Science
SCI.V.2..4
Grade 5
Strand V:
Using Scientific Knowledge in Earth Science
Standard 2:
Hydrosphere - All students will analyze the relationships between human
activities with the hydrosphere
Benchmark 4:
Describe the origins of pollution in the hydrosphere.
Constructing and Reflecting:
SCI.I.1.1 - Generate scientific questions about the world based on observation.
SCI.I.1.2 - Design and conduct scientific investigations.
SCI.I.1.4 - Use metric measurement devices to provide consistency in an investigation.
SCI.II.1.1 - Evaluate the strengths and weaknesses of claims, arguments, or data.
Vocabulary/Key Concepts
Context
• Sewage
• Household dumping
• Industrial wastes
• Agricultural runoff
•
•
Examples of polluted water
Examples of occasions when the water supply
is restricted, such as during droughts
Knowledge and Skills
The student will demonstrate through
investigations and awareness of how humans, as
well as nature, pollute the hydrosphere.
Natural pollutants
• Tannic acid
• Limestone – hard water
Human pollutants
• Construction
• Industrial waste
• Agricultural runoff
• Sewage
• Household dumping
Resources
Coloma Resources:
Other Resources:
• Ecocolumn Lesson Resources
• EPA online Ed. Resources – Water
• Global Rivers Environmental Education
Network
• The Globe Program
• Vernier Probes available through BCISD
• Michigan Teacher Network Resources
• Scope Unit – Problems from Pollution
• Ground water simulator through BCISD
• STC Unit: Ecosystems
• US Coastguard
Videoconferences Available
For more information, see
www.remc11.k12.mi.us/dl or call Janine Lim 4717725x101 or email jlim@remc11.k12.mi.us
V.2.MS.4
Diving into Solution to Pollution from Aquatic
Research Interactive, Inc.
Diving into Toxic Release Inventory from Aquatic
Research Interactive, Inc.
5th Grade Science Curriculum
Technology Resources
V.2.MS.4
Vernier probes available: Dissolved O2, IonSelective Electrodes (Ammonia, Chloride,
Nitrate), pH Sensor, Turbidity Sensor
Instruction
Focus Question: What affect does pollution
have on the source of water?
Instruction I
Students will participate in a field trip to collect
water samples or the teacher will provide water
samples from a lake, stream, river, pond, and
household source. Students will make
observations or receive descriptions of the
natural and industrial surroundings of the five
water sources. Students will hypothesize which
water sample is most polluted, undrinkable, and
why. Students will collect data by performing
chemical tests (pH, dissolved oxygen, phosphate,
nitrate, colliform, and turbidity and by making
microscopic observations of the water samples.
Students will compile and use data in charts and
graphs to evaluate their original hypothesis.
Students will compare and contrast the results of
the four water samples to household drinking
water and determine if they would consume
water from the other four sources.
Note: Teachers should emphasize the
increasingly important role that aerial transport of
contaminants into water bodies. Most of the Pb
and Hg reaching Lake Superior, for example,
comes from aerial transport. This leads to a
discussion on our interconnectedness because
with aerial transport, state and international
boundaries are easily crossed. How one state
pollutes impacts another.
Assessment
Optional Assessment:
Students will write lab reports about the
investigations they performed in Instructional
Example I that include analysis of the data and
the rationale behind their decisions to consider
water consumable or not. The data should be
represented in data tables and graphs that
include the results of chemical tests, sketches of
microscopic observations, and collection of
geographical data.
(give students rubric prior to activity)
Scoring Rubric for Instruction
Criteria:
Completeness of chemical test
data:
Apprentice Presents a chart that shows
results of one test.
Basic Presents a chart that shows
results of two test types.
Meets Presents a chart that shows
results of three test types.
Presents a chart that shows all testing results.
Criteria:
Accuracy of microscopic
sketches:
Apprentice - Attempts a sketch of microorganism(s).
Basic Completes a sketch of microorganism(s).
Meets Completes a sketch of microorganism(s) showing detail.
Exceeds - Completes sketches of microorganisms that are detailed and concise.
Criteria:
Completeness of geographical
data:
Apprentice - Attempts to present geographical
Using three 2 liter pop bottles, create an
data.
ecocolumn that contains both a terrarium and
Basic Displays one or two areas of
aquarium.
geographical
data.
See:
Displays all geographical data.
http://www.carolina.com/STC/acrobat/storylines/S Meets Exceeds
Displays geographical data that is
torylineEcosys.pdf
accurate and complete
Instruction II
Assessment (Continued)
Criteria:
Accuracy of conclusion:
Apprentice - Attempts a conclusion.
Basic Provides an acceptable
conclusion.
Meets Provides a detailed conclusion.
Exceeds Provides a detailed and
accurate conclusion.
Criteria:
Completeness of lab report:
Apprentice - Presents limited information that
is relevant to water consumption.
Basic Presents information that
demonstrates an effort to organize the
information.
Meets Presents an accurate,
interesting, and well-organized report.
Exceeds Presents an interesting and
accurate report that is clearly focused with
explanation of results.
Students will write on the following topics:
Why is it important to keep toxic wastes from
spilling on the ground or leaching out of
landfills? (JCISD)
Name two ways that toxic wastes can enter
our water supply? (JCISD)
Teacher Notes:
Much of our water supply is located below the surface in ground water deposits, which are replenished by rain
that soaks into the ground. Ground water and surface water can be polluted by human activities. “Fresh water,
limited in supply, is essential for life and also for most industrial processes. Rivers, lakes, and groundwater can
be depleted or polluted, becoming unavailable or unsuitable for life.” (BSL)
Focus Questions
•
•
•
.
What path does water take to reach the Great Lakes from our community?
What is ground water and how does it exist?
What affect does pollution have on the source of water (surface and ground)?