation of ground water is important 3. Students will be able to analyze patterns of the earth such as weather a. Students will be able to describe the need for rain and how it becomes groundwater b. Students will understand how the weather patterns can carry contaminations across the country and affect groundwater. c. Students will understand how severe weather and natural disasters can effect groundwater 4. Interconnection of Earths Cycles a. Students will learn how the water cycle is connected to ground water. They will extend this to plant and animal life along with the interconnectedness of weather and major water resources such as oceans, lakes, and rivers. 5. Historical perspectives and Impacts a. Explain and extend to students social, human, and animal implications of contaminated groundwater in the past with medical records, court rulings, laws passed, side effects of chemicals. Materials: 2 per each participant Blue and red food coloring 1 Scoop of vanilla ice cream Sprite Gummy bears, chocolate chips, cookies, cereal, and other various components of differing sizes and densities. Whip cream, sprinkles, and sugar 1 straws 1 clear plastic cup 1 spoons Instructional Sequence: Students will be engaged by being asked what is groundwater and what is an aquifer? They will be more specifically asked what are the layers of an aquifer and how do our actions effect the groundwater? Students will create an aquifer through different food items. Each food item will

represent a part in a layer, such as chocolate chips will be gavel, soda and ice cream will be the aquifer and the confining layers. Students will be first ask to engage their prior knowledge of an aquifer along with the exploration of food particles to visually and tactically explore the layers of the aquifer. Students will have one cup. They will fill their cups with the ingredients provided and will explore the layers of the ingredients in their cup. They will find that the heavier ingredients will sink to the bottom, demonstrating the gravel and sand as the bottom layer of the aquifer, the ice cream will represent the confining layer, while the soda and the floating particles will represent the aquifer and the water, and the cookies and the sprinkles and whip cream will represent the soil top layer. In addition, the straw will be inserted to represent the well, or drinking water. This activity will take ten minutes. Throughout this processes students will be asked to explain, why they choose certain ingredients, what are the layers, and why do the different substances form these layers? Next, students will set aside their cups for a short discussion about their finding and the layers of an aquifer along with vocabulary words, used in context, visual displays, and also demonstrate how they are connected through word roots. This will allow students to learn vocabulary through different learning styles while staying in context so that they have a higher chance of retaining the vocabulary. Students will be asked to explain what layer of their aquifer corresponds with their model. They will also be asked how they think this may be part of the entire water cycle and how it affects life on earth. The last activity students will do will focus on their own contamination of drinking water. Students will add a drop of food coloring for every answer yes to the contamination questions. If students are older than they can make a separate cup and use the real ingredient, but there is a higher risk on poisoning. Students will be asked to add a drop of food coloring into their aquifer that is answered yes to the following questions: 1. 2. 3. 4. Did anyone take a long shower today and use shampoo and soap? (yes, drop) Did anyone ride a bus/car to school today? (yes, drop) Did anyone wash their clothes this week? (Yes, drop) Did anyone use salt on their road or driveway this winter? (yes, drop)

Students are than asked to carefully compare differences between the substances from their original clear aquifer. Students, will than ask which one they would rather drink, hopefully it will be the clean aquifer although they will have to imagine the food coloring is pollution. Extend this activity by asking students to please identify ways they can help keep groundwater clean, and ask them why it is important. This should take 10-20 minutes depending on how in depth it will be. Assessment: Students will be asked to come up with a creative way to explain the layers of the aquifer and the effects of contamination. They can build a different model, do a painting, write a rap, write a poem, write a play, or any other creative way to present to the class to demonstrate their knowledge on groundwater and contamination. Students will also be informally assessed

throughout the process on their thoughts and conclusions on groundwater, aquifers, and contamination through discussions, peer input, teacher guided questions and responses. Students will investigate and be evaluated throughout the process through recording on charts and answering teacher questions. Safety: 1.) 2.) 3.) 4.) 5.) 6.) 7.) 8.) Students will understand the safe use of the materials. Students will wash their hands. Students will return materials to their places when they finish. Students are aware of the location of safety equipment. Students will follow the appropriate rules. Goggles are necessary for this activity. Gloves are necessary for portions of this activity. Students will clean up spills immediately.

Adaptation for diverse learners: All accommodations are based on individual needs of the student or students who are requiring accommodations or modifications. Presentation: The presentation includes multisensory elements. The activity is hands on. The lesson can include auditory or visual modes of access. For example, and interpreter may be provided for a hearing impaired student or an ESL student. Students with visual impairments could use magnifiers or Braille text of the Power Point presentation. In addition, students who need extra guidance may choose to follow a teacher model of the process, or follow a diagram. In addition, more teacher guidance in the task and individualized attention will help children with learning disabilities. In our project the teacher could build a model along with the student(s) in order to demonstrate in a more detailed way that an aquifer works. One the other hand students who need less guidance could be asked to come up with their own thoughts and ideas about soil, ground water and the aquifer as a whole. They could determine on their own what each of the food substances represent in the aquifer. They also could be more independent and move away from food items and actually build one out of the same materials of earths surface so they can see the exact full effect.

Response Accommodation: Students may complete assignments in different ways. They can be assessed with assistance. The outside assignment for this lesson is left wide open for diverse Learners, since the assignment is to creatively interpret the lesson. These assignments can be drawing observations instead of writing categorizing thoughts in a diagram instead of on the board. Students can also use alternative methods of assessment. Instead of the typical written and response test teachers could give interviews, ask to do explain the concept while providing tactile materials for manipulation. In addition, teachers can ask students to draw pictures, write journals, make models, create a poem, create a dance, or many other ways to adapt assessment and response to the student so that he or she can perform and learn at the best of their abilities.

Timing/Scheduling: The setting for the lesson can be modified. Students could access the lesson online or via Skype. The lesson allows for extended time for completing the classroom activity, the outside activity, or subsequent assessments. Setting Accommodation: The setting could be changed electronically, or physical to accommodate students with diverse needs. They could electronically test the different parts and contaminations of groundwater with a computer program. Modifications: The lesson can be modified to reduce the amount of material for students. Assessments on the lesson can be modified by reducing the amount of questions or simplifying the questions. ESL Students: ESL students may use translators and/or receive translated transcriptions of the lesson, depending on the depth and their experiences with the English language. In addition, visual instructions could be provided and the teacher could attempt to use gestures and their language to describe the task.

Sources Manuel, Ohio Department of Education, February, 2011, www.edresourcesohio.org/files/accomodations/manuel http://www.groundwater.org/kc/activity5.html http://greenliving.nationalgeographic.com/groundwater-pollution-kids-2265.html http://groundwateradventurers.org/h20experiments.html http://www.groundwater.org/kc/activity5.html