7E and GRC-3D Lesson Guides for the Soil Moisture and ... · 2 Soil Moisture and Irrigation Scheduling Practices VFT: Teacher Lesson Plan Science and Engineering Practices: Planning

7EandGRC-3DLessonGuidesforthe

SoilMoistureandIrrigationSchedulingPractices

VirtualFieldTrip

1SoilMoistureandIrrigationSchedulingPracticesVFT:TeacherLessonPlan

ByDiedreYoung,SoybeanScienceChallenge

7ELessonfor

JuddHillFoundationFarm

SoilMoistureandIrrigationSchedulingPracticesVirtualFieldTrip

Grade9-12IntegratedChemistry,EnvironmentalScienceandAgriculturalScience

ArkansasNGSSSuggestions:

Chemistry:TopicOne:MatterandChemicalReactions:Cl-ESS2-5:PlanandconductaninvestigationofthepropertiesofwateranditseffectsonEarthmaterialsandsurfaceprocesses.


ScienceandEngineeringPractices:PlanningandCarryingOutInvestigations(CL-ESS2-5)

CrosscuttingConcepts:StructureandFunction(CL-ESS2-5)

DisciplinaryCoreIdeas:ESS2.C:TherolesofwaterinEarth’sSurfaceProcesses(CL-ESS2-5)

ConnectionstotheArkansasDisciplinaryLiteracyStandards:WHST.9-12.7

ConnectionstotheArkansasMathematicStandards:HSN.Q.A.3

Cl1-ETS1-2:Designasolutiontoacomplexreal-worldproblembybreakingitdownintosmaller,moremanageableproblemsthatcanbesolvedthroughengineering

ScienceandEngineeringPractices:ConstructingExplanationsandDesigningSolutions(Cl1-ETS1-2)

DisciplinaryCoreIdeas:ETS1.C:OptimizingtheDesignSolution(Cl1-ETS1-2)

ConnectionstotheArkansasMathematicStandards:MP.4

EnvironmentalScience:

TopicOne:SystemsEVS-ESS2-5:PlanandconductaninvestigationofthepropertiesofwateranditseffectsonEarthmaterialsandsurfaceprocesses.

ScienceandEngineeringPractices:PlanningandCarryingOutInvestigations(EVS-ESS2-5)

CrosscuttingConcepts:StructureandFunction(EVS-ESS2-5)

DisciplinaryCoreIdeas:ESS2.CTherolesofwaterinEarth’sSurfaceProcesses(EVS-ESS2-5)

ConnectionstotheArkansasDisciplinaryLiteracyStandards:WHST.9-12.7

ConnectionstotheArkansasMathematicStandards:HSN.Q.A.3

EVS1-ETS1-1:Analyzeamajorglobalchallengetospecifyqualitativeandquantitativecriteriaandconstraintsforsolutionsthataccountforsocietalneedsandwants.

ScienceandEngineeringPractices:AskingQuestionsandDefiningProblems.(EVS1-ETS1-1)


CrosscuttingConcepts:InfluenceofEngineering,TechnologyandScienceonSocietyandtheNaturalWorld.(EVS1-ETS1-1)

DisciplinaryCoreIdeas:ETS1.A:DefiningandDelimitingEngineeringProblems.(EVS1-ETS1-1)

ConnectionstotheArkansasDisciplinaryLiteracyStandards:RST.11-12.7,RST.11-12.8,RST.11-12.9

ConnectionstotheArkansasMathematicStandards:MP.2,MP.4

Topic4:SustainabilityEVS-ESS3-2:Evaluatecompetingdesignsolutionsfordeveloping,managingandutilizingenergyandmineralresourcesbasedoncost-benefitratios.

ScienceandEngineeringPractices:EngageanArgumentfromEvidence(EVS-ESS3-2)

CrosscuttingConcepts:InfluenceofScience,EngineeringandTechnologyonSocietyandtheNaturalWorld.ScienceAddressesQuestionsabouttheNaturalandMaterialWorld.(EVS-ESS3-2).

DisciplinaryCoreIdeas:ESS3.A:NaturalResources.ETS1.B:DevelopingPossibleSolutions(EVS-ESS3-2),

ConnectionstotheArkansasDisciplinaryLiteracyStandards:RST.11-12.8

ConnectionstotheArkansasMathematicStandards:MP.2

EVS-LS2-7:Design,evaluateandrefineasolutionforreducingtheimpactsofhumanactivitiesontheenvironmentandbiodiversity.

ScienceandEngineeringPractices:ConstructingExplanationsandDesigningSolutions(EVS-LS2-7).

CrosscuttingConcepts:StabilityandChange(EVS-LS2-7)

DisciplinaryCoreIdeas:LS2.C:EcosystemDynamics,Functioning,andResilience,ESS3.A:NaturalResources,ESS3.C:HumanImpactsonEarthSystems,ETS1.B:DevelopingPossibleSolutions.(EVS-LS2-7).

ConnectionstotheArkansasDisciplinaryLiteracyStandards:RST.9-10.8,RST.11-12.1,RST.11-12.8,WHST.9-12.7


ConnectionstotheArkansasMathematicStandards:MP.2,HSN.Q.A.1,HSN.Q.A.2,HSN.Q.A.3

EVS-LS4-6:Createorreviseasimulationtotestasolutiontomitigateadverseimpactsofhumanactivityonbiodiversity.

ScienceandEngineeringPractices:UsingMathematicsandComputationalThinking(EVS-LS4-6).

CrosscuttingConcepts:CauseandEffect(EVS-LS4-6).

DisciplinaryCoreIdeas:LS4.C:Adaptation,LS4.D:BiodiversityandHumans,ETS1.B:DevelopingPossibleSolutions(EVS-LS4-6).

ConnectionstotheArkansasDisciplinaryLiteracyStandards:WHST.9-12.5,WHST.9-12.7.

EVS4-ETS1-3:Evaluateasolutiontoacomplexrealworldproblembasedonprioritizedcriteriaandtradeoffsthataccountforarangeofconstraints,includingcost,safety,reliability,andaestheticsaswellaspossiblesocial,cultural,andenvironmentalimpacts

ScienceandEngineeringPractices:UsingMathematicsandComputationalThinking(EVS-ESS3-3)

CrosscuttingConcepts:CauseandEffect(EVS-LS4-6),StabilityandChange(EVS-ESS3-3),SystemsandSystemModels(EVS-ESS3-6)

DisciplinaryCoreIdeas:ETS1.B:DevelopingPossibleSolutions(EVS-LS4-6).

ConnectionstotheArkansasMathematicStandards:MP.2.

Objective:Studentswillunderstandtheimportanceofirrigationwateringinregardstoconservationofwaterandthelesseningoftheenvironmentalimpactcontaminatedrunoffwaterwillhaveonthelocalecosystem.

Assessment:StudentswillwriteareflectionpaperonwhattheylearnedaboutirrigationconservationintheJuddHillVirtualFieldTripvideo.

KeyPoints:ConservationTillageManagement,aquiferrecharge,soilmoisture,soilrunoffchemistries.


Materials:

• AccesstotheInternettowatchtheJuddHillSoilandWaterConservationFieldTrip.Gotowww.uaex.edu/soywhatsupandclickonthe‘teachercurriculum’icononthelefthandsideofthepage.Thiswilltakeyoutothelinkforthevideo.

• Paperwritingutensilsforstudents.

Preparation:

Nosignificantpreparationtimeisnecessary.

TimeDuration:1-2classperiods

Thevideoisabout45minuteslong.Assumeabout15minutesforstudentstolookupvocabularyandpreparequestionsforthevideosession,15minutestoteachessentialconceptsandabout15minutesforgroupdiscussionandreflectionafterthevideo.

Elicit:

DoaKWLChartaboutirrigationandrunoffwater.WheredoesthewaterforirrigationinArkansascomefrom?Whathappensifafarmisn’tlocatednearawatersource?Getstudentsthinkingaboutthedrawbacksofirrigationrunoffbyaskingstudentshowdofarmerskeepplantshealthy(fertilizers)anddotheythinkallthefertilizerthatisplacedonthefieldgoesintotheplant?Ifnot,wheredoestheexcessfertilizergo?Consideringthepropertiesofwaterandtheinteractionwaterhasontheenvironment,howcouldthisexcessfertilizerimpactourecosystem?


Engage:

Tellthestudentsthattheyaregoingtowatchavideotitled‘JuddHillSoilandWaterConservationVirtualFieldTrip’.Beforetheystartthevideo,havethestudentsbreakintogroupstodefinethefollowingwordgroups:

• ConservationTillageManagement• ConventionalTillageofFurrow• ConservationTillageofFurrow• Poly-Pipetubingfurrowirrigation• CoverCropping• SoilHorizon• Hydrologist• HypoxicZone• AlluvialAquiferinArkansas• WatermarkGranularMatrixSensors• Cottonlintyield• Nitratesinwater• Nitritesinwater• Ammoniainwater• WaterQualityAnalysis;focusonsalts,pH,Salinity,SedimentsandSolidsinwater.

Onceallthewordsaredefined,haveeachgroupcomeupwithtwoquestionstheyhaveabouttheabovewordgroupsthatmaybeansweredinthevideo.Theirjobsaretoturninthequestionsandtheanswersbytheendofthevirtualfieldtrip.

Explain:

BEFORETHEVIDEObesurethestudentsunderstandthattheircitydrinkingwatercomesfromtheAlluvialAquifer.Iftheyareonawell,mostlikelytheirwateriscomingfromeithertheAlluvialortheSpartaAquifer.


Ifyouareinchemistry,thisisagoodtimetodiscussthewatercycle,thepropertiesofwater,thestructureandfunctionofthedipolemoleculeanditsimpactonsystemsaroundit.

EnvironmentalScienceconceptscould involveecosystemdynamics,naturalresources,humanimpactandtheroleofwaterinsurroundingsystems.

Explore:

Farmershavetobeconstantlyawareoftheamountofwatertheyusetoirrigatetheircrops.Wateravailabilityhasdroppedinrecentyearssofarmersarealwayslookingforwaystoconserve;lowerwaterusagemeanslesscost,bettersustainabilityandlesscontaminatedwaterrunoff.

ShowthevideoJuddHillSoilandWaterConservationVirtualFieldTrip.

Elaborate:

Afterthevideo,breakthestudentsintothreegroups;theAquiferRechargeGroup,theConservationTillageofFurrowgroupandtheWaterQualityAnalysisgroup.Haveeachgroupbrainstormhowtheirconservationeffortaffectstheirdailylives.Tellstudentstheyneedtocomeupwithatleastfivewaysandthenreportthemtotherestoftheclass.Evaluate:

Studentswillturninatwoparagraphreflectionpaperonwhattheylearnedandhowtheseconservationeffortsaffecttheirpersonallivesandtheanswerstotheirtwoquestionsfromthevideo.


Extend:

Endthelessonwithhowconservationpracticesoffarmersalsohaveahugeimpactourpersonallivesthroughthewaterweuseandthefoodweeat.

Assignabrainstormingprojectthatallowsstudentstodesigntheirownaquiferrechargingprojectoralternateirrigationmethod.

Haveanextensionagentorlocalfarmercometoyourclassroomandtalkaboutirrigationofcropsinyourlocalcommunity.

SOIL&WATER C O N S E R V A T I O N V I R T U A L F I E L D T R I P

N O T E S


3D-StudentSciencePerformance

Author:DiedreYoungGrade9-12IntegratedChemistry,EnvironmentalScienceandAgriculturalScience

JuddHillFoundationFarm

SoilMoistureandIrrigationSchedulingPractices

VirtualFieldTrip

LessonTopics:

• WaterQuality

• WaterAvailability

• WaterConservationinFarming

• WaterEcology

• EssentialChemistriesinIrrigationWater

PerformanceExpectations(Standard)fromStateStandardsorNGSS:Chemistry:TopicOne:MatterandChemicalReactions:Cl-ESS2-5:PlanandconductaninvestigationofthepropertiesofwateranditseffectsonEarthmaterialsandsurfaceprocesses.[ClarificationStatement:Emphasisonmechanicalandchemicalinvestigationswithwaterandavarietyofsolidmaterialstoprovidetheevidenceforconnectionsbetweenthehydrologiccycleandsysteminteractionscommonlyknownastherockcycle.Examplesofmechanicalinvestigationsincludestreamtransportationanddepositionusingastreamtable,erosionusingvariationsinsoilmoisturecontent,orfrostwedgingbytheexpansionofwaterasitfreezes.Examplesofchemicalinvestigationsincludechemicalweatheringandrecrystallization(bytestingthesolubilityofdifferentmaterials)ormeltgeneration(byexamininghowwaterlowersthemeltingtemperatureofmostsolids.]


Cl1-ETS1-2:Designasolutiontoacomplexreal-worldproblembybreakingitdownintosmaller,moremanageableproblemsthatcanbesolvedthroughengineering.[ARClarificationStatement:Examplesofreal-worldproblemscouldincludewastewatertreatment,productionofbiofuels,andtheimpactofheavymetalsorphosphatepollutantsontheenvironment.]ConnectionstotheArkansasDisciplinaryLiteracyStandards:

WHST.9-12.7:Integrateandevaluatemultiplesourcesofinformationpresentedindiverseformatsandmediainordertoaddressaquestionorsolveaproblem.

ConnectionstotheArkansasMathematicStandards:

HSN.Q.A.3:Choosealevelofaccuracyappropriatetolimitationsonmeasuringwhenreporting.

MP.4:Modelwithmathematics.

EnvironmentalScience:TopicOne:SystemsEVS-ESS2-5:PlanandconductaninvestigationofthepropertiesofwateranditseffectsonEarthmaterialsandsurfaceprocesses.[ClarificationStatement:Emphasisonmechanicalandchemicalinvestigationswithwaterandavarietyofsolidmaterialstoprovidetheevidenceforconnectionsbetweenthehydrologiccycleandsysteminteractionscommonlyknownastherockcycle.Examplesofmechanicalinvestigationsincludestreamtransportationanddepositionusingastreamtable,erosionusingvariationsinsoilmoisturecontent,orfrostwedgingbytheexpansionofwaterasitfreezes.Examplesofchemicalinvestigationsincludechemicalweatheringandrecrystallization(bytestingthesolubilityofdifferentmaterials)ormeltgeneration(byexamininghowwaterlowersthemeltingtemperatureofmostsolids.]EVS1-ETS1-1:Analyzeamajorglobalchallengetospecifyqualitativeandquantitativecriteriaandconstraintsforsolutionsthataccountforsocietalneedsandwants.[ARClarificationStatement:Qualitativeandquantitativeconstraintscanbeusedtoanalyzeamajorglobalchallenge.Examplescouldincludewaterqualitywithrelationtobiosphere,atmosphere,cryosphereandgeosphere.]Topic4:SustainabilityEVS-ESS3-2:Evaluatecompetingdesignsolutionsfordeveloping,managingandutilizingenergyandmineralresourcesbasedoncost-benefitratios.[ARClarificationStatement:Emphasisisonconservation,sustainability,(e.g.,recyclingandreuseofresources),andminimizingimpacts(e.g.,LowImpactDesign).]EVS-ESS3-4:Evaluateorrefineatechnologicalsolutionthatreducesimpactsofhumanactivitiesonnaturalsystems.[ARClarificationStatement:Examplesofdataontheimpactsofhumanactivitiescouldincludethesequencingoftrafficlights,addinglanestomaintrafficarteries,dockinganddredgingofwaterways,transportationofgoodstomarket,useofdrones,anduseofalternateenergies.]EVS-LS2-7:Design,evaluateandrefineasolutionforreducingtheimpactsofhumanactivitiesontheenvironmentandbiodiversity.[ARClarificationStatement:EmphasisinthiscourseisonArkansas-specificsolutions.Examplesofhumanactivitiescanincludelanduse(agriculture,forestry,recreation,industry);sustainableandnon-sustainablepractices)croprotations,eradicationofinvasivespecies);andsolutionresourcesmayincludeLowImpactDesign(LID)orbioremediation(FaulknerCounty,AR;GulfofMexicohypoxiazone.)]


EVS-LS4-6:Createorreviseasimulationtotestasolutiontomitigateadverseimpactsofhumanactivityonbiodiversity.[ARClarificationStatement:Emphasisisondesigningsolutionsforaproposedproblem(e.g.,micro-beadpollution,invasivespecies,effectsofsedimentationontheArkansasFatmucket,White-noseSyndromeaffectingbatpopulations,andenvironmentalpollutionfromhormonesandantibiotics.]EVS4-ETS1-3:Evaluateasolutiontoacomplexreal-worldproblembasedonprioritizedcriteriaandtradeoffsthataccountforarangeofconstraints,includingcost,safety,reliability,andaestheticsaswellaspossiblesocial,cultural,andenvironmentalimpacts.[ARClarificationStatement:ModelingcomplexrealworldproblemsusingcomputersoftwarecouldincludesimulatingfuturepopulationgrowthintermsoflimitedresourcesorevaluatingwaterflowthoughdifferentEarthandgeoengineeringmaterials.]ConnectionstotheArkansasDisciplinaryLiteracyStandards:

WHST.9-12.7:Integrateandevaluatemultiplesourcesofinformationpresentedindiverseformatsandmediainordertoaddressaquestionorsolveaproblem.

RST.11-12.7:Integrateandevaluatemultiplesourcesofinformationpresentedindiverseformatsandmediainordertoaddressaquestionorsolveaproblem.

RST.11-12.8:Evaluatethehypotheses,data,analysis,andorconclusionsinascienceortechnicaltext,verifyingthedatawhenpossibleandcorroboratingorchallengingconclusionwithothersourcesofinformation.

RST.11-12.9:Synthesizeinformationfromarangeofsourcesintoacoherentunderstandingofaprocess,phenomenonorconcept,resolvingconflictinginformationwhenpossible.

RST.9-10.8:Assesstheextenttowhichthereasoningandevidenceinatextsupporttheauthor’sclaimorarecommendationforsolvingascientificortechnicalproblem.

RST.11-12.1:Citespecifictextualevidencetosupportanalysisofscienceandtechnicaltexts,attendingtoimportantdistinctionstheauthormakesandtoanygapsorinconsistenciesintheaccount.

WHST.9-12.7:Conductshortandwellasmoresustainedresearchprojectstoansweraquestionorsolveaproblem;narroworbroadentheinquirywhenappropriate;synthesizemultiplesourcesonthesubject,demonstratingunderstandingofthesubjectunderinvestigation.

WHST.9-12.5:Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.

ConnectionstotheArkansasMathematicStandards:

HSN.Q.A.3:Choosealevelofaccuracyappropriatetolimitationsonmeasuringwhenreporting.

MP.2:Reasonabstractlyandquantitatively.

MP.4:Modelwithmathematics.

HSN.Q.A.1:Useunitsasawaytounderstandproblemsandtoguidethesolutionofmulti-stepproblems;chooseandinterpretunitsconsistentlyinformulas;chooseandinterpretthescaleandtheoriginingraphsanddatadisplays.


HSN.Q.A.2:Defineappropriatequantitiesforthepurposeofdescriptivemodeling.

LessonPerformanceExpectations:● Studentswillunderstandtheimportanceofirrigationconservationinfarming.● Studentswillunderstandhowirrigationwaterqualitymonitoringhasawidespreadimpact.● Studentswillunderstandhowirrigationconservationimpactstheirlivesthroughfoodandwaterusage.

Objective:Studentswillunderstandtheimportanceofirrigationwateringwithregardtoconservationofwaterandthelesseningoftheenvironmentalimpactcontaminatedrunoffwaterwillhaveonthelocalecosystem.

Assessment:StudentswillwriteareflectionpaperonwhattheylearnedaboutirrigationconservationintheJuddHillVirtualFieldTripvideo.

KeyPoints:ConservationTillageManagement,aquiferrecharge,soilmoisture,soilrunoffchemistries.

Materials:

• AccesstotheInternettowatchtheJuddHillSoilandWater

StudentSciencePerformancePhenomenon:Irrigationleadstowaterlossfromlocalwatersourcesandcontaminatedwaterrun-off.ConservationIrrigationhasbeenshownthroughexperimentationtodecreasewaterlossandcontaminatedrunoff.Gather(Inthissectionstudentswillgenerallybeaskingquestions,obtaininginformation,planningandcarryingoutaninvestigation,usingmathematicalandcomputationalthinking,orusingmodelstogatherandorganizedataand/orinformation.)

1.Studentswillbreakintogroupstodefinethefollowingwordgroups:

• ConservationTillageManagement• ConventionalTillageofFurrow• ConservationTillageofFurrow• Poly-Pipetubingfurrowirrigation• CoverCropping• SoilHorizon• Hydrologist• HypoxicZone• AlluvialAquiferinArkansas.• WatermarkGranularMatrixSensors·• Cottonlintyield• Nitratesinwater• Nitritesinwater• Ammoniainwater• WaterQualityAnalysis;focusonsalts,pH,Salinity,SedimentsandSolidsinwater.

Reason(Inthissectionstudentsaregenerally:evaluatinginformation,analyzingdata,usingmathematical/computationalthinking,constructingexplanations,developingarguments,and/orusingmodelstoreason,predict,anddevelopevidence.)

1.Studentsingroupswillcomeupwithtwoquestionstheyhaveabouttheabovewordgroupsthatmaybeansweredinthevideo.

ClassDiscussion:QuestionstoinitiateDiscussion:Q:WheredoeswaterforArkansasirrigationcomefrom?Q:Whathappensifafarmisn’tlocatednearawatersource?Q:Howdofarmerskeepplantshealthy?Q:Doesallfertilizerplacedonafieldendupinaplant?


ConservationFieldTrip.Gotowww.uaex.edu/soywhatsupandclickonthe‘teachercurriculum’icononthelefthandsideofthepage.Thiswilltakeyoutothelinkforthevideo.


Preparation:



Thevideoisabout45minuteslong.Assumeabout15minutesforstudentstolookupvocabularyandpreparequestionsforthevideosession,15minutestoteachessentialconceptsandabout15minutesforgroupdiscussionafterthevideo.

Elicit:

DoaKWLChartaboutirrigationand

Q:Wheredoestheexcessfertilizergo?Q:Consideringthepropertiesofwaterandtheinteractionwaterhasontheenvironment,howcouldthisaffectecology?

TeachingSuggestion:DoaKWLChartaboutirrigationandrunoffwater.Asktheabovequestions,wheredoesthewaterforirrigationinArkansascomefrom?Whathappensifafarmisn’tlocatednearawatersource?Getstudentsthinkingaboutthedrawbacksofirrigationrunoffbyaskingstudentshowdofarmerskeepplantshealthy(fertilizers)anddotheythinkallthefertilizerthatisplacedonthefieldgoesintotheplant?Ifnot,wheredoestheexcessfertilizergo?Consideringthepropertiesofwaterandtheinteractionwaterhasontheenvironment,howcouldthisimpactourecosystem?

Tellthestudentsthattheyaregoingtowatchavideotitled‘JuddHillSoilandWaterConservationVirtualFieldTrip’.Beforetheystartthevideo,havethestudentsbreakintogroupstodefinewordgroups.

Onceallthewordsaredefined,haveeachgroupcomeupwithtwoquestionstheyhaveabouttheabovewordgroupsthatmaybeansweredinthevideo.Theirjobsaretoturninthequestionsandtheanswersbytheendofthevirtualfieldtrip.

BEFORETHEVIDEObesurethestudentsunderstandthattheircitydrinkingwatercomesfromtheAlluvialAquifer.Iftheyareonawell,mostlikelytheirwateriscomingfromeithertheAlluvialortheSpartaAquifer.


EnvironmentalScienceconceptscouldinvolveecosystemdynamics,naturalresources,humanimpactandtheroleofwaterinsurroundingsystems.

Communicate(Inthissectionstudentswillbecommunicatinginformation,communicatingarguments(writtenandoralforhowtheirevidencesupportsorrefutesanexplanation,andusingmodelstocommunicatetheirreasoningandmaketheirthinkingvisible.)

Afterthevideo,breakthestudentsintothreegroups;theAquiferRechargeGroup,theConservationTillageofFurrowgroupandtheWaterQualityAnalysisgroup.Haveeachgroupbrainstormhowtheirconservationeffortaffectstheirdailylives.Tellstudentstheyneedtocomeupwithatleastfivewaysandthenreportthemtotherestoftheclass.



runoffwater.WheredoesthewaterforirrigationinArkansascomefrom?Whathappensifafarmisn’tlocatednearawatersource?Getstudentsthinkingaboutthedrawbacksofirrigationrunoffbyaskingstudentshowdofarmerskeepplantshealthy(fertilizers)anddotheythinkallthefertilizerthatisplacedonthefieldgoesintotheplant?Ifnot,wheredoestheexcessfertilizergo?Consideringthepropertiesofwaterandtheinteractionwaterhasontheenvironment,howcouldthisimpactourecosystem?

Engage:

Tellthestudentsthattheyaregoingtowatchavideotitled‘JuddHillSoilandWaterConservationVirtualFieldTrip’.Beforetheystartthevideo,havethestudentbreakintogroupstodefinethefollowingwordgroups:


• ConservationTillageManagement

• ConventionalTillageofFurrow

• ConservationTillageofFurrow

• Poly-Pipetubingfurrowirrigation

• CoverCropping

• SoilHorizon• Hydrologist• HypoxicZone• Alluvial

AquiferinArkansas

• WatermarkGranularMatrixSensors

• Cottonlintyield

• Nitratesinwater

• Nitritesinwater

• Ammoniainwater

• WaterQualityAnalysis;focusonsalts,pH,Salinity,SedimentsandSolidsinwater.

Onceallthewordsaredefined,haveeachgroupcomeupwithtwoquestions


theyhaveabouttheabovewordgroupsthatmaybeansweredinthevideo.Theirjobsaretoturninthequestionsandtheanswersbytheendofthevirtualfieldtrip.

Explain:

BEFORETHEVIDEObesurethestudentsunderstandthattheircitydrinkingwatercomesfromtheAlluvialAquafer.Iftheyareonawell,mostlikelytheirwateriscomingfromeithertheAlluvialortheSpartaAquafer.


EnvironmentalScienceconceptscouldinvolveecosystemdynamics,naturalresources,humanimpactandtheroleofwaterinsurroundingsystems.


Explore:

Farmershavetobeconstantlyawareoftheamountofwatertheyusetoirrigatetheircrops.Wateravailabilityhasdroppedinrecentyearssofarmersarealwayslookingforwaystoconserve;lowerwaterusagemeanslesscost,bettersustainabilityandlesscontaminatedwaterrunoff.

ShowthevideoJuddHillSoilandWaterConservationVirtualFieldTrip.

Elaborate:

Afterthevideo,breakthestudentsintothreegroups;theAquiferRechargeGroup,theConservationTillageofFurrowgroupandtheWaterQualityAnalysisgroup.Haveeachgroupbrainstormhowtheirconservationeffortaffectstheirdailylives.Tellstudentstheyneedtocomeupwithatleastfivewaysandthenreportthem


totherestoftheclass.

Evaluate:


Extend:

Endthelessonwithhowconservationpracticesoffarmersalsohaveahugeimpactonourpersonallivesthroughthewaterweuseandthefoodweeat.

Assignabrainstormingprojectthatallowsstudentstodesigntheirownaquiferrechargingprojectoralternateirrigationmethod.

Haveanextensionagentorlocalfarmercometoyourclassroomandtalkaboutirrigationofcropsinyourlocalcommunity.


FormativeAssessmentforStudentLearning

ElicitEvidenceofLearning:ThisboxistheindividualcommunicationperformancefromthestudentpromptsinAppendixA

EvidenceofStudentProficiency

Studentswillunderstandtheimportanceofirrigationwateringwithregardtoconservationofwaterandthelesseningoftheenvironmentalimpactcontaminatedrunoffwaterwillhaveonthelocalecosystem.

RangeofTypicalStudentResponsesThissectionprovidesarangeoftypicalstudentresponses,oftenusingathree-pointscale.Descriptorsofgrade-levelappropriatestudentresponses:● Fullunderstanding:Studentwillhaveall

thevocabularydefined,twoquestionsforthevideoandwillparticipatefullyinthepostvideodiscussion,comingupwithfivedifferentwaysirrigationconservationimpactstheirpersonallives.Reflectionpaperwillshowfullconnectionbetweenwhattheyexperiencedandunderstand.

● Partialunderstanding:studentwillhave75%ofthevocabularydefined,onequestionforthevideoandanaverageofthreequestionsfromthepostvideogroup.Reflectionpaperwillonlyshowpartialconnectionbetweenwhattheyexperiencedandunderstand.

● Limitedunderstanding:Studentwillhave50%orlessofvocabularydefined,noquestionsforthevideoandshownounderstandingofwhatwaslearnedinthereflectionpaper.

ActingonEvidenceofLearningThisisabriefdescriptionoftheinstructionalactionstotakebasedonthestudents’performance.Whentheactionincludesextensivedescriptorsand/ormaterialsyoumaywishtouseAppendixC.Descriptionofinstructionactionandresponsetosupportstudentlearning.● Actionforstudentwhodisplayspartialor

limitedunderstanding:studentwillbepartneredwithastudentwhohasfullunderstandingandmaterialwillbereviewedwithmentoringfromtheteachingstudent.

● Extensionsoflearningforstudentwhodisplaysfullunderstanding:Assignabrainstormingprojectthatallowsstudentstodesigntheirownaquiferrechargingprojectoralternateirrigationmethod.

SEP,CCC,DCIFeaturedinLesson ScienceEssentials(StudentPerformanceExpectationsFromAppendixC,D,E)

SciencePractices

• Planandconductaninvestigationindividuallyandcollaborativelytoproducedatatoserveasthebasisforevidence,andinthedesign:decideontypes,howmuch,andaccuracyofdataneededtoproducereliablemeasurementsandconsiderlimitationsontheprecisionofthedataandrefinethedesignaccordingly.

• Designasolutiontoacomplexreal-worldproblem,basedonscientificknowledge,student-generatedsourcesofevidence,prioritizedcriteria,andtradeoffconsiderations.

• Analyzecomplexrealworld-problemsbyspecifyingcriteriaandconstraintsforsuccessfulsolutions.

• Evaluatecompetingdesignsolutionstoareal-worldproblembasedonscientificideasandprinciples,empiricalevidence,andlogicalargumentsregardingrelevantfactors.

• Createacomputationalmodelorsimulationofaphenomenon,designeddevice,process,orsystem.

PlanningandCarryingOutInvestigationsConstructingExplanationsandDesigningSolutionsAskingQuestionsandDefiningProblems.EngageanArgumentfromEvidenceUsingMathematicsandComputationalThinking


CrosscuttingConcepts • Thefunctionsandpropertiesofnaturalanddesignedobjectsandsystemscanbeinferredfromtheiroverallstructure,thewaytheircomponentsareshapedandused,andthemolecularsubstructuresofitsvariousmaterials.

• Newtechnologiescanhavedeepimpactsonsocietyandtheenvironment,includingsomethatwerenotanticipated.Analysisofcostsandbenefitsisacriticalaspectofdecisionsabouttechnology.

• Scienceknowledgeindicateswhatcanhappeninnaturalsystems-notwhatshouldhappen.Thelatterinvolvesethics,valuesandhumandecisionsabouttheuseofknowledge.

• Changeandratesofchangecanbequantifiedandmodeledoververyshortorverylongperiodsoftime.Somesystemchangesareirreversible.

• Empiricalevidenceisrequiredtodifferentiatebetweencauseandcorrelationandmakeclaimsaboutspecificcausesandeffects.

• Wheninvestigatingordescribingasystem,theboundariesandinitialconditionsofthesystemneedtobedefinedandtheirinputsandoutputsanalyzedanddescribedusingmodels.

StructureandFunctionInfluenceofEngineering,TechnologyandScienceonSocietyandtheNaturalWorldScienceAddressesQuestionsAbouttheNaturalandMaterialWorldStabilityandChangeCauseandEffectSystemsandSystemModels

DisciplinaryCoreIdeas • TheabundanceofliquidwateronEarth’ssurfaceanditsunique

combinationofphysicalandchemicalpropertiesarecentraltotheplanet’sdynamics.Thesepropertiesincludewater’sexceptionalcapacitytoabsorb,storeandreleaselargeamountsofenergy,transmitsunlight,expanduponfreezing,dissolveandtransportmaterials,andlowertheviscositiesandmeltingpointsofrocks.

• Criteriamayneedtobebrokendownintosimpleronesthatcanbeapproachedsystematically,anddecisionaboutthepriorityofcertaincriteriaoverothersmaybeneeded.

• Humanityfacesmajorglobalchallengestoday,suchastheneedforsuppliesofcleanwaterandfoodorforanenergysourcethatminimizepollution,whichcanbeaddressedthroughengineering.Theseglobalchallengesalsomayhavemanifestationsinlocalcommunities.

• Resourceavailabilityhasguidedthedevelopmentofhumansociety.• Bothphysicalmodelsandcomputerscanbeusedinvariousways

toaidintheengineeringdesignprocess.Computersareusefulforavarietyofpurposes,suchasrunningsimulationstotestdifferentwaysofsolvingaproblemortoseewhichoneismostefficientoreconomical;andinmakingapersuasivepresentationtoaclientabouthowagivendesignwillfithisorherneeds.

• Scientistsandengineerscanmakemajorcontributionsbydevelopingtechnologiesthatproducelesspollutionandwasteandthatprecludeecosystemdegradation.

• Changesinthephysicalenvironmentwhethernaturallyoccurringorhumaninduced,havethuscontributedtotheexpansionofsomespecies,theemergenceofnewdistinctspeciesaspopulationsdivergeunderdifferentconditions,andthedecline-andsometimes

ESS2.C:TherolesofwaterinEarth’sSurfaceProcessesETS1.C:OptimizingtheDesignSolutionETS1.A:DefiningandDelimitingEngineeringProblemsESS3.A:NaturalResourcesETS1.B:DevelopingPossibleSolutionsESS3.C:HumanImpactsonEarthSystemsLS4.C:AdaptationLS4.D:BiodiversityandHumans


theextinctionofsomespecies.

• Humansdependonthelivingworldfortheresourcesandotherbenefitsprovidedbybiodiversity.Buthumanactivityisalsohavingadverseimpactsonbiodiversitythroughoverpopulation,overexploitation,habitatdestruction,pollution,introductiontoinvasivespecies,andclimatechange.ThussustainingbiodiversitysothatecosystemfunctioningandproductivityaremaintainedisessentialtosupportingandenhancinglifeonEarth.Sustainingbiodiversityalsoaidshumanitybypreservinglandscapesofrecreationalorinspirationalvalue.

AppendixA-StudentPrompts

StudentPromptsfortheLesson

Phenomenon:Irrigationleadstowaterlossfromlocalwatersourcesandcontaminatedwaterrun-off.ConservationIrrigationhasbeenshownthroughexperimentationtodecreasewaterlossandcontaminatedrunoff.

GroupPerformances:1. Askquestionstoplananinvestigationforunderstandingthatconservationirrigationcan

decreasewaterlossandcontaminatedrunoff.2. Plananinvestigationbydefiningthewordsnecessaryandhavingquestionsreadyforthe

video.3. Constructanexplanationbyforminggroupsanddiscussinghowconservationirrigationcan

affectaperson’severydaylife.4. Useamodeltoexplainwaterlossinourlocalaquifersandtoshowthewaysirrigation

conservationcanhelp.ClassDiscussionIndividualPerformances:5. Developanargumentforunderstandinghowirrigationconservationcananddoeshelpour

economyandecology.

AppendixB–

Materials:

• AccesstotheInternettowatchtheJuddHillSoilandWaterConservationFieldTrip.Gotowww.uaex.edu/soywhatsupandclickonthe‘teachercurriculum’icononthelefthandsideofthepage.Thiswilltakeyoutothelinkforthevideo.



Preparation:



Thevideoisabout45minuteslong.Assumeabout15minutesforstudentstolookupvocabularyandpreparequestionsforthevideosession,15minutestoteachessentialconceptsandabout15minutesforgroupdiscussionandreflectionafterthevideo.

AppendixC–Belowaregoodresourcesforunderstandingirrigationconservationbetter.

https://www.uaex.edu/publications/pdf/FSA-2156.pdfCovercrops

https://www.uaex.edu/publications/pdf/FSA-2156.pdfUnderstandingcovercrops

https://www.uaex.edu/publications/PDF/FSA-1015.pdfReducedtillagesoybeaninformation

https://pubs.usgs.gov/fs/2005/3008/ModelsoftheAlluvialandSpartaAquifers

SOIL&WATER C O N S E R V A T I O N V I R T U A L F I E L D T R I P

N O T E S

Soybeanscience challenge

www.uaex.edu/soywhatsup

™™

Free Educational Resources and Materials Available from the Soybean Science Challenge at www.uaex.edu/soywhatsup

• $300 cash awards for high school student science projects impacting sustainability at Arkansas regional science fairs and Arkansas FFA Agriscience Fair; $1000 first place, $500 second place and $250 Honorable Mention at the Arkansas state science fair.• $200 cash awards to teachers whose students win the Soybean Science Challenge at regional. Teacher awards at state are $300 for first place, $200 for second place and • $100 for Honorable Mention.

STUDENT ONLINE COURSE – 6 MODULES

FREE CLASSROOM RESOURCES

The Arkansas Soybean Science Challenge is a science enrichment program open to students in grades 9-12.

The Arkansas Soybean Science Challenge research program includes:

• The Science of Soybean Production• The Miracle Bean: Food• The Miracle Bean: Fuel• The Miracle Bean: Feed• The Faces & Challenges of Farming: Emerging Issues• Ready…Set…Research!

9-12th grade students who successfully complete the Soybean Science Challenge online course and enter a project in one of the Arkansas regional and state science fairs are eligible to have their projects judged for cash awards.

For more information about the Soybean Science Challenge Program, contact:Dr. Julie Robinson ([email protected]) Diedre Young ([email protected])Phone 501-671-2086

Teacher In-Service Online Course7 Hours ADE Approved – 6 Modules

Teacher Resources Course for Classroom Use6 Modules, Tests, Answer Keys and over 50 other soybean-related articles and resources

Teacher Classroom Lessons in 7E & GRC-3D (NGSS Aligned) Format

High School Science Curriculum Resource Guide

Arkansas High-School Science Project Development Guide

Soybean Science Challenge Brochure

Free Soybean Science Challenge Seed Store for Student Research Projects Several Virtual Field Trip videos that include Teacher Guides

The University of Arkansas System Division of Agriculture is an equal opportunity/equal access/affirmative action institution. If you require a reasonable accommodation to participate or need materials in another format, please contact one of the numbers above as soon as possible. Dial 711 for Arkansas Relay.

The University of Arkansas System Division of Agriculture o�ers all its Extension and Research programs and services without regard to race, color, sex, gender identity, sexual orientation, national origin, religion, age, disability, marital or veteran status, genetic

information, or any other legally protected status, and is an A�rmative Action/Equal Opportunity Employer.

Documents

7E and GRC-3D Lesson Guides for the Soil Moisture and ... · 2 Soil Moisture and Irrigation Scheduling Practices VFT: Teacher Lesson Plan Science and Engineering Practices: Planning