Unit: Ground Water & Hydrology
Length of Unit: 3 Weeks
Stage 1 –Desired Results
Where are we going?
NY State Standards:
1.2g Earth has continuously been recycling water since the outgassing of water early inits history. This constant
recirculation of water at and near Earth’s surface is described by the hydrologic (water) cycle.
•
•
•
Water is returned from the atmosphere to Earth’s surface by precipitation. Water returns to the atmosphere by
evaporation or transpiration from plants. A portion of the precipitation becomes runoff over the land or
infiltrates into the ground to become stored in the soil or groundwater below the water table. Soil capillarity
influences these processes.
The amount of precipitation that seeps into the ground or runs off is influenced by climate, slope of the land,
soil, rock type, vegetation, land use, and degree of saturation.
Porosity, permeability, and water retention affect runoff and infiltration.
CCSS:
Reading:
(1) Cite specific textual evidence to support analysis of science and technical texts, attending to the precise
details of explanations or descriptions.
(8) Compare and contrast findings presented in a text to those from other sources (including their own
experiments), noting when the findings support or contradict previous explanations or accounts.
Writing:
(2) Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
a) Introduce a topic and organize ideas, concepts, and information to make important connections and
distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when
useful to aiding comprehension.
b) Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete
details, quotations, or other information and examples appropriate to the audience’s knowledge of the
topic.
c) Use varied transitions and sentence structures to link the major sections of the text, create cohesion,
and clarify the relationships among ideas and concepts.
d) Use precise language and domain-specific vocabulary to manage the complexity of the topic and
convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
e) Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
f) Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic).
(9) Draw evidence from informational texts to support analysis, reflection, and research.
Shifts in Literacy :
 Balancing Informational Text and Literacy
X Knowledge in the Disciplines
 Staircase of Complexity
X Text-Based Answers
X Writing from Sources
X Academic Vocabulary
Learning Outcomes/Goals:
Students will be able to:




Describe the water cycle.
Identify and describe the processes of the water cycle: evapotranspiration, condensation, cloud formation,
precipitation, runoff, infiltration.
Observe and measure rate of runoff; infiltration; permeability; porosity.
Use the ESRT to identify and name various size particles.
Test capillary action of various brands of paper towel.

Enduring Understandings:
We will understand…
Essential Questions:
How does water move through the environment?
Earth has continuously been recycling water since the
outgassing of water early in its history. This constant
recirculation of water at and near Earth’s surface is
described by the hydrologic (water) cycle
What causes water to move through the environment
Knowledge
We will know…
Skills
We will be able to…
•
•
•
•
•
What the hydrologic cycle is and correctly
label a diagram of the hydrologic cycle.
The difference between permeability,
porosity, and capillarity.
The relationship between particle size and
each of the following: permeability, porosity,
and capillarity.
how slope, particle size, and the state of soil
(frozen or unfrozen) affect the rate of
infiltration
The factors that affect runoff and stream
discharge.





Analyze the water cycle in terms of gravity/density.
Propose a method to determine the amount of
runoff, infiltration and/or evapotranspiration in an
area.
Identify the factors that affect: evapotranspiration,
condensation, cloud formation, precipitation,
runoff, infiltration.
Infiltration as particle size, porosity, permeability,
sorting, particle shape increase, decrease, changes.
Porosity as particle size, sorting, packing change.
Tier Three Words:
capillarity, discharge, erosion, evapotranspiration,
hydrology, impermeable, infiltration, permeable,
porosity, water table, zone of aeration, zone of
saturation
Stage 2 – Assessment Evidence
How will we know we are there?
Performance/Products Tasks:
Other Evidence:
Run off Activity
Claim/Evidence/Interpretation Model for
Conclusions CCSS W(2)
Final Unit Assessment with questions pulled from last
year’s Regents exam. Teachers will compare student
responses/results between last year’s group and this year’s.
Porosity Lab
Claim/Evidence/Interpretation Model for
Conclusions CCSS W(2)
Quizzes
Rock Cycle Activity
Explanatory RAFT Document to conclude
Activity CCSS W(2) and W(9)
Tickets out the Door
Do Now
Stage 3 – Learning Plan
How will we get there?
Individual Lesson Plans with Resources
The following is the intended SLO for each day of the unit. SLOs for each day may change based on results
of embedded formative assessment.
Day 1: Identify the different properties if minerals and how to test for them.
a. Hand out unit plan
b. Start mineral power point
Day 2: Use the Earth Science Reference Tables to identify rocks and minerals by their physical and
observable characteristics.
a. Finish mineral power point
b. Start Mineral ID lab
-
Mineral sets (see lab) and sheets
Hardness kits, streak plates
Mineral ID books
Day 3: Use the Earth Science Reference Tables to identify rocks and minerals by their physical and
observable characteristics.
a. Work on the Mineral Lab- Memorization
b. Work on the Mineral Lab- Write Up
Day 4: Explain why each mineral has its own unique physical properties.
Explain and identify the silica tetrahedron. Explain how minerals are formed.
a. Mineral review sheets
b. NYS ESRT
Day 5: Classify a rock sample as either Igneous, Metamorphic or sedimentary and give a reason for your
identification.
a. Mineral Check Point quiz
b. Vocab exploration
Day 6: Classify a rock sample as either Igneous, Metamorphic or sedimentary and give a reason for your
identification.
a. Rock Power point Sedimentary
-
Sedimentary: Conglomerate, Sandstone, siltstone & fossilifous limestone
-
Evaporates: Rock Salt, Gypsum
Day 7: Classify a rock sample as either Igneous, Metamorphic or sedimentary and give a reason for your
identification.
a. Sedi rock lab
Day 8 : Classify a rock sample as either Igneous, Metamorphic or sedimentary and give a reason for your
identification.
a. Rock Power Point Ing/Meta
- Samples of Gneiss, slate, banding & foliation
- Marble and
Day 9 : Classify a rock sample as either Igneous, Metamorphic or sedimentary and give a reason for your
identification.
a. Igneous rock lab
Day 10 : Classify a rock sample as either Igneous, Metamorphic or sedimentary and give a reason for your
identification.
a. metamorphic rock lab
Day 11: Determine the rate of cooling using crystal size and explain the differences in formation and
characteristics of Extrusive and intrusive igneous rocks
a. Wrap up 3 sections of rock lab conclusion
Day 12: Determine the rate of cooling using crystal size and explain the differences in formation and
characteristics of Extrusive and intrusive igneous rocks
a. ESRT Activity Sheet
b. Coloring Rock sheet
-
ESRT Activity sheets
Coloring sheets
NYS ESRT
Colored pencils
Day 13: Analyze the physical characteristics of a rock to determine origin and formation.
Day 14: Work collaboratively to review the Enduring Understandings and Essential Question from the unit.
Day 15: Demonstrate knowledge of the unit’s learning objectives