Don’t Runoff: Engineering An Urban Landscape Submitted by: Nika Greisen Retrieved from: Don’t Runoff: Engineering An Urban Landscape http://www.eie.org/engineering-­‐
everywhere/curriculum-­‐units/dont-­‐runoff 7/18/2014 Grade level range 6-­‐8 Time Frame Prep Activity 1: What is Engineering? 1 hour Prep Activity 2: Technologies at Work 2-­‐3 hours Activity 1: The Pollution Solution 1-­‐2 hours Activity 2: Green Possibilities 1 hour Activity 3: Passing Through 2-­‐3 hours Activity 4: Creating an Urban Landscape 1 hour Activity 5: Improving an Urban Landscape 2-­‐3 hours Activity 6: Engineering Showcase 1-­‐2 hours Objectives: Upon completion of this unit, students will be able to: a) Compare and contrast point-­‐source and non-­‐point source pollution. b) Describe stormwater runoff and and the consequences of runoff (MS-­‐ESS3-­‐4.) c) Describe mitigation techniques currently being used to prevent urban runoff (MS-­‐ESS3-­‐3.) d) Describe the engineering design process (MS-­‐ETS1-­‐1) (MS-­‐ETS1-­‐2) (MS-­‐ETS1-­‐3) (MS-­‐ETS1-­‐4) Next Generation Science Standards: ESS3.C: Human Impacts on Earth Systems Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. (MS-­‐ESS3-­‐3) Typically as human populations and per-­‐capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MS-­‐
ESS3-­‐3),(MS-­‐ESS3-­‐4) Cause and Effect Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation. (MS-­‐ESS3-­‐3) Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS-­‐
ESS3-­‐1),(MS-­‐ESS3-­‐4) Influence of Science, Engineering, and Technology on Society and the Natural World All human activity draws on natural resources and has both short and long-­‐term consequences, positive as well as negative, for the health of people and the natural environment. (MS-­‐ESS3-­‐1),(MS-­‐ESS3-­‐4) The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time. (MS-­‐ESS3-­‐2),(MS-­‐ESS3-­‐3) Asking Questions and Defining Problems Asking questions and defining problems in grades 6ñ8 builds on grades Kñ5 experiences and progresses to specifying relationships between variables, and clarifying arguments and models. Ask questions to identify and clarify evidence of an argument. (MS-­‐ESS3-­‐5) Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 6ñ8 builds on Kñ5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (MS-­‐ESS3-­‐1) Apply scientific principles to design an object, tool, process or system. (MS-­‐ESS3-­‐3) Engaging in Argument from Evidence Engaging in argument from evidence in 6ñ8 builds on Kñ5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s). Construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. (MS-­‐ESS3-­‐4) Standards for Technological Literacy STL-­‐8-­‐E. Design a creative planning process that leads to useful products and systems. STL-­‐8-­‐F. There is no perfect design. STL-­‐8-­‐G. Requirements for a design are made up of criteria and constraints. STL-­‐9-­‐F. Design involves a set of steps, which can be performed in different sequences and repeated as needed. STL-­‐9-­‐G. Brainstorming is a group problem-­‐solving design process in which each person in the group presents his or her ideas in an open forum. STL-­‐9-­‐H. Modeling, testing, evaluating, and modifying are used to transform ideas into practical solutions. STL-­‐10-­‐H. Some technological problems are best solved through experimentation. Common Core State Standards in Mathematics MP.2 Reason abstractly and quantitatively. (MS-­‐ESS3-­‐2),(MS-­‐ESS3-­‐5) 6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-­‐ESS3-­‐3),(MS-­‐ESS3-­‐4) 7.RP.A.2 Recognize and represent proportional relationships between quantities. (MS-­‐ESS3-­‐3),(MS-­‐ESS3-­‐4) 6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-­‐world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (MS-­‐ESS3-­‐1),(MS-­‐ESS3-­‐2),(MS-­‐ESS3-­‐3),(MS-­‐ESS3-­‐4),(MS-­‐ESS3-­‐5) 7.EE.B.4 Use variables to represent quantities in a real-­‐world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. (MS-­‐ESS3-­‐1),(MS-­‐ESS3-­‐
2),(MS-­‐ESS3-­‐3),(MS-­‐ESS3-­‐4),(MS-­‐ESS3-­‐5) Common Core State Standards in English and Language Arts RST.6-­‐8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-­‐ESS3-­‐1),(MS-­‐ESS3-­‐
2),(MS-­‐ESS3-­‐4),(MS-­‐ESS3-­‐5) RST.6-­‐8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-­‐ESS3-­‐2) WHST.6-­‐8.1 Write arguments focused on discipline content. (MS-­‐ESS3-­‐4) WHST.6-­‐8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (MS-­‐ESS3-­‐1) WHST.6-­‐8.7 Conduct short research projects to answer a question (including a self-­‐generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-­‐ESS3-­‐3) WHST.6-­‐8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (MS-­‐ESS3-­‐3) WHST.6-­‐8.9 Draw evidence from informational texts to support analysis, reflection, and research. (MS-­‐ESS3-­‐1),(MS-­‐
ESS3-­‐4) Prior Learning Students have encountered this content before in daily life, through pollution such as lawn fertilization, but have not been given instruction on point source and non-­‐point sources of pollution. A foundation has been laid showing area lakes whose ecosystems have been affected by pollution. Students may have the misconception that fertilizers and pesticides are only helpful to humans and do not negatively affect the environment. Materials Don’t Runoff: Engineering An Urban Landscape http://www.eie.org/engineering-­‐everywhere/curriculum-­‐
units/dont-­‐runoff Quantity/Item Non-­‐Consumable Items •
1 Engineering Everywhere Special Report DVD or use the link: http://www.eie.org/engineering-­‐
everywhere/curriculum-­‐units/dont-­‐runoff •
1 Engineering Design Process Poster •
1 stuffed toy, approx. 6” •
2 wind-­‐up toys, walking •
4 sealable plastic containers •
4 spray bottles •
8 permanent marker •
8 rubber duckies, small •
8 ruler, 12” • 8 scissors Consumable Items • 1 cheesecloth (1 yard) • 1 dish soap, 12 oz. • 1 food coloring, pack of 4 • 1 gravel, aquarium, 5 lbs. • 1 paper towels, roll • 1 potting soil (8 quart bag) • 1 screen, nylon (1 yard) • 1 sprinkles, 5-­‐10 oz. • 4 aluminum foil, roll, 75 ft. • 4 duct tape, roll • 4 measuring cup, 1 cup • 4 sphagnum moss (100 cu in bag) • 8 masking tape, roll • 8 sand (2.2 lb. bag) •
8 sticky notes, pads •
8 tray, foil (5” x 1.4” x 7.5”) •
9 cardboard (11” x 17”) •
9 trays, foil (10” x 18” x 3”) •
20 chipboard, sheets •
20 craft foam •
20 cups, paper (3 oz.) •
20 sponges (plain, no scrub) LESSON IMPLEMENTATION Objective: Upon completion of this lesson, students will be able to: a) Compare and contrast point-­‐source and non-­‐point source pollution. b) Describe storm water runoff and the consequences of runoff (MS-­‐ESS3-­‐4.) c) Describe mitigation techniques currently being used to prevent urban runoff (MS-­‐ESS3-­‐3.) d) Describe the engineering design process (MS-­‐ETS1-­‐1) (MS-­‐ETS1-­‐2) (MS-­‐ETS1-­‐3) (MS-­‐ETS1-­‐4) Prep Activity #1-­‐ What is Engineering -­‐ 60 minutes Prep Activity #2 -­‐ Technologies at Work -­‐ 60 minutes Instructional Strategies/Learning Tasks 1. Activity #1 -­‐ The Pollution Solution -­‐ 50 minutes Construct Model City) 2. Activity #2 -­‐ Green Possibilities -­‐ 50 minutes 3. Activity #3 -­‐ Passing Through -­‐ 60 minutes 4. Activity #4 -­‐ Creating an Urban Landscape -­‐ 60 minutes 5. Activity #5 -­‐ Improving an Urban Landscape -­‐ 60 minutes Formative Assessment Students will answer daily guiding questions in science notebooks, both at the beginning of the lesson, and again at the conclusion of the lesson. Closure Activity -­‐ Engineering Showcase -­‐ 55 minutes Summative Assessment Students will be able to showcase what they have learned. A written summative assessment will also be implemented.