A 7 th Grade Science Unit - NKU

IS IT SAFE TO GO INTO THE WATER?

A 7th Grade Science Unit

READING THE RIVER

Summer 2004

Lisa Klette

Dayton Middle School

Dayton Independent Schools

Dayton, Kentucky

Campbell County

Summary –

This unit serves as an introduction to water quality and the impact of human

use. Students will be introduced to the chemistry and ecology of local waters.

They will explore the effects of runoff, erosion, and human use on water quality.

They will collect and identify water invertebrates as an indicator of water quality.

They will look at stream habitat and assess quality. Using this knowledge, they

will evaluate the waters current conditions, propose steps that can be taken to

improve conditions, and possibly implement them.

Outline –

Lesson 1 – Introduction – Is it safe to go in the water?

Lesson 2 – Map local waters.

Lesson 3 – Water Chemistry

Lesson 4 – Macroinvertebrates

Lesson 5 – Habitat observations

Lesson 6 – Gather data in field

Lesson 7 – Analyze data

Lesson 8 – Fieldtrip to Water District No. 1

Lesson 9 – Plan of action – culminating performance

Lesson 10 – Share Ideas/close unit

Unit/Lesson Plan Title: Is it Safe to go into the Water?

Targeted Standards

Academic Expectations

2.1 Students understand scientific ways of thinking and

working and use those methods to solve real-life problems.

2.3 Students identify and analyze systems and the ways their

components work together or affect each other.

5.5 Students use problem-solving processes to develop

solutions to relatively complex problems.

Program of Studies

S-7-SI-2 Students will use appropriate equipment

(water testing kits), tools (nets, keys), techniques

(collecting, recording), technology (computers/internet, digital

pictures), and mathematics (measurements) in scientific

investigations.

S-7-SI-5 Students will communicate (e.g., write)

designs, procedures, and results of scientific

investigations.

Core Content

SC–M–2.1.5 Water, which covers the majority of the

Earth’s surface, circulates through the crust, oceans,

and atmosphere in what is known as the water cycle.

Water dissolves minerals and gases and may carry

them to the oceans.

SC–M–3.5.4 The number of organisms an ecosystem

can support depends on the resources available and

abiotic factors (e.g., quantity of light and water, range

of temperatures, soil composition). Given adequate

biotic and abiotic resources and no diseases or

predators, populations (including humans) increase at

rapid rates. Lack of resources and other factors, such as

predation and climate, limit the growth of populations

in specific niches in the ecosystem.

Major Content

Life Science: Students will

• investigate and analyze macroinvertebrate populations and stream

ecosystems.

Earth Science: Students will

• investigate and analyze the movement of water as well as dissolved minerals

and gases.

Content/ Process: Students will

• refine and refocus questions that can be answered through scientific

investigation combined with scientific information.

• use appropriate equipment, tools, techniques, technology, and

mathematics to gather, analyze, and interpret scientific data.

• communicate (e.g., write, graph) designs, procedures, observations, and

results of scientific investigations.

Science in Personal and Social Perspectives: Students will

• describe the individual’s roles and responsibilities in the following areas:

changes in populations, resources and environments including ecological

crises and environmental issues, natural hazards, science and technology

in society, and personal and societal issues about risks and benefits.

Essential Questions

Is it safe to go in the Water?

� How are local waters used?

� How do I measure water quality?

� What is water chemistry?

� What do invertebrates tell me about water quality?

� What other test/observations should be used?

� What is the condition of local waters?

� What can I do to help improve water quality?

Lesson 1 – Introduction to water quality

Activities/Procedures

As students enter the classroom the unit’s main essential question will be on the board written as In Dayton Kentucky, is it safe to go in the water? The first 5

minutes of class, students will write in a unit journal what they believe the answer

is based on their current knowledge. The class will then be lead outside, over the

flood wall to an area near the Ohio River and a flood water culvert.

At this location, an outline of the unit will be presented and discussed. The

students will then be asked to write in the unit journal book. They will brainstorm

and write all the ways humans and animals use the local waters (creeks, streams,

rivers, ponds and even tap water). Some uses may include but are not limited to

drinking, bathing/washing, agriculture, fishing, boating, breeding ground, and

natural parks. Since this unit requires visiting one or more local creeks and the

Water District Resource Park, field trip permission slips will be handed out and

due back within 3 days.

Resources/materials

1. Journal book

2. Journaling article – Leopold Education Project Newsletter, Fall 1995

3. Ohio River – outdoor classroom

4. Permission slips.

Evaluation

Students will be evaluated by participation in writing/journal entries as well as participation in discussion. The main purpose of this day is to introduce the unit

and get students to buy in to the purpose of answering the essential question.

Participation rubric – unit introduction

Participation

3 points 2 points 1 point 0

points

Points

earned

Opening

question

Made full effort and

Wrote at least 2

complete sentences.

Effort given.

Wrote at least 1

complete sentence.

Some effort

At least a few

words written.

No effort.

Nothing

written.

Discussion.

Outline unit

Full participation.

Actively involved

In discussion.

Participated.

No off task behavior

Observed.

Participated at

least some but

also off task

No effort.

Off task.

Water uses

journal entry


Wrote at least 3

Uses in journal.

Effort given.

Wrote at least

2 uses in journal.

Some effort,

At least 1

use written

No effort.

Nothing

written

Lesson 2 – Map the local waters

Activities / Procedures

Students will be given maps to locate, identify and color in the local waters to be explored. These waters include the Ohio River, Licking River, Belmont Lake,

and local creeks. This activity introduces the concept of watershed and makes

students aware of our local waters. It also gives students an idea of how humans

use the lands next to these waters and the concept that water flowing from one

location to another may carry contaminates. Maps will be attached into their

journal books.

Resources/materials

1. Map of Dayton, KY.

2. Sites with local water map information

http://www.water.ky.gov/watersheds/

http://www.water.ky.gov/homepage_repository/overview.htm

Evaluation

Students will be evaluated based on the completion of their map.

Map of Local Waters Rubric

Area of

concern

5 points

3 points

1 point

0 points

Points

earned

Water

All water is

colored blue

and labeled

Most water is

colored blue

and labeled

Some water is

colored blue

and labeled

None of the

water is colored

or labeled

Key

Well developed

key is used for

point source

and potential

pollution

sources

Key is used but

May be unclear

Or incomplete

Some attempt

at a key is

present

No key

Participation On task every

time student

is observed

Mostly on task

as observed

Rarely on task

as observed

Not on task

any time

observed

Lesson 3 – Water Chemistry


Students will be introduced to the chemical tests that are preformed to help

determine water quality. Each test will be introduced, demonstrated step by step

(using Ohio River water collected that morning by the teacher), and then practiced

in small groups under supervision. Class discussion will tie together how these

qualities affect the water’s ability to support life. Students will then reflect on

what they learned in their journal book.

Resources/materials

1. Reading the River water testing kits

� Dissolved oxygen

� pH

� Temperature – air and water

� Conductivity

2. Journal book to record practice data and reflect on learning.

Evaluation

Students will be assessed by their participation in their group during test

practice. Students will also be asked to reflect on what

they learned in their journal book..

Water Chemistry- Testing Practice Rubric

Area of

Concern

5 POINTS

3 POINTS

1 POINT

0 POINTS

POINTS

EARNED

Follow

Directions

Follow directions

and use direction

sheets to complete

each test as

accurately as

possible.

Most directions

followed and used

direction sheet to

do tests yet some

minor errors.

Few directions

followed and

direction sheet

rarely used or

used

improperly

Directions not

followed and

direction

sheet not

used.

Individual

Participation

As observed by

teacher, student

remains on task and

active in group

Minor off task

behavior observed

by teacher

Major off task

behavior

observed by

teacher

Student was

off task every

time

observed

Care of

Equipment

and Safety

Testing equipment is

used properly, materials

are not wasted, supplies

are properly returned to

the testing kit. Student

follows safety procedures

while using testing kits

and properly disposes of

used chemicals.

Minor error in

use of materials,

safety procedures

or clean up.

At least one

major error or

several minor

errors in use of

materials, safety

procedures or

clean up.

Student or

group

misused

materials,

did not

follow

safety rules

and/or did

not clean up

Completion of all

tests

Group completes all tests

they were asked to.

Most tests

completed

At least 1 test

completed

None of the

tests complete

Lesson 4 – Water Macroinvertebrates


Students will be introduced to the invertebrates that can be used to classify

water quality. Handouts with pictures as well as preserved samples will be used.

Once the concept is introduced, groups will be given a practice sample sheet to

represent a water sample. Their job is to identify the organisms and use a Water

Watch biological assessment sheet to classify the water sample as poor, fair, good

or excellent. Finally, each student will be asked to reflect on what they learned in

their journal book. Sketches of preserved examples will be encouraged as time

permits.

Resources/materials

1. Nets and plastic collection bins for demonstration 2. Preserved samples

3. Macroinvertebrate key/ID sheets

4. Macroinvertebrate tally sheets

5. Practice sheets

6. Journal book to reflect on learning

http://www.state.ky.us/nrepc/water/streamql.htm Stream Quality Assessment with Macroinvertebrates http://www.people.virginia.edu/~sos-iwla/Stream-Study/Key/MacroKeyIntro.HTML Online Macroinvertebrate

dichotomous Key

Evaluation

Each student will be evaluated based on group participation, completion of

macroinvertebrate tally sheet, and journal entry.

Macroinvertebrate Rubric Area of

Concern


points

Points

earned

Participation Full participation. Actively involved

In activity.

Participated.


Observed.

Participated at

least some but

also off task

No effort.

Off task.

Practice Completed. Correct

ID of invertebrates

And quality level

Completed. Minor

errors in identifying

invertebrates and

assessing level

May not be

completed. Major


invertebrates and

assessing level.

Not done.

Journal

entry


entry shows

understanding of

concept.

Effort given.

Entry shows some

Understanding of

concept.

Some effort,

Entry is vague or

incomplete.

No effort.

Nothing

written

Lesson 5 – Habitat observations


Students will be introduced to other tests/observation besides water

chemistry and macroinvertebrates that may help indicate water quality. These

tests/observations include qualitative observations whereas chemistry and

macroinvertebrates are more quantitative. For habitat assessment, students will

look at stream bed substrate, vegetation in water and on banks, cover for animals

and water depth/velocity. Once introduced to what to look for, students will

practice with provided pictures.

Resources/materials

1. Handout, Habitat Survey Sheet – obtained from Reading the River

2. Pictures showing various creeks, streams, rivers

Evaluation

Students will be evaluated based on participation in discussion, completion

of practice exercise and entry in journal book

Habitat Assessment Rubric Area of

Concern


points

Points

earned

Participation Full participation. Actively involved

In activity.

Participated.


Observed.

Participated at

least some but

also off task

No effort.

Off task.

Practice Completed. Correct

observations of

Habitat.

Completed. Minor


characteristics of

habitat.

May not be

completed. Major


characteristics of

habitat

Not done.

Journal

entry


entry shows

understanding of

concept.

Effort given.

Entry shows some

Understanding of

concept.

Some effort,

Entry is vague or

incomplete.

No effort.

Nothing

written

Lesson 6 – Field collection


It is time to put what we have learned to practice. Students will be taken to a

local stream to do water chemistry tests, macroinvertebrate tallies and habitat

observations. All observations or measurements made at the stream will be

recorded in their journal book to be analyzed tomorrow. As time will be limited,

testing will be divided among groups and shared tomorrow in class.

Resources/materials

1. Testing kits with direction sheets

2. Permission slips to visit local creeks already signed and returned.

3. Journals to enter data/make observations

4. Testing sites in Dayton, KY.

Storm culvert entering Ohio River Creek to storm drain on 6

th Ave.

Evaluation

Students will be evaluated on Participation in field collection. Students with

health or safety concerns may act as a recorder for their group from the bank and

still receive full participation as long as they can verbally explain any tests

performed by their group. Those with artistic ability will be encouraged to sketch

macroinvertebrates or stream as time allows. Those without parental permission

will be left at school with an alternative assignment worth the same point value.

Lesson 7 – Analysis


Students will share and analyze data collected in field and write a report on

water quality. The report must include what location was tested, what tests were

completed, what results were recorded, and what they think these results conclude.

Each student must write their own report but may discuss/analyze data in groups.

If students/groups are done early they may begin brainstorming for what can be

done to improve water quality.

Resources/materials Journals with data gathered in field.

Chalk board to post data for sharing.

Guided report sheet

Evaluation

The students will be assessed on completion of water quality report.

Lesson 8 – What is already being done – Field trip.


Now that we have determined Dayton’s local water quality, we will visit the

Northern KY Water District Service Park to see what they are doing to help

improve water quality. This trip will also allow students to repeat water quality testing on the larger Banklick creek which is a tributary of the Licking River.

Resources/materials

Sanitation District No. 1

1045 Eaton Drive

Ft. Wright, KY 41017

859/578-7450

Evaluation

Students will be assessed on participation in discussions/activities as well as

behavior while on the field trip. Anyone unable to go on the trip will be assessed

by completion of a web-based assignment on the Water district and water testing.

Lesson 9 – What can we do?


Now is the time to take action. This lesson may take 3 to 5 days to complete.

Students will plan a course of action to help improve local water quality. Some

potential ideas are –

� Poster campaign – public awareness

� Brochure – public awareness or what the average Joe can do

� Public service video for local KET channel

� Trash clean up of a stretch of a local stream/creek/pond

� Mark storm drains – No dumping, leads to stream. Etc…

� Plan to plant vegetation in area of run-off to prevent erosion.

� Go to school board about areas of concern on school grounds.

� Go to city council about areas of concern around town.

� Organize a group to participate in River Sweep.

� Participation in Water Watch.

Long term or large projects may not be completed in the time given and a grade

will be based on written plans, speech, diagrams, etc.

Resources/materials

1. Access to computers for research, Power Point and Microsoft Word.

2. Provide students with a list of people they can get information from.

3. Various materials like poster board, markers, etc…

Evaluation Each student will design a course of action to help improve local water

quality. Large or long term projects may be done by a small group as approved by

the teacher. Rubrics will be used to score. As students choose their plan of action,

rubrics will be designed or modified to fit their chosen project.

Lesson 10 – Unit close


Students will share their project idea or product.

Resources/materials

1. C.O.W. – computer on wheels for presentations, includes TV and VCR.

2. Smart board option for presentation

3. Various rubrics specific to type of project chosen.

Evaluation

Participation in idea sharing.

Documents

A 7 th Grade Science Unit - NKU