Unit Plan
Water Cycle Continuum
Thom Baird
Grass Lake Middle School
Stage 1: Identify Desired Results
Unit Description
This unit addresses the Michigan benchmark in the middle school Hydrosphere section on describing how
surface water in Michigan reaches the oceans and returns.
Relationship to the Big Ideas in Earth Science:
Michigan benchmark
(EH) V.2.MS.2 Describe how surface water in Michigan reaches the oceans and returns.(Water can be
traced in Michigan from its source to sea level and the water cycle can be used to explain how water
returns from the oceans to Michigan again).
Key concepts: Water path--- run-off, creeks, streams, wetlands, rivers, Great lakes. Sources--- snow
melt, rain fall. Gravity.
Real-world contexts: Maps showing streams, lakes, rivers, oceans; examples of motions of rivers and
lakes; freshwater vs saltwater.
ESbD
1. Earth can be conceived as an interacting set of processes and structures composed of the
atmosphere, geosphere, hydrosphere, and biosphere.
11. Water cycles through the atmosphere, hydrosphere, geosphere, and biosphere.
13. Liquid water in great abundance makes Earth unique among the planets of the solar system.
17. Human beings have a unique, large, and growing impact on Earth systems.
21. Earth scientists use representations and models, such as contour maps and satellite images to help
them understand the Earth.
24. Technological advances, such as seismic sounding and satellite remote sensing, advance Earth
science knowledge.
Unit Enduring Understandings:
1.
Water moves through a cycle in such a way as to go from your backyard to the oceans and back
to you again as fresh water. Gravity does its job again!
2.
Fresh water, limited in supply, is essential for life and also important for most industrial
purposes. Don't waste it!
3.
Much of our water supply is located below the surface in ground water deposits, which can be
replenished by rain that soaks into the ground. Thank heavens for all that rain!
4.
Rivers, lakes and groundwater can be depleated or polluted, becoming unavailable or unsuitable
for life. Give a hoot, don't pollute.
Unit Essential Questions:
1.
If you were a lost drop of water here in Grass Lake, Mi. and wanted to get get back home (the
ocean), what might you do or have to go through to get back to the ocean?
2.
Where does our rainfall really come from? Is there any chance you might return to Grass Lake
from your home, the ocean?
3.
What types of changes might a drop of pure water be subjected to in it's travels to the ocean?
What students will need to know and be able to do (knowledge and skills):
1.
Describe the processes and movement of water through the water cycle.
2.
Map reading skills. Local, state and world maps.
3.
What are some of the ways we affect the quality of this water.
4.
Is fresh water renewable?
What do students typically misunderstand?
We have plenty of water here in Michigan, so whats the big deal!
Water comes from the ground.
Rivers flow south.
Michigan water empties into the Mississippi river.
I do not have any affect on the water we have.
It's everywhere. In the desert you just have to dig deeper.
I don't have to worry about it, they'll find a way to make more of it.
It's free so why do we have to pay for it?
Stage 2: Determine Acceptable Evidence
G What is the Goal of the performance?
The goal is to make a road map to get that big "drip" of water, that is in our back yard, to it's home in
the ocean. This will address the Mich. benchmark V.2.MS.2 Describe how surface water in Michigan
reaches the oceans and returns.
R What Role does the student assume in the performance?
The student is a AAA public service person making a "trip-ticket" map to show the proper route for the
"drip".
A What Audience does the student address?
The "Lost Drip Hydrologic Club" of Jackson County Mi.
and/or
Fellow students.
S
What is the Situation for the performance?
You are a big "drip" who has landed in Grass Lake and you want to get home to your fellow "Saltys
Group" in the ocean in good condition.
In your fall you hit the ground with such force you suffered from "Water-Cycle Amnesia" and can't
remember a thing about this reoccuring event in your life.
P
What Product should be produced?
A detailed map, or description, of how the "drip" got here and what it will have to do to get back to the
ocean. Also include a possible return map for any furure reunions that might be planned here in Grass
Lake, Mi.
S
What are the Standards for the product?
The map should include:
1. A diagram of the Water Cycle.
2. How it can get back to the ocean by way of the water path----- run-off, creeks, streems, wetlands,
rivers, Great Lakes, Niagra Falls, St. Lawrence Seaway.
3. Possible tourists traps to stay away from that might endanger the "drip drop" from getting back in
good shape. ie pollutions, manufacturing users, drinkers.
4. Determine the approximate distance it will take for the return trip to the ocean using maps that are
available.
Preconceptions Assessment:
1. To start the unit ask the students to share what they "know" about our water here in Grass Lake.
Leading questions like:
Where does our water come from.
Where is the water from our rain going to end up?
2. List these preconceptions on the board and then put them individually on poster paper. The next day
they will be placed on the wall from all the class sections through the day.
Quizzes, Tests, and Academic Prompts:
1. Pre-conception sharing from class. Then share all three Earth Science classes input by listing and
posting on the wall.
2. Quizes.
3. Design a "trip-ticket" map. Listing points of interest, distance traveled and dangers to demonstrate
understanding.
4. Postconception sharing by rearranging the list on the wall into catagories of FACT or NOT!
5. Designed test.
Other Evidence:
Do so as you think of it.
Stage 3: Plan Learning Experiences, Instruction, and Resources
Use WHERE as a guide to describe the learning experiences, instructional
strategies, and resources you will use to help students address the essential
questions of the unit and achieve deep understanding of the big ideas.
W1. Pre-conception activity
2. What is the water cycle.
3. How does water get from Michigan to the ocean.
4. Present description of the performance tasks early in the unit, along with rubic.
HProclaim "Every drop of water you drink, has been drunk before". Ask for feedback. How does this affect
you? Ask for them to make a journal description, or a short paragraph, of this essential question.
E1. Science Songs - You will need to scroll down to Experiment Songs and select "Why is it Raining
Raindrops?". Also scroll down to Weather Songs and select "The Water Cycle Song".
2. Visualization- Water Cycle
3. Hand outs on the water cycle to be filled in by students.
4. Film by Bill Nye - "Rivers" This is an excellent film that traces a drop of water from a glacier to the
ocean.
5. Maps of Grass Lake, Jackson, Michigan, and the U.S. will be in a lab. investigation. These will also be
available for reference.
6. Visual - Diverting water to and from the Great Lakes
7. Visual-Zoom in on your location from outer space. This gives a big picture view of our world oceans
down to your back yard.
8. Math lab. connection- We are going to show that water is pulled down to the ocean because of
position and of course gravity's effect on the water too.
A. Estimate the elevation of Grass Lake Middle School. Then give them the elevation.
B. Estimate the elevation of Grass Lake. Then give it to them so they can figure the change in elevation
between the two points.
C. Estimate the elevation of Michigan Center Lake. Give them the correct elevation and ask them to
determine the change, in feet, from Grass Lake and then the change from the GLMS site.
D. Repeat this for Lake Michigan, Lake Huron, St. Lawrence River and finally the Atlantic Ocean.
(Students could use topographic maps to find these elevations) Great Lakes Facts & Figures
E. Have them convert each measurement to meters. (To convert ft. to m. you will multiply by 0.3048.)
F. Write a conclusion sentence, or two, that includes how much change there is in elevation from GLMS
to the Atlantic Ocean elevation. Also include the two reasons that will cause all water to eventually get
back to the oceans.
R1. Revisit the preconceptions list and place them into FACT or NOT catagories as a class.
2. Share with other groups their findings.
3. Prompt: What would happen to us here in Grass Lake, Mi. if the water cycle didn't work.
E-
1. Unit Test- Students will take an objective test to determine if they have gained factual knowledge as
well as conceptual knowledge of the following:
A. Fill in a drawing of the water cycle.
B. Describe how surface water in Michigan reaches the oceans and returns.
C. Rain replenishes the water in our backyard, streams, rivers and lakes.
2. A rubric will be developed for evaluation of the 'trip-ticket' for a self evaluation grade. This rubrick will
include space for an evaluation from a peer and finally from the instructor.
3. Watershed game. Students will take one of the four quizes and print out their results to be handed in.
They may take it more than once to improve their scores.
4. Review MEAP (Michigan) scores to see if concepts are understood on benchmark V.2.MS.2