5E Lesson Plan
Instructor: Roxanna Schaffino
Note: This lesson may take 2 days to
Unit Topic: Chemical Reactions
complete.
Title of Lesson: Water Resources Engineering
Class: Chemistry
 TEKS:
o 112.45 Chemistry
 (3) Scientific processes. The student uses critical thinking and scientific problem solving
to make informed decisions. The student is expected to:
 (C) evaluate the impact of research on scientific thought, society, and the
environment;
 (D) describe the connection between chemistry and future careers; and
 (10) Science concepts. The student knows common oxidation-reduction reactions. The
student is expected to
 (A) identify oxidation-reduction processes; and
 (12) Science concepts. The student knows the factors that influence the solubility of
solutes in a solvent. The student is expected to:
 (A) demonstrate and explain effects of temperature and the nature of solid solutes
on the solubility of solids;
 (B) develop general rules for solubility through investigations with aqueous
solutions; and
 (C) evaluate the significance of water as a solvent in living organisms and in the
environment.
 (14) Science concepts. The student knows the properties and behavior of acids and bases.
The student is expected to:
 (D) describe effects of acids and bases on an ecological system.

TAKS:
o Grade 10 Science
 Objective 4: The student will demonstrate an understanding of the structures and
properties of matter.
 IPC (c). 7 The student knows relationships exist between properties of matter and
it components.
o E. Classify examples of matter from everyday life as being elements
compounds, or mixtures.
 IPC (c). 9 The student knows how solution chemistry is a part of everyday life.
o A. relate the structure of water to its function as the universal solvent.
o B (grade 11). Relate the concentration of ions in a solution to physical and
chemical properties such as pH, electrolytic behavior, and reactivity.
o D. demonstrate how various factors influence solubility including
temperature, pressure, and nature of the solute and solvent.
Student Objectives: The student will be able to…
1. evaluate the impact of research on scientific thought, society, and the environment.
2. describe the connection between chemistry and future careers.
3. identify oxidation-reduction processes; and
4. demonstrate and explain effects of temperature and the nature of solid solutes on the solubility of solids;
5. develop general rules for solubility through investigations with aqueous solutions; and
6. evaluate the significance of water as a solvent in living organisms and in the environment.
7. describe effects of acids and bases on an ecological system.
Materials:
 Soil Profile handout
 Enough of the following materials for each student:
o Clear plastic cups
o Spoons
o Rice Crispy Treats
o M & M’s
o Peanut Butter
o Crushed Chocolate Graham Crackers
o Shredded Coconut
 Overhead/Computer
o Transparencies/Power Point Presentation
I. Engagement: This should puzzle and motivate students in activity or lesson.
 You will need a focus activity/question to engage students in the task/assignment at hand.
Focus Questions: What is engineering? (general)
What is water resources engineering? (specific)
II. Exploration: This should allow students to explore today’s topics.
 You will need a task/assignment/lab that allows student to work individually or in small groups with
little or no help from the instructor.
Soil Profile Activity
 Students work individually
 The students will receive a hand out to build their own soil profile
 Allow 2-3 minutes to read/explain the hand out prior to starting the profile
 Allow 7-9 minutes to complete the profile
III. Explanation: This allows for focusing/narrowing in on today’s objectives.
 Have students present/discuss their observations of the topic.
Class Discussion
 What observations did students make? Discuss as a class.
 Key Point during discussion should be observation made when colored water was trickled down
the profile.
o For instance, on what layer did the colored water seem to stop? Why?
 Answer: Students should have noticed that the colored water seemed to stop
trickling down once it got to the peanut butter representative of the B horizon.
The B horizon, combined with the O, A, and E horizons make up a region of the
soil known as the solum, which means true soil. The B horizon is the Zone of
Accumulation where chemicals leached out of the topsoil accumulate. It is has a
higher content of clay (particle size, 0.002 mm). Furthermore, most of the roots of
the plants grow in the solum.
 Write down (as a class) the different crops that are grown in the Rio Grande Valley.
o Corn, sugarcane, carrots, palm trees, cabbage, onions, oranges, watermelons, etc.
o Use sugarcane as the prime example since the excel spreadsheet uses sugarcane as the
example.
 Key Point: Valley agriculture is important to the economy. Transition into Water
Resources Planning Engineering.
 Teacher narrows in on objectives:
 Factual info (mainly from Background Information):
o Discuss the importance of water to crops. How do we determine the amount of irrigation
supplied according to amount of rainfall? What happens if there is a lot of rain or not
enough? The amount of water is critical to the crop yield. ~Show the students the “Crop
Water Production Function” and “Net Profit Water Function” Excel spreadsheet.
o Chemistry: What happens when farmers supply sufficient water but harvest a poor
quality crop? Insufficient plant nutrients may be the issue.
 Miscellaneous:
o Irrigation
 Furrow- Main irrigation utilized in the Valley. Why? Furrow irrigation is mainly
used in areas where the land is level (flat) or where the slopes are smooth. Also,
furrow irrigation is used for row crops. Move into irrigation and delivery of ions
to be absorbed by the soil and crops.
 Other Types of Irrigation:
 Trickle, Sprinkler, Basin, and Border.
IV. Elaboration: Allow students to comprehend and apply the information.
 You will need a homework, worksheet, etc. to assign
Homework:
Magic Square Activity (ions)
Solubility Rules/Oxidation Number worksheet
Closure:
What do you think about engineering now?
V. Evaluate: Allow students to demonstrate knowledge and comprehension of objectives.
 Plan for a future test/quiz over these objectives.
Quiz:
Solubility Rules
Oxidation Numbers
Supplement in the Rio Grande Valley:
Field Trip: The Texas A&M Agriculture Research and Extension Center in Weslaco, Texas.
OR
Rio Grande Valley Sugar Growers Inc. in Santa Rosa, Texas
References:
Ebbing, D. and S. Gammon. General Chemistry, Seventh Ed. Boston: Houghton Mifflin Company, 2002.
Harpstead, M.; T.J. Sauer; and W.F. Bennett. Soil Science Simplified. Fourth Ed. Iowa State Univeristy Press,
2001.
Kohnke, H. and D.P. Franzmeier. Soil Science Simplified. Fourth Ed. Prospect Heights: Waveland Press Inc.,
1995.