Science
SCI.V.2.1
Grade: 9th
Strand V:
Using Scientific Knowledge in Earth Science
Standard 2:
Hydrosphere - All students will describe how water moves
Benchmark 1:
Identify and describe regional watersheds.
Constructing and Reflecting:
SCI.I.1.4 - Gather and synthesize information from books and other sources of information.
SCI.II.1.1 - Justify plans or explanations on a theoretical or empirical basis.
SCI.II.1.6 - Develop and awareness of and sensitivity to the natural world.
Vocabulary
Context
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Drainage basins
Divides
Reservoirs
Tributary
Run-off
Watershed
Continental Divide
Ground Water
Gravity
Water Table
Springs
Rivers
Aquifer
Wells
Water Pressure
Sediment
Flood Plain
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Watershed examples:
¾ Local and regional watersheds
¾ Great Lakes Basin
¾ Continental Divide
Activities:
¾ Planning water management
¾ Evaluating potential disposal sites
¾ Analyzing pollution events that concern
both surface and ground water
Creeks and dams (Berrien Springs and
Buchanan)
Water quality of the local rivers and their
tributaries (ex. St. Joseph River)
Knowledge and Skills
Students will:
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Explain that maps are commonly used to plan
water management, evaluate potential
disposal sites, and analyze pollution events
that concern both surface and ground water.
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Explain that watersheds include many political
jurisdictions such as counties, municipalities,
and townships, which makes management
difficult
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Outline local and regional drainage basins /
watersheds on maps
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Mark drainage divides on maps
Resources
Coloma Resources:
Glencoe CH 2 Mapping Our World
CH 9 Surface Water
CH 10 Ground Water
Glencoe Lab 9.1 Analyzing Water Shers
10.1 Measuring Permeability Rate
Other Resources:
• Michigan Teacher Network Resources
• Surf Your Watershed: discover watershed
boundaries and water quality indicators for all of
the United States. EPA
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Scope Unit – Water: Use, Don’t Abuse
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Great Lakes Information Network
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Friends of the St. Joseph River Consortium
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Mr. Richard Proud from Buchanan
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Local nature centers (Sarett, Love Creek,
Fernwood)
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Berrien County Parks Commission
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Mud Lake Bog in Buchanan
Videoconferences Available
For more information, see www.remc11.k12.mi.us/dl
or call Janine Lim 471-7725x101 or email
jlim@remc11.k12.mi.us
V.2.HS.1
• Diving into Water Quality from Aquatic Research
Interactive, Inc.
• The Critical Link: Estuaries from the Marine
Education Center & Aquarium
• Rivers to Reefs from the Marine Education Center
& Aquarium
• The Chesapeake Bay from the Smithsonian
Environmental Research Center
Instruction
Assessment
Provided with a map of your county emphasizing
the surface streams (rivers, creeks, etc.), lakes,
and ponds, each student will complete the four
tasks listed below:
1. Draw arrows on each stream indicating the
Focus Question: On a map of your county,
direction of flow of streams, lakes, and
what are the major watershed(s)?
ponds
1. The teacher will provide each student with a
2. Draw drainage divides (lines where water
map of their county. The class will identify the
on either side of the divide line flows in
surface streams (rivers, creeks, etc.), lakes, and
different directions, to different watersheds)
ponds.
3. Name watersheds according to the largest
stream that flows out of the county
Students will:
4. From the internet, compare/contrast your
watershed map with watersheds identified
• Draw arrows on each stream indicating
by the USGS database
the direction of the flow of streams, lakes,
Note:
A
stream is a general name for all rivers,
and ponds
creeks, runs, tributaries, etc. A tributary is a
• Draw drainage divides (lines where water stream that flows into another stream.
on either side of the divide line flows in
Note: Because the map will be specific to the
different directions)
region, the total number of streams, drainage
divides, and watersheds will vary. Therefore,
• Name watershed(s) according to the
specific numbers could not be indicated on the
largest stream that flows out of the
rubric but could be added at any time by a teacher
county
to allow for adaptation to a specific area or region.
(Give students rubric before activity.)
• Compare and contrast (using information
Criteria
Apprentic Basic
Meets
Exceeds
from the internet) their watershed map
e
with watersheds identified by the USGS
Identifies
Meets
Complete- Meets one: Meets
database
Benchmark Question: What are the
characteristics of the watershed in which you
live?
Suggestion: Consider using Michigan county
maps outside your district.
2. Students will construct a model of a local
watershed or drainage basin.
3. Students may participate in a water quality
monitoring program.
Corresponds to standard I.1.4 & II.1.6
ness of
contents
identifies
flow
direction,
divides,
watersheds,
matches
USGS
watershed
boundaries.
two:
identifies
flow
direction,
divides,
watersheds,
matches
USGS
watershed
boundaries.
three:
identifies
flow
direction,
divides,
watersheds,
matches
USGS
watershed
boundaries.
flow
direction,
divides,
watersheds,
matches
USGS
watershed
boundaries
Teacher Notes:
Describe how water moves.
The amount of water on the earth is finite and it is important to understand the movement of water.
Water moves as a result of gravitational and wind forces as well as differences in density between
warm and cool water.
Young children should be able to describe water movement, which occurs around them. The
teaching of the water cycle in the elementary years has been successful. However, students should
be able to describe how falling rain either soaks into the soil or runs off into streams, rivers or lakes.
Middle school students should understand more of the dynamics of water movement and be able to
explain how rainfall in Michigan could reach the ocean. Additionally, older students need to
understand the dynamics of ground water.
Existing water on the earth cycles through the hydrosphere as ground or surface water, polar ice
caps and atmospheric water vapor. High school students need to be aware of the special importance
of ground water, precipitation that soaks into the soil. Although groundwater moves more slowly than
surface water, this movement is as important as that of the surface water. Water that moves through
soils and bedrock is filtered. As such, this water is an important source for human consumption.
Students at this level assume that vast underground lakes and rivers exist, similar to the ones on the
surface.