Bruce Vento Nature Sanctuary
Science Curriculum
2011
Table of Contents
Lesson One
Lesson Two
Lesson Three
Lesson Four
Lesson Five
Title
Isopods: Design your own experiment
Populations and Ecosystems at Bruce Vento
Nature Sanctuary
Bruce Vento Nature Sanctuary: Then and Now
The Changing Landscape of Bruce Vento Nature
Sanctuary
Water! Phalen Creek and the Mississippi River
Grade
7
7
Page Number
2
6
8
8
10
13
8
18
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LESSON ONE
Title:
Course:
Grade:
Introduction
Guiding questions:
Strand/Substrand/
Standard/
Benchmarks:
Learning Targets:
Learning Activities:
Isopods: Design your own experiment
Life Science
Seventh
What is Bruce Vento Nature Sanctuary?
What are important components of the inquiry?
What is the difference between an independent and dependent variable?
How are results and conclusions generated?
-The Nature of Science and Engineering
-The Practice of Science
-Scientific inquiry uses multiple interrelated processes to investigate
questions and propose explanations about the natural world.
7.1.1.2.1 Generate and refine a variety of scientific questions and match
them with appropriate methods of investigation, such as field studies,
controlled experiments, reviews of existing work and development of
models.
7.1.1.2.2 Plan and conduct a controlled experiment to test a hypothesis
about a relationship between two variables, ensuring that one variable is
systematically manipulated, the other is measured and recorded, and
any other variables are kept the same (controlled).
7.1.1.2.3 Generate a scientific conclusion from an investigation, clearly
distinguishing between results (evidence) and conclusions (explanation).
I can find Bruce Vento Nature Sanctuary on a map and describe the
area.
I can develop a scientific question and match effective methods of
investigation.
I can conduct a controlled experiment testing a hypothesis.
I can report results and draw conclusions.
1. Introduce guiding questions or learning targets by posting
visually. Ask students to respond with initial understandings
either in writing or verbally.
2. Watch ‘1. Introduction’ of Bruce Vento Nature Sanctuary Tour
DVD.
3. Rolly Polly Bugs- Ask if student have ever seen rolly polly bugs
or potato bugs (really called isopods). Where are they found?
What else do students know about the bugs? Ask students what
other questions they can think of about this type of bug. (Habitat,
food, behavior, movement, physical appearance, curling up). As
students are brainstorming, ask how the questions could be
tested. Having isopods in the classroom will spark the interest of
your students. The bugs can be found under rocks or logs in
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Assessment for
Learning:
Resources:
your backyard or park. Feel free to bring some to introduce the
lesson!
4. Scientific Inquiry Explain that any of the topics the students
lesson can be turned into a scientific question. How does the
habitat change an isopod’s behavior? Next, ask students how
they would find out the answer to this (or other questions). There
are several options such as doing a field study, developing a
model, conducting a controlled experiment, studying existing
research. Which form of investigation matches the scientific
questions the students asked? Controlled experiment.
5. Design your own! Students chose and create an experiment
based on one scientific question. Hand out the lab ‘Isopod
Inquiry’ and ask students to complete Part One. Remind
students that a hypothesis is an if/then statement. You many
need to delineate that the independent variable is something that
changes in an experiment and the dependent variable stays the
same. For example, if a group of students chose to test how light
effects isopod behavior the hypothesis would be: Isopods will be
more active in dark settings. The independent variable would be
isopod behavior and the dependent variable would be the
amount of light. Students are responsible for bringing materials
needed to conduct their experience. Having a variety of
materials on hand may help students brainstorm dependent
variables.
Temperature: cold/warm pack
Light: flashlight, construcion paper, aluminum foil,
Surface: soil, sand, sandpaper, bark, cedar chips, gravel, rocks
Food: fruit, vegetable, meat, fish food
Other organisms: mealworm, crickets, earthworms, ants
6. Introduce Fieldwork Students will be working in groups to
collect isopods from the Bruce Vento Nature Sanctuary. The
students will conduct an experiment in the field. Communicate
the details of when your class will be visiting the Sanctuary. Use
a local map to show students where Bruce Vento Nature
Sanctuary is highlighting how close the natural area is to
downtown St. Paul.
7. Describe the expectations: see ‘Fieldwork Resources’ for
more information and suggestions. Make a plan for how students
will work in groups (assign groups and roles). Remind students
to be respectful of the bugs. Though the creatures are small, it is
important to take care when handling living creatures.
Where students engaged in the brainstorming process?
Part One of ‘Isopod Inquiry’ lab report
‘Isopod Inquiry’ lab report
Bruce Vento Nature Sanctuary DVD
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Materials:
Duration:
Field work
Learning Activities:
Assessment for
Learning:
Resources:
Materials:
Duration:
Follow up
Debrief Field Work:
Assessment of
Learning:
Resources:
Materials:
Duration:
DVD player and TV
or
Internet, computer and projector
Information about isopods and more complex experiments:
http://www.biologycorner.com/worksheets/isopod_behavior_lab.html
Isopods will spark the interest of your students. The bugs can be found
under rocks or logs in your backyard or park.
One 45 minute lesson
1. Conduct experiment completing Part Two of the lab report.
Provide each group with an ice cream bucket. Collect Isopods by
looking under rocks, logs and any other objects on the ground.
The insects can easily be collected gently with sticks.
Part Two of ‘Isopod Inquiry’ lab report
‘Isopod Inquiry’ lab report
Work gloves (optional)
Ice cream buckets
Magnified glass
Materials for experiments: Flashlight, dirt, Students are responsible for
bringing items to the Sanctuary.
Specimen collection: 20 minutes
Experiments: 30 minutes
1. Discuss the difference between results (evidence of an
experiment) and conclusion (explanation of what can be learned
from the experiment. Complete part three of the Isopod Inquiry
lab report.
2. ‘Jigsaw’ One member from each group joins together to share
the scientific question, results and conclusion.
3. Reflection Using the worksheet provided, ask students to reflect
on the experience and content they learned.
Where students prepared and engaged in ‘jigsaw activity’
Part Three of ‘Isopod Inquiry’ lab report
Field work reflection
‘Isopod Inquiry’ lab report
Fieldwork Reflection
None
One forty-five minute class period
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LESSON TWO
Title:
Course:
Grade:
Introduction
Guiding questions:
Strand/Substrand/
Standard/
Benchmarks:
Learning Targets:
Learning Activities:
Populations and Ecosystems at Bruce Vento Nature Sanctuary
Life Science
Seventh
What is Bruce Vento Nature Sanctuary?
What ecosystems, populations and communities are present at Bruce
Vento Nature Sanctuary?
What are macro invertebrates?
How do abiotic and biotic resources affect populations?
-Life Science
-Interdependence Among Living Systems
- Natural systems include a variety of organisms that interact with one
another in several ways.
7.4.2.1.1 Identify a variety of populations and communities in an
ecosystem and describe the relationships among the populations and
communities in a stable ecosystem.
7.4.2.1.3 Explain how the number of populations an ecosystem can
support depends on the biotic resources available as well as abiotic
factors such as amount of light and water, temperature range and soil
composition.
I can find Bruce Vento Nature Sanctuary on a map.
I can describe the ecosystems at Bruce Vento Nature Sanctuary.
I can understand the relationships between populations, communities,
ecosystems, biotic and abiotic factors.
I can use a field guide to identify macro invertebrates.
8. Introduce guiding questions and/or learning targets by posting
visually. Ask students to respond with initial understandings
either in writing or verbally.
9. Interactive Word Wall: Provide each student with a note card.
Place a piece of magnetic strip on the back of the card. This
activity can be done on the floor with students in a big circle if
the magnetic strip is not available. Students that have been
assigned a bolded vocabulary word work with a student that
does not have a bold word to write the definition on the back on
the card. A Life Science book or the internet may serve as a
resource.
10. Ask the students that have a bolded vocabulary word to share
the definition with the class. As each student shares their
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definition have him or her place the note card on the white
board. Students should not place cards on the board randomly,
but rather make connections between the words by draw arrows
or a different symbols to show relationships After each of the
bolded words is on the board, students that have examples of
the bolded vocabulary words should then place their card by the
matching word. If the students are unable to make connections
through the sharing process, facilitate the process of relating the
vocabulary words after all of the cards are on the board.
Vocabulary Words
 Abiotic- non-living components of an ecosystem
 Weather
 Wind
 Water
 Biotic- living components of an ecosystem
 Algea- water plant
 Bugs
 Birds
 Environment all the living and nonliving things with which an
organism interacts
 Bruce Vento Nature Sanctuary
 Ecology- study of relationships and interactions of abiotic and
biotic components
 Life Science
 Ecosystem- a system of organisms and the non living
environment.
 Community- groups of populations living together in a habitat
 ‘The name of your school’
 Macroinvetebrates- organisms that lack a spine and are large
enough to be seen with the naked eye
 Mayfly Nymph
 Dragonfly Nymphy
 Population- group of the same type of organisms living together
in the same area
 Flock of birds
 Herd of cattle
 Habitat- a place where an organism lives
 Wetlands
 Prairie
 Forest
11. Macro Invertebrates Posters Introduce macro invertebrates as
organisms that lack a spine and are large enough to be seen
with the naked eye. 95% of all animals are macro invertebrates.
Explain to students that the class will be collecting macro
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Assessment for
Learning:
Duration:
Materials:
Resources:
Field work
Learning Activities:
Assessment for
Learning:
Resources:
Materials
invertebrates (small bugs that live in water) in the wetland or
pond at Bruce Vento Nature Sanctuary. Starting at the top,
follow the prompts to determine the species. Provide students
with a copy of the ‘Key to Life in the Pond Field guide’ and
resource pages and assign the task of describing 3 macro
invertebrates including the name, habitat, other information and
sketch on plain 8 ½ x 11 paper.
12. Introduce Fieldwork Students will be working in groups to
collect macro invertebrates from a pond at Bruce Vento Nature
Sanctuary. Communicate the details of when your class will be
visiting the Sanctuary. Use a local map to show students where
Bruce Vento Nature Sanctuary is highlighting how close the
natural area is to downtown St. Paul.
13. Watch 1. Introduction and 2. Eco Restoration’ of Bruce Vento
Nature Sanctuary Tour DVD.
14. Describe the expectations: see ‘Fieldwork Resources’ for more
information and suggestions). Make a plan for how students will
work in groups (assign groups and roles).
Involvement in Interactive Word Wall
Macro Invertebrates poster
Two 45 minute class periods
Bruce Vento Nature Sanctuary DVD, DVD player and TV
or
Internet, computer and projector
Note cards
Magnetic strip
Plain white paper
Stream macro invertebrate identification guide (picture and description)
‘Key to Life in the Pond’ Field Guide
Students work in groups to collect macro invertebrates at the pond
closest to the entrance. There is a limestone platform near the pond that
provides a good workspace. Refer to the ‘Collecting Aquatic Macro
Invertebrates Protocols’ attachment for more information about how
students should collect, sort and count. Students should complete the
‘Macro Invertebrate Lab Report’.
Macro Invertebrate Lab Report’
Stream macro invertebrate identification guide (picture and description)
‘Key to Life in the Pond’ Field Guide
‘Collecting Aquatic Macro Invertebrates Protocols’
‘Macro Invertebrate Lab Report’
Dip nets
Waders
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Ice cream buckets
Thermometers
Spoons
Tweezers
Non latex gloves
Bug boxes or magnified glasses
Follow up
Debrief Field Work:
Duration:
Assessment of
Learning:
Resources:
1. Develop a class average. Compile all of the data by averaging the
temperatures and number of each macro invertebrate. This can easily be
done on chart paper or asking each student to report their findings
verbally.
2. Revisit the word wall vocabulary words. Ask students to provide
examples of each of the bolded words from their experience at Bruce
Vento Nature Sanctuary specifically.
3. Reflection Using the worksheet provided, ask students to reflect on
the experience and content they learned. (abiotic influence biotic, other
vocab)
One 45 minute class periods
Fieldwork Reflection
Reflection
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LESSON THREE
Title:
Course:
Grade:
Introduction
Guiding questions:
Strand/Substrand/
Standard/
Benchmarks:
Learning Targets:
Learning Activities:
Bruce Vento Nature Sanctuary: Then and Now
Earth Science
Eighth
What is the Bruce Vento Nature Sanctuary?
How has Bruce Vento Nature Sanctuary changed over time?
Why is the Sanctuary important to Dakota Native Americans?
Why was Bruce Vento Nature Sanctuary a natural location for the railroads
and Schmidt Brewery?
-The Nature of Science and Engineering
-Interactions Among Science, Technology, Engineering, Mathematics and
Society
- Science and engineering operate in the context of society and both
influence and are influenced by this context.
8.1.3.3.1 Explain how scientific laws and engineering principles, as well as
economic, political, social, and ethical expectations, must be taken into
account in designing engineering solutions or conducting scientific
investigations.
-The Nature of Science and Engineering
-Interactions Among Science, Technology, Engineering, Mathematics and
Society
-Current and emerging technologies have enabled humans to develop and
use models to understand and communicate how natural and designed
systems work and interact.
8.1.3.4.1 Use maps, satellite images and other data sets to describe patterns
and make predictions about local and global systems in Earth science
contexts.
I can find Bruce Vento Nature Sanctuary on a map and describe why the
location is important.
I can create a timeline describing how the Sanctuary has changed over time.
I can find evidence of each time period at the sanctuary.
1. Introduce guiding questions and/or learning targets by posting
visually. Ask students to respond with initial understandings either in
writing or verbally.
2. Watch the following sections of the Bruce Vento Nature Sanctuary
Tour DVD 1. Introduction, 5. Wakan Tipi Cave, 7. Dakota Culture, 8.
Rail History.
3. Show students the location of Bruce Vento Nature Sanctuary using
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Assessment for
Learning:
Duration:
Materials:
Resources:
Field work
Learning Activities:
google earth or the map provided. Show students the power point
‘Historic Bruce Vento Nature Sanctuary’ which shows images of
many different uses of the land. Ask students to answer the last two
guiding questions: Why was Bruce Vento Nature Sanctuary a natural
location for the railroads and Schmidt Brewery? Proximity to the city
and the cooling resource of the caves as well as the fresh water
were all of importance to the brewers. ‘Why is the Sanctuary
important to Dakota Native Americans? ’ Students should be able to
discuss the significance of Wakan Tipi, proximity to the river to the
Dakota People and the connection to the land and sky.
4. Create a timeline using ‘Bruce Vento Nature Sanctuary: A Natural
Gem in the Heart of St. Paul’ by Sarah Clark. Be sure students
include the Dakota people, North Star Brewery, railroads, European
immigrant settlement, decreased rail use/abandonment, restoration,
and when the park opened to the public. The timeline is a rough draft
and will be combined with photos taken at the sanctuary for a final
product. An example is attached.
5. Introduce fieldwork Explain that students will work in groups or two
or three to record evidence of Bruce Vento Nature Sanctuary’s past.
Discuss how to use digital cameras and elements of good
photograph such as focus, lighting and framing the picture.
6. Describe the expectations: Make a plan for how students will work
in groups (assign groups and roles).
Draft of timeline
Two forty-five minute class periods
Bruce Vento Nature Sanctuary DVD, DVD player and TV
or
Internet, computer and projector
Google Earth or map of Bruce Vento Nature Sanctuary
Bruce Vento Nature Sanctuary: A Hidden Gem in St. Paul’
http://www.nps.gov/miss/parknews/vento_auth-clark.htm
Sample timeline
Photo Essay
Students work in groups of two or three to create a photo essay representing
the history of the Sanctuary.
If you are able, stop by or hike to Indian Mounds Park. The burial grounds
are a meaningful location. Interpretative signs provide valuable information.
 Restoration: rain garden, entrance, wetlands, native plants
 Dakota people: Wiki Tipi cave (end of the trail, cave in bluff), Indian
Mounds Park which is north east of the Sanctuary (if time)
 Brewery:
 Railroad: concrete slabs, existing rail roads
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Duration:
Assessment for
Learning:
Resources:
Materials
Follow up
Debrief Field Work:
Duration:
Assessment of
Learning:
Resources:
Materials:
Bruce Vento Nature Sanctuary 90 minutes
Indian Mounds Park 20 minutes
(optional)
Students complete the photo essay checklist.
Photo Essay Checklist
Sample photos
Digital cameras (one for every three or four students)
1. Create a photo timeline. Print pictures from fieldwork. Students may
use long butch paper, poster board, power point or another
electronic media to design a photo timeline. Photo taken during
fieldwork should accompany the revised version of the text. Students
may also be provided with historic photo from the powerpoint
‘Historic Bruce Vento Nature Sanctuary to include in the timelines.
Final products can be shared in a presentation, gallery walk or
simply hung in the classroom or hallway. Ask the group that finishes
first to create a sign and caption describing the experience and
assignment.
2. Reflection Using the worksheet provided, ask students to reflect on
the experience and content they learned.
Two forty-five minute class periods (or assign as homework)
Photo timeline
Fieldwork Reflection
Poster board, butcher paper, power point or other electronic media
Digital camera, cord or card reader, computer and printer
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LESSON FOUR
Title:
Course:
Grade:
Introducti
on
Guiding
questions:
Strand/Sub
strand/
Standard/
Benchmark
s:
Learning
Targets:
Learning
Activities:
The Changing Landscape of Bruce Vento Nature Sanctuary
Earth Science
Eighth
What is the Bruce Vento Nature Sanctuary?
How has the Mississippi River shaped the current landscape of St. Paul and the
Bruce Vento Nature Sanctuary?
-Earth and Space Science
-Earth Structure and Processes
-Landforms are the result of the combination of constructive and destructive
processes.
8.3.1.2.1 Explain how landforms result from the processes of crustal deformation,
volcanic eruptions, weathering, erosion and deposition of sediment.
8.3.1.2.2 Explain the role of weathering, erosion and glacial activity in shaping
Minnesota's current landscape.
I can find Bruce Vento Nature Sanctuary on a map.
I can describe how the Mississippi River, weather, erosion and glacial activity
shaped the current landscape of St. Paul and the Bruce Vento Nature Sanctuary.
1. Introduce guiding questions and/or learning targets by posting visually. Ask
students to respond with initial understandings either in writing or verbally.
2. Read the following quote: The Mississippi is well worth reading about. It is
not a commonplace river, but on the contrary is in all ways remarkable.
Considering the Missouri its main branch, it is the longest river in the world -four thousand three hundred miles. It seems safe to say that it is also the
crookedest river in the world, since in one part of its journey it uses up one
thousand three hundred miles to cover the same ground that the crow would
fly over in six hundred and seventy-five. It discharges three times as much
water as the St. Lawrence, twenty-five times as much as the Rhine, and
three hundred and thirty-eight times as much as the Thames. No other river
has so vast a drainage-basin: it draws its water supply ... from Delaware, on
the Atlantic seaboard, and from all the country between that and Idaho on
the Pacific slope -- a spread of forty-five degrees of longitude. The
Mississippi receives and carries to the Gulf water from fifty-four subordinate
rivers that are navigable by steamboats, and from some hundreds that are
navigable by flats and keels. The area of its drainage-basin is as great as
the combined areas of England, Wales, Scotland, Ireland, France, Spain,
Portugal, Germany, Austria, Italy, and Turkey; and almost all this wide
region is fertile; the Mississippi valley, proper, is exceptionally so." -- from
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Life on the Mississippi, written by Mark Twain in 1863
3. Show students the historic picture of St. Anthony Falls in St. Paul and a
current picture of the falls in Minneapolis (below). Explain that 12,000 years
ago the natural waterfall was in St. Paul just south of Bruce Vento Nature
Sanctuary. Use google earth or the map provided to point out the specific
location. Ask students: How or why did the St. Anthony waterfall move
several miles.
4. Read Have students text code ‘A Waterfall on the Move’ and ‘Waterfalls 101’
by underlining important information, placing a star by information they
already knew, and questions marks by items they would like to know more
about. Ask each student to share one item that was text coded.
5. Watch the waterfall animation showing how waterfalls retreat. Ask one or
two students to describe the process verbally while watching the clip.
Another option is for students to describe the process in pairs.
http://www.classzone.com/books/earth_science/terc/content/visualizations/e
s1305/es1305page01.cfm?chapter_no=visualization
6. Watch ‘1. Introduction’ and 4. Geology’ of Bruce Vento Nature Sanctuary
Tour DVD.
7. Introduce fieldwork by describing the Sandcastle or Imniza Ska ‘White
Cliffs’ in Dakota created by erosion over 450 million years ago at Bruce
Vento Nature Sanctuary. Use the pictures to again point out the following
layers. From the bottom up…
 Sandstone formed 455-458 million years ago by water washing over sandy
beaches, is 135 feet deep and has some of the most pure sandstone (100%
silica) in the world.
 Shale formed 454-455 million years ago, few feet deep and is mud mixed
with sand
 limestone 453-454 million years ago, 25 ft. deep ocean covered the area
fossils
 glacial deposits thin layer 12,000 years old
 the upper most layer is missing after 450 million years scraped it away by
glaciers
Explain to students that your class will be creating a model river in the sand
at the sanctuary. They will be expected to participate in the creation of the
model and answer question on a lab report.
9. Describe the expectations: see ‘Fieldwork Resources’ for more information
and suggestions).
Assessment Text coding share out
for Learning: Waterfall explanation
Resources: Google map of historic and current location of St. Anthony Falls
Waterfall animation:
http://www.classzone.com/books/earth_science/terc/content/visualizations/es1305/e
s1305page01.cfm?chapter_no=visualization
Materials:
Historic and current picture of St. Anthony Falls (below)
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Duration:
‘A Waterfall on the Move’ article
Bruce Vento Nature Sanctuary DVD, DVD player and TV
or
Internet, computer and projector
One forty-five minute class period
Field work
Learning Activities:
Assessment for
Learning:
Resources:
Materials:
Duration:
Follow up
Debrief Field Work:
Assessment of
Learning:
Location: Sandcastle
1. View sandstone (silica) through a magnified glass. Ask students
what they notice about the mineral.
2. Take a picture of the ‘Sandcastle’. Notice the different layers as
students will label the picture later.
3. Working in groups of four to six direct students to create a
model of erosion. There is a large open area of sand near the
Sandcastle
4. Complete the Erosion Lab
Remember! It is very important that students to not climb on, dig or
in any way modify the walls of the sandcastle. Only use sand that is
in the existing pit. Thank you for ensuring the maintenance of this
important natural structure.
Involvement in creating the model
Erosion Lab report
Erosion Lab Report
Digital camera
Bucket and/or watering can
Rulers/yard stick
45 minutes
1. Reflection Using the worksheet provided, ask students to reflect on
the experience and content they learned. (erosion, waterfalls, river)
2. Print a copy of a picture the class took of the Sandcastle. Provide a
copy for each group and ask the students to label the layers.
Fieldwork Reflection
Labeled picture of Sandcastle
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Natural Erosion caused the falls to recede.
Historic St. Anthony Falls in St. Paul, south of Bruce Vento Nature Sanctuary
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Current St. Anthony Falls in Minneapolis background
Lock and Dam Number Two foreground
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LESSON FIVE
Title:
Course:
Grade:
Introduction
Guiding questions:
Strand/Substrand/
Standard/
Benchmarks:
Learning Targets:
Learning Activities:
Water! Phalen Creek and the Mississippi River
Earth Science
Eighth
What is the Bruce Vento Nature Sanctuary?
How does the water cycle distribute and purify water?
How does land and water use affect natural processes?
-Earth and Space Science
-Interdependence Within the Earth System
-Water, which covers the majority of the Earth’s surface, circulates
through the crust, oceans and atmosphere in what is known as the water
cycle.
8.3.2.3.2 Describe how the water cycle distributes materials and purifies
water.
-Earth and Space Science
-Human Interactions with Earth Systems
-In order to maintain and improve their existence, humans interact with
and influence Earth systems.
8.3.4.1.2 Recognize that land and water use practices can affect natural
processes and that natural processes interfere and interact with human
systems.
I can find Bruce Vento Nature Sanctuary on a map and describe the
area.
I can describe the water cycle and how the process purifies water.
I can think critically about how land use affects the natural process of
water.
1. Introduce guiding questions and/or learning targets by posting
visually. Ask students to respond with initial understandings
either in writing or verbally.
2. Ask students what they know about the water cycle. Only allow
a couple of students to answer, providing basic information. As a
pre assessment, ask students to sketch the water cycle labeling
and describing as much as possible. Circulate the room or to
gain and understanding of students’ prior knowledge. Encourage
students to add or change information on this model through the
unit of study. The final product will be to create a revised, high
quality graphic of the water cycle.
3. Read the modified version of ‘Follow a Drop Through the Water
Cycle’ published by the US Geological Survey. This may be
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Assessment for
Learning:
Resources:
Materials:
Duration:
Field work
Learning Activities:
done aloud by the teacher, several students (popcorn), in pairs
or individually. Ask students to make revisions or additions to
their water cycle picture as you read. Emphasis bolded words.
4. Introduce field work
5. Watch ‘1. Introduction’ of Bruce Vento Nature Sanctuary Tour
DVD. ‘Eco restoration’
6. Describe the expectations: see ‘Fieldwork Resources’ for more
information and suggestions). Make a plan for how students will
work in groups (assign groups and roles).
Water Cycle rough draft
Bruce Vento Nature Sanctuary DVD
Plain 8 ½ x 11 paper
Two 45 minute class periods
Many people believe the source for the stream and ponds at the
Sanctuary are storm water or Phalen Creek when it is in fact
groundwater from underground streams. Using the maps provided,
students will find evidence of the source for both bodies of water.
Simulate water purification. Ask students where our drinking water
comes from (rivers, lakes, ponds, ocean, rain). How does water get to
our facet (water treatment, through towers and pipes)? Be sure students
reference the need for water to be cleaned. Describe to students that
water travels through a water treatment center but that the processes in
the water cycle naturally purify water. Does anyone know how? Students
should then work in groups of two to three to complete the water
purification lab. Note: Water is naturally purified through condensation in
the air and when water is ‘slowed down’ in the ground. The lab allows
students to test several materials such as sand, gravel, cloth, rocks and
straw using dirty water and clear cups.
Assessment for
Learning:
Resources:
Duration:
Follow up
Debrief Field Work:
Lab Report
Water Purification Lab Instructions and Report
45 minutes
1. Reflection Using the worksheet provided, ask students to reflect
on the experience and content they learned.
2. Create an accurate graphic of the water cycle. Provide students
with the list of key words to include:
 River/lake
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Assessment of
Learning:
Resources:
Duration:
 Evaporation
 Sun
 Clouds
 Precipitation
 Run off
 Ground water/aquifer
 Condensation
 Irrigation
The graphic should be of quality representing the students’ knowledge of
the water cycle. Accuracy and aesthetics are important.
Reflection
Water Cycle Graphic
Reflection worksheet
One 45 minutes class period
Additional Resources:
Consider incorporating the recent article ‘Sediment Strangling our Rivers’ into the lesson regarding
how land use affects water quality. Stunning images. There is potential for a perspective activity
where students take on the role of a farmer in the north that has the need to use pesticides and a
fisherman in the south that is greatly affected by the poor water quality.
http://www.startribune.com/local/119981244.html
Water Ways! A Minnesota Water Primer and Project WET Companion was published by the
Minnesota Department of Natural Resources and provides and incredible amount of resources for
teachers and students.
http://files.dnr.state.mn.us/education_safety/education/project_wet/waterways/ww_complete.pdf
Know Your Watershed- Lesson developed by the Minnesota Department of Agriculture that
involves multiple disciplines and examines the local and Mississippi watershed.
http://www.mda.state.mn.us/news/publications/chemfert/reports/wslesson03.pdf
Lower Phalen Creek Project
Meg Cavalier
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