Bruce Vento Nature Sanctuary Science Curriculum

Current St. Anthony Falls in Minneapolis background

Lock and Dam Number Two foreground
LESSON FIVE

Title:	Water! Phalen Creek and the Mississippi River
Course:	Earth Science
Grade:	Eighth

Introduction
Guiding questions:	What is the Bruce Vento Nature Sanctuary? How does the water cycle distribute and purify water? How does land and water use affect natural processes?
Strand/Substrand/ Standard/ Benchmarks:	-Earth and Space Science -Interdependence Within the Earth System -Water, which covers the majority of the Earth’s surface, circulates through the crust, oceans and atmosphere in what is known as the water cycle. 8.3.2.3.2 Describe how the water cycle distributes materials and purifies water. -Earth and Space Science -Human Interactions with Earth Systems -In order to maintain and improve their existence, humans interact with and influence Earth systems. 8.3.4.1.2 Recognize that land and water use practices can affect natural processes and that natural processes interfere and interact with human systems.
Learning Targets:	I can find Bruce Vento Nature Sanctuary on a map and describe the area. I can describe the water cycle and how the process purifies water. I can think critically about how land use affects the natural process of water.
Learning Activities:	Introduce guiding questions and/or learning targets by posting visually. Ask students to respond with initial understandings either in writing or verbally. Ask students what they know about the water cycle. Only allow a couple of students to answer, providing basic information. As a pre assessment, ask students to sketch the water cycle labeling and describing as much as possible. Circulate the room or to gain and understanding of students’ prior knowledge. Encourage students to add or change information on this model through the unit of study. The final product will be to create a revised, high quality graphic of the water cycle. Read the modified version of ‘Follow a Drop Through the Water Cycle’ published by the US Geological Survey. This may be done aloud by the teacher, several students (popcorn), in pairs or individually. Ask students to make revisions or additions to their water cycle picture as you read. Emphasis bolded words. Introduce field work Watch ‘1. Introduction’ of Bruce Vento Nature Sanctuary Tour DVD. ‘Eco restoration’ Describe the expectations: see ‘Fieldwork Resources’ for more information and suggestions). Make a plan for how students will work in groups (assign groups and roles).
Assessment for Learning:	Water Cycle rough draft
Resources:	Bruce Vento Nature Sanctuary DVD
Materials:	Plain 8 ½ x 11 paper
Duration:	Two 45 minute class periods

Field work
Learning Activities:	Many people believe the source for the stream and ponds at the Sanctuary are storm water or Phalen Creek when it is in fact groundwater from underground streams. Using the maps provided, students will find evidence of the source for both bodies of water. Simulate water purification. Ask students where our drinking water comes from (rivers, lakes, ponds, ocean, rain). How does water get to our facet (water treatment, through towers and pipes)? Be sure students reference the need for water to be cleaned. Describe to students that water travels through a water treatment center but that the processes in the water cycle naturally purify water. Does anyone know how? Students should then work in groups of two to three to complete the water purification lab. Note: Water is naturally purified through condensation in the air and when water is ‘slowed down’ in the ground. The lab allows students to test several materials such as sand, gravel, cloth, rocks and straw using dirty water and clear cups.
Assessment for Learning:	Lab Report
Resources:	Water Purification Lab Instructions and Report
Duration:	45 minutes

Follow up
Debrief Field Work:	Reflection Using the worksheet provided, ask students to reflect on the experience and content they learned. Create an accurate graphic of the water cycle. Provide students with the list of key words to include: River/lake Evaporation Sun Clouds Precipitation Run off Ground water/aquifer Condensation Irrigation The graphic should be of quality representing the students’ knowledge of the water cycle. Accuracy and aesthetics are important.
Assessment of Learning:	Reflection Water Cycle Graphic
Resources:	Reflection worksheet
Duration:	One 45 minutes class period

Additional Resources:

Consider incorporating the recent article ‘Sediment Strangling our Rivers’ into the lesson regarding how land use affects water quality. Stunning images. There is potential for a perspective activity where students take on the role of a farmer in the north that has the need to use pesticides and a fisherman in the south that is greatly affected by the poor water quality.

http://www.startribune.com/local/119981244.html
Water Ways! A Minnesota Water Primer and Project WET Companion was published by the Minnesota Department of Natural Resources and provides and incredible amount of resources for teachers and students. http://files.dnr.state.mn.us/education_safety/education/project_wet/waterways/ww_complete.pdf
Know Your Watershed- Lesson developed by the Minnesota Department of Agriculture that involves multiple disciplines and examines the local and Mississippi watershed.

http://www.mda.state.mn.us/news/publications/chemfert/reports/wslesson03.pdf