Water Runoff: How the Ground Water in Your Community is Affected

Students will discover that water flows more easily though some earth materials than others. They will create models that demonstrate how various structures can help filter pollutants in water. Procedures, diagrams, questions, and observations will be recorded in science journals.

This activity will best suit students in grades 4-6 once they have completed some previous labs related to the water unit. The activity would be done as a lab and students should be familiar with cooperative group skills. A minimum of 3 class periods is needed. A class of 28 could be divided into 7 groups of 4 students each. Materials needed include aluminum baking pans, sand, soil, gravel, modeling clay, plant material, and cups with holes, rulers, and containers for each group's dirty water. The "recipe" for the foul water is as follows: 2 liters water, ½ Tablespoon salt, ½ teaspoon garlic powder, ½ cup ground coffee, 1/3 cup oil.

This activity will be used as an extension with the Foss Water unit approximately at the time of investigation 4: Waterworks part 1. If possible, go outside during a rainy day and observe where the rain disperses. Otherwise begin the activity by asking the students, "Where does the water go after it rains?" Hopefully a student may respond that the water soaks directly into the ground, if not try to lead students to the correct answer. Brainstorm various types of areas in the nearby region such as a swamp, parking lot, strip mall, garden plot, beach, wooded area, etc.... Assign each group one of the areas to replicate using the materials mentioned above to create a model. Once the models are made, this would be the end of this class period. Have a mixture of the foul water prepared when beginning the next class. Ask students to predict what might happen as the dirty water is added to their area. Have students suggest situations in the real world that are like what this activity is representing. Some examples may include antifreeze being drained in someone's driveway, pesticides used on farmers' fields, acid rain due to pollutants in the air, etc.... These examples can be written into the science notebooks. Have a getter from each group get their baking pan simulation of their area, a cup with holes, and a cup of the foul water. Have students prop their baking pans on something to create a small incline. Place a ruler across the baking pan to hold the cup with the holes in it. Students will pour the foul water into the cup with holes and observe how the water is filtered or runs off in their pans. Once everyone is finished have the students observe each others samples, and discuss any thoughts they have regarding soil types, natural areas vs. man-made areas, etc.... Ask students, "Which type of soils filter the water better?" "Where does the water remain dirty?" "How do these areas in real life help or hurt our ground water?" Write claims and evidence statements in science notebooks related to what was observed. Have students draw an example in their science notebooks of a small community setting that has man made items that are necessary in a community (such as parking lots, buildings, playgrounds) as well as wetland areas (that may or may not be natural), wooded parks, prairies with native plants, etc....

It would be helpful for the teacher to have some knowledge about Science notebooks. A good resource is Using Science Notebooks in the Elementary Class by M. Klentschy. Having students plan their models and drawings in different than what was done in the past.

This activity will be used as an extension with the Foss Water unit approximately at the time of investigation 4: Waterworks part 1. If possible, go outside during a rainy day and observe where the rain disperses. Otherwise begin the activity by asking the students, "Where does the water go after it rains?" Hopefully a student may respond that the water soaks directly into the ground, if not try to lead students to the correct answer. Brainstorm various types of areas in the nearby region such as a swamp, parking lot, strip mall, garden plot, beach, wooded area, etc.... Assign each group one of the areas to replicate using the materials mentioned above to create a model. Once the models are made, this would be the end of this class period. Have a mixture of the foul water prepared when beginning the next class. Ask students to predict what might happen as the dirty water is added to their area. Have students suggest situations in the real world that are like what this activity is representing. Some examples may include antifreeze being drained in someone's driveway, pesticides used on farmers' fields, acid rain due to pollutants in the air, etc.... These examples can be written into the science notebooks. Have a getter from each group get their baking pan simulation of their area, a cup with holes, and a cup of the foul water. Have students prop their baking pans on something to create a small incline. Place a ruler across the baking pan to hold the cup with the holes in it. Students will pour the foul water into the cup with holes and observe how the water is filtered or runs off in their pans. Once everyone is finished have the students observe each others samples, and discuss any thoughts they have regarding soil types, natural areas vs. man-made areas, etc.... Ask students, "Which type of soils filter the water better?" "Where does the water remain dirty?" "How do these areas in real life help or hurt our ground water?" Write claims and evidence statements in science notebooks related to what was observed. Have students draw an example in their science notebooks of a small community setting that has man made items that are necessary in a community (such as parking lots, buildings, playgrounds) as well as wetland areas (that may or may not be natural), wooded parks, prairies with native plants, etc....

4.1.2.1.1. Positive and negative impacts that the designed world has on natural world; 4.3.4.1.1. Humans interact and influence earth's systems.