Water
Systems on
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The Grade 8 Unit of Water Systems on Earth covers a variety of
topics about water.
Outcome WS8.1, has students exploring the distribution of water,
the water cycle, and human interactions and influences on water
systems
Outcome WS8.2, includes understanding water ‘s effect on the
landscape and environment.
Outcome WS8.3 focuses on water wildlife species and how water
and the changing environment effects them.
There is also a significant focus in our unit on sustainability and
conservation of water that is reflected throughout the outcomes
and is highlighted in many of the activities and discussions. This
is important because students are learning about water, but also
changing their perspective to positively influence the future of our
planet.
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This unit follows the same sequence as the
curriculum, starting with Outcome WS8.1, then
WS8.2, and finally WS8.3. The unit focus on
sustainability of water and it ties in with both
starting and ending the unit.
The unit covers an estimated time of 6 – 8
weeks, depending on how much time is spent
on some of the activities and extension
opportunities.
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This unit is made up of a majority of activity based learning. We
chose this approach because it provides the opportunity for
students to experience the learning and have hands on experience
in the science field. This allows for a deeper understanding of the
topics and learning. We experimented with non traditional ways
of teaching science in order to get students excited and interested.
We also incorporated activities and techniques that adapted to all
types of learners, visual, audio, and kinaesthetic, so all students
have the chance to learn and enjoy. Human and environmental
justice was another approach we had during this unit. The human
element is brought in to work with the indicators, but also provide
the unique opportunity for students to think more critically about
the world and how we can improve it.
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The ‘5 E’ learning cycle is important to our unit
and is incorporated in many ways. Since out
unit is comprised of activities, we have a
unique opportunity to utilize this cycle a lot. In
some cases, the 5 ‘E’s are all used in a single
activity and other times there is a combination
of activities that work together to piece the 5 E
cycle for the student’s benefit.
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Example ‘5 E’ Learning Cycle
Engage:
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Explore:
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Dragonfly Pond Activity (Project Wild, p. 354)
Elaborate:
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Water Footprint Activity
Explain:
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World Water Statistics Discussion
Dragonfly Pond Research and Debate
Evaluate:
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Dragonfly Pond Presentation and Journal Reflection
At the beginning of the Water Systems Unit it is important to
establish classroom rules and expectations. Within these
expectations we will also establish classroom safety rules and
procedures. Throughout the unit we will review to ensure
that all students understand. Our classroom management
strategies will be activity based. By making our classroom
activity based it will keep the students engaged and
interested. This responsibility will empower students to
achieve their goals. Our activities that we chose to engage
students also involve different environments to keep
students interest by not always being in the classroom. To
help with time management in the classroom pre made
groups will be made at the beginning of the unit to maximize
time for activities.
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a) Construct visual representations of the world distribution of water, and the distribution of water in
Saskatchewan, including watersheds, lakes, rivers, streams, river systems, wetlands, ground water, saline
lakes, and riparian areas.
b) Compare physical characteristics of surface water features, such as lakes, rivers, streams, wetlands, and
riparian areas.
c) Examine the significance of water to First Nations and Métis people of Saskatchewan, including water as an
essential element of life, transportation, water quality, fishing practices, and treaty rights regarding fishing.
d) Apply the concept of systems as a tool for interpreting the structure and interactions of water systems by
constructing representations of systems such as the water cycle, watersheds, and continental drainage basins
and showing interrelationships between parts of the system.
e) Construct a written, visual, or dramatic representation of the water cycle, including showing or explaining
how a single particle of water can travel through the cycle over extended periods of time.
f) Identify possible personal, societal, economic, and environmental consequences of natural changes and
human practices and technologies that pose threats to surface and/or ground water systems in Saskatchewan.
(e.g., vegetation removal, water and sewage treatment plants, timber harvesting, over-application of fertilizers,
agricultural and urban irrigation, impervious ground cover, land alterations, mining, introduction of invasive
species, shoreline erosion, fluctuating lake levels, flooding, draining and/or channelling of surface water
features, and damming of rivers).
g) Research a specific human practice or technology that may pose a threat to surface and/or groundwater
systems in Saskatchewan and explain how different groups in society (e.g., landowner, consumer, business
owner, recreational user, fisherman, government official, and farmer) may have conflicting needs and desires
in relation to the practice or technology and how those decisions or actions of different stakeholders may or
may not be addressed by scientific or technological knowledge.
h) Evaluate individual and group processes used in planning, problem solving, decision making, and
completing a task related to studying threats to water systems, such as accepting various roles in a group,
sharing responsibility for carrying out decisions, and seeking consensus before making decisions.
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Orange Peel World Activity (1)
Students will understand how much of the earth’s surface is
water through following direction to peel an orange representing
the earth.
Indicators:
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a) Construct visual representations of the world distribution of water, and the
distribution of water in Saskatchewan, including watersheds, lakes, rivers,
streams, river systems, wetlands, ground water, saline lakes, and riparian areas.
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It’s a Small World (2) (3)
Students will act out and see a visual representation of the
distribution of fresh water around the world and discuss and
explore the reasons and consequences for this.
Indicators:
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a) Construct visual representations of the world distribution of water, and the
distribution of water in Saskatchewan, including watersheds, lakes, rivers,
streams, river systems, wetlands, ground water, saline lakes, and riparian areas.
Cross Curricular: Social Studies
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How Wet is Our Planet (Project Wild, p. 50)
Students will understand the distribution of water on earth (ie
oceans, rivers, lakes) through a measuring and calculating activity.
Indicators:
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a) Construct visual representations of the world distribution of water, and the distribution of water in
Saskatchewan, including watersheds, lakes, rivers, streams, river systems, wetlands, ground water, saline
lakes, and riparian areas.
Cross Curricular: Mathematics
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The History of Water (4)
Students will read and share traditional First Nations stories of the history of
water, how it came on earth, and its importance. Students will then write their own
legend on how water first came into being.
Cross Curricular: ELA
Wood Bending (5)
In this activity students will learn about and use water to bend and shape pieces of
wood to understand one of the traditional First Nations uses of water.
Indicators:
 c) Examine the significance of water to First Nations and Métis people of
Saskatchewan, including water as an essential element of life, transportation,
water quality, fishing practices, and treaty rights regarding fishing.
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Surface Water Features (20)
Students will look at a variety of photographs and pictures of examples of surface water
features. They will put them into categories and write down a list of characteristics that
accompany each feature. The class will compare their lists of characteristics and add any to the
list to make the distinctions between what makes each one unique and classifiable. (use
resource for information)
Saskatchewan’s Water (6)
This site offers information about the distribution of water in Saskatchewan and the uses
of it as a resource.
Saskatchewan Watershed Authority: Conserving Our Water Document (7)
This document is a huge resource with information regarding the distribution of water in
Saskatchewan and the water conservation issue. It also provides questions for the students to
think about, discuss, and answer, and actually send in to the government.
Indicators:
Compare physical characteristics of surface water features, such as lakes, rivers, streams,
wetlands, and riparian areas.
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“Branching Out” (Project Wet, p. 129)
Students will build a model landscape and investigate how
water flows through and connects to different surface water areas.
Indicators:
b) Compare physical characteristics of surface water features, such as lakes,
rivers, streams, wetlands, and riparian areas.
 d) Apply the concept of systems as a tool for interpreting the structure and
interactions of water systems by constructing representations of systems such
as the water cycle, watersheds, and continental drainage basins and showing
interrelationships between parts of the system.
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Extension opportunities: Watershed (Project Wild, p. 376)
As a class project, students construct and monitor their own
watershed and record and explore its uses.
Indicators:
b) Compare physical characteristics of surface water features, such as lakes,
rivers, streams, wetlands, and riparian areas.
 d) Apply the concept of systems as a tool for interpreting the structure and
interactions of water systems by constructing representations of systems such
as the water cycle, watersheds, and continental drainage basins and showing
interrelationships between parts of the system.
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“Alice in Waterland” (Project Wild, p. 380)
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Students will visual imagine the water cycle through story telling. Then they
will create a visual mural representation of the process in which a single drop goes
through from human use through the cycle.
Cross Curricular: Arts Ed
“Imagine” (Project Wet, p.157).
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Students use their imagination sparked by visualization and prompts to go
through the various forms (liquid, solid, gas) of the water cycle around the world.
Water Cycle Song (8) (9)
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Students will listen to the water cycle song written and produced by Don
Waite and will create their own musical rendition depicting the water cycle.
Cross Curricular: Information Processing
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Indicators:
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e) Construct a written, visual, or dramatic representation of the water cycle,
including showing or explaining how a single particle of water can travel
through the cycle over extended periods of time.
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“The Incredible Journey” (Project Wet, p.161)
Students simulate the water cycle, moving from stations with
rolling die, and its interactions throughout the ecosystem and then
discuss the experience and the effects.
Indicators:
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d) Apply the concept of systems as a tool for interpreting the structure and interactions of
water systems by constructing representations of systems such as the water cycle,
watersheds, and continental drainage basins and showing interrelationships between parts
of the system
e) Construct a written, visual, or dramatic representation of the water cycle, including
showing or explaining how a single particle of water can travel through the cycle over
extended periods of time.
Water Cycle (10)
Students will explore an interactive website to formally understand
the water cycle.
“Water models” (Project Wet, p.201)
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Students will construct model demonstrating the water cycle.
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Indicators:
d) Apply the concept of systems as a tool for interpreting the structure and
interactions of water systems by constructing representations of systems such
as the water cycle, watersheds, and continental drainage basins and showing
interrelationships between parts of the system
 e) Construct a written, visual, or dramatic representation of the water cycle,
including showing or explaining how a single particle of water can travel
through the cycle over extended periods of time.
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World Water Statistics (12)
Students will be shown statistics about water use worldwide and discuss the
reason and implementations of them.
Water Footprint (11)
Students will calculate their impact they have with their lifestyle on water
resources to understand how much of an effect humans have on and need water.
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Indicators:
 f) Identify possible personal, societal, economic, and environmental
consequences of natural changes and human practices and technologies that
pose threats to surface and/or ground water systems in Saskatchewan.
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Research and Debate Project:
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Dragonfly Pond (Project Wild, p. 354)(Expanded)
Students will understand the many uses of a wetland and the effects that
humans have on the resource and the personal, social, economic, and
environmental consequences. Through this simulation they will understand and
figure out how and why a variety of groups in society, including First Nations,
need and use water.
Research
Students, in groups, will investigate further and research their chosen group.
They will find more specifically (ie. what they need and use water for, how they do
that, what kinds of conservation techniques they could use).
Debate
After researching and preparing themselves, groups will then have a class debate
as their chosen group to present and try to win the argument over who gets
priority to use the land around the pond.
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Cross Curricular: ELA, Social Studies
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Research and Debate Project:
Indicators:
f) Identify possible personal, societal, economic, and environmental consequences of natural changes and
human practices and technologies that pose threats to surface and/or ground water systems in Saskatchewan.
(e.g., vegetation removal, water and sewage treatment plants, timber harvesting, over-application of fertilizers,
agricultural and urban irrigation, impervious ground cover, land alterations, mining, introduction of invasive
species, shoreline erosion, fluctuating lake levels, flooding, draining and/or channelling of surface water
features, and damming of rivers).
g) Research a specific human practice or technology that may pose a threat to surface and/or groundwater
systems in Saskatchewan and explain how different groups in society (e.g., landowner, consumer, business
owner, recreational user, fisherman, government official, and farmer) may have conflicting needs and desires
in relation to the practice or technology and how those decisions or actions of different stakeholders may or
may not be addressed by scientific or technological knowledge.
h) Evaluate individual and group processes used in planning, problem solving, decision making, and
completing a task related to studying threats to water systems, such as accepting various roles in a group,
sharing responsibility for carrying out decisions, and seeking consensus before making decisions.
c) Examine the significance of water to First Nations and Métis people of Saskatchewan, including water as an
essential element of life, transportation, water quality, fishing practices, and treaty rights regarding fishing.
Extension Opportunity: Saskatchewan Science Center “Field of Streams” (12)
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Students will take a class field trip to the Saskatchewan Science Center and investigate the
interactive activity “Field of Streams”, where students get to build models and see how water
effects the land and buildings.
Indicators:
 f) Identify possible personal, societal, economic, and environmental consequences of
natural changes and human practices and technologies that pose threats to surface and/or
ground water systems in Saskatchewan. (e.g., vegetation removal, water and sewage
treatment plants, timber harvesting, over-application of fertilizers, agricultural and urban
irrigation, impervious ground cover, land alterations, mining, introduction of invasive
species, shoreline erosion, fluctuating lake levels, flooding, draining and/or channelling of
surface water features, and damming of rivers).
a. Explain how the processes of weathering, erosion, and deposition result from water movement
and wave action, including how waves and tides are generated and how they interact with
shorelines.
b. Plan and conduct a simulation to demonstrate how temperature differences cause water currents.
c. Explain the meaning and significance of the forces that shape the landscape to First Nations and
Métis people.
d. Describe how the interactions of ocean currents, winds, and regional climates shape local,
regional, national, and global environments.
e. Critique the design and function of technologies designed to minimize damage due to waves and
tides (e.g., piers, breakwaters, dune vegetation, and coastline reconfiguration) in oceans and inland water bodies.
f. Create a written, visual, physical, or dramatic representation of the processes that lead to the
development of rivers, lakes, continental drainage systems, and ocean basins, including
glaciation, continental drift, erosion, and volcanic action.
g. Relate factors that affect glacier formation and reduction and their effects on the environment to
the formation of glacial landforms in Saskatchewan (e.g., drumlins, moraines, eskers, and
kettle lakes).
h. Identify factors that affect polar icecap formation and reduction and their effects on the
environment, including possible changes to ocean currents and climate patterns.
i. Propose new questions and problems for future study that arise from the study of the effects of
wind, water, and ice on the landscape (e.g., “How might changes in glaciers affect
Saskatchewan water supplies?” “How might icecap melting change Canadian coastlines?”).
The Great Stony Book
(Project WET pg 150)
•A simulation of water eroding through layers of rock (ex. Grand Canyon)
•Indicators:
•a. Explain how the processes of weathering, erosion, and deposition result from water movement and wave action,
including how waves and tides are generated and how they interact with shorelines.
•d. Describe how the interactions of ocean currents, winds, and regional climates shape local, regional, national, and
global environments.
•f. Create a written, visual, physical, or dramatic representation of the processes that lead to the development of
rivers, lakes, continental drainage systems, and ocean basins, including glaciation, continental drift, erosion, and
volcanic action.
A House of Seasons (Project WET pg 155)
-Students create a collage displaying the presence of water in each season.
•Indicators:
•b. Plan and conduct a simulation to demonstrate how temperature differences cause water currents.
•c. Explain the meaning and significance of the forces that shape the landscape to First Nations and Métis people.
•d. Describe how the interactions of ocean currents, winds, and regional climates shape local, regional, national, and
global environments.
•f. Create a written, visual, physical, or dramatic representation of the processes that lead to the development of
rivers, lakes, continental drainage systems, and ocean basins, including glaciation, continental drift, erosion, and
volcanic action.
•Extension opportunities:
-ELA - write a story, poem, or song about your collage
-Science- Students can investigate how the earths axis and rotation
causes seasons.
Just Passing Through(Project WET pg 166)
•Students investigate the movement of water
over land
•Indicators:
•a. Explain how the processes of weathering, erosion, and deposition
result from water movement and wave action, including how waves and
tides are generated and how they interact with shorelines.
•b. Plan and conduct a simulation to demonstrate how temperature
differences cause water currents.
•c. Explain the meaning and significance of the forces that shape the
landscape to First Nations and Métis people.
•d. Describe how the interactions of ocean currents, winds, and regional
climates shape local, regional, national, and global environments.
•e. Critique the design and function of technologies designed to
minimize damage due to waves and tides (e.g., piers, breakwaters, dune
vegetation, and coastline reconfiguration) in oceans and in-land water
bodies.
•f. Create a written, visual, physical, or dramatic representation of the
processes that lead to the development of rivers, lakes, continental
drainage systems, and ocean basins, including glaciation, continental
drift, erosion, and volcanic action.
•Extensions Opportunities:
•- Possible opportunity to research the meaning
of various plants, types of weather, and other
elements of our environment from a First
Nations perspective.
Glaciers and Icebergs (14)
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Students will construct their own
glacier and observe what happens
when glaciers move and how the
moving glacier leaves clues to the
climate in a particular place over a
long period of time
Indicators:
f. Create a written, visual, physical, or dramatic representation of
the processes that lead to the development of rivers, lakes,
continental drainage systems, and ocean basins, including
glaciation, continental drift, erosion, and volcanic action.
g. Relate factors that affect glacier formation and reduction and
their effects on the environment to the formation of glacial
landforms in Saskatchewan (e.g., drumlins, moraines,
eskers, and kettle lakes).
h. Identify factors that affect polar icecap formation and
reduction and their effects on the environment, including
possible changes to ocean currents and climate patterns.
i.
Propose new questions and problems for future study that
arise from the study of the effects of wind, water, and ice
on the landscape (e.g., “How might changes in glaciers
affect Saskatchewan water supplies?” “How might icecap
melting change Canadian coastlines?”).
To wrap up the outcome of 8.2 I would propose to students that they construct a final
project based around indicator (i). They will propose a question for deeper
understanding and will then display their new knowledge any way they see fit.
i. Propose new questions and problems for future study that arise from the study of the
effects of wind, water, and ice on the landscape (e.g., “How might changes in
glaciers affect Saskatchewan water supplies?” “How might icecap melting change
Canadian coastlines?”).
Possible ways of doing so: Research paper, Diorama, Poster or display board, Song,
Dramatic performance, Poem or short story. Many of these possible idea could be
extended to various subjects like ELA or Arts Ed.
This will be used to asses the students and show that they understand.
Indicators
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A. Examine the ways in which First Nations and Métis people traditionally valued, depended upon, and cared
for aquatic wildlife and plants in Saskatchewan and Canada.
B. Identify diverse examples of organisms in a variety of marine and freshwater ecosystems (e.g., wetlands,
lakes, rivers, salt marsh, estuary, ocean, and intertidal zone) and explain how biodiversity is an indicator of
ecosystem health.
C. Identify factors that affect productivity and species distribution in aquatic environments (e.g., temperature,
turbidity, sunlight, nutrients, salinity, water depth, currents, overfishing, upwelling, and pollutants).
D. Research a student-selected aquatic species, describe the characteristics of its environment, identify factors
that could affect its productivity, and suggest methods of ensuring long-term viability of the species.
E. Measure factors that provide indicators of water quality, such as temperature, turbidity, dissolved oxygen
content, presence of nitrates or phosphates, and macroinvertebrates, from a variety of samples of water.
F. Interpret patterns and trends in water quality data, and infer and explain relationships among the variables.
G. Identify strengths and weaknesses of different methods of collecting and displaying data about water
quality.
H. Describe examples of technologies used to assess water quality and how those technologies have changed
over time.
I. Provide examples of how individuals and public and private Canadian institutions contribute to the
sustainable stewardship of water through traditional knowledge and scientific and technological research and
endeavours related to aquatic environments (e.g., marine research institutes, universities, federal and
provincial government departments, and ecological groups) and identify possible careers related to the study
and stewardship of water.
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“Biodiversity” (15)
- This activity came from National
Geographic. In this activity students
research two different types of
ecosystems, as well as an aquatic
species from both ecosystems. For
example, the Hawaiian islands and
the humpback whale.
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Indicators:
d. Research a student-selected aquatic
species, describe the characteristics of its
environment, identify factors that could
affect its productivity, and suggest
methods of ensuring long-term viability
of the species.
A. Examine the ways in which First
Nations and Métis people traditionally
valued, depended upon, and cared for
aquatic wildlife and plants in
Saskatchewan and Canada.
Extension Opportunities
Research a species native to
Canada and its significance to
First Nations tradition.
Cross Curricular
-Social Studies
-Geography
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Turtle Hurdle
(P. 363 Project Wild)
- In this activity students discover the life
cycle, mortality factors, making
inferences about the effects of limiting
factors on sea turtle populations, as well
as making recommendations to limit
these factors.
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Indicators:
b. Identify diverse examples of organisms in a
variety of marine and freshwater ecosystems
(e.g., wetlands, lakes, rivers, salt marsh, estuary,
ocean, and intertidal zone) and explain how
biodiversity is an indicator of ecosystem health.
c. Identify factors that affect productivity and
species distribution in aquatic environments
(e.g., temperature, turbidity, sunlight, nutrients,
salinity, water depth, currents, overfishing,
upwelling, and pollutants).
d. Research a student-selected aquatic species,
describe the characteristics of its environment,
identify factors that could affect its productivity,
and suggest methods of ensuring long-term
viability of the species.
Extension Opportunities- Can extend/
be applied to local animals
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Cross Curricular- Health (life cycles of both
humans and animals)
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“Contaminated
Drinking Water”(16)
In this activity students will contaminate
their water with edible ingredients
(vinegar& salt). The purpose of this
activity is to see if students can detect
contaminated water with their taste buds
& their eyes.
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Indicators:
e. Measure factors that provide indicators of
water quality, such as temperature, turbidity,
dissolved oxygen content, presence of nitrates or
phosphates, and macroinvertebrates, from a
variety of samples of water.
f. Interpret patterns and trends in water quality
data, and infer and explain relationships among
the variables.
g. Identify strengths and weaknesses of different
methods of collecting and displaying data about
water quality.
h. Describe examples of technologies used to
assess water quality and how those technologies
have changed over time.
Extension Opportunities- can extend
into math, health, as well as deeper into
science(profound impact something as harmless
as salt can have on us and our water)
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Cross Curricular- could cross into health
(consuming poor quality water)
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Ocean in a bottle (17)
In this activity, students make their own
ocean in a bottle, contaminating their
bottle with oils and soap. From this
activity, students gain an understanding
of water pollution and how some of it
mixes in while others don’t.
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Indicators:
c. Identify factors that affect productivity and species
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distribution in aquatic environments (e.g., temperature,
turbidity, sunlight, nutrients, salinity, water depth,
currents, overfishing, upwelling, and pollutants).
e. Measure factors that provide indicators of water quality,
such as temperature, turbidity, dissolved oxygen content,
presence of nitrates or phosphates, and
macroinvertebrates, from a variety of samples of water.
f. Interpret patterns and trends in water quality data, and
infer and explain relationships among the variables.
g. Identify strengths and weaknesses of different methods
of collecting and displaying data about water quality.
h. Describe examples of technologies used to assess water
quality and how those technologies have changed over
time.
Extension Opportunities- Research how
these pollutants end up in the water, and what harm
they present to us and animals alike. Or, research one
body of water in particular and see how “healthy” it
is.
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Science journals (20%)
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Outcome WS8.1 (30%)
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Dragonfly pond project and presentation.
Outcome WS8.2 (30%)
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Student will keep a “Science Learning Journal”. They will
record the activities that they do in the unit and write their
discoveries, feelings, and questions towards the topics and
science. This will account for the “for” and “as” assessment.
Deeper Questioning project and presentation.
Outcome WS8. 3 (20%)
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“Biodiversity” Species Research Project and presentation.
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Project Wet Curriculum and Activity Guide, 2005, The Watercourse,
Project Wet International Foundation: Montana
Project Wild Activity Guide, 2006, Canadian Wildlife Federation, Council
for Environmental Education: Ontario
1) Field Trip Activity (attachment 1)
2)http://www.cwec.ca/content/documents/Teachers/small%20world.p
df
3)http://www.worldmapper.org/display.php?selected=102
4) ://www.forrex.org/JEM/ISS1/vol1_no1_art7.pdf
5) http://www.literacycommunity.com/grade3/firstnations/waters.htm
6) http://www.econet.sk.ca/issues/water/overview.html
7)
http://www.swa.ca/WaterConservation/Documents/WaterConservatio
n.pdf
8) Don Waite’s Earth Songs CD
9) “GarageBand”
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10) http://www.epa.gov/safewater/kids/flash/flash_watercycle.html
11) www.waterfootprint.org
12) http://www.worldometers.info/
13)
http://www.sasksciencecentre.com/here/exhibits/fieldofstreams.html
14)
http://school.discoveryeducation.com/lessonplans/programs/iceberg/
15)http://www.nationalgeogrsphic.com/expeditions/lessons/08/g68/in
dex.html
16)http://www.reachoutmichigan.org/funexperiments/agesubject/lesso
ns/bottledocean.html
17)http://www.reachoutmichigan.org/funexperiments/agesubject/lesso
ns/cdwater.html
18) http://www.janegoodall.ca/project-blue/FirstNationsandWater.html
19) http://dsc.discovery.com/discovery-earth-live/#story=midwayjourney
20) http://ga.water.usgs.gov/edu/mearthsw.html
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* * FIELD-TRIP ACTIVITY #1 * *
ACTIVITY:
1. Take the orange and remove 3/4 of the peel
**This represents how much of the earth is water.
2. Take away 1/2 of what’s left on the peel.
**This represents swamps, deserts, cities, mountains, etc. where food is
not grown.
3. Take away another 3/.4 of the remaining peel
**This represents areas that are too hot, too cold, too wet, too rocky, or too
infertile to farm.
4.That bit of peel left (1/32) shows how much land there is on the whole
earth to provide food for people and
animals. This thin layer represents the thin crust of the earth upon which
all people, animals and plants depend for
food and survival!