Don’t Runoff: Engineering An Urban Landscape
Submitted by:Nika Greisen
retrieved from: Don’t Runoff: Engineering An Urban Landscape http://www.eie.org/engineeringeverywhere/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-ESS34)
Cause and Effect
●
Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation. (MSESS3-3)
●
Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS-ESS31),(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 6–8 builds on grades K–5 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 6–8 builds on K–5 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 6–8 builds on K–5 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 technilogical 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-ESS33),(MS-ESS3-4),(MS-ESS3-5)
Common Core State Standards in English and Language Arts
RST.68.1
Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS3-1),(MS-ESS32),(MS-ESS3-4),(MS-ESS3-5)
RST.68.7
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.68.1
Write arguments focused on discipline content. (MS-ESS3-4)
WHST.68.2
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.68.7
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.68.8
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.68.9
Draw evidence from informational texts to support analysis, reflection, and research. (MS-ESS3-1),(MS-ESS34)
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/dontrunoff
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 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)
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.