15-17 Class Periods (40 Minute Periods)

Fruitvale

15-17 Class Periods (40 minute periods)

Overview: Students are set with the task of identifying why the water within the town of Fruitvale has a “funny smell”. Throughout the module students learn about groundwater and groundwater contamination, including activities on how groundwater and groundwater contamination travels. Students will also understand how humans can have an impact on groundwater contamination. At the end of the module students are required to use the knowledge they have learned through the activities to decide which wells they would like to test in the town to identify if contamination has occurred. Due to the fact that the town has limited resources students must use the knowledge that they have gained to pick specific wells to test. At the end of the module students must role play a town meeting in which they identify their plan for fixing the contaminated wells and vote on the multiple options.

Activity 1- The Fruitvale Story Part 1

1 40-minute class

-Students are introduced to groundwater, groundwater contamination, and how human impact can effect groundwater through a reading passage.

*This activity is not included within the EQuIP Rubric.

^This is one of the activities we completed in class.

Activity 2-Understand Groundwater

2 40-minute class periods

-Students learn about how water enters and flows through earth materials while completing a lab based activity.

^This is one of the activities we completed in class.

Activity 3- Exploring the Water Cycle

**THIS ACTIVITY CAN BE LEFT OUT.

-This lesson introduces the water cycle. Students should already be familiar with the water cycle.

*This activity is not included within the EQuIP Rubric.

Activity 4- Interpreting Maps

1-2 40-minute class periods

-Students learn how to read topographic maps, geologic cross sections, and street maps.

Activity 5- Modeling Groundwater Contamination

2-3 40-minute class periods

-Students learn how groundwater contamination travels through a lab based activity.

^This is one of the activities we completed in class.

Activity 6- Understanding Concentration

1 40-minute class period

-Students will understand concentration by completing a series of dilutions through a simple lab based activity.

Activity 7- The Fruitvale Story Part 2

1 40-minute class period

-Students will complete a reading in which they learn about pesticides on grass.

*This activity is not included within the EQuIP Rubric.

Activity 8- Testing for Pesticides Concentration

2-3 40-minute class periods.

-Students will use evidence they have learned from the previous modules to create a lab in which they test wells for contamination.

^This is one of the activities we completed in class.

Activities 9-11 **THESE ACTIVITIES SHOULD BE LEFT OUT.

-These activities pertain to Isomaps.

*These activities are not included within the EQuIP Rubric.

Activity 12- Decision Making

3-4 40-minute class periods

-Students use what they have learned through the modules to role play a town meeting in which they discuss the options for clean-up of the well and vote on the options.

^This is one of the activities we completed in class.

Grade: 8th Grade Lesson/Unit Title: Fruitvale Reviewers: Nanette Parnham, Robert Sokal, Michelle D’Amico

I. Alignment to the NGSS

The lesson or unit aligns with the conceptual shifts of the NGSS:

Criteria / Specific evidence from materials and reviewers’ reasoning / Suggestions for improvement
A. Grade‐appropriate elements of the science and engineering practice(s),
disciplinary core idea(s), and crosscutting concept(s), work together tosupport students in three‐dimensional learning to make sense ofphenomena and/or to design solutions to problems.
i.Provides opportunities to develop and use specific elements of the
practice(s) to make sense of phenomena and/or to design solutions toproblems.
ii. Provides opportunities to develop and use specific elements of the
disciplinary core idea(s) to make sense of phenomena and/or to designsolutions to problems.
iii.Provides opportunities to develop and use specific elements of the
crosscutting concept(s) to make sense of phenomena and/or to design
solutions to problems.
iv.The three dimensions work together to support students to make sense
of phenomena and/or to design solutions to problems. / The groundwater unit provides evidence to develop and answer the following questions.

How solid materials absorb and store groundwater differently?
How particle size and shape affect the porosity and permeability of earth materials?
Whether or not the earth layers determine whether or not an aquifer or aquitard may exist?
What are the sources of surface and groundwater pollution?

What are the health effects of common water contaminants?
What is a contaminant plume?
What are point and non-point sources of groundwater contamination?
How will a map help predict the size and shape of a contaminant plume?
How will students predict the spread of groundwater contamination?
Why is it important to know where the groundwater flows?
What are the similarities and differences between point and non-point contaminations?
Evidence of opportunities for students to develop and the practices include:
Examples of earth’s materials.
A comparison of sand, gravel and clay.
An example of groundwater movement. And contaminants.
Provide evidence to show where the water goes after it hits the earth’s surface.
Provide evidence to differentiate the properties of sand, water and clay.
Explain the use of data table to differentiate results.
How does this experiment model natural processes and human activity?
Give evidence to prove which material is the best aquifer?
Give evidence to describe how people can drink water that is soaked deep into the ground.
How to read a street map of Fruitvale.
How to utilize a topographic map of Fruitvale.
How to utilize a Geological Cross Section of Fruitvale.
How to compare different types of maps.
How to analyze data from maps.
Ask questions: How are maps used to find evidence about Fruitvale?
Why do people use map? What types of maps are important to gather evidence?
What does a geological cross section show?
How do you analyze information from maps?
Students examine the movement of a contaminant plume through groundwater.
Students will use street maps and topographic maps to predict the movement of a plume.
The relationship between observed data will be used to predict water contamination in Fruitvale. Point and non-point pollution data will be utilized.
Evidence of opportunities for students to develop and use the CCCs include:
Students examine the movement of water in the ground and through porous and nonporous materials.
The relationship between observed water through sand, gravel and clay.
Students examine how street maps compile data.
On the street map students identify the location of a building, the direction of streets, and the distance between different locations.
Each group is assigned a map and has to find data from the maps.
How do students examine a topographic map and show contour lines and elevation? / Engage the students by asking where does the water go when it hits the solid ground?
What does it mean when we say permeability, impermeability, aquifer and aquitard?
Why does it matter whether the material used is sand, gravel or clay?
What observations would you use when reading a map?
What type of map would show streets and locations of buildings?
What type of map would show contour lines and elevation?
What type of map would show three dimensions?
What observations would a team make to understand the health effects of contaminants?
How a team predicts a contaminant plume?
What prediction would a team make to describe whether the pollution was point or non-point pollution?
What conclusions would a team make to predict where the groundwater flows?

A unit or longer lesson will also:

Criteria / Specific evidence from materials and reviewers’ reasoning / Suggestions for improvement
B. Lessons fit together coherently targeting a set of performance expectations.
i. Each lesson links to previous lessons and provides a need to engage inthe current lesson.
ii. The lessons help students develop proficiency on a targeted set ofperformance expectations.
C. Where appropriate, disciplinary core ideas from different disciplines areused together to explain phenomena.
D. Where appropriate, crosscutting concepts are used in the explanation ofphenomena from a variety of disciplines.
E. Provides grade‐appropriate connection(s) to the Common Core StateStandards in Mathematics and/or English Language Arts & Literacy in
History/Social Studies, Science and Technical Subjects. /
ELA/Literacy -WHST.6-8.7 / Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.(MS-ESS3-3)
WHST.6-8.8 / Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.(MS-ESS3-3)
Mathematics -
6.RP.A.1 / Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.(MS-ESS3-3),(MS-ESS3-4)
7.RP.A.2 / Recognize and represent proportional relationships between quantities.(MS-ESS3-3),(MS-ESS3-4)
6.EE.B.6 / Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.(MS-ESS3-1),(MS-ESS3-2),(MS-ESS3-3),(MS-ESS3-4),(MS-ESS3-5)
7.EE.B.4 / Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.(MS-ESS3-1),(MS-ESS3-2),(MS-ESS3-3),(MS-ESS3-4),(MS-ESS3-5)

Evidence that Disciplinary Core Ideas (DCIs), Science and Engineering Practice (SEP) and Crosscutting Concepts (CCCs) were included in this lesson

Grade: 8th Lesson/Unit Title: Module 2/ Understanding Groundwater

Disciplinary Core Ideas (DCIs) / Element / Evidence
ESS2.C: The Roles of Water in Earth's Surface Processes /

Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. (MS-ESS2-4)
Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)

/ Examine how solid materials can absorb ground water.
What solid materials in the ground such as sand, gravel and clay absorb ground water and what is the difference in how they absorb the ground water.
Students will predict how ground water is contaminated.

Evidence that Disciplinary Core Ideas (DCIs), Science and Engineering Practice (SEP) and Crosscutting Concepts (CCCs) were included in this lesson

Grade: 8th Lesson/Unit Title: Module 2/ Understanding Groundwater

Science and Engineering Practice (SEP) / Element / Evidence
Developing and Using Models / Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.

Develop and use a model to describe phenomena. (MS-ESS2-1)
Develop a model to describe unobservable mechanisms. (MS-ESS2-4)

/ Evidence that solid materials can absorb water.
Water data are shared with each team.
How does clay, gravel and sand differentiate in their absorption of water.
Students will use tables to differentiate their results.