files.emailmeform.com · Web viewEarly Elementary Science Partnership Grade 2 Model Unit: Water and Land. A Thesis Submitted in Partial Fulfillment of the. Requirements of the Renée

Early Elementary Science Partnership Grade 2 Model Unit: Water and Land

A Thesis Submitted in Partial Fulfillment of theRequirements of the Renée Crown University Honors Program at

Syracuse University

Amanda Jacobs

Candidate for Bachelor of ArtsAnd Renée Crown University Honors Program

Spring 2020

Honors Thesis in Geography

Thesis Advisor: Jacob Bendix, Professor, Geography

Thesis Reader: Tom Perreault, Professor and Chair, Geography

Honors Director: Dr. Danielle Smith, Director

Abstract

The Early Elementary Science Partnership is a collaborative partnership between multiple Chicago-based institutions to improve early science education in local, underserved elementary schools. Each model unit, like this Grade 2 Earth and Space Science unit on Water and Land, aligns to the Next Generation Science Standards to provide student-driven inquiry based on grade appropriate science topics. Grade 2: Water and Land incorporates three second grade level Earth and Space Science standards surrounding Earth events occurring quickly, where water exists in liquid form, and a comparison between solutions designed to prevent water from changing the shape of the land. This model unit provides lesson instructions for teachers in guiding students’ understanding of related topics to meet these standards through performance tasks and expectations. Grade 2: Water and Land includes five topics covered in eight lesson plans. Lesson 1 acts as an introduction to the unit as a whole by introducing the role students will take by examining various dimensions of flooding and its impacts; this lesson fulfills the standard of Earth events occurring quickly. Lesson 2 investigates information pertinent to flooding, including topics of flooding seasonality and weather events in addition to local topography and its flood risks; this lesson fulfills the standard of where water exists in liquid form. Lesson 3 begins the flooding impacts section by examining erosion as a process that involves water from floods changing the shape of the land; this lesson fulfills the standard that water changes the shape of the land. Lesson 4 presents three solutions to prevent erosion, including plantings, levees, and dams, and examines the mechanisms through which each limits erosion. Lesson 5 is the culminating performance task for students to meet the standards’ expectations of understanding wherein students must compare the erosion solutions presented in Lesson 4; this lesson completes the final standard of comparing designed solutions.

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Executive Summary

In the summer of 2019, I was selected as a Women in Science Intern at the Field Museum

in Chicago, Illinois. As an intern based in the Learning Center, my project was to work within

the Early Elementary Science Partnership (E2SP) program - a collaborative partnership between

multiple Chicago-based institutions to improve science education and literacy - to develop a

prekindergarten science unit aligned to Next Generation Science Standards (NGSS) that would

be taught in partnering schools the following fall. Upon completion of the model unit, the

opportunity to provide feedback on another E2SP model unit arose. The Grade 2 unit on Land

and Water explored topics in geomorphology relating to how land changes over short and long

geologic time due to water in liquid and solid forms. Although the unit included the three NGSS

standards, the model unit lacked cohesion, clarity, and an effective storyline; the feedback from

teachers about student performances and understanding reflected these limitations and suggested

overarching revisions. After providing feedback through my internship and completing my time

at the Field Museum, I hoped to continue building model units by contributing further to Grade

2: Land and Water. The development process required ongoing interactions between myself and

the multiple stakeholders involved in the E2SP program to collaboratively establish unified

expectations on content and practices.

In developing this unit, several significant changes were made to core ideas and how to

convey concepts, but the structure employed by the E2SP program remained the same. The

NGSS performance expectations - the standards which students must meet by the end of the unit

- are the same as the previous unit, but certain portions of the performance expectations are

stricken and not included in the scope of this project. Namely, the previous unit’s historical

happenings regarding slow-moving glacial coverage creating large-scale topographic changes

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have been removed. Instead, the new unit presented here focuses solely on water in its liquid

form changing the land quickly through flooding. In the decision to concentrate on flooding as

the main driver of water shaping land, the unit needed to - and now does - provide ample context

for the causes of flooding and its relationship to the land. The streamlined focus on flooding

produces a more cohesive unit with direct links for student-driven inquiry throughout the unit.

Additionally, the new unit emphasizes student participation and investigation on the topics

through a variety of activities that involve demonstrations, videos, image analysis, map reading,

and discussion questions.

The new Grade 2: Water and Land model unit follows the same structure implemented in

the suite of E2SP model units. The unit opens with a general description of its purpose and goals

and presents the Grade 2 Earth and Space Science NGSS performance expectations in how they

are being applied. The unit contains eight lesson plans split into five lesson topics designed for

teachers to guide student learning. Each lesson plan follows the same format: the first page

provides an overview of the lesson with a description, the guiding question(s), the lesson’s

objectives for student performance, and materials provided in the lesson. The next page(s) are the

lesson plans themselves with three components: the engage, investigate, and reflect portions. The

engage portion introduces students to the main topic of the lesson through an activity, discussion,

or visual to stimulate interest. Next, the investigate section provides opportunities for students to

examine the topic through various mediums and practice critical scientific skills such as

observation, analysis, and synthesis of information. Finally, the reflect piece calls upon students

to review major concepts from the lesson and contemplate the importance of these concepts in

greater picture situations. After each lesson plan are the included resources chosen or developed

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by me, including images, maps, worksheets, and supplemental teaching guides. These resources

are marked in the materials section and referenced throughout the lesson plans.

In the unit presented here, teachers will guide students to investigate the relationship

between water and land by examining the causes of flooding, the changes water causes to land,

and how humans can prevent these changes by implementing solutions. Students will first

compare international flooding events and their impacts to local phenomena in Chicago. Next,

students will investigate what weather events cause flooding and when these weather events are

likely to happen in Chicago in order to determine the flooding risk of different seasons. Students

will then examine flood risk maps of Cook County to discover which areas are at high risk or

low risk, and conclude high risk lands are next to bodies of water. Students will next investigate

how water changes the shape of land through the process of erosion by watching a video and

engaging in a demonstration that shows how water moves dirt particles. Then students will

explore three solutions - plantings, levees, and dams - and the mechanism by which they prevent

erosion. Finally, students will complete a performance task by comparing these solutions and

making an argument about which solution to implement in a given scenario. This unit will be

adopted by the E2SP program and will be applied in second grade classrooms by fall 2020. The

completion of the Grade 2: Water and Land unit will act as a resource to ultimately enhance

science education in participating Chicago schools while improving science comprehension in

elementary students.

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Table of Contents

Abstract ……………………………………….……………….………….. 1Executive Summary ………………………….……………….………….. 2Unit Overview ………………………….……………….………………… 9

Lesson 1.1: Introduction …………………………………………………. 10

Lesson 2.1: Water and Weather …………………………………………. 12

Lesson 2.2: Water in Chicago ……………………………………………. 16

Lesson 3.1: Erosion ………………………………………………………. 21

Lesson 4.1: Plantings …………………………………………………….. 23

Lesson 4.2: Levees ………………………………………………………... 29

Lesson 4.3: Dams …………………………………………………………. 37

Lesson 5.1: Performance Task …………………………………………… 45

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Model Unit: Water and Land

Grade 2Earth and Space Science

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___________________________________________________________________________

This work was collaboratively developed through the Early Elementary Science Partnership by the program partners at the Big Shoulders Fund, the Chicago Academy of Sciences / Peggy Notebaert Nature Museum, the Field Museum, and Northwestern University. This work is licensed under CC BY-NC-ND.

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___________________________________________________________________________

Table of Contents

Unit OverviewUnit DescriptionNGSS Alignment

Lesson 1: IntroductionLesson 1.1: Introduction

Lesson 2: WaterLesson 2.1: Water and WeatherLesson 2.2: Water in Chicago

Lesson 3: ErosionLesson 3.1: Erosion

Lesson 4: Erosion SolutionsLesson 4.1: PlantingsLesson 4.2: LeveesLesson 4.3: Dams

Lesson 5: Performance TaskLesson 5.1: Performance Task

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Water and Land Earth and Space Grade 2

Unit Overview

Unit Description:In this unit, students will investigate the relationship between water and land by examining the causes of flooding, the changes water causes to land, and how humans can prevent these changes by implementing solutions. Students will first compare international flooding events and their impacts to local phenomena in Chicago. Next, students will investigate what weather events cause flooding and when these weather events are likely to happen in Chicago in order to determine the flooding risk of different seasons. Students will then examine flood risk maps of Cook County to discover which areas are at high risk or low risk, and conclude high risk lands are next to bodies of water. Students will next investigate how water changes the shape of land through the process of erosion by watching a video and engaging in a demonstration that shows how water moves dirt particles. Then students will explore three solutions - plantings, levees, and dams - and the mechanism by which they prevent erosion. Finally, students will complete a performance task by comparing these solutions and making an argument about which solution to implement in a given scenario

Driving Question:What is the relationship between water and land in an area? How can human solutions change this relationship between water and land?

Phenomena:Water is a powerful force on Earth that has the ability to impact land and human lives. Flooding is an example of how quickly water has the power to change the shape of the land through processes like erosion. Flooding and erosion in an area are dependent upon several factors, including weather and seasonality, geographic topography, and human intervention. Humans can control changes to the land though designed solutions that minimize erosion.

Next Generation Science Standards Alignment

NGSS Performance Expectations:

2-ESS1-1: Use information from several sources to provide evidence that Earth events can occur quickly or slowly. 2-ESS2-3: Obtain information to identify where water is found on Earth and that it can be solid or liquid. 2-ESS2-1 : Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.

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https://www.nextgenscience.org/sites/default/files/evidence_statement/black_white/2-ESS2-1%20Evidence%20Statements%20June%202015%20asterisks.pdf



Lesson 1: Introduction

Lesson 1.1: Introduction

Lesson Description:Students will watch videos of flooding events in two locations around the world to understand how flooding impacts land and people. Students will be introduced to the role of stormwater managers in preparing for flooding events and impacts. Students will consider the possibilities of flooding and its impacts in Chicago.

Guiding Question: What are the effects of flooding? Can this happen in Chicago?

Objective:Students will make observations of the effects of flooding around the world to make a claim about how this type of event may impact Chicago.

Materials:Teacher Resource 1.1.A (Queensland flooding video)

https://www.youtube.com/watch?v=9yvq_emitB8

Teacher Resource 1.1.B (Nebraska flooding video)https://www.youtube.com/watch?v=F1ImFYhtRfM

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https://www.youtube.com/watch?v=F1ImFYhtRfM

https://www.youtube.com/watch?v=9yvq_emitB8

Lesson 1.1: Introduction

Engage:1. Tell students you received notice of drastic flooding events in Queensland, Australia and

in parts of Nebraska in the U.S.2. Show students Teacher Resource 1.1.A (Queensland flooding video), followed by

Teacher Resource 1.1.B (Nebraska flooding video). Explain to students that Teacher Resource 1.1.A is a time lapse video, which shows what happens in two days by speeding up how fast it’s happening.

3. Explain that each city and location must learn to manage the impacts of flooding in their area in order to recover from the events. Ask students what they think the term “flooding” means.

4. Ask students how they think cities handle emergencies. Ask students what departments, organizations, or people cities have in place to manage emergencies.

5. Describe the role of stormwater managers in flood risk management. Describe how stormwater managers are people in local government who use information about water and land to control flooding through different flooding solutions.

6. Tell students they will be taking on the role of stormwater manager assistants to help city planners and emergency services find solutions in order to best prepare their city in the event of flooding.

Investigate:1. While watching the flooding videos, tell students to write down or draw any changes in

the water, the land, the environment that they notice.2. Show students video Teacher Resource 1.1.A (Queensland flooding video) and Teacher

Resource 1.1.B (Nebraska flooding video). Show multiple times if necessary.3. Ask students to share some of the details they noticed in the videos. Ask students what is

flooding, why is it flooding, and why this might be a problem. Encourage students to think about causes, what is impacted and how (the land, people, etc.). Guide students to consider the effects of the moving water.

4. Ask students if they have seen similar events before and invite them to share their experiences with the class.

5. Remind students that as stormwater manager assistants, they are going to help find solutions to reduce the impacts of flooding.

Reflect:1. Ask students to think about and share similarities between the events in the video and

features they see in Chicago. Ask students to consider aspects around their home or school and its surroundings that are similar. Guide students to consider broad examples like people, animals, rivers, homes, bridges, parks, etc.

2. Ask students if flooding like in the video could happen in Chicago. Discuss why or why not flooding could occur.

3. Ask students to consider their role as stormwater manager assistants and what information they may need in order to find solutions for potential flooding in Chicago. Have students create a list of information they need to know in order to help find solutions as stormwater manager assistants.

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Lesson 2: Water

Lesson 2.1: Water and Weather

Lesson Description:Students will examine the weather that causes flooding in Chicago and investigate which season produces flood-inducing weather . Students will analyze precipitation graphs to determine the flooding risk of different seasons.

Guiding Questions: What causes a flood? What time of year are floods most likely to occur in Chicago?

Objective: Students will be able to make a claim about what causes a flooding event to occur. Students will be able to analyze a precipitation graph to determine which season has a higher risk of flooding.

Materials:Teacher Resource 2.1.A (precipitation graph)

https://weather-and-climate.com/average-monthly-precipitation-Rainfall-inches,Chicago,United-States-of-America

Student Resource 2.2.A (winter precipitation graph)Student Resource 2.2.B (spring precipitation graph)Student Resource 2.2.C (summer precipitation graph)Student Resource 2.2.D (fall precipitation graph)

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Lesson 2.1: Water and Weather

Engage:1. Ask students to recall the flooding videos they watched in the last lesson and share with

the class what kind of weather caused the flooding. 2. Ask students to remember the last time it rained in Chicago and to share details from the

rain event with a partner. Ask students to discuss how long it rained for and if it rained a lot or a little.

3. Ask students when, or what time of year, it typically rains in Chicago. Ask students to think about when they have to wear raincoats and rain-boots most often. Ask students when they think it rains the most in Chicago.

Investigate:1. Ask students if they know of any resources to help answer when it rains in Chicago and

how much. Tell students stormwater managers use precipitation graphs to determine the amount of rain during different times of year. Ask students what they think of when they hear the word “precipitation.” Look for students to recognize that precipitation is all the liquid and solid water that falls from the sky including: rain, snow, sleet, and hail.

2. Show or project Teacher Resource 2.1.A (precipitation graph). Ask students to share with a partner where else they have seen graphs before. If students are unfamiliar, explain how to read the graph, describing how each month named along the bottom has a specific bar associated. The top of the bar traces to a specific number along the left axis that provides the amount of rain for that month.

3. Tell students they will investigate which season receives the most amount of rain by adding together the monthly totals. Students will break up into smaller groups and be assigned a three month seasonal period from Teacher Resource 2.1.A. Student groups will receive either Student Resource 2.1.A, B, C, or D depending on their assigned season.

4. Explain how in their groups, students will work together to figure out a total amount of precipitation for their season. Tell students to record their seasonal precipitation on their graphs.

5. Together as a class, each group will present their seasonal totals. Discuss the results by asking students which season has the highest amount of precipitation.

Reflect: 1. Ask students, based on the data they just analyzed, which season is it most likely to flood,

and to explain their answer to a neighbor. Discuss the reasons together as a class.2. Ask students why stormwater managers should know when it’s most likely to flood and

how this information helps to limit flood impacts.3. Discuss with students how stormwater managers need to understand how much water to

expect, when to expect the water, and one other piece of information. Ask students what other information stormwater managers should know before creating solutions for flood impacts.

4. Tell students that since they now know when to expect flooding, in the next lesson they will investigate where in Chicago to expect flooding.

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Student Resource 2.1.A (Winter precipitation graph)

Student Resource 2.1.B (Spring precipitation graph)

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Student Resource 2.1.C (Summer precipitation graph)

Student Resource 2.1.D (Fall precipitation graph)

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Lesson 2: Water

Lesson 2.2: Water in Chicago

Lesson Description:Students will consider where they have experienced flooding in Chicago to determine which areas are most at risk of flooding within Cook County. Students will analyze a flood risk map of Cook County to find information make their arguments about which areas are high risk or low risk. Students will understand the lands at high risk of flooding and its impacts are close to bodies of water.

Guiding Question: Where will flooding occur in Chicago?

Objective: Students will be able to analyze a map of Chicago to identify where flooding is likely to occur. Students will be able to communicate that these areas are where bodies of water are located.

Materials:Student Resource 2.2.A (flood risk map)Student Resource 2.2.B (zoomed in map)

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Lesson 2.2: Water in Chicago

Engage:1. Ask students to recall during which season Chicago could expect flooding.2. Ask students to consider a rainstorm in Chicago. Ask students where they notice water

collects during rainstorms and to discuss their answers with a partner. Look for students to say things like: in potholes, puddles in the street, basements, etc.

3. Ask students if they have ever noticed too much rainwater collecting in these areas and if so, have they ever noticed flooding. Have students discuss this idea with a partner.

4. Ask students if larger areas in Chicago could flood. Ask students where in Chicago they could more likely experience flooding. Ask students what type of tool or resource they could use that gives information on where places are. Listen for students to identify that a map provides this kind of information.

5. Ask students where else they have encountered maps before and how maps can provide different types of information stormwater managers need, including where water collects and what areas might be affected by flooding.

Investigate:1. Project or show Student Resource 2.2.A (flood risk map). Ask students to share

observations about the map. Look for students to say they notice colors, the legend, outlines, bodies of water, etc. Ask students if they recognize what geographic area the map shows.

2. Ask students what they think the blue lines represent on the map. Ask students what they think red areas on the map represent. Ask students what they think the blue or green areas on the map represent. Guide students to refer to the legend at the top.

3. Working together in small groups, students will examine Student Resource 2.2.B (zoomed in map) and fill out the questions. Students will read the legend on their maps to determine the flood risk in locations marked on Student Resource 2.2.B.

4. Together as a class, ask students to share which location(s) on their maps is most at risk of flooding and which area is least at risk. Ask students which land is most likely going to be impacted during flooding and what land will be impacted least.

5. Ask students to discuss in their groups what similarities exist in the areas with the greatest risk of flooding.

6. Discuss how in areas with highest flooding risks, a body of water exists in the area. Describe to students that these bodies of water are where flood waters collect during storms, making the land around them the most at risk for flooding and its impacts.

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Reflect:1. Ask students what type of information they learned from the flood map and how this

information is going to help them in their role as stormwater manager assistants.2. Ask students to share in their groups why it is important to know which land is most at

risk of flooding and why a body of water near the land increases the risk of flooding.3. Ask students to share with a partner how the land next to the bodies of water on the map

might be impacted by flooding. Ask students how the land might change during or after a flood.

4. Remind students that they now know what areas are at the highest risk of flooding and when to expect the flooding in Chicago. Tell students that next lesson they will investigate what happens to land when it does flood.

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Student Resource 2.2.A (Flood risk map)

Source: Chicago Metropolitan Agency for Planning

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Student Resource 2.2.B (Zoomed in map)

What is the flood risk for Location 1? ______________________

What is the flood risk for Location 2? ______________________

What is the flood risk for Northwestern University? ______________________

What is the flood risk for Wrigley Field? ______________________

What is the flood risk for Field Museum? ______________________

What is the flood risk for University of Chicago? ______________________

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Lesson 3: Erosion

Lesson 3.1: Erosion

Lesson description:Students will consider how land is comprised of dirt particles that can moved by water by thinking about hand washing and watching a video on erosion. Students will then engage in a demonstration that exhibits how water moving over dirt moves particles in the water from one place to another. Students will explain how this movement changes the shape of the land and consider its greater impacts on humans.

Guiding question:What are the impacts of flooding? How does water change the land?

Objective:Students will be able to explain the mechanism of erosion and how it relates to flooding.

Materials:Teacher Resource 3.1.A (Erosion explained)

https://www.youtube.com/watch?v=G5Rp9MJJGCUTeacher Resource 3.1.B (Make your own erosion demonstration)

https://www.youtube.com/watch?v=YETdZyZI6es

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https://www.youtube.com/watch?v=YETdZyZI6es

https://www.youtube.com/watch?v=G5Rp9MJJGCU

Lesson 3.1: Erosion

Engage:1. Ask students what makes up the land under their feet. Look for students to recognize that

the land consists of soil and dirt. Explain that soil is made up of small pieces or particles. 2. Prompt students to think about the last time their hands were covered in dirt. Ask students

if they can remember seeing small particles in the dirt. Ask students to share how they got their hands clean.

3. Discuss with students how, just like rinsing their hands in water to remove the dirt, rain water has the same ability to wash away dirt from the land. Ask students how rain water might move soil over land. Ask students if they have a name for this process.

4. Show students Teacher Resource 3.1.A (erosion explained video). Ask students to discuss with a neighbor what erosion is.

Investigate:1. Tell students that they will investigate how erosion works by observing a demonstration.2. Using Teacher Resource 3.1.B (erosion demonstration video), set up the experiment

using a plastic bucket, dirt or sand, and pitcher of water. Have students gather around the demonstration table and write down or draw observations on a piece of paper about the land formation as seen in the bucket and the color of the water in the pitcher.

3. Using the pitcher, pour water over the dirt or sand in the bucket. Have students write down new observations about how the water moved, where the water collected, changes in the color of the water, and changes in the dirt or sand land formation.

4. Together as a class, ask students to share their observations from the activity. Ask students what changes they noticed in the water and in the land.

Reflect:1. Ask students to tell a neighbor what changes flooding causes to the shape of the land.

Ask students to describe how erosion changes the shape of the land.2. Discuss as a class what might be the greater impact of flooding and erosion on people.

Ask students what might happen to the buildings on flooded land, what people do when their land erodes, etc. Ask students to discuss why it is important to consider questions about impacts of flooding and erosion on people.

3. Tell students that stormwater managers are able to understand the impacts of flooding on land and the impact of erosion on people which is why they help find solutions to minimize the impacts. Tell students that next lesson they will investigate some solutions stormwater managers use to limit flooding impacts on the land and on people.

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Lesson 4: Erosion Solutions

Lesson 4.1: Plantings

Lesson Description:Students will examine an image of erosion and consider why certain areas erode and other do not. Students will then watch a video that demonstrates how water moving over empty dirt will cause erosion, but water moving over dirt with planted grasses will not erode. Students will discuss how the plants’ roots hold the soil in place and prevent erosion. Students will consider the benefits and drawbacks of this solution and if it is viable in Chicago.

Guiding question:How do plants and their roots help to prevent erosion? What is the mechanism by which plantings prevent erosion?

Objective:Students will be able to describe the mechanism by which plants and roots hold the soil in place so as to prevent erosion.

Materials:Teacher Resource 4.1.A (Erosion Image)Teacher Resource 4.1.B (Plantings video)

https://www.youtube.com/watch?v=im4HVXMGI68Teacher Resource 4.1.C (Plantings video guide)Student Resource 4.1.A (Solution workpage)

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https://www.youtube.com/watch?v=im4HVXMGI68

https://www.youtube.com/watch?v=im4HVXMGI68

https://www.flickr.com/photos/70278809@N00/3419411046

Lesson 4.1: Plantings

Engage:1. Ask students to recall with a partner what happens to the land during a flood. Ask

students how flood waters change the shape of land through erosion.2. Show students Teacher Resource 4.1.A (erosion image). Ask students to discuss with

their partner what evidence of erosion can be seen in the image. Ask students to discuss where erosion occurred and to make an argument about how or why that area experienced erosion.

3. Ask students where erosion did not occur. Ask students to make observations about the areas without erosion and to share those observations with their partner. Ask students to share their observations with the class.

4. Together as a class, discuss the observations about the areas in the image without erosion. Ask students to make predictions why the area without erosion did not erode. Guide students to the features (i.e. plants) that exist on the land without erosion.

Investigate:1. Explain to students they will watch a video and will use a solution workbook to capture

their observations. Walk through how to fill out Student Resource 4.1.A (solution workbook) using descriptions, details, drawings, etc. to understand how plantings stop erosion. Remind students to focus on the mechanism plants have that prevents erosion.

2. Show students Teacher Resource 4.1.B (plantings video). Follow Teacher Resource 4.1.C (plantings video guide) for start and stop times on the video. Use the guiding questions in Teacher Resource 4.1.C for student actions and discussions.

3. Together as a class, discuss the video’s demonstration. Ask students what changes occurred between each bottle and to explain why they occurred.

Reflect:1. Ask students to share with a neighbor how plants act as a solution to prevent erosion from

flooding. 2. Ask students what might be the benefits and drawbacks to using plants as a solution to

erosion.3. Ask students if this solution could be implemented in Chicago. Ask students why and

where, or why not. 4. Tell students that in the next lesson they will investigate another type of solution

stormwater managers propose to prevent the impacts of erosion.

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Teacher Resource 4.1.A (Erosion image)

Source: Flickr, Buddha Dog (top), Jenny Flowers (bottom)

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Teacher Resource 4.1.C (Plantings video guide)

Play Stop QuestionsStart 1:37 Ask students to make predictions with a partner

about which bottle will have the cleanest water. Ask students to predict which bottle will have the most erosion, which will have some erosion, and which will have the least erosion.

1:37 2:24 Tell students to write down or draw observations from the video into the appropriate section in their graphic organizer. Ask students what happens to the soil and the water and to include their answers on their graphic organizer. Ask students to include why these outcomes occurred.



4:48 5:57 Repeat video section if needed. Ask students to fill in the graphic organizer in the plant bottle. Ask students to write on their graphic organizers in the appropriate area how plants and their roots prevent erosion.

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Student Resource 4.1.A (Solution workpage)

What happens to the water in each container? Describe or draw what the water looks like below.What happens to the land in each container? Describe or draw what the land looks like below.

______________________________________________________________________________

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Using the image above, describe how plants prevent erosion. What mechanism do plants use to prevent erosion?

Solution Rubric:Construction

Natural or human-made______________________Along water or across water_________________________

MechanismHold water or hold soil in place_________________________Slow a lot of water or slow less water_________________________

Student suggestions (fill in own positives or negatives)_________________________

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Lesson 4: Solutions

Lesson 4.2: Levees

Lesson description:Students will examine images to determine where erosion did or did not occur and why these areas did or did not erode. Students will investigate levees by observing a gif of homes flooding without the presence of a levee and homes not flooding in the presence of a levee along a river. Students will understand that by holding flood water within the river, levees prevent erosion. Students will consider the benefits and drawbacks of this solution and if it is viable in Chicago.

Guiding question:How do levees help prevent erosion? What is the mechanism by which levees prevent erosion?

Objective:Students will be able to describe the mechanism by which levees hold water in water bodies to prevent flooding, which prevents erosion.

Materials:Teacher Resource 4.2.A (Levee image 1)Teacher Resource 4.2.B (Levee gif)

https://www.nad.usace.army.mil/portals/40/siteimages/NACCS/07.gifTeacher Resource 4.2.C (Levee image 2)Student Resource 4.2. A (Solution workpage)

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https://www.nad.usace.army.mil/portals/40/siteimages/NACCS/07.gif

Lesson 4.2: Levees

Engage:1. Ask students to recall with a partner how plants and their roots help to prevent erosion.2. Show students Teacher Resource 4.2.A (levee image 1). Ask students to discuss with a

partner what evidence of erosion can be seen in the image. Ask students to discuss where erosion occurred and to make a prediction about how or why that area experienced erosion.

3. Ask students where erosion did not occur. Ask students to make observations about the areas without erosion and to share those observations with their partner. Ask students to share their observations with the class.

4. Togethers, discuss the observations about the areas in the image without erosion. Discuss how some areas contain just plants, but other areas contain plants and built structures. Ask students if they have ever seen a built structure along a river like the one in the photo. Tell students they are going to investigate this type of solution to determine how it prevents erosion.

Investigate:1. Explain to students they will investigate examples of levees and during the investigation

they will fill out Student Resource 4.2.A (solution workpage) by following the directions in the resource. Remind students to focus on the mechanisms by which levees prevent erosion.

2. Show students Teacher Resource 4.2.B (levee gif) with the bottom portion covered. Tell students the water represents a river and is flowing towards the students. Ask students to describe with a neighbor what is happening in the top portion of the gif.

3. Show students Teacher Resource 4.2.B (levee gif) with the top portion covered. Ask students to describe with a neighbor what is happening in the bottom portion of the gif. Reveal the top portion of the gif. Ask students to compare and contrast the top portion to the bottom portion.

4. Show students Teacher Resource 4.2.C (levee image 2). Ask students to make observations with their neighbor about a potential new solution presented in the image.

5. While referencing the image, ask students to describe what they notice about the raised rocks in the image. Support students in recognizing how the raised rocks in the image follow along the side of the river and the wall separates the land on one side and the river on the other. Tell students to draw or describe this phenomenon in their student resource.

6. Ask students if their observations matched the description. Tell students that this solution is a type of barrier known as a levee. Ask students to create a definition for a levee based on the information presented. Guide students to include a description of how a levee is built along the side of water and acts as a divider.

7. Show students Teacher Resource 4.2.B again. Together as a class, discuss how in the top portion, the river overflows and floods the land. Ask students what will happen to the flooded land and the homes located in this area. Discuss how in the bottom portion, the levee along the river is tall enough so rising flood water does not overflow and the water stays separate from the land, keeping the homes safe. Tell students that by preventing waters from reaching land, the levee prevents erosion. Remind students to take notes about their discussion in their student resource.

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Reflect:1. Ask students to share with a neighbor how levees act as a solution to prevent flooding

and erosion.2. Ask students what might be the benefits and the drawbacks of levees as a solution to

erosion.3. Ask students if this solution could be implemented in Chicago, and why or why not.4. Tell students that in the next lesson they will investigate one other type of solution

stormwater managers propose to prevent the impacts of erosion.

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Teacher Resource 4.2.A (Levee image 1)

Teacher Resource 4.2.C (Levee image 2)

Source: Wikimedia commons (top); Northwest Indiana Times (bottom)

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What happens to the water in the image above? Describe or draw what the water looks like below.

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What happens to the land in the image above? Describe or draw what the land looks like below.Why does this occur?

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What happens to the land in the image above? Describe or draw what the land looks like below.Why does this occur?

Using the above image, describe how levees prevent erosion. What mechanism do levees use to prevent erosion?





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Lesson 4: Solutions

Lesson 4.3: Dams

Lesson description:Students will compare images containing dams to determine what similarities exist between them and whether erosion was visible or not. Students will then watch two videos that explain how dams operate by collecting water in its reservoir and slowly releasing it downstream and how this mechanism prevents water from overwhelming the surrounding land, thereby preventing erosion. Students will consider the benefits and drawbacks of this solution and if it is viable in Chicago.

Guiding question:How do dams help prevent erosion? What is the mechanism by which dams prevent erosion?

Objective:Students will be able to describe the mechanism by which dams collect water in the reservoir and steadily release the water into the river system so as to prevent flooding over lands, thereby preventing erosion.

Materials:Teacher Resource 4.3.A (Dam image 1)Teacher Resource 4.3.B (Dam image 2)Teacher Resource 4.3.C (Dam image 3)Teacher Resource 4.3.D (Dam image 4)Teacher Resource 4.3.E (Dam video)

https://www.youtube.com/watch?v=wdgV-lTkCNoTeacher Resource 4.3.F (Dam mechanism image)Teacher Resource 4.3.G (Dam mechanism video)

https://www.youtube.com/watch?v=nzlOo2mHTWM

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https://www.youtube.com/watch?v=nzlOo2mHTWM

Lesson 4.3: Dams

Engage:1. Ask students to recall with their neighbor how levees help prevent erosion.2. Show students Teacher Resources 4.3.A, B, C, D (dam images). Ask students to make

observations about each image and to share their observations with their neighbor. Ask students to make predictions, or educated guesses, about how water might be moving in each image. If needed, guide students to understand how water flows in each image from the reservoir side to the river side.

3. Ask students to compare and contrast the images with their neighbors. Ask students what similarities exist between each image, guiding students to consider the water, the land, infrastructure, etc. and how the images differ. Ask students to share their answers with the larger class.

4. Ask students if erosion is or is not visible in any of the images, and to argue why they do or do not see evidence of erosion in the images. If they do not see erosion, prompt students to think about what could be preventing erosion.

5. Together as a class, discuss student observations about the image similarities and evidence of erosion.

6. Ask students if they can identify the built structures that cut through the center of the rivers in the images. Look for students to recognize the structures are a type of barrier called dams. Tell students they are going to investigate how dams prevent erosion.

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Investigate:1. Explain to students they will explore dams through videos and pictures and that during

the investigation, students should fill out Student Resource 4.3.A (solution workpage) by following the directions in the resource. Remind students to focus on the mechanisms by which dams prevent erosion.

2. Show students Teacher Resource 4.3.C (dam image 3). Ask students to make observations about the image with their neighbor. In their graphic organizers, ask students to write down or draw predictions about how dams prevent erosion.

3. Show students Teacher Resource 4.3.E (dam video). Play video starting at 0:53 and stop at 1:32. Ask students how the dam collects water. Ask students how the dam releases water. Ask students how their predictions compare to the information in the video. Remind students to include their answers in their graphic organizer.

4. Together as a class, discuss their answers. Using Teacher Resource 4.3.F (dam mechanism image), discuss with students how dams are built across rivers to block the uncontrolled flow of water. As water collects behind the dam in the reservoir, the dam has enough height to allow for excess water to collect and the dam’s gates control how much water flows downstream. Remind students to include this description in their resource through pictures or written explanations.

5. Show students Teacher Resource 4.3.G (dam mechanism video). Play video starting at 0:22 and stop at 1:24. Ask students how the dam prevents flooding. Ask students how dams prevent erosion. Ask students how their predictions about dams compare to the information in the video.

6. Together as a class, discuss how dams prevent erosion. Ask students what happens to the land when the dam prevents flooding. Ask students if erosion of the land still occurs if the dam collects water in the reservoir and releases it slowly. Remind students that the mechanism by which dams prevent erosion is by preventing flood waters from reaching the land, thereby stopping flooding from changing the land.

Reflect:1. Ask students to share with their neighbor how dams act as a solution to prevent flooding

and erosion.2. Ask students what might be the benefits and the drawbacks of dams as a solution to

erosion.3. Ask students if they think this solution could be implemented in Chicago and why or why

not.4. Tell students that in the next lesson they will use all the information they have gathered

throughout the past lessons to help them in their role as stormwater manager assistants to prepare Chicago against potential seasonal flooding.

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Teacher Resource 4.3.A (Dam image 1)

Teacher Resource 4.3.B (Dam image 2)

Source: U.S. Army Corps of Engineers (top); Wikimedia commons (bottom)

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Teacher Resource 4.3.C (Dam image 3)

Teacher Resource 4.3.D (Dam image 4)

Source: Wikimedia commons (top); Wikimedia commons (bottom)

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Teacher Resource 4.3.F (Dam mechanism image)

Source: Japan Water Agency

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What does not happen to the land in the image above? What happens to the land if the dam was not in place in the image above?

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Using the above image, describe how dams prevent erosion. What mechanism do dams use to prevent erosion?





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Lesson 5: Performance Task

Lesson 5.1: Performance Task

Lesson description:Students will analyze a flood risk map to determine the flood risk of two designated locations in the greater Chicago area. Students will utilize provided information on the designated locations and their solution workpages to make an argument about what solution to implement in each location. Students will then present their arguments to city officials in a variety of presentation options.

Guiding question:What solution works best in a given scenario?

Objective:Students will be able to compare and contrast erosion prevention solutions in order to make an argument about enacting a solution given a situation.

Materials:Teacher Resource 5.1.A (Solutions map)Student Resource 5.1.A (Location information sheet)

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Lesson 5.1: Performance Task

Engage:1. Remind students that throughout this unit, they have investigated when and where

flooding could occur in Chicago, what happens to the land when an area floods, and solutions used by stormwater managers to prevent erosion.

2. Tell students that in their role as stormwater manager assistants, they have the opportunity to develop a report for the Chicago stormwater managers making recommendations for which solution the city government should put in place in different locations within Chicago.

3. Show students Teacher Resource 5.1.A (solutions map). Ask students to identify the areas on the map most at risk for flooding. Ask students if the marked locations are in areas of high risk or low risk for flooding.

4. Give students Student Resource 5.1.A (location information sheet). Tell students the information in the guide is provided by the city planners to help inform their decisions about solutions. Discuss the information together as a class.

5. Tell students that using this information, they need to make an argument in a report about which solution to put in place in each location.

Investigate:1. Remind students to use their solutions workpages to help compare and contrast the

various solution possibilities and to help students make their argument about why they chose that solution.

2. Ask students to discuss with a partner if Location 1 is at high risk for flooding and when or during what season the location would likely flood.

3. Ask students to discuss with a partner possible solutions for Location 1. Remind students to use important information from Student Resource 5.1.A (location information sheet). Tell students to write down their solution choice in the space provided in Student Resource 5.1.A.

4. Ask students to discuss with their partner why they chose that solution. Ask students to consider the solution’s mechanism, the solution’s construction, and other factors in their discussion. Tell students to write down their solution argument in the space provided in Student Resource 5.1.A.

5. Have students pick a second location and repeat steps 2-4.Ask students to discuss with their partner if Location 2 is at high risk for flooding and when or during what season the location would likely flood.

6. Ask students to discuss with a partner possible solutions for Location 2. Remind students to use important information from Student Resource 5.1.A (location information sheet). Tell students to write down their solution choice in the space provided in Student Resource 5.1.A.

7. Ask students to discuss with their partner why they chose that solution. Ask students to consider the solution’s mechanism, the solution’s construction, and other factors in their discussion. Tell students to write down their solution argument in the space provided in Student Resource 5.1.A.

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Reflect:1. Tell students they will use their reports to provide the stormwater manager, city officials,

and people living in Chicago with valuable information about how best to prepare for flooding. Tell students they can decide how best to present their report findings, and options may include a poster, a speech or presentation of the report, a video, a letter to a local newspaper, or an art project.

2. Provide students time to prepare presentations. Once completed, divide students into small groups and ask students to present their report to their group.

3. Tell students that these reports and presentations will be given to the office of the stormwater manager to help them figure out the best way to prevent flooding and erosion in Chicago.

4. Optional extension: prompt students to continue looking for evidence of erosion or solutions to erosion in their neighborhood, and to report back to the class with any new observations! After the presentations, bring the class back together and ask students if they have noticed locations in their neighborhood with flooding solutions already in place. Ask students if they have noticed areas in their neighborhood with evidence of erosion or evidence that water has changed the shape of the land.

5. Ask students if after working as stormwater manager assistants to help the city of Chicago do any of them want to become stormwater managers or city officials when they grow up.

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Teacher Resource 5.1.A (Solutions map)

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Student Resource 5.1.A (Location information sheet)

Location 1 Solution:

___________________________________________

Location 1 Argument:

Location 2 Solution:

___________________________________________

Location 2 Argument:

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Location 1:

This location is a geographically small area with an empty dirt field. The empty dirt field has flooded many times in the past.

Location 2:

This location is a geographically larger area next to a river. The area next to the river has many residential homes. In the past, the river and residential area have flooded few times.

Documents

files.emailmeform.com · Web viewEarly Elementary Science Partnership Grade 2 Model Unit: Water and Land. A Thesis Submitted in Partial Fulfillment of the. Requirements of the Renée