Lesson Plans for Eighth Grade Earth Science Dan Rationale - Boise ...

Lesson Plans for Eighth Grade Earth ScienceDanRationale- This unit is intended to provide students with a substantial understanding ofthe earth’s water supply and how it is in a constant process of change as in movesthrough the environment. The effects of human activity as well as naturally occurringevents on the water supply of the earth will be included. The wise use of this importantresource through the proper care and monitoring of the environment will also beaddressed.Desired Learner Outcomes- This unit will include the following objectives and learneroutcomes. Learners will understand the water cycle and be able to explain the process ofwater continually be recycled on the earth Learners will be able to delineate the distribution of water on the earth’s surface,including both salt and fresh water distributions Learners will understand and be able to share the process of collection of freshwater on the earth’s surface including surface water, ground water, water that isfrozen and water in the form of water vapor Learners will be able to identify factors that influence water purity, including theability to test water samples for purity and the presence of microorganisms Learners will be able to understand various processes for the treatment of pollutedwater Learners will be able to name and describe significant environmental factors thatcan lead to or directly cause pollutionSupport materials for this UnitProject WET materials from Water Models – pgs 201 to 205. Copies of directionsfor making the model and recording observations (pgs 204 & 204)Hot plate or heat source, Frying pan and ice are needed for the demonstration.Soil Testing Activity from Design your own Lab (Pg. 410-411 Prentice Hall EarthScience)Project WET materials from Get the Ground Water Picture pg 136-143Super Sleuths activity from page 107-109 of ProjectWETSparkling Water Activity from pg 348-352 of the Project WET materialsLesson 1 – Water Sources on the EarthStudent will begin this unit by looking at where water comes from on the earth. Q & A onthe following:1. Where does water come from on the earth?2. Are there areas where water is located but not visible?3. What are the different forms in which water can be found?4. What ways does water move around the earth?

The water cycle will get introduced utilizing materials from the text as well asbackground information from WATER MODELS on pg.201Activity – Students will construct water cycle in a jar models and begin their collection ofdata - see pg. 204 & 205 from the Project WET materials. Each day students will collectdata to be recorded in the morning, after lunch and near the end of the day. On the fourthday the demonstration on how precipitation occurs will be done with students makingobservations from a safe distance. Demonstration will focus on three key parts of thewater cycle Evaporation, condensation and precipitation will be discussed. The role of thesun in acting as the heat source will also be made clear.Students will construct their own flow charts to show the process of movement within thewater cycle and generate their own conclusions to the worksheet on Project WET pg.205.Lesson 2 – Ground WaterFrom our reading of associated with lesson one, we come to understand that about 23 %of the world’s fresh water is located underground. How does it get there and what pathsdoes it take underground? Is there always water underground and what factors determinehow far underground you have to go to reach water?ActivityWe begin this lesson with an activity in which students look at water movement throughthree types of substances that are part of the soil, including sand, clay and gravel. Beakerswith funnels will be used to have students observe how water moves through varioussubstrates that have different levels of permeability. Key terms such as zone of aerationand zone of saturation will be discussed. The definition of aquifer will also be presentedand it should be noted that water table represents the top if the point where water hascollected underground.Students will provide a well data log sheet and ground water student page (pg. 142 & 143from ProjectWET). They are then asked to answer the questions from pg. 139 for thestrip that they have been assigned (question 4)Students will then look at the combined strips from the well log cross section (pg 143).As\a group discuss some observation about the ground water in this area. Students willtake notes on the vocabulary from pg 140 of Project Wet and answer questions A throughG from pg 140.Student will use their texts to complete their study of ground water and how it is accessedin this area. Students will research the water table in this valley and how it has changed.They can speculate on factors locally that affect the level of the water table. Studentshould also research how the depth of the well affects the level of water purity. How fastdoes an aquifer get “recharged" in this area and what are the main aquifers located in thisarea?

Lesson 3 – Water Pollution & DiseaseStudents will investigate different qualities of water and conduct tests utilizing watersample kits. Students will identify the role water can play in spreading disease as well aslook at symptoms of common waterborne diseases.Provide background through initial discussion about diseases that are associated withwater in their transmission. Background information indicates that about 80% of withworld’s diseases are water related. The emphasis of this lesson will be the diseases thatare caused by bacteria that are naturally occurring in the environmentActivity- Student will participate in the Super Sleuths activity from page 107-109 of theProjectWET materials. Students will compare symptoms and look for others who havesimilar symptoms. After sharing symptoms student will conduct research to investigatediseases throughout the US and the world.As part of the wrap up students will complete investigation of common waterborneillnesses that occur in this area. Information can be obtained from the Central DistrictHealth Department as well as utilization of the assessment from pg. 109 of Project WET.Lesson 4 Treating WaterStudents will investigate and witness firsthand the process for treating wastewater. Itshould be noted that there is both a biological and physical/mechanical aspect to thistreatment process and that the process done through wastewater treatment is very similarto what occurs in nature except on a much larger scale and in a quicker time frame.Students will also investigate natural cleaning agents that serve as alternatives to moreharsh and difficult to remove chemicals.Background is provided to the teachers and students via the Project WET materials calledSparkling Water from pg 348 through 352.Students will be provides some wastewater that has been prepared by the teacher. See the“recipe from pg.351 and several materials that can be utilized to purify/clean the water.Students write a treatment protocol into a series of steps that are then utilizes withobservations and measurements notes during each step if the cleaning process. Aftergroups have shared their observations students will be informed of the actual treatmentprocess using the information included in the text as well as background informationfrom the Project WET materials.Students will use video or digital images to show the treatment process that is used at thetreatment plant and make a comparison and contrast PowerPoint presentation with howwater is cleaned in nature. Students will also make a public service announcement of notless than one minute to convey the most important ways that the public can assist inmaking sure the water treatment process works as smoothly as possible. The use of somemathematical comparisons to illustrate the magnitude of the treatment process each dayshould also be included.