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Unit of Study Title:  “Water supply, management, and quality”

Topic Area:  Water plays a crucial role in the regulation of our environment.  Therefore it essential to study the science of the H20 compound.  The integration of science, math, agriculture, geography, and technology will be incorporated into the unit.  Students will use science to analyze water.  Math will be used to calculate water use/waste problems. Agricultural aspects will focus on farm/rural water needs and soil water content.  Geography maps will be used to distinguish between areas with differing water quantities and qualities.  Finally, using new water testing equipment as well as computers and the Internet to research the topic will incorporate Technology.  Overall students should gain a basic understanding of water related ideas and be able to apply it to practical usage.

Grade Level:  9-10

Time Frame:  2.5 weeks

Key Words:  Water, environmental science, hydrologic cycle, water processes, water supply, water management, water quality, the nature of water

Peer reviewer E-mail:  lee.babb@k12.sd.us; susan.evenson@k12.sd.us

Link to SD Content Standards:  Students will identify and evaluate the relationships and ethical implications of science, upon technology, environment, and society. 

RATIONALE:

The interrelationship of science, technology, and society impacts the world and its resources. Technology is essential to science because it enhances scientific observations of phenomena and provides tools for investigations, inquiry and analysis. Science and technology provide the solutions to many human problems; however, solutions may have unintended consequences. Through the use of technology, students will better understand the benefits, risks, and constraints of scientific problem solving.

SD Content Standard Indicators:

SD Content Standard Benchmarks/Standards:

1. Explain the relationships between the maintenance and progress of society and of scientific advancement.
2. Evaluate the scientific accuracy of information relevant to a specific issue regarding local, national, and/or global agricultural practices that affect the environment.
3. Describe immediate and long-term consequences of potential solutions for technological-related issues. (Example: natural catastrophes, interactions of populations, resources and environment, health, disease)
4. Analyze the benefits, limitations, cost, and consequences involved in using, conserving, or recycling resources.
5. Describe possible consequences of reducing or of eliminating some of Earth’s natural resources.

Other Content Standards: The integration of science, math, agriculture, geography, and technology will be incorporated into the unit.  Students will use science to analyze water.  Math will be used to calculate water use/waste problems. Agricultural aspects will focus on farm/rural water needs and soil water content.  Geography maps will be used to distinguish between areas with differing water quantities and qualities.  Finally, using new water testing equipment as well as computers and the Internet to research the topic will incorporate Technology.  Overall students should gain a basic understanding of water related ideas and be able to apply it to practical usage.

Brief Summary of Unit (curriculum and unit goals): 

Students will understand?: 

1. The meaning and composition of water
2. The importance of water
3. Sources of water
4. The hydrologic cycle
5. How water is stored and distributed
6. How water is used and managed
7. Characteristics of water quality
8. The difference between point and nonpoint source pollution
9. Sources of water quality problems
10. How to do water testing and monitoring

  What essential questions will guide this unit and focus teaching and learning?:

1. What is the composition of water?
2. What are the physical states of water?  What causes these states to change?
3. What is salinity?  What are the three categories of water based on salinity distinguish between each.
4. What are important uses of water?
5. What are the two major sources of water?  Describe each.
6. Where is water stored?
7. What is water distribution?
8. What is potable water?
9. What treatment may be given water?
10. What are POU water treatment systems?
11. What is water quality?
12. What are the important biological characteristics of water?
13. Describe the water cycle.
14. What is stream hydrology?
15. What is a watershed?  How is water quality related to the conditions in a watershed?
16. What is a flood plain?  Why are flood plains important in planning land use?
17. What are the common nonflowing bodies of water?  Distinguish between each.
18. What kinds of materials cause water pollution?
19. What is water quality monitoring and how is it done?
20. Distinguish between point and nonpoint source pollution.

What key knowledge and skills will students acquire as a result of this unit?

SWBAT: 

Assessment Plan:  Assessment will be both formative and summative.  A definition quiz and a chapter test will be given to evaluate understanding of the concepts, as well as my jeopardy power point, which is included in the UBD on my website.  Assessment will also be evaluated informally by watching students interacting while they are involved in their learning activities.  The student’s data from these activities should have outcomes that are relatively close to the desired outcomes.

~Daily work will be graded and count 15% of student’s grade for this unit.

~Quizzes (two) will be graded and count 15%.

~Lab activities will be graded and count 10%.

~Jeopardy Game (unit review) will be graded and count 10%.

~Unit Test will be graded and count 35%.

~Group Power Point Projects will be graded and count 15%.

Learning Activities:

1.  Salty Solutions Activity - Students will learn a method to measure salt content in water by using a refractometer.

2.  Models of the Water Cycle Activity- To develop an understanding of the water cycle by building and evaluating two different physical models. 

3.  Note Taking through the use of Power Points and Overheads

4.  Water Sampling

5.  Class Presentations

6.  Water Labs – Composition and states of water

7.  Class Discussions

Unit’s daily activities:

Day 1 – Introduction of water supply and management.  Power Point on the nature of water.  Short water lab on the 3 states of water.

Day 2 – Salty Solutions Activity.  Overhead notes on sources of water and discussion on the importance of water.

Day 3 – Water storage and distribution, and water management notes.  Analyze a watershed reference map.  Chapter14 questions.

Day 4 – Chapter 14 quiz.  Introduction to water quality.  Power Point on water quality.  Explanation of taking a water sample and performing water tests.

Day 5 – Determine water quality standards.  Collect a water sample and perform the following tests: 1.Dissolved oxygen test  2.Water hardness  3.Sodium and phosphate test  4.pH test & salinity test.  Then interpret the results, including laws and rights that may apply.

Day 6 – Interpret and analyze the results and develop possible solutions, and retest water.  Start group power point presentation research on water quality.

Day 7 - Presentation workday.

Day 8 – Group Power Point Presentations (see website for grading rubric)

Day 9 – Discuss the water cycle and processes.  Models of the Water Cycle Activity on the Internet and simulation.

Day 10 – Overhead notes on flowing and non-flowing water sources.  Discuss water pollution and water monitoring & testing.

Day 11 – Calculating water needs of farm/rural communities.  Worksheet with water calculations.  Chapter 15 questions

Day 12 – Quiz over chapter 15.  Jeopardy review game (found on my website).  Final Review.

Day 13 – Test over chapters 14 and 15. 

Notes:  This lesson was developed in accordance with the textbook Environmental Science and Technology  2^nd edition.  Published by Interstate Publishing and written by Lynn Porter, Jasper S. Lee, Diana L. Turner, and Malcolm Hillan.  All chapter questions, quizzes, and tests are offered with the additional resources that can be purchased with this textbook.

Internet Resource Link:  Power Points, a Jeopardy game, and other resources can be found on my website.  An interactive drip calculator website will also be used: http://www.republicmo.com/cityhall/water_drip_calculator.htm

Peer Reviewer Comments:

This unit integrates several different curriculum areas as well as the effective use of technology.  It could be used in environmental science, agriculture, general science, math, and geography.