Escolar Documentos
Profissional Documentos
Cultura Documentos
Barnes and Rachel Hollister
Stage 1 – Desired Results
WA State PE:
SYSD ‐ One defective part can cause a subsystem to malfunction, which in turn will affect
the system as a whole.
PS2A ‐ Substances can exist in different physical states—solid, liquid, and gas. Many substances
can be changed from one state to another by heating or cooling.
ES2C ‐ Erosion is the movement of Earth materials by processes such as wind, water, ice,
and gravity.
LS2A ‐ An ecosystem includes all of the plant and animal populations and nonliving resources in
a given area. Plants and animals depend on one another and the nonliving resources in
their ecosystem to help them survive.
LS2F ‐ People affect ecosystems both positively and negatively.
Established Goal(s):
Students will be able to compare and contrast water in its three states of matter; liquid,
solid and gas.
Students will be able to describe the properties of water in each of the three states and
explain how water affects the physical landscape through the process of erosion.
Students will gather and present information about the diverse groups invested in the
health of salmon.
Understanding(s): Essential Question(s):
PS2A – Water exists in three states of matter PS2A ‐ What is water like as a solid, liquid and
PS2A ‐ Different states of matter have gas?
different properties PS2A ‐ How does water change from one state
ES2C ‐ Erosion is the process of earth materials to another?
breaking down soil and rock. ES2C ‐ How does water affect the landscape?
LS2A ‐ An ecosystem is a collection of plants LS2A – How are living things connected in an
and animals, interdependent on each other. ecosystem?
LS2F – People have positive and negative LS2F ‐ How do we keep salmon healthy?
effects on ecosystems. SYSD ‐ What happens if one part of the
SYSD – Each part of a watershed can impact watershed is damaged?
the health of the whole.
Many natural and human factors impact the
health of salmon.
Students will know…
That water exists in three states of matter; liquid, solid and gas
What an ecosystem is and that one part affects the whole
Erosion is the process of earth materials, including water, breaking down soil and rock
Adults collect scientific information to make decisions
Students will be able to…
Work in a team to complete a scientific investigation
1
Carefully observe changes in states of matter
Identify properties of water
Identify at least three sources of a watershed
Propose solutions to the problem of high salmon mortality
Stage 2‐Assessment Evidence
Performance Task(s): Assessment Tools:
Compare water in a liquid and solid state with Pre assessment handout
words and pictures Group work rubric
Written journal entries with hypotheses, Science content rubric
experiments and results Contributions to class discussions
List of suggestions to DFW for restoring Journal entries and Graphic Organizers
salmon habitat
Stage 3‐Learning Plan
Learning Activities:
Lesson 1: Pre‐assessment on Water Cycle (R)
Lesson 2: What is an ecosystem? Why do salmon matter? (J)
Lesson 3: Liquid, Solid, Gas (J)
Lesson 4: Erosion (R)
Lessons 5‐8: Where does the water come from? (J)
Lessons 9‐12: Who uses the watershed? (R)
Wrap up: video about habitat restoration and moving into a unit on service projects?
2
Unit Pre‐assessment
Grade Level: 4th Length: 60 min
WA State PE:
SYSD ‐ One defective part can cause a subsystem to malfunction, which in turn will affect
the system as a whole.
PS2A ‐ Substances can exist in different physical states—solid, liquid, and gas. Many substances
can be changed from one state to another by heating or cooling.
ES2C ‐ Erosion is the movement of Earth materials by processes such as wind, water, ice,
and gravity.
LS2A ‐ An ecosystem includes all of the plant and animal populations and nonliving resources in
a given area. Plants and animals depend on one another and the nonliving resources in
their ecosystem to help them survive.
LS2F ‐ People affect ecosystems both positively and negatively.
Key Vocab: (Pre assessed) Visuals/Resources:
Projector, document camera, internet
HOTS (Higher Order Thinking Skills): connection, computer, YouTube video,
Knowledge – naming the water cycle handouts
Comprehension – explaining how water
moves
Application – showing parts that affect
salmon
Connections: Prior Knowledge/ Building Background/ Previous Learning
Pre assessing prior knowledge of the water cycle, how it affects the watershed & salmon, how
people use it, and what they can do to restore damage.
Content Objectives: Meaningful Activities: Review/
Pre assess student 1. Show students a video animation of the water Assessment:
knowledge on two cycle. All individual pre
assessments.
main objectives:
*See attached
handouts.
A. Each part of a 2. Students fill out the water cycle diagram
watershed can impact
the health of the
whole.
B. Many natural and 3. Students answer questions on the back.
human factors impact
the health of salmon.
3
Procedure:
1. Video: Show students a video of the water cycle:
http://www.youtube.com/watch?v=HvQPPXhvJ_Y
or
http://www.youtube.com/watch?v=BayExatv8lE
2. Model how to fill in the diagram (*See handouts page 24) by thinking aloud while
writing in one word to describe part of the cycle and circling an area that might affect
salmon.
3. Review directions and pass out copies. “Use arrows and words to show what you know
about how water moves through the watershed. Circle and name parts of the cycle that
are important to salmon health. How do you know? Write or draw your answer.”
4. On the back of the handout, answer the following questions. (Post on document
camera.) List as many ideas as you can for each:
a. How do people use parts of the watershed?
b. How do those uses affect the watershed? (Be specific!)
c. How can people repair any damage to the watershed?
4
What is an Ecosystem?
Grade level: 4th grade Time/length: 45 minutes
Big Idea: An ecosystem is a collection of plants and animals, interdependent on each other.
State expectation:
SYSD‐One defective part can cause a subsystem to malfunction, which in turn will affect the
system as a whole.
Key Vocabulary: Visuals/Resources:
HOTS (Higher Order Thinking Skills):
SWBAT demonstrate an understanding of how organisms are Strips of colored paper‐
impacted by factors that are essential to an organism's representing the
survival in a particular habitat. The students will understand different elements of a
how lacking just one element of a habitat (food, water, habitat
shelter, and space) can affect an organism's chance for White Board
survival.
Learning Goal: SWBAT define an ecosystem and explain why ecosystem parts are important to
the whole.
Connections: Prior Knowledge/ Building Background/ Previous Learning
Students will build on their prior knowledge of states of water and the water cycle.
Content Objectives: Meaningful Activities: Review/ Assessment:
1. Create a T‐chart to
Organisms are impacted by break down the term Written journal entries
factors that are essential to an ‘ecosystem’ Teacher observations
organism's survival in a during breakdown
particular habitat. The ECO SYSTEM activity
students will understand how
EARTH CONNECTED
lacking just one element of a
PARTS
habitat
2. ecosystem breakdown
activity
Ecosystem Break Down Activity
Identify and describe roles of organisms in living systems and parts in nonliving objects.
predict and draw conclusions when part of a system is removed
Motivate! : The teacher will begin the class by asking students what would happen to them
if they did not have enough water to drink? What would happen if they did not have a space in
which to live? Would these factors make life easy or hard? What would you have to do to
5
survive in these conditions? The students will then learn that a habitat consists of factors such
as food, water, space, and shelter.
Activity:
The students will be invited to play a habitat game in which they are to imagine
themselves as an animal. In order to survive, the animal must collect food, find water, find a
place to stay for shelter, and find a place to live where there is space. The class will simulate
the collection process by having strips of various colors of paper, (with each color representing
an element of habitat) distributed around the room.
The color strips will be coded as follows
Red = shelter, Green = food, Blue = water, Brown = space
In order to survive the activity, each student must collect 1 red paper, 3 green slips of
paper, 2 blue strips of paper, and 1 brown strip of paper within 30 seconds of the instructor
telling the students to go on their survival trek. At different intervals, the teacher can simulate
different conditions such as season, weather, and climate changes.
As students collect the colored strips, the teacher will remind them that those animals
who do not collect the needed amount of food, shelter, water, and space can become sick
and/or die. This activity can take as long as the teacher feels necessary and as long as the
children are interested and learning.
Language Objectives:
Students will break‐down the word ‘ecosystem’ and practice using the terms organism and
system in the activities with fluency.
Wrap Up:
This activity will close with having the children think about different types of animals. Do
different animals have different needs? Are some animal’s needs harder to meet than others’
needs? Through this activity the students have learned the importance of habitat, and how if
one element of habitat were missing, an organism would need to struggle in order to survive.
The teacher will assess the students through informal assessment. As the rounds of the game
occur the teacher can ask "What if?" questions causing students to think about how an insect
will respond to its habitat when something happens.
6
Liquid, Solid, Gas
Grade Level: 4th Length: 2 30min class periods
WA State PE: Physical Science EALR: A single kind of matter can exist as a solid, liquid or gas.
Key Vocab: Visuals/Resources:
Liquid, Solid, Gas, Syringe, Vial, Expand 1plastic vial per student
HOTS (Higher Order Thinking Skills): 1 plastic vial per table group
Knowledge – Identify properties of solid, 1 large plastic cup per table group
liquid and gas Tap water
Application – Predict what happens when Freezer
water changes from liquid to solid. Masking tape
Permanent black marker
Connections: Prior Knowledge/ Building Background/ Previous Learning
Previous lesson: What’s an Ecosystem?
Content Objectives: Meaningful Activities: Review/ Assessment:
Students will predict what will ‐ Student Group Work time: Prepare
happen when water goes from water freezing experiment Group work and
a liquid to a solid state. science journal
‐ Predict the results of the experiment entries * See
Students will observe what attached rubrics (p.
‐ Observe changes and make conclusions
happens to water when it goes 21‐22)
from a liquid to a solid state.
Language Objectives:
Students will be able to read and apply the terms property, state, liquid, solid, gas, expand, vial
and syringe in group discussions and tasks.
Wrap Up: Hold up fingers for level of understanding for each objective: 1 = I can do it; 2 = I
think I can do it, but I still have questions; 3 = I need more information or review
Learning Activities:
1. Resource Manager will collect materials needed for group
2. Equity Manager will label the large cup that will hold the group’s vials and syringe
3. Each student will fill a vial completely with tap water, place a cap on the vial and place it
back in the group’s large cup.
4. The Presenter will fill the syringe with 40 ml of water. The Recorder will make sure the
syringe is filled correctly.
7
5. All team members will draw a picture in their science notebook of what the vials and
syringe look like now, leaving room on the right side of the paper to draw what it looks
like once the water is frozen.
6. Resource Manager will drop off their group’s cup filled with vials and syringe to the
resource table.
7. Students will predict what the vials and syringes will look like once the teacher has
placed them in the freezer over night.
8. The group will discuss and the Presenter will share out the whole group’s predictions.
Teacher will record the predictions on a piece of butcher paper.
Next Class Period
1. Remind students of when they filled the water to 40 ml in the syringes and filled the
vials completely.
2. Resource Manager will collect the group’s large cup. When syringes and vials are passed
back, students observe anything different about them.
3. Students should record new observations in their science notebook‐“How many
milliliters were there in the syringe yesterday? And now?”
4. Have students copy a chart with the four quadrants; solid, liquid, syringe, and vial.
“Presenters will come together for 5 min to discuss your scientific findings and what you can
say about water and its different states.”
5. Record the findings of all groups on the white board boxes and have students copy them
in their notebook.
6. Discuss as a whole group, patterns they see in the information we collected.
Address these ideas and questions:
As water moves from liquid to solid, it expands. (vocabulary word)
Water takes up more space when it is frozen.
Where could you see water moving from a liquid to a solid?
Could water moving from liquid to solid ever cause a problem?
7. Ask students to write or draw individually in their science notebooks about their
reflection on the findings of the experiment.
8
4. Erosion
Grade Level: 4th Length: 2 45 min class periods
WA State PE: 4‐5 E S2C
Erosion is the movement of Earth materials by processes such as wind, water, ice and gravity.
Key Vocab: Visuals/Resources:
Property, Earth material, Erosion Physical map of Washington
Water cycle graphic to project on overhead
HOTS (Higher Order Thinking Skills): Individual science journals
Knowledge – define property Erosion trays: plastic tubs, saran wrap, syringes, spray
Application – determine water’s bottles, soil, sand, small rocks, pieces of sod, water,
properties ice cubes.
Use ideas from
http://www.uen.org/Lessonplan/preview.cgi?LPid=9862
Connections: Prior Knowledge/ Building Background/ Previous Learning
Previous lesson: Liquid, Solid, Gas
Content Objectives: Meaningful Activities: Review/ Assessment:
Students will be able to ‐ Explore journals for evidence of Pre: journals
describe how water and water’s properties
ice affect the land ‐ Define property with examples &
through the process of
non‐examples and apply to water
erosion. They will be able Formative: posters
to site three examples of ‐ Predict how water will affect land
erosion and understand ‐ Make erosion trays to model the
that erosion is a process
continuing process. ‐ Apply wind and water
‐ Draw and describe the results in
journals
Summative: Journals
‐ Observe examples in the school
yard
Language Objectives: ‐ Talking with classmates and Poster contributions
Students will be able to examples/nonexamples
read and apply the term
property in group
discussions and tasks.
Wrap Up: Hold up fingers for level of understanding for each objective: 1 = I can do it; 2 = I
think I can do it, but I still have questions; 3 = I need more information or review
9
Learning Activities:
(1) Review: Revisit learning about water and its three states. Ice, water and gas.
(2) Predict: Ask students to look back at their journal entries for the experiments with
water in its different states and ask them to share with an elbow partner what they
think the properties of water as a liquid and a solid might be.
(3) Define a scientific property:
Have the word ‘property’ written on a word strip and place it next to the T‐
chart. Make a social studies connection about what the word property
means when we’re talking about land and object and when we’re using it in
science.
A property is an essential attribute of a thing. It describes the kind of thing.
Provide some quick example/non‐examples of properties
Example Non Example
An ice cream cone is cold A light bulb is turned on
A cat is curious A car is driving
A piece of gum is chewy A mouse is eating cheese
A fire engine is red
A bicycle’s wheel is flat
An elephant is huge
A man is crying
(4) Formative Assessment – Define a property of water: Once students have a firm
grasp on what a property is, have them try and define the properties of water as a
liquid and as a solid. One half of the room will receive a poster with the word “ice”
and the other with the word “water” and a scribe from each group will record the
group’s properties they can think of.
(5) Whole Group: Come back together as a group and allow for additions from the
other group to each poster. Add any important missing properties, explaining your
additions to the class.
10
(6) Summarize and Predict: “Knowing what we know now about solid and liquid water’s
properties, can we make some predictions about how ice and water will affect
land?” List student predictions on a chart and tell students they will test their
hypotheses the next class session.
Next Class Period
1. Whole class: Invite students to describe a time they’ve visited a river. Did they
notice brown or clear water? If they saw brown, where did it come from? Did they
also see dirt sliding off the banks into the water? Recall the predictions from
yesterday.
2. Test predictions: Students will move between three stations with adults
demonstrating erosion and take notes with the science journal worksheet (*See
handouts page 25‐26). They’ll spend 8 minutes at each station.
Stations:
Wind erosion: Fill a clear shoebox about 1/4 full of dry sand or dry soil. Tape a piece of
clear wrap over most of the top. Leave a space for your hand to reach in. This will
prevent blowing sand from getting out and into eyes. Reach in with a syringe or spray
bottle. Use it to blow air over the sand. Direct the syringe so you can carve gullies and
valleys with wind. Observe the movement of sand ‐ where it blows and the shapes it
forms. Next place some stones around the sand. Again make wind with the syringe. Do
the rocks make a difference in how the soil is eroded? Have students draw diagrams and
label what happens.
Water erosion: Raise one end of the erosion tray. Fill the syringe or spray bottles with
water. (You might try it both ways and notice the difference.) Sprinkle water on the
sand. Notice the movement of sand. It should be forming gullies. Place several rocks
across the surface and sprinkle again. Do the rocks change the way the water eroded
the sand? Discuss the direction that eroded material travels (uphill, downhill?) Have the
students build a mountain with the sand. Make one side rather steep. Aim water at the
11
base of the cliff. Demonstrate how water can undercut a hillside and cause a landslide.
Push the sand to one end to form a beach. Use fingers to cause waves and watch the
sand erode away. Slide ice cubes across the sand and see how they push the sand
around.
Sod Test: Does sod make a difference in how much soil is eroded? Place a piece of sod in
one erosion tray. Fill another half full of just soil. Tilt both trays. Put an equal amount of
water in two spray bottles. Spray each tray. Compare and contrast how much water and
soil has collected at the bottom of the tray. Use a syringe to pull out the water and
measure.
3. Conclusions: Ask students to think about their predictions and talk with a partner about
whether the erosion demonstrations proved or disproved them.
4. Summative Assessment: Each student will write a definition of erosion and draw a
detailed picture of the effects of one cause of erosion: wind, water or ice.
5. Recess: Ask students to look for evidence of erosion around the school yard. Look
especially where sand collects (e.g., around the swing set, at the edge of the
playground, at the doors to the building). Share what they saw with the class.
12
5. Where does the water come from?
Grade Level: 4th Length: 2 45 minute sessions
WA State PE:
LS2A ‐ An ecosystem includes all of the plant and animal populations and nonliving resources
in a given area. Plants and animals depend on one another and the nonliving resources in their
ecosystem to help them survive.
SYSD ‐ One defective part can cause a subsystem to malfunction, which in turn will affect the
system as a whole.
Key Vocab: Visuals/Resources:
Watershed, ecosystem, stream, creek, river, habitat,
restore/restoration, protect A simplified drawing/print of the water
HOTS (Higher Order Thinking Skills): cycle on a large sheet of butcher paper
Analysis – Students will analyze information about to be hung on the wall
their watershed source to determine its role in the
watershed as a whole Note cards for students to write
Evaluation – Students will evaluate the functioning information about their watershed
of the watershed as a whole and the importance and source and tape to attach it to the
impact of each contributing source. group graphic
Connections: Prior Knowledge/ Building Background/ Previous Learning
Students will continue to build on their knowledge of the properties of water and how it
interacts with earth materials.
Content Objectives: Meaningful Activities: Review/ Assessment:
Objective A: Students will Small Group Research
13
Objective B: Students will 2. Students will research how journal entries
synthesize the information their water supports or
into a whole‐class produced damages the health of salmon
representation of points of in rivers.
potential contamination of 3. The group will create a
water on its way to rivers. presentation about their water
source to the larger group with
visual, written and
technological components.
Large Group Synthesis
1. Once students have
presented their group
information about a single water
shed source, the class will as a
whole create a large visual
representation of the water
shed and the ‘experts’ on the
sources researched will have
their names next to these entry
points.
Language Objectives: Student will use the vocabulary to describe the interconnectedness of
parts of a watershed in discussions and in their science journals.
Wrap Up: Students spend 5 minutes writing in their journal observations they are making
about different parts of the watershed using drawings and words.
14
6. Who uses the watershed?
Grade Level: 4th Length: 4 60 min class periods
WA State PE:
LS2A ‐ An ecosystem includes all of the plant and animal populations and nonliving resources
in a given area. Plants and animals depend on one another and the nonliving resources in their
ecosystem to help them survive.
LS2F ‐ People affect ecosystems both positively and negatively.
Key Vocab: Visuals/Resources:
Watershed, ecosystem, environmental impact
analysis, pollution, stream, creek, river, Doc camera & projector
habitat, restore/restoration, protect
Written/audio recorded testimonies of use
HOTS (Higher Order Thinking Skills):
Analysis – breaking the narratives down into Graphic organizer handouts
details of information about uses and effects,
comparing and contrasting different uses Computer time & approved website list
Evaluation – using information to determine if
the uses will affect salmon and watershed
health and how
Connections: Prior Knowledge/ Building Background/ Previous Learning
Students will use what they know from earlier lessons about how water moves and where it
comes from in a watershed to infer how human uses may affect the streams where salmon live.
Content Objectives: Meaningful Activities: Review/ Assessment:
A. Students will understand - Each person read one All steps listed here are
how people use the testimony of use. evaluated with the
watershed by comparing and - List the ways the person’s appropriate rubric. *See
Rubrics (p. 21‐22 )
contrasting how various uses actions impact the
impact the health of salmon. watershed & water.
- Enter information into a *Used for individual formative
cause/effect graphic assessment
organizer (GO).
Next class period
- Report out to the small
group.
- As a group, compare and
contrast GOs to determine
15
how each person’s use has
similar and different
impacts on the watershed.
- Produce a list of effects on
*Used as group formative
salmon health rated in assessment
order of importance.
Next class period
B. Students will understand - Online, research
current methods of salmon organizations already
habitat restoration, who doing habitat restoration
helps, and how they work.
in the Northwest.
- Share findings with small
group.
- Group work self‐eval *Used as individual formative
Next class period assessment
- Make suggestions for ways
C. Students will propose the DFW can protect and *Group summative
solutions for the protection assessment
restore salmon habitat by
and restoration of habitat.
stopping or changing the
effects of human uses on
the watershed.
- Present list of
priorities/suggestions to
whole class and come to a
consensus on the
strategies to give to the
DFW.
Language Objectives: - Pair ELL with a more fluent Verbal comprehension checks
Students will participate in bilingual student or other during activities.
small group activities verbally partner to read together.
and through reading and
writing.
Wrap Up: Hold up fingers for level of understanding for each objective: 1 = I can do it; 2 = I
think I can do it, but I still have questions; 3 = I need more information or review
16
Learning Activities
1. Introduce Group Task: “The people who live along Kennedy Creek have noticed a drop
in salmon population because fewer salmon are swimming into the creek to spawn. The
Department of Fish and Wildlife has hired you as researchers to find out why the salmon
are dying by performing an environmental impact analysis. **Pause here to write
“environmental impact analysis” on the board and break down the meaning by having
students put it in their own words.** They’ve provided a list of people who live and
work along the river for you to talk with to start your research:
Jan Whittle – home owner and rancher
Frank Baum – manager of White Pass Logging
Sam Landing – home renter and fisher
Grace Pendleton – Squaxin tribal elder and home owner
“You will need to work with your group members to figure out how these people are
affecting the watershed that the salmon live in. This task will require many different skills.
None of us have all of these abilities, and each of us has some of these abilities. You will need
everyone in your group to figure out how the watershed is affected by human uses.
“You will work together to produce a list of ways these uses affect the salmon in the
stream. You’ll need to list the effects from most to least important and be able to support your
decisions with information from your research. Finally, as a class, you will have to pool your
ideas and choose the top three priorities to report to the Dept of Fish and Wildlife as areas for
immediate repair/attention.”
2. Model Reading & GO: Begin reading one of the testimonies aloud to the class. Model
the process of highlighting important details by thinking out loud and highlighting on a
document camera. Next, show the class the three GO options and think out loud about
choosing one. Fill it out with one of the details you highlighted in the story.
17
3. Students Read Testimonies: With students in groups, pass out packets of testimonies
and give students 20 minutes to read the stories about people in the watershed.
Provide audio recordings for students who need them. Have students write down a list
or highlight parts of the text that they think are causes of pollution.
4. Students Fill out GOs: Allow students to choose the format they prefer (*See handouts
pages 27‐29) and fill out the GO with details about how the person’s actions in the
watershed affect the stream where salmon live.
Next class period
5. Share with Group: Students will share the information they gathered in the GOs with
their small groups. Each student will take a turn explaining the person whose testimony
they read, how they live on or use the watershed, and the ways their actions might
affect salmon.
6. Compare and Contrast: Have a short discussion that answers three questions (post
questions on projector): Which uses have similar effects on the salmon and how?
Which uses affect salmon differently and how? Which impact is the worst for salmon?
7. List the effects: As a group, write down each way the salmon are affected in order of
importance, starting with the most damaging effect.
Next class period
8. Internet Research: What are people already doing to restore habitat and save salmon?
Use the internet to find out. Use the list of approved websites (Posted at
http://pteridium.wordpress.com/save‐the‐salmon/)and write down your findings in the
chart (*See handouts page 30).
9. Share with group: Share your findings with your group. Have a short discussion that
answers three questions (post questions on projector): If anyone found the same
information, what was it? What did you find that no one else did? Which group of
people do you think would help the salmon in Kennedy Creek the most?
18
10. Group Work Reflection: Take about 5 minutes for students to self evaluate with the
group work rubric and write a short reflection about how they see their skills for
working in groups progressing.
Next class period
11. Make suggestions: Using the information you’ve gathered from the stories and the
internet, choose which ways of helping salmon and restoring habitat you think would
work best for the salmon in Kennedy Creek. Individually, complete the following:
Identify 3 ways the salmon are dependent on the watershed. OR Explain why salmon
are important to save.
Evaluate how people’s use of the watershed affects salmon habitat by describing one
use and the changes it causes in the watershed.
Choose and argue for your preferred strategy for repairing/restoring/protecting the
salmon. Make a poster or write a proposal that explains your idea and three important
reasons for the DFW to choose your suggestion.
Criteria for Evaluation
Reasons are accurate and well thought out
Accurate evaluation of the ways people use the watershed
Poster/Proposal presents a possible suggestion
Explanation addresses the audience and the situation
Correct spelling, conventions (and design, if poster)
12. Present to whole class: Present your suggestion to the class and explain why you think
it’s the most important. As a whole class, agree on three suggestions to send to the
Department of Fish and Wildlife.
19
Wrap Up Lesson
1. Final self evaluation: with group work rubric and science content rubric. Group work –
Propose solutions to an ineffective cooperative learning activity based on what didn’t
work in your group.
2. Video: DFW habitat restoration projects
20
Group Work Rubric
Content Knowledge Rubric (Evidence From Science Journals)
Beginning Approaching Meeting Exceeding
21
Science Content (Evidence from Assessments)
Beginning Approaching Meeting Exceeding
A. Each part of a Student has Student knows Student knows Student knows
watershed can limited some parts of most of the the entire water
impact the understanding of the water cycle water cycle and cycle, and can
health of the the water and can identify can use it to use it to explain
whole. cycle. areas of the explain how how parts of the
watershed that parts of the watershed affect
affect salmon. watershed affect salmon and
salmon. people who live
there.
B. Many natural Student is Student can Student can Student can
and human unsure how name 1 or 2 name 3 ways name 3 ways
factors impact humans use the ways humans humans use the humans use the
the health of watershed or use the watershed and watershed,
salmon. how those uses watershed and explain how explain how
affect salmon. explain how those uses affect those uses
those uses affect salmon. damage salmon
salmon. habitat, and
explain how
people can
restore the
habitat.
22
Websites
(Posted at http://pteridium.wordpress.com/save‐the‐salmon/)
Department of Ecology
US Fish and Wildlife
Washington Fish and Wildlife
USGS
NASA
Department of Ecology
EPA
Smithsonian Environmental Research Center
Northwest Indian Fisheries Council
NIFC writes about: Salmon Habitat
EPA for kids
American Rivers
Salmon and Dams
Salmon Habitat
Watershed Use
Kennedy Creek Chum Salmon Thrive
State of the Salmon – excellent maps!
23
Name________________________________ Write in words to show what you know about how water moves through the
watershed. Circle and name parts of the cycle that are important to salmon health.
How do you know? Write or draw your answer.
24
Name _________________________________
Erosion?
Modeling Erosion
1. Wind Erosion
Describe what happens to the soil when you blow air across it. ___________________________
______________________________________________________________________________
Place several rocks across the surface of the soil. Blow air across the soil. Do the rocks make a
difference in how the soil eroded? Explain and draw a diagram with labels.
______________________________________________________________________________
______________________________________________________________________________
2. Water Erosion
Raise one end of the erosion tray. Describe what happens to the soil when you sprinkle water on
it. ___________________________________________________________________________
______________________________________________________________________________
Can you see gullies forming? __________ Describe what they look like and how they are made.
______________________________________________________________________________
______________________________________________________________________________
Place several rocks across the surface of the soil. Sprinkle water on it.
Does the presence of rocks change the way the water eroded the soil? Explain.
______________________________________________________________________________
______________________________________________________________________________
10.2.23
25
3. Preventing Soil Erosion
Repeat the wind and water experiment. This time place a chunk of sod on top of the soil.
First blow air across the grass. Then sprinkle water on the sod. Write a statement that explains
the difference in how soil is eroded when it has plants growing in it and when it does not have
plants growing in it.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Discovering Erosion
Take a walk around your school playground and look for evidence of erosion. Look for
where soil and sand could collect, such as around the swing set, at the edge of the playground, at
the doors of the building, or around fence posts. Find bare patches in the grass. Find any hills
- even small ones - and examine what is happening. Make a list of what you discovered.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Are there any retaining walks to hold back soil? Where? ________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
10.2.24
26
27
28
Cause and Effect Graphic Organizer Name_____________________________________
Write down the ways your person uses the watershed in the first box. Next, explain how that
action affects the watershed, the stream, and the salmon in the following boxes. Use more than
one handout if needed.
29
Name ____________________________________
30