Unit Theme: Water Systems on the Earth



Unit Theme: Water Systems on the EarthMajor Learnings:Dates (weeks): 3-4 weeks / 15 -20 lessonsSubject Area: ScienceD1 explain the significance of salinity and temperature in the world’s oceansTime / Lesson: 45-50 minutesTopic Theme: Earth and Space ScienceD2 describe how water and ice shape the landscapeLessons / Week: 5Grade: 8D3 describe factors that affect productivity and species distribution in aquatic environmentsNo. ofLessonsTopic / ConceptLearning Statements(Lesson Objectives)TSWBATResourcesLessonActivities – StrategiesAssessmentNotes – Integration with other Subjects1Intro to Water Systems on the EarthDiscuss water cycles and water’s connections to everything on the planet.Understand that water is not a limitless resource.-photos on PowerPoint -chart paper-pens-markers- Show pictures of water in different states – ice, snow- and show how these different states of water connect to the ocean. -follow photos of water from glacier to ocean and discuss everything that is effected by water during this cycle – animals, plants, mountains, soil, etc.-look at what is carried to the ocean as freshwater eventually meets salt water.- look at a number of water pictures showing glaciers, waterfalls, rivers systems to generate discussion about what students know about water.-discuss pollution and its impact on water – water as resource, water as a commodity, water and how we use it every day.*activity: have students work in pairs to brainstorm the many ways we use water to help give them an idea of how important it is in our lives (Think-Pair-Share).-informal assessment of participation Think-Pair-Share Activity-Ticket out the Door: “What are 3 ways in which water is polluted” Social Studies, Geography/History 3Distribution of Water / The Water CycleUnderstand misconceptions about freshwater supplies on the planet.Explain the distribution of water as it covers the planet, as well as the distribution between fresh and saltwater.Examine water cycles in British Columbia.-chart on chalkboard for estimations-pictures and short clips on PowerPoint to show water systems – journey of freshwater to salt water.-computer lab- Have students estimate the percentage of the world’s fresh and saltwater distribution.-talk about how water moves through the water cycle.-teach new terms, such as evaporation, condensation, sublimation, ground-water, run-off, etc., add to “Definitions” section of binder.- giving examples and generating discussions about water usage and availability around the world*activity: students brainstorm a present ideas about how we could do better to conserve water – give time to research in the computer lab.-making observations and inferences-evaluating and taking notes on student group work and the effort put into their workGeography 3How Ocean Water Differs from Fresh WaterDifferentiate fresh water from saltwater and the concept of salinity.Explain density and the connection between an increase in salinity and an increase in the density of seawater.Understand the factors that cause the ocean to be salty.-aquarium with water-salt-oil-beakers or large jars-aprons-5 samples of water for each group with added food colouring and salt1) tap water2) tap water (blue)3) slightly salty water (red)4) very salty water (clear)5) very salty water (green)-medicine dropper & spoon-using a K-W-L chart, find out what students already know about salt and freshwater and the difference in their densities.-Introduce density as a concept and check for prior knowledge by asking questions, such as: “What takes up more space, a kilogram of gravel or popcorn?” -questions can be used to initiate discussion about density differences between fresh and saltwater.*activity: using coloured water to show salinity’s effect on water density.-talk about the dispersal of ocean salinity throughout the world and why there is such variation near the poles and the equator.-look at how some countries harvest salt from water and how this is possible.-K-W-L observational assessment-lab reports from density experiment-looking at students’ skills in measuring and reporting during experimentGeographySocial Studies – looking at salt as a resource for other countries 3 -4Sources of Fresh WaterExplain where freshwater can be found on or near Earth’s surface – from glaciers to ground water.Understand the concept of run-off, as it applies to river systemsDevelop meaning for the term ground water and understand its importance for Canadians.Look at and explain effects of glaciers – how their movement shapes our environment, etc.-paper and pens-4 samples of rock material for each group-beakers-100mL graduated cylinder-tap water-talk about how British Columbia’s landscape has been sculpted by run-off, rivers and glaciers – look at weathering and erosion.-after having discussed run-off, have the class go outside and report the affects of run-off in their school yard – have them think about how this might change if there was any sort of development.-how does eliminating vegetation effect water?*activity: students given formula to calculate the yearly run-off from an average size shopping mall parking lot.-look at gravity’s role in directing surface water.*activity: explore what kind of materials provide the best porosity and how this connects to the building of reservoirs.-Asking questions-conducting investigations and finding answers-making predictionsGeography and social Studies 3-4Water’s Effect on Shaping Earth’s SurfaceUnderstand how water affects the land chemically and physically.Explain the concepts of weathering and erosion due to water (surface, ground and glacier).Look at the how these processes have always affected the shape of the planet and what this may look like in the future.-double sided journals-aluminum pan for each group (30 cm x 60 cm, with a V-shaped notch cu into one end)-duct tape, pail and sand-4 textbooks- 2 L plastic bottle-waterFor each group:-beakers – 250 and 650 mL-sand-60 g baking soda-spoon40mL weak HCI (0.5 M HCI)-introductory lesson on erosion and weathering, how they effect the Earth’s surface over long period of time.- have students create a journal entitled “How water changes rock” with the headings weathering and erosion – they can keep track of the differences independently over the 3-4 classes covering these topics.*activity: understand water as a powerful agent of erosion on earth by simulating running water and altering the gradient to change the water’s velocity.*activity: creating caves and caverns to simulate weather processes and how chemicals can combine with air to form acids that reach the ground.-students will prepare a small research report on underwater caves- find where some of these caves are throughout the world; choose two as the focus.-activity sheets to be handed in-formative assessment of students hypothesis during activities-problem solving-research to be handed inGeology and GeographyLanguage arts-writing 1Mid-unit ReviewDiscuss with recall and review major points that have been covered in the unit.Games to be created by teacher-use strategies to help solidify learning.-at the end of the class, allow students 20 minutes to write down what they think are the most important things they learned so far and what information surprised them the most.-student summaries to be collected and assessed 2-3Ocean CurrentsExplain the many reasons why ocean water moves, and the connection between all oceans.Know how temperature, salinity, wind the Earth’s spin and the shape of continents contribute to ocean currents.-graph paper-pencil-eraser-maps-images and video on the north pacific garbage path-introduce topic by discussing misconceptions students might have about where currents begin- tapping in to prior knowledge.-develope vocabulary through discussion about winds and currents around the equator and continents.-look at tides and the gravitational attraction between Earth and the Moon.-temperature and the salinity of ocean water.*activity: help students understand the dynamic systems at work within the ocean by looking at how the temp changes with depth.-use the north pacific garbage patch to show ocean currents, while also incorporating environmental issues. 2Oceans and ClimateExplain the correlation between the climate of an area and its connection to the ocean.Explain how oceans determine and regulate regional and worldwide temperatures.-collected weather sections from newspapers across the province-weather journals started the previous weekFor each group:-graph paper, hot plate 600 mL beaker and water-3 test tubes and thermometers-liquids: water, salt water and vegetable oil-3 ring clamps-ring stand-watch or clock-handout info sheets-use prior knowledge about ocean currents; get students to talk about how this might affect the transportation of heat around the planet.-look for trends and patterns in weather journals – based on this information, students can examine the climate in their area. This would be a great opportunity living so close to the ocean.*activity: students learn how liquids lose heat by graphing the heat capacity of 3 different liquids.-use this activity to discuss our important connect to climates.-look at newspaper clippings on the weather from across the province and study how distance from the ocean, topography and elevation above sea level all effect climate factors –synthesize info and have students draw conclusions.-connect this activity to issues with global warming today and how this affects the ocean’s temperatures.-activity sheets to be handed in-formative assessment of students hypothesis during activities-problem solving-research to be handed in 3-4Freshwater and Saltwater EnvironmentsIdentify organisms found in lakes, rivers, estuaries and wetlands.Understand the interdependency of plants and animals in each ecosystem to appreciate the seriousness of losing any part of the chain.Explain how human activity disrupts these environments and habitats.Explain how the ocean can be divided into two zones according to depth. -computer lab-YouTube video –Spoil-salmon cycle charts-photosFor the class:-flash cards – 10x10 -1/student-glow in the dark paints, felt markers r reflective tape-flashlight – something with ultraviolet light if possible-learn about different organisms that live in these environments- plants and animals – and how this differs in climates other than our own.-introduce students to estuaries as a link from freshwater environments to saltwater environments –discuss the abundance of life in estuaries - talk about endangered estuaries and how population and human pressures on the environment change these habitats.-look at the northern pipeline proposal by Enbridge to study this issue. *activity/project: look at salmon life cycles and how they could be affected by an oil spill. -have an elder or representative from a first nations group in the area come in and speak to students about the importance of salmon in their community.*activity: look at creatures in the deepest part of the oceans – simulation of how they are distinguished from one another.-activity sheets to be handed in-formative assessment of students hypothesis during activities-problem solving-research to be handed inSocial StudiesELA- research writingGeography 3-4Water Quality and Effects on Living ThingsExplain a variety of causes and effects for water pollution.Demonstrate awareness of the problems they have to face in the near future with regards to water.Explain the concept of sustainability and how it can help them to make more informed decisions. Have a general understanding of global ethics.-environmental impact journalsFor each group:-pH paper with colour index-re-usable medicine droppersSamples of:-HCI or vinegar-ammonia-tap water-rainwater-pond water-unknown liquid-spot plate with at least six wells-grease pencil-goggles-aprons-computer lab-talk about pollution and discuss misconceptions students might have about pollution being comprised of what is visible –critically analyze the term.-have students keep journals of the actions they do throughout the day that affect the environment.*activity: measuring pH of different types of water to understand how human activity can effect healthy water supplies.-in groups, students will prepare a presentation for the class on how we can maintain healthier waterways in B.C.-lab report to be handed in -presentation-observation and recordSocial Studies 1FieldtripVisit an ecological or outdoor education centre for the day (Shaw Ocean Discovery Centre, Sidney, BC).-drivers or school bus-note-taking supplies or worksheet- Habitat HeroesInvestigate three ocean habitats —eelgrass/sandy shores, rocky intertidal and pelagic. Students will go on a guided exploration through these habitats and learn about the animals that call them home. Focus is on animal adaptations. Students will learn which of these habitats is most threatened and how they can protect it. Conservation concerns affecting Salish Sea habitats will be discussed.Program Length: 1 hour 15 min-students can take notes or draw pictures during and after the tour to help solidify the information they are receiving on the tourReviewReview of second half of unit and debrief after fieldtrip. -notes and drawings from fieldtrip-work compiled during the unit-Discuss with recall and review major points that have been covered in the unit.-discussion of fieldtrip: did students enjoy the fieldtrip? Likes? Dislikes? Most interesting aspect of fieldtrip?-review student’s binder sections on this unitSources:Text: BC Science 8 – McGraw-Hill Ryerson – video the northwest pacific garbage patch Documentary - Spoil ................
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