Minnesota Watersheds
Summary
This unit is to be taught as an extension to the FOSS WATER INVESTIGATION 1, Part 3, WATER ON A SLOPE. After learning that water flows down a slope, students will understand that this concept determines how our watersheds flow. It will also explain why some rivers (such as the Red River) appear to be flowing "up" on a map. They will then create a landform map of Minnesota accurately representing the higher elevations (our RIDGELINES) and the location of our major rivers and bodies of water.
This unit can also be extended by many of the activities in the Project Wild and the MinnAqua Lesson Books.
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Learning Goals
1. Students will understand that water flows down a slope.
2. Students will learn and understand that Minnesota is a major water contributor to the United States, and that our water flows in 3 basic directions. Each watershed is divided by the area's highest elevation, called ridgelines.
3. Students will understand that Minnesota's only source of water is in the form of precipitation.
EXTENSION OPTIONS:
4. Students will use new vocabulary in their journals and in conversation.
5. Students will understand that our activities directly affect the quality of our water.
2. Students will learn and understand that Minnesota is a major water contributor to the United States, and that our water flows in 3 basic directions. Each watershed is divided by the area's highest elevation, called ridgelines.
3. Students will understand that Minnesota's only source of water is in the form of precipitation.
EXTENSION OPTIONS:
4. Students will use new vocabulary in their journals and in conversation.
5. Students will understand that our activities directly affect the quality of our water.
Context for Use
This unit is intended for an average size classroom of Fourth Grade Students. The main lesson can be done in the classroom, while the extension lessons I will be referring to should be done outside near a local body of water. Ideally the concept of water should be integrated throughout the school year.
Description and Teaching Materials
MATERIALS:
FOSS WATER MANUAL
HOW DOES YOUR WATERSHED FLOW? Map obtained from the MN DNR @www.dnr.state.mn.us
Outline template of Minnesota - suggested size 8"x11"- (students can share these)
Heavy cardboard to support clay landform map (each child can bring their own)
Salt Clay (or any clay that air dries) - about 2 - 3 Cups per student
Watercolors or Tempera paints if you choose to paint the maps when dry
Toothpicks and file folder labels (bent around the ends of toothpicks) to mark each Ridgeline and the major rivers and bodies of water you choose to highlight.
After completing Part 3 of Investigation 1 in the FOSS WATER Unit, students will have an understanding how water flows. They will then be introduced to watersheds, and a clarification discussion should take place. Each student, or pairs of students, will receive the "How Does Your Watershed Flow?" Map. We will observe the arrows indicating how the water flows, and using their prior knowledge, they should understand where the ridgelines might be in Minnesota's Watershed. They will also understand which rivers are the main carriers to the rest of the U.S., and what body of water our rivers eventually empty into.
After tracing an outline of Minnesota onto their cardboard, each student will apply their clay and create their interpretation of Minnesota's ridgelines and the location of our major rivers and bodies of water. Toothpicks with marked flags (file folder labels) can be stuck into the wet clay to mark each landform noted.
The final project should be a clear indicator of the students general understanding of Minnesota's Watersheds.
This unit of study will take several days to complete.
EXTENSION SUGGESTIONS:
Wonderful Watersheds from MinnAqua - students experiment with different materials to discover how pollution infiltrates our water through point and non-point sources. It also teaches the students how "buffers" can stop this process.
WATER CANARIES from Project Wild - Students take water samples from a local body of water and periodically observe the organisms to determine the level of pollution.
FOSS WATER MANUAL
HOW DOES YOUR WATERSHED FLOW? Map obtained from the MN DNR @www.dnr.state.mn.us
Outline template of Minnesota - suggested size 8"x11"- (students can share these)
Heavy cardboard to support clay landform map (each child can bring their own)
Salt Clay (or any clay that air dries) - about 2 - 3 Cups per student
Watercolors or Tempera paints if you choose to paint the maps when dry
Toothpicks and file folder labels (bent around the ends of toothpicks) to mark each Ridgeline and the major rivers and bodies of water you choose to highlight.
After completing Part 3 of Investigation 1 in the FOSS WATER Unit, students will have an understanding how water flows. They will then be introduced to watersheds, and a clarification discussion should take place. Each student, or pairs of students, will receive the "How Does Your Watershed Flow?" Map. We will observe the arrows indicating how the water flows, and using their prior knowledge, they should understand where the ridgelines might be in Minnesota's Watershed. They will also understand which rivers are the main carriers to the rest of the U.S., and what body of water our rivers eventually empty into.
After tracing an outline of Minnesota onto their cardboard, each student will apply their clay and create their interpretation of Minnesota's ridgelines and the location of our major rivers and bodies of water. Toothpicks with marked flags (file folder labels) can be stuck into the wet clay to mark each landform noted.
The final project should be a clear indicator of the students general understanding of Minnesota's Watersheds.
This unit of study will take several days to complete.
EXTENSION SUGGESTIONS:
Wonderful Watersheds from MinnAqua - students experiment with different materials to discover how pollution infiltrates our water through point and non-point sources. It also teaches the students how "buffers" can stop this process.
WATER CANARIES from Project Wild - Students take water samples from a local body of water and periodically observe the organisms to determine the level of pollution.
Teaching Notes and Tips
The Salt Clay takes at least one to dry. We make landform maps of the United States using the same procedure, and it works well to create the map on a Friday leaving the weekend for it to dry.
SALT CLAY RECIPE:
2 Cups Flour
1 Cup Salt
1 Tbsp. Alum
1 Cup Water
Knead together.
SALT CLAY RECIPE:
2 Cups Flour
1 Cup Salt
1 Tbsp. Alum
1 Cup Water
Knead together.
Assessment
The final landform map provides the product for assessment.
Standards
Fourth Grade Science:
III. A. 1 - The student will identify and investigate environmental issues and potential solutions.
III. B. 1 - The student will describe the water cycle involving the processes of evaporation,
condensation, precipitation and collection.
III. B. 2 - The student will identify where water exists on Earth.
III. A. 1 - The student will identify and investigate environmental issues and potential solutions.
III. B. 1 - The student will describe the water cycle involving the processes of evaporation,
condensation, precipitation and collection.
III. B. 2 - The student will identify where water exists on Earth.