Grade 8 Earth and Space Science: WATER SYSTEMS ON EARTH



Grade 8 Earth and Space Science: WATER SYSTEMS ON EARTH

Lesson #1 - Intro to Water Systems on Earth Unit

Objective/Purpose: D2 - describe how water and ice shape the landscape

Rationale: It is expected that students will

- Discuss water cycles and water’s connections to everything on the planet.

- Begin to understand the idea that water is not a limitless resource.

- Discuss water in different states – ice, snow, waterfalls, etc. - and show how these different states of water connect to water systems on Earth (oceans, lakes, etc.).

Materials: pictures of water, textbook

Anticipatory Set:

Activity: “The Many Ways People Use Water”. Before looking at the textbook, have students participate in a Think-Pair-Share activity to brainstorm a few different uses for water. The key to this activity is for students to understand the many ways we use water, and how we use water for a variety of different purpose: for sun, health, energy, safety, transportation, etc. Categorizing the uses will illustrate the importance of water in our everyday lives. Follow up with a class discussion.

Lesson Development:

-Powerpoint slides: follow photos of water as it travels from glacier to ocean and discuss things that are affected by water during this cycle – animals, plants, mountains, soil, etc.

-Examine how water that is carried to the ocean as freshwater eventually meets salt water.

-Powerpoint slides: look at a number of pictures of water (mountains, glaciers, rivers, waterfalls, etc.) to generate discussion about different forms of water.

-Discuss pollution and its impact on water – water as resource, water as a commodity, water and how we use it everyday.

Closure:

Ticket Out the Door: “What are three things affected by water as it travels from glacier to ocean?” and “What are 3 ways in which water is polluted?”

Extensions:

-Students can begin to create an advertisement to teach people how to prevent the pollution of water; in other words, an anti-pollution ad. For example, draw a picture of soap and chemicals going down the drain and depict that this can have negative effects on water and the environment.

Adaptations:

-This lesson contains lots of visual information in the form of pictures, which will be helpful for those students who learn visually.

Assessment/Evaluation:

-Informal Assessment during “The Many Ways People Use Water” activity - are all students participating?

-Collect Ticket out the Door and review to ensure that the topics and main ideas from the lesson were understood.

Grade 8 Earth and Space Science: WATER SYSTEMS ON EARTH

Lesson #2 - Distribution of Water (part A)

Objective/Purpose: D1 - explain the significance of salinity and temperature in the world’s oceans

Rationale: It is expected that students will

-Examine misconceptions about freshwater supplies on the planet.

-Look at how much water covers the planet and the distribution between fresh and saltwater.

-Examine water cycles in British Columbia.

Materials: chart paper, coloured markers, pictures and short Youtube video clips on the water cycle, binder, crossword puzzle

Anticipatory Set:

Ask students what they already know about the water cycle. Create a quick KWL (Know, Wonder, Learn) chart and fill in the ‘K’ and ‘W’ columns together as a class. The ‘L’ column can be filled out at the end of the lesson.

Student Activity/Participation:

-Talk about how water moves through the water cycle; show Youtube video clips.

-Introduce new terms, such as evaporation, condensation, sublimation, ground-water, run-off, etc. Have students record in the “Definitions” section of their binder.

-Have students estimate the percentage of the world’s fresh and saltwater distribution. This will likely come as a surprise, and so take a few minutes to discuss and segue to topic of water conservation.

-Give examples and generate discussion about water usage and availability around the world.

Closure:

Fill out the ‘L’ column of the KWL chart, and if time permits, work on the crossword puzzle on water and erosion terms:

Extensions:

-Continue working on anti-pollution ads.

-More information on the distribution of water:

Adaptations:

-Lots of visual information is presented in this lesson, for those students who learn better visually. Included are Youtube video clips and images of the water cycle projected to the whole class.

Assessment/Evaluation:

-Informal assessment: make note of participation in class discussion of water usage.

-Keep KWL chart handy to refer to and add to if necessary throughout this unit.

Grade 8 Earth and Space Science: WATER SYSTEMS ON EARTH

Lesson #3 - Distribution of Water (part B)

Objective/Purpose: D1 – explain the significance of salinity and temperature in the world’s oceans

Rationale: It is expected that students will

-Examine misconceptions about freshwater supplies on the planet.

-Look at how much water covers the planet and the distribution between fresh and saltwater.

-Examine water cycles in British Columbia.

Materials: chart paper, coloured markers, laptops or computer lab time, textbook

Anticipatory Set: Quick discussion of how much water students think they have used so far today. Did they brush their teeth this morning? Leave the water running, or turn it off? Did students flush the toilet today? Take a shower? Drink any water? Wash hands? Do any laundry? etc. Get students thinking about their individual consumption of water.

Student Activity/Participation:

-Group activity: Students brainstorm and present ideas about how we could do better to conserve water. Half of class spent in the computer lab working in small groups (3 to 4 students) to come up with ideas for a mini-presentation, second half of the second class spent presenting ideas to the class.

Closure:

-Wrap up presentations by filling in a chart for the classroom: What ideas for conservation can you incorporate immediately? What ideas take more time and planning? This way students will be able to remind themselves daily of ways they can conserve water.

Extensions:

-Information on Environment Canada’s role in water management and conservation::

-Have students research which nations around the world have the highest use water, which ones have the lowest and why.

Adaptations:

Some students may find it easier to do their work on the computer, so the group activity is a good way to have all students equally involved.

Assessment/Evaluation:

-Informal assessment of participation in group presentation - are all students adding to group discussion?

-Have students hand in their notes and charts on water conservation.

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