Lesson Plan - OISE



Individual Lesson Plan Science

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|Date(s): Day 1 and 2 of Water media unit |Topic: Concept demo’s – Water table drawdown, Watersheds, permeability |

|Grade Level: 8 |Time(s): 2 40 min classes |

|Background information: Where does this fit in to the overall unit plan? |

| |

|This is one of the early labs in the unit. It familiarizes the students with concepts such as aquifer, groundwater, permeability, water |

|table, and watersheds The data analysis for this lab are covered as a math lesson. |

| |

|Note: All the math units submitted are analyzing data from this unit |

|Curriculum Expectations: |

|Science and technology – Water |

|2.6 use appropriate science and technology vocabulary, including water table, aquifer, polar ice-cap, and salinity, in oral and written |

|communication |

|3.2 demonstrate an understanding of the watershed as a fundamental geographic unit, and explain how it relates to water management and |

|planning |

|3.3 explain how human and natural factors cause changes in the water table (e.g., lawn watering, inefficient showers and toilets, drought, |

|floods, overuse of wells, extraction by bottled water industry) |

|How does this address equity/Social Justice? |

|By looking at the permeability of different soil types we can determine how easy or difficult it would be to get water out of that sort of |

|soil. This has an affect on areas that rely on wells as the permeability of the soil determines how much water you can pump from a well. |

|This helps the students realize that even when water is there you may not always be able to get it out. |

|The other two demos also make them more aware of water issues such as the problems of over pumping wells and how pollution might move within|

|a watershed. |

|Assessment Strategies: |

|Observation/notes on group work and discussion - Formative |

|Observation/notes on oral presentations - Formative |

|Rubric for written responses - Summative |

|Assessment Strategies: |

|X Observation | Learning Log/Journal | Presentation/Performance |

|X Anecdotal Notes |Self-assessment |Audio/Video/ |

|Work Samples |Peer-assessment |Technological Presentation |

|Interview/Conference |X Rubric |Project |

|Checklist | |Oral Reports |

| | |Other |

|Indicators: How will you know that your students have achieved the expectations? What will the achievement look like? |

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|Well written observations and lab report using the unit vocabulary correctly |

|Accommodations and Modifications: |

|Group work and demonstrations allow all students to access the concepts |

|Resources: |Outline: |

| |Concept demo carousel (3 stations) |

|Station 1) | |

|Dishpan |This 2 day lesson day involves three separate stations, two are demonstrations that |

|Large plastic bag |the students make observations of and take notes, the third is an experiment. They |

|5 pieces of string about 40cm long |will be rotated through as a carousel on the first day. |

|duct tape | |

|assembled as shown in attached diagram |After the data from the lab has been analyzed as a separate math lesson the lab will|

| |be individually written up on the second day. |

|Water (cornstarch and water goop works well too and is | |

|easier to see but messier) | |

| | |

|Station 2 | |

|Pump | |

|Straw | |

|Ant farm or similar filled with fine grained sand | |

|Colored liquid (water) | |

|(this will work in a fish tank – the well just needs to| |

|be right at the side to see the drawdown) | |

| | |

|Station 3 | |

|4 2l pop bottles with the bottoms cut off | |

|cotton to plug necks | |

|stands to hold the bottles | |

|gravel | |

|sand | |

|fine sand | |

|clay | |

|water | |

|graduated cylinders for measuring water in and out | |

|Stopwatch. | |

| |Station 1) |

| |Demonstrate watershed demo at one station (plastic bag in tray pulled up to form a |

| |number of watersheds) |

| |A plastic bag is placed in large flat pan and water poured on it – the water floes |

| |everywhere. |

| |Then the bag is pulled up via strings attached to 5 points on the bag’s surface to |

| |represent mountains or hills. |

| |Water is again poured on various spots on the bag and its path observed. |

| |The students should note that the water flows downhill and that the wrinkles in the |

| |bag act as valleys. That the water forms rivers in the valleys and that water pored |

| |on opposite sides of a ridge go in opposite directions. Have them raise and lower |

| |the strings to see if they can form multiple watersheds or even a great divide. Have|

| |them take notes on their observations. |

| | |

| |Station 2) |

| |Water table draw down |

| |A well (straw with cloth over the end in sand saturated with colored liquid to about|

| |2 cm below the surface.) is put into an aquifer. The whole set up is between two |

| |glass plates (such as an ant farm) that have been well sealed on the bottom and |

| |sides. Watch the water table draw down around the straw as suction is applied with a|

| |hand pump – if you pump hard enough you may be able to get the well to go dry |

| |temporarily. Water can be replaces at the other end of the tank. The longer the tank|

| |and the finer the sand the better this demo works. Have students record their |

| |observations and make diagrams of what happens |

| | |

| |Questions for thought: |

| |What happens to the water table when too much water is taken from the well too |

| |quickly? |

| |How could this affect shallower wells in the area? |

| |What would happen if the water was not put back as quickly as it was taken out? |

| |Station 3) |

| |permeability – 4 funnels (2l pop bottles with the bottoms cut off and a cotton plug |

| |in the neck) 1 full of gravel, one course sand, one fine sand and one clay (all |

| |damp) Have them add 250ml of water to each one and time how long it takes to get 100|

| |ml out the bottom if some don’t get there have them record the time and amount of |

| |water that did come through. At the end of the day tabulate the data from each round|

| |so that there are three trials. Have the students observe how quickly or slowly the |

| |water moves through each type of soil. |

| |Questions for thought: |

| |Speculate on what would happen on the surface if there was a large amount of |

| |rainfall in the area. |

| |What would happen if this was the type of soil you had a well in? |

| |What would happen during a dry spell if this was the type of soil in your yard? |

| |Data from the permeability lab will be analyzed as a mathematics lesson before the |

| |stat of day 2 |

| |See math lesson plan |

| |Day 2 |

| | |

| |Analyze what the findings from the demos indicate in terms of water run off, where |

| |you could find water and how contaminants might travel into wells and rivers. Write |

| |up your finings using proper scientific vocabulary from this unit |

| |Use proper lab write up procedures including a procedure, materials list, |

| |observations, data analysis and conclusions/discussion. |

| |Lab write ups and answers to questions for thought from each of the three |

| |demonstrations will be handed in next class for assessment |

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