River
Cutters
Natalie Jurschk
& Janet Vito
| Description |
| Concept Map |
| Assessment Plan |
| Outline |
| Calendar |
| Lesson 1:
Exploration |
| Lesson 4: Dams
and Toxic Waste |
| Troubleshooting Video |
| Fall 2007 Projects Home |
| CI5329 Projects Home |
AUTHOR'S NAME: Natalie Jurischk
TITLE OF THE LESSON: What unnatural changes occur to rivers?
TECHNOLOGY LESSON: Yes No
LENGTH OF LESSON: One 1 ½ hour period or two 50 minute class periods
NAME OF COURSE: Middle School Science
SOURCE OF THE LESSON:
- http://www.nationalgeographic.com
- http://school.discoveryeducation.com
TEKS ADDRESSED:
Grade 7:
(14) Science concepts. The student knows that natural events and human activity can alter Earth systems. The student is expected to:
(B) analyze effects of regional erosional deposition and weathering; and
(C) make inferences and draw conclusions about effects of human activity on Earth's renewable, non-renewable, and inexhaustible resources.
Grade 8:
(14) Science concepts. The student knows that natural events and human activities can alter Earth systems. The student is expected to:
(A) predict land features resulting from gradual changes such as mountain building, beach erosion, land subsidence, and continental drift;
(C) describe how human activities have modified soil, water, and air quality.
CONCEPT STATEMENT:
The exploration purpose of this lesson is to give students a chance to investigate the effects of dams on the ecosystem of a region (the long-term effects that are not anticipated). The elaboration purpose is to give students the opportunity to investigate the impact of toxic waste dumps.
PERFORMANCE OBJECTIVES:
§ Students will describe the effects of dams on a river
§ Students will evaluate how toxic waste sites affect rivers
SAFETY CONSIDERATIONS:
Ensure students are not allergic to any items used in the activity and that they are not eating in class; must wash hands after the lab
SUPLEMENTARY MATERIALS, HANDOUTS:
Teacher: PowerPoint pictures with important questions on certain slides (html version, quicktime version, PowerPoint download); Exploration Worksheet; chalkboard and chalk; 2 pitchers of blue colored water per class; 1 bottle of blue food coloring; 1 bottle of red food coloring; paper towels; 1 bucket; clock with a second hand; 4-6 cotton swabs dyed red at one end
Per 4-6 Students: 1 river holder tub; 1 sponge; 1 piece of wood (2x4x8”); 1 aluminum pie pan; 1 sturdy spoon; river feature flags made in session 2; 2-3 strips of acetate; 2 clear plastic straws; 4-6 cotton swabs dyed red at one end; scissors;
Per Student: Their River Cutters notebook; pencil; Geologic Features handout handy from Session 2; Exploration Worksheet
Before Day of Activity:
- Cut acetate strips for each tub that will be used (3” X 5”) for the dams
- Soak the cotton swabs in red food coloring and allow them to dry overnight; for quick dry place them in an oven for a few minutes – these will be the toxic waste sites
- Break swabs in half so they can be hidden in the earth
- Prepare flags for students to place when identifying river features
Day of the Activity:
- Replenish blue water for the dripper systems
- Set out the river tubs at each station and make sure students re-slope their tubs before use
- Set up part of the room for the discussion area, away from the tubs; have PowerPoint accessible/ viewable in this area
|
Engagement |
Time: 15-20 minutes |
|
| What the Teacher Will Do |
Probing Questions |
Student Responses Potential Misconceptions |
| DISCUSSION AREA: Have PowerPoint up and ready to start First slide Second slide is of a beaver dam |
-What are some unnatural changes that can occur to rivers? - What is this feature on the screen? - How did it get there? - Have you ever seen a dam? - Has anyone seen a human-made dam? Or made a dam in a gutter or stream? - Think about the purpose of a dam. - Ask students to brainstorm some of the purposes that dams serve and list these on a sheet of paper. - How do business, agriculture, and industry benefit from the building of dams? |
Students share their answers Students share their answers Students make a list of the purpose of dams |
|
Exploration |
Time: 25 minutes |
|
| What the Teacher Will Do |
Probing Questions |
Student Responses Potential Misconceptions |
| Teacher passes out EXPLORATION WS Teacher tells students about the job roles each must choose to act out Teacher informs students to begin cutting their five minute river (as they have done in prior lessons) Teacher reminds students to place flags that define any features the students notice their rivers creating Teacher shows students their pre-cut dams and tells them they need to cut the spillway; switch to PowerPoint slide to aid them in cutting the spillway Teacher walks about the room monitoring student work and asking questions Teacher asks questions after the second run Teacher ensures students redraw their rivers after the five minute run |
What do you think the spillway is there for? What makes a good spot to build a dam? What do you think a reservoir is? Where is it found? What do you think happens to the water while the dam is being built? What effect would the dam have on the land upstream? What happens to the people and animals upstream of a dam? What would happen if there were a leak in the dam? What happens to the river or stream below the dam? What did you observe happen differently in this run |
Students cut a five minute river Students place flags of river features as they appear Students draw a picture of their river and its features Students cut there spillway Students discuss their responses and conclude a spot on their river to place their dam Students create their reservoirs Students run their rivers for another five minutes Students redraw their rivers after the second run Students participate in discussion |
|
Explanation |
Time: 15 minutes |
|
| What the Teacher Will Do |
Probing Questions |
Student Responses Potential Misconceptions |
| RETURN TO DISCUSSION AREA: Rivers have long been sources of
transportation, food, and water. Even ancient civilizations
like those in Mesopotamia and Today, the world's rivers contain a vast network of levees, dams, and locks to control water and harness its potential. Explain the three main reasons: - flood control - water storage - hydroelectricity Flip to Slide 6 to show students what dams do to the river from an aerial view Discuss the environmental changes associated with the dam including, for example, loss of natural land habitat, increase of water habitat |
Big rivers usually overflow their banks (flood) in the spring time, when snow melts and big rains fall. How might a dam affect flooding? (a dam regulates (evens out) the flow of water throughout the year so that flooding becomes less frequent) How might this affect people living in cities along the river? (As stated in the above question, floods become less frequent. However, as a result of wetland draining along river ways, when floods do occur they can be very severe and affect many people) Looking at this picture - What effect would the dam have on the land upstream/ downstream? What happens to the people and animals upstream/ downstream of a dam? Some species of trees, such as the cottonwood, rely upon floods for seed germination. How might the dam affect cottonwood trees downstream? How might the dam affect fish swimming along the river? |
Students are encouraged to ask questions or make observations to participate in the whole class discussion Students think - then answers are shared (fewer floods would result in fewer species such as the cottonwood that rely upon flooding for seed distribution) (it would cause an impediment to fish migration and travel, and it could change the temperature of the water) |
|
Elaboration |
Time: 25 minutes |
|
| What the Teacher Will Do |
Probing Questions |
Student Responses Potential Misconceptions |
| Teacher passes out the prepared cotton swabs with red food coloring on them Teacher also passes out the cut straws for soil samples RETURN TO DISCUSSION AREA: Flip to Slide 7 for discussion of pollution in rivers |
These are toxic waste These are for drilling… Do you see any evidence that toxic waste has contaminated your river? Where is the toxic waste underground? What did these models help you find out? What are some possible wastes that get into our rivers? Write down a list of your thoughts Can you see all pollution; could a river be polluted and not have a different color? Who is affected by river pollution? |
Students follow the exploration guide to place toxic dumps Students start their third five minute run Students redraw the river after the third five minute run Students write down thoughts Students participate by answering questions Students clean up their stations and come to discussion area |
| Evaluation |
Time: 10-15 minutes |
|
| What the Teacher Will Do |
Probing Questions |
Student Responses Potential Misconceptions |
| RETURN TO DISCUSSION AREA: Bring students back together as a class and discuss what they have learned about the impact humans have had on rivers and watershed areas. Early dam builders never thought about the harmful consequences of the dams they were building. For them, they were doing a service to society by taming part of the wild and dangerous nature. Supporters point to the provision of electric power, irrigation for agriculture and water supply. Opponents contend dams favor the wealthy and industry, destroy native fisheries, are not cost effective Possible extension questions: |
Why do students think they are built in the first place? Do people just not care, or are many of them older projects that were built before the extent of damage being caused was fully understood? Are there ways in which we are so obsessed with progress today that we could be creating environmental tragedies and not realize it? What kinds of human activities are causing damage to river systems? What are some of the indications that a river system is being damaged? What is being done to combat the negative effects of the human activities? |
Students participate in class discussion Benchmarks for Science Literacy (BSL) p.336 – Students of all ages may hold the misconception that the world was always as it is now, or that any changes that have occurred must have been sudden and comprehensive (Freyberg, 1985) Students may need more understanding of how dams work Students may benefit from explanation of point source and non-point source pollution |