Teacher:AaronNapier

EarthScience9
FreshwaterResources

Week1:ProcessesofSoilDevelopment

LessonAimForThisPeriod:

Toexaminesoilformationincludingphysicalandchemicalweathering,aswellasorganicprocessessoil
structureincludinghorizonsandsoiltypessoilerosion,includinghumanandnonhumanimpactand
mitigationtechniquesforpreservingthisnaturalresource.

February2,2015Objective:
Studentsshouldlistthe4typesofchemicalweatheringandthe5typesofphysicalweatheringthatis
necessaryforsoilgeneration.

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincludea)processesofsoildevelopment.

February3,2015Objective:
Studentsshouldlistthesoilhorizonsinorderfromthesurfacetothebedrock.

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincludea)processesofsoildevelopment.

February4,2015Objective:
Studentsshouldidentifythe3soilsizeparticles(sand,silt,andclay)thatmakeupsoiltypeandtexture.

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincludea)processesofsoildevelopment.

February5,2015
Studentsshouldlistthreehumanandthreenonhumanimpactsonsoil(example:erosion)andidentify5
agriculturalmitigationtechniquesthatcanbeutilizedtopreservesoil.

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincludea)processesofsoildevelopment.

February6,2015
Studentswillbetestedonsoilformationincludingphysicalandchemicalweathering,aswellasorganic
processessoilstructureincludinghorizonsandsoiltypessoilerosion,includinghumanandnonhuman
impactandmitigationtechniquesforpreservingthisnaturalresource.


Teacher:AaronNapier
EarthScience9
FreshwaterResources

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincludea)processesofsoildevelopment.

Activities:

Day1(Feb2):
Brainstorming&ThinkPairShare

Day2(Feb3):
Lecture&GraphicOrganizer

Day3(Feb4):
HandsOn&QuickWrite

Day4(Feb5):
JigsawGroups

Day5(Feb6):
TestDay

*Eachdayincludesanexitslipquickwritetocheckforunderstanding.

AnticipatedMaterials:
Whiteboard
Markers(blue&red)
SoilSamples(sand,silt,clay)
SoilErosionVideo
http://study.com/academy/lesson/soilerosioneffectsprevention.html
TextSet:WeatheringandErosion&SoilImpacts


Teacher:AaronNapier
EarthScience9
FreshwaterResources

AaronNapier

February2,201545minutes,9:00a.m.to9:45a.m.

LessonAimForToday:
Toexaminesoilformationincludingphysicalandchemicalweathering,aswellasorganicprocesses.

StudentLearningObjective:
Studentsshouldlistthe4typesofchemicalweatheringandthe5typesofphysicalweatheringthatis
necessaryforsoilgeneration.

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincludea)processesofsoildevelopment.

Introduction:
Studentswillanticipatethelessonscontentbyexaminingweatheringanderosionintheireverydaylives.

Review:
N/A

LessonContent:
TextSet(LevelsbasedonFryReadability):
1. Weathering(level10)
http://www.skwirk.com/pc_s12_u198_t554_c2063/weatheringchemicalandphysical/nsw/
2. SoilCompositionandFormation(level11)
http://nerrs.noaa.gov/doc/siteprofile/acebasin/html/envicond/soil/slform.htm
3. TheOriginandDevelopmentofSoil(level7)
http://passel.unl.edu/pages/informationmodule.php?idinformationmodule=1130447038
4. Erosion(level9)
http://education.nationalgeographic.com/education/encyclopedia/erosion/?ar_a=1
5. MakintheSoil(level5)
http://www.geography4kids.com/files/land_soil2.html

Questions
(L=literal,C=critical,Cr=creative,I=implied)
:


Teacher:AaronNapier
EarthScience9
FreshwaterResources

(L)Whatarethe4typesofchemicalweatheringand5typesofphysicalweathering?(C)Whataresome
examplesofeach?(C)Whyisweatheringnecessaryforsoilformation?(Cr)Howdolivingthingsbecome
partofthesoil?

Activities:
1.
Brainstormingsessionwillbeconducted,theentireclasswillparticipate,andtheywillexaminethe
question,Whatdoyouknowaboutweatheringanderosion?Thiswillbeanticipation,beforereading.
(15minutes)
2.
Studentswillbeplacedingroupsof3or4basedonreadinglevels(todifferentiate)andwillread
activelybychoosing2glossarywords.Thiswillberealization,duringreading.(10minutes)
3.
Finally,thestudentswillsharetheirtwoglossarywordsandsummaryoftheirtexttotheclass.
Therefore,studentswillhave68newwordstoaddtotheirlearninglogs.(10minutes)
4.
Tocheckforunderstandingstudentswillwrite5sentencesastowhyweatheringanderosionis
importantandhowsoilforms.Thisiscontemplation,afterreading.(10minutes)
MaterialsNeeded:
TextSet:SoilFormation

CheckForUnderstanding:
Studentswillcompleteanexitslipwhichconsistsofa5sentencequickwriteexplainingweatheringand
erosion,aswellashowsoilforms.

Conclusion:
Remindstudentsthatiftheygetthechancetokeepaneyeoutforweatheringanderosionintheir
neighborhoods.

Reinforcement:
Studentsaretoconstructadiagram(drawing)withlabelsathomeexplaininghoworganicmaterialdecays
toeventuallybecomepartofthesoil.

SelfEvaluation:
Bebetterorganizedforthebrainstormingsession.Studentsshouldtaketurnsandonlygiveoneortwo
wordsperturn.Itisimportantthateveryoneparticipates.Encouragequestions!

AaronNapier


Teacher:AaronNapier
EarthScience9
FreshwaterResources

February3,201545minutes,9:00a.m.to9:45a.m.

LessonAimForToday:
Toexaminesoilstructureincludinghorizonsandsoiltypes

StudentLearningObjective:
Studentsshouldlistthesoilhorizonsinorderfromthesurfacetothebedrock.

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincludea)processesofsoildevelopment.

Introduction:
N/A

Review:
Studentswillsharetheirsoilformationdiagramthatwasassignedforhomeworktotherestoftheclass.
Thiswillrefreshtheirmemoryonthelessonthedaybefore.

LessonContent:
GraphicOrganizerExamples:
http://downloadtemplates.us/article/graphicorganizertemplate
https://smediacacheak0.pinimg.com/736x/4b/c4/33/4bc43363d9036e1c7c111bc213708498.jpg


Teacher:AaronNapier
EarthScience9
FreshwaterResources

PowerPointPresentation:
1. Humusisorganicmaterial,usuallyblack,toplayerofthesoilhorizon.Mostnutrientsarepresent
inthehumus,alsoknownastheOhorizon.
2. ZoneofLeachingissimplythelayerofthesoilinwhichwatercarriesnutrientsthroughfromthe
Ohorizon.
3. ZoneofAccumulationisthehorizonwheretheleachednutrientscollect.
4. UnconsolidatedBedrockisthehorizonmadeupofregolith,soil,andfragmentsoftheparent
material(bedrock).
5. Bedrockiscompletelyconsolidatedmaterial,usuallytheparentmaterialfromwhichthesoilwas
formed.
*TheMcgrawHillCompaniesInc.Earth&SpaceiScience,TeacherEditionVol.1.2012.Pgs.146173

SoilErosionVideo
http://study.com/academy/lesson/soilerosioneffectsprevention.html

Questions
(L=literal,C=critical,Cr=creative,I=implied)
:
(L)Whatarethesoilhorizons?(C)Whathorizonisthemostimportantinsupportingplantlife?(L)Whatis
bedrock?(C)Whatparentrockdoyouthinkproducesthebestsoilsforagriculture,limestone,shale,or
sandstone?

Activities:
1. Studentswillsharetheirsoilformationdiagramthatwasassignedforhomeworktotherestofthe
class.Thiswillrefreshtheirmemoryonthelessonthedaybefore.(5minutes)
2. Studentswillbelecturedonthesoilhorizons,includinghumus,zoneofleaching,zoneof
accumulation,unconsolidatedbedrock,andbedrock.Includedinthelectureisashortvideo.(10
minutes).
3. Studentswillbeputintogroupsofthree,onestudentineachgroupwillbeplacedwithtwostudents
possessinghigherskillsetsandreadinglevelstoaidinexplainingthecontent(differentiate).Each
groupwilldesigntheirowngraphicorganizerexplainingthesoilhorizons.(10minutes)
4. Eachgroupwilltaketurnsdrawingtheirgraphicorganizeronthewhiteboardtosharewiththeclass.
(10minutes)


Teacher:AaronNapier
EarthScience9
FreshwaterResources

5. Studentswillcompleteanexitslip,whichconsistsoftwosentencesansweringthequestions:What
horizonisimportantinsupportingplantlifeandwhatparentrockdoyouthinkproducesthebestsoils
foragriculture(limestone,sandstone,orshale)andwhy?(10minutes)
MaterialsNeeded:
GraphicOrganizerExamples
PowerPointPresentation

CheckForUnderstanding:
Studentswillcompleteanexitslippertainingtothesoilhorizonsandagriculture.Thisisusedas
contemplationafterrealization.

Conclusion:
Remindstudentstobeonthelookoutforsoillayersthatmaybeexposedaroundconstructionsites,
landslides,orfarms.

Reinforcement:
N/A

SelfEvaluation:
Showthestudentsexamplesofgraphicorganizers,butallowthemtodesigntheirownforselfexpression,
whichleadstohigherretention.


Teacher:AaronNapier
EarthScience9
FreshwaterResources

AaronNapier

February4,201545minutes,9:00a.m.to9:45a.m.

LessonAimForToday:
Toexaminesoiltypes.

StudentLearningObjective:
Studentsshouldidentifythe3soilsizeparticles(sand,silt,andclay)thatmakeupsoiltypeandtexture.

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincludea)processesofsoildevelopment.

Introduction:
Brainstormingsessionfocusingonthequestion,Whatdoessoilfeel,look,andeventastelike?

Review:
N/A

LessonContent:
SoilSamples:
Consistsofsand,silt,andclaywhichmakeupthethreeparticlesizesortexturesofsoil.Theycanbe
mixedtogethertomakeloam,whichisidealforagriculture.

LabReportQuickWriteTemplate:

Soil#1
Observation:Prediction:Conclusion:

Soil#2
Observation:Prediction:Conclusion:

Soil#3
Observation:Prediction:Conclusion:

Questions
(L=literal,C=critical,Cr=creative,I=implied)
:
(L)Whatarethethreesoilsizeparticles?(I)Howdoeseachparticlesizechangethetextureandlookofthe
soil?(C)Howdoyouthinkparticlesizeaffectsthepermeabilityofthesoil?

Activities:
1. Studentswillbrainstorm:Whatdoessoilfeel,look,andeventastelike?


Teacher:AaronNapier
EarthScience9
FreshwaterResources

2. Studentswillbeputintogroupsofthree,onestudentineachgroupwillbeplacedwithtwostudents
possessinghigherskillsetstoaidinexplainingthecontent(differentiate).Eachgroupwillobserve
(handson)threesoilsamples.Asagrouptheywillhavetopredictifthesamplesarepredominantly
sand.clay,orsiltonlybysightbeforehandlingthesamples.Thentheywilltouchthesamplestofeel
thedifferentsoiltextures.(10minutes)
3. Eachgroupwillcompletealabreportquickwritecomparingtheirpredictionstotheirconclusions.
Theyneedtoincludethingslikecolor,texture,andfinallywhattypeofsoileachsamplewas.(10
minutes)
4. Studentswillcompleteaonesentenceexitslipexplaininghowtheirobservationofsoilduringthelab
comparestohowtheyperceivedsoiltextureduringthebrainstormingsession.
MaterialsNeeded:
SoilSamples:
LabReportTemplate(QuickWrite)

CheckForUnderstanding:
Studentswillcompleteanexitslippertainingtosoiltextureandhowtheclassperceiveditbefore
observingsoilsamples.Thisisusedascontemplationafterrealization.

Conclusion:
N/A

Reinforcement:
Studentsshouldwritea5sentenceparagraphansweringthequestion,howdoessoilparticlesizeaffect
permeability,whichishoweasilywaterflowsthrough?

SelfEvaluation:
Givethestudentsatemplatefortheirlabreport.Thishelpsthemorganizetheirpredictions/hypothesisand
conclusions.


Teacher:AaronNapier
EarthScience9
FreshwaterResources

AaronNapier

February5,201545minutes,9:00a.m.to9:45a.m.

LessonAimForToday:
Toexaminesoilerosion,includinghumanandnonhumanimpactandmitigationtechniquesfor
preservingthisnaturalresource.

StudentLearningObjective:
Studentsshouldlistthreehumanandthreenonhumanimpactsonsoil(example:erosion)andidentify5
agriculturalmitigationtechniquesthatcanbeutilizedtopreservesoil.

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincludea)processesofsoildevelopment.

Introduction:
N/A

Review:
Studentswillsharetheir5sentenceparagraphthatansweredthequestion,howdoessoilparticlesize
affectpermeability,whichishoweasilywaterflowsthrough?thattheyhadforhomeworktheday
before.Thiswillbereviewtogettheirattentiononscienceclassandrefreshtheirmemory.Instructor
shouldcorrectanyfalseconceptsincludedintheirparagraphs.

LessonContent:
TextSet(LevelsbasedonFryReadability):
1. StripCropping(level9)
http://www.agriinfo.in/?page=topic&superid=1&topicid=443
2. CropRotation(level11)
http://www.britannica.com/EBchecked/topic/143973/croprotation
3. NoTillFarmingisontheRise(level8)
http://www.washingtonpost.com/blogs/wonkblog/wp/2013/11/09/notillfarmingisontheriseth
atsactuallyabigdeal/
4. CoverCrop(level7)
http://www.roanoke.com/life/columns_and_blogs/blogs/fanatical_botanical/fanaticalbotanicalm
orewayscovercropshelpsoil/article_f2621ac2e76e11e4b97553392f1cf344.html
5. Terracing(level10)http://www.britannica.com/EBchecked/topic/588178/terracecultivation


Teacher:AaronNapier
EarthScience9
FreshwaterResources

Questions
(L=literal,C=critical,Cr=creative,I=implied)
:
(L)Whatissoilerosion?(C)Howdohumansimpactsoil?(L)Whataresomenonhumanimpactsonsoil?
(L)Whatisnotillorminimaltillfarming,andhowdoesitmitigatesoilerosion?(I)Whyissoileasily
eroded?(Cr)Issoilarenewableresource,whyorwhynot?

Activities:
1. Studentswilltakenotestoincludeintheirlearninglogsonalecturepertainingtohumanand
nonhumanimpactsonsoil,includingerosionandnutrientloss.(10minutes)
2. Studentswillbeputintogroupsofthree.Eachgroupshouldconsistofonestudentwhosereading
levelisratherlow,andtwostudentswhosereadinglevelsarehigher.Thisisdonetodifferentiateand
allowthestudentwhoisstrugglingtolearnthecontentfromthereadingbystudentswithhigher
readinglevelsandskillsets.Eachgroupwillreceiveadifferentreadingpertainingtoagricultural
mitigationtechniquesusedtopreservesoil.(15minutes)
3. Eachgroupwillwriteafivebulletlistsummarizingtheirtexttosharetotheclass.Eachgroupshould
selectonepersonintheirgrouptopresenttheirbulletedlisttotheclass.(10minutes)
4. Thestudentswillcompleteanexitslip:Issoilarenewableresource?WhyorWhynot?Thisallows
thestudentstothinkmoredeeplyonthesubject,whichleadstobetterretention.Iwillalsouseitto
checkforunderstanding.(10minutes)
MaterialsNeeded:
TextSet:SoilPreservationTechniques

CheckForUnderstanding:
Studentswillcompleteanexitslip:Issoilarenewableresource?WhyorWhynot?

Conclusion:
Remindstudentstokeepaneyeoutforagriculturalmitigationtechniquesdiscussedinclass.

Reinforcement:
N/A

SelfEvaluation:
WhenusingJigsawgroupspairstrongreaderswithstudentsthathavelowerreadinglevelstodifferentiate
instruction.Thisiscollaborativelearning.


Teacher:AaronNapier
EarthScience9
FreshwaterResources

AaronNapier

February6,201545minutes,9:00a.m.to9:45a.m.

LessonAimForToday:
TestDay

StudentLearningObjective:
Studentswillbetestedonsoilformationincludingphysicalandchemicalweathering,aswellasorganic
processessoilstructureincludinghorizonsandsoiltypessoilerosion,includinghumanandnonhuman
impactandmitigationtechniquesforpreservingthisnaturalresource.

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincludea)processesofsoildevelopment.

Introduction:
N/A

Review:
Studentswillbeallowed5minutestoaskanyquestionstheyhavepertainingtothematerialexaminedin
theperiod.

LessonContent:
Test

Questions:
(L)Whatarethe4typesofchemicalweatheringand5typesofphysicalweathering?
(C)Whataresomeexamplesofeach?
(C)Whyisweatheringnecessaryforsoilformation?
(Cr)Howdolivingthingsbecomepartofthesoil?
(L)Whatissoilerosion?
(C)Howdohumansimpactsoil?
(L)Whataresomenonhumanimpactsonsoil?
(L)Whatisnotillorminimaltillfarming,andhowdoesitmitigatesoilerosion?
(I)Whyissoileasilyeroded?
(Cr)Issoilarenewableresource,whyorwhynot?
(L)Whatarethethreesoilsizeparticles?
(I)Howdoeseachparticlesizechangethetextureandlookofthesoil?
(C)Howdoyouthinkparticlesizeaffectsthepermeabilityofthesoil?
(L)Whatarethesoilhorizons?
(C)Whathorizonisthemostimportantinsupportingplantlife?
(L)Whatisbedrock?


Teacher:AaronNapier
EarthScience9
FreshwaterResources

Questions
N/A

Activities:
1. Studentswillbeallowed5minutestoaskanyquestionstheyhavepertainingtothematerial
examinedintheperiod.(5minutes)
2. Studentswilltakeatestfocusingonsoilformationincludingphysicalandchemicalweathering,
aswellasorganicprocessessoilstructureincludinghorizonsandsoiltypessoilerosion,
includinghumanandnonhumanimpactandmitigationtechniquesforpreservingthisnatural
resource.(40minutes)
MaterialsNeeded:
TestQuestions

CheckForUnderstanding:
N/A

Conclusion:
Remindstudentsthatwewillbestartingkarsttopographyandgroundwaternextweek.(Anticipation)

Reinforcement:
N/A

SelfEvaluation:
Makesurestudentsarenottalking.Itwouldbeagoodideatoexplainthathonestyisthebestpolicyand
cheatingisnottolerated.


Teacher:AaronNapier
EarthScience9
FreshwaterResources

Week2:DevelopmentofKarstTopography

LessonAimForThisPeriod:

Toexaminethedevelopmentofkarsttopographyaswellasrelationshipsbetweengroundwaterzones,
includingsaturatedandunsaturatedzones.

February8,2015Objective:
Studentswilllistthe7processesofthehydrologiccycle(evaporation,transpiration,condensation,
precipitation,runoff,infiltration,andpercolation)aswellasthe6reservoirsofthehydrologiccycle
(atmosphere,lakes/streams,oceans,glaciers,groundwater,andbiota).

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincludeb)developmentofkarst
topographyaswellasc)relationshipsbetweengroundwaterzones,includingsaturatedandunsaturated
zones.

February9,2015Objective:
Studentsshouldidentifythethreerocksassociatedwithkarstenvironments(limestone,gypsum,and
dolomite)listthetwospeleothemsexaminedinclass(stalactitesandstalagmites)andlisttheprocesses
ofcaveformation(chemicalweathering:dissolution).

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincludeb)developmentofkarst
topography.

February10,2015Objective:
Studentsshouldbeabletoidentifythefollowinggroundwaterfeatures:saturatedandunsaturatedzones
watertableperchedwatertableaquiferaquicludeconfinedaquiferconeofdepressionandsprings.

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincludec)relationshipsbetween
groundwaterzones,includingsaturatedandunsaturatedzones.

February11,2015Objective:
Studentsshouldlist5humanimpactsongroundwater(groundwaterdepletion,pollution,saltwater
intrusion,surfacewaterchange,andtopographicalchange).

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincludec)relationshipsbetween
groundwaterzones,includingsaturatedandunsaturatedzones.


Teacher:AaronNapier
EarthScience9
FreshwaterResources

February12,2015Objective:
Studentswillbetestedonthedevelopmentofkarsttopographyaswellasrelationshipsbetween
groundwaterzones,includingsaturatedandunsaturatedzones.

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincludeb)developmentofkarst
topographyaswellasc)relationshipsbetweengroundwaterzones,includingsaturatedandunsaturated
zones.

Activities:

Day1(Feb8):
Brainstorm&WaterCycleFlowChartDesign

Day2(Feb9):
HandsOnRockID,MammothCaveVideo(Contextualization),&QuickWrite

Day3(Feb10):
Lecture,WordWall,DrawingandLabelingGroundwaterFeatures

Day4(Feb11):
Lecture&QuickWrite

Day5(Feb12):
TestDay

*Eachdayincludesabellringertoreviewthedayslessonprior.

AnticipatedMaterials:
Whiteboard&Markers
RockSamples(limestone,dolomite,gypsum)
CaveVideohttps://www.youtube.com/watch?v=VFLDvzc5P2k
ColoredPencils


Teacher:AaronNapier
EarthScience9
FreshwaterResources

AaronNapier

February8,201545minutes,9:00a.m.to9:45a.m.

LessonAimForToday:
Toexaminetheprocessesandreservoirsofthehydrologiccycle.

StudentLearningObjective:
Studentswilllistthe7processesofthehydrologiccycle(evaporation,transpiration,condensation,
precipitation,runoff,infiltration,andpercolation)aswellasthe6reservoirsofthehydrologiccycle
(atmosphere,lakes/streams,oceans,glaciers,groundwater,andbiota).

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincludeb)developmentofkarst
topographyaswellasc)relationshipsbetweengroundwaterzones,includingsaturatedandunsaturated
zones.

Introduction:
Studentswillbrainstormfocusingonthequestion,Whatalldoyouknowaboutthewatercycle?Thisis
anticipation.

Review:
Studentswillanswerabellringerbywritinginsentenceform,Thequestionpertainstolastweekslesson,
Howdoessoilform?

LessonContent:
PowerPointPresentationforLecture:
1. Evaporationistheprocessofwaterchangingstatesintoawatervaportheintroductionofwater
intotheatmosphere.
2. TranspirationandEvaporationaresimilar,buttranspirationistheprocessbywhichplantsrelease
watervaporthroughstomataintotheatmosphere.Thisisassociatedwithbiota,animportant
reservoirinthewatercycle.
3. Condensationissimplywatervaporcoolingtothepoint(dewpoint)itbecomeswatervapor.This
occursintheatmospheretoproduceclouds.
4. Precipitationistheprocessbywhichwaterdropletsoriceintheatmospheregetheavyenoughto
falltotheearthssurface.
5. Runoffistheprocessbywhichwaterrunsontheearthssurface,thisincludesstreams.Streams
eventuallyrunoffintooceans,theworldslargestreservoir.
6. Infiltrationistheprocessbywhichwaterentersthesoilandeventuallythegroundwaterreservoir,
whereaspercolationismovementintheaquifer.
*TheMcgrawHillCompaniesInc.Earth&SpaceiScience,TeacherEditionVol.1.2012.Ch12,15


Teacher:AaronNapier
EarthScience9
FreshwaterResources

Questions
(L=literal,C=critical,Cr=creative,I=implied)
:
(L)Howdoeswatertravelinacycle?(C)Whatwouldcauseevaporationtoincrease?(C)Howare
transpirationandevaporationsimilar?(L)Whatistheworldslargestfreshwaterreservoir?(Cr)Whycant
humansutilizeoceanwater?

Activities:
1. Studentswillanswerabellringerinnolessthan4sentences:Howdoessoilform?Thisisusedas
reviewforbetterretentionandtoguidetheirmindstothesubject.(5minutes)
2. Studentswilldoabrainstormingsessionthatfocusesonthequestion,whatalldoyouknowabout
thewatercycle?(15minutes)
3. Studentswillbelecturedontheprocessesandreservoirsofthewatercycle,includingevaporation,
transpiration,condensation,precipitation,runoff,infiltration,andpercolationaswellasthe6
reservoirsofthehydrologiccycle(atmosphere,lakes/streams,oceans,glaciers,groundwater,and
biota).(10minutes)
4. Studentswillbeputintogroupsoftwobasedonreadinglevelsandskillsets.Studentswithlower
literacyskillswillbeplacedwithstudentswhohavehigherliteracyskills.(Differentiation)Eachpair
ofstudentswilldesignandproduceagraphicorganizer/flowchartexplainingthewatercycleand
thereservoirs.Studentsshoulduseallprocessesandreservoirsdiscussedinclass.(10minutes)
5. StudentswilldoanIAMpoem,individually,describingthemselvesasawaterdropletorwater
vaporinoneofthereservoirs.(Example:Iamawaterdropletdeepinanaquifer.)(5minutes)

MaterialsNeeded:
PowerPoint
ColoredPencils

CheckForUnderstanding:
StudentswillcompletetheIAMpoemattheendofclasstocheckforunderstanding.

Conclusion:
Remindstudentsthattomorrowwewillbelookingatrocks.Sobepreparedforafunactivity.

Reinforcement:


Teacher:AaronNapier
EarthScience9
FreshwaterResources

N/A

SelfEvaluation:
Makesureallofthestudentsareintheclassbeforeassigningthebellringer.Ifthestudentismorethan5
minuteslatethenheorshewillhavetomakeitupduringfreetimeorattheendoftheclass.


Teacher:AaronNapier
EarthScience9
FreshwaterResources

AaronNapier

February9,201545minutes,9:00a.m.to9:45a.m.

LessonAimForToday:
Toexaminecavesandkarsttopography

StudentLearningObjective:
Studentsshouldidentifythethreerocksassociatedwithkarstenvironments(limestone,gypsum,and
dolomite)listthetwospeleothemsexaminedinclass(stalactitesandstalagmites)andlisttheprocesses
ofcaveformation(chemicalweathering:dissolution).

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincludeb)developmentofkarst
topography.

Introduction:
N/A

Review:
Studentswillsharetheflowchartstheymadethedaybeforeinclass.

LessonContent:
MammothCaveVideo:

https://www.youtube.com/watch?v=VFLDvzc5P2k

SedimentaryRocks:
1. Limestone&Dolomiteachemicalsedimentaryrockthatisverysusceptibletosolutional
chemicalweatheringandisverycharacteristicofkarsttopography.
2. Gypsumisasedimentaryrockandlikelimestoneisassociatedwithkarsttopographyduetothe
factthatitisweatheredveryeasily.
3. Sandstoneamoreresistantsedimentaryrockduetoquartzmineralsandarentassociatedwith
karst.
4. Graniteaveryresistantigneousrockduetothepresenceofhardminerals.Thisisnotassociated
withkarst.

Questions
(L=literal,C=critical,Cr=creative,I=implied)
:
(L)Whatarethethreerocksassociatedwithkarstenvironments?(L)Whatmineraldoalltheserockshave
incommonthatmakesthemsosoluble?(L)Cavesareexamplesofwhattypeofchemicalweathering?
(L)Whatarecavesfeaturesthatseemtobegrowingfromtheceilingsandfloorsofcaves?
Activities:


Teacher:AaronNapier
EarthScience9
FreshwaterResources

1. Studentswillsharetheflowchartstheymadethedaybeforetobeusedasreview.Theywilldothisby
drawingthemonthewhiteboard.(10minutes)
2. Studentswillbelecturedoncavesandkarsttopographywiththeaidofavideoforcontextualization
andrealworldapplication.(15minutes)
3. Studentswilllookatseveralsedimentaryrocks,includinglimestone,dolomite,gypsum,granite,and
sandstone.Thewillexposetherockstohydrochloricacidtoseehoweasilydissolvedtheyare.From
thistheyareabletopredictwhichrockscavesareassociatedwith.(10minutes)
4. Studentswillwritea5paragraphlabreport(quickwrite)explainingtheproceduresofthelab,their
predictions,whattheyobserved,andwhatthattellsthemaboutcaves.(10minutes)
MaterialsNeeded:
MammothCaveVideo:https://www.youtube.com/watch?v=VFLDvzc5P2k
LecturePowerPoint

CheckForUnderstanding:
Studentswillcompletethequickwriteastowhatthelabtellsthemaboutkarsttopography.

Conclusion:
Remindstudentstokeepaneyeoutforcavesorsinkholesthataresignaturesofkarstenvironments.

Reinforcement:
N/A

SelfEvaluation:
Makesurethatstudentsareverycarefulwiththehydrochloricacid.Ithasbeendilutedwithwater,but
extremecautionshouldbetakenwhenstudentsareinvolved.Havethemwearglovesandsafetyglasses.


Teacher:AaronNapier
EarthScience9
FreshwaterResources

AaronNapier

February10,201545minutes,9:00a.m.to9:45a.m.

LessonAimForToday:
Toexaminecavesandkarsttopography

StudentLearningObjective:
Studentsshouldbeabletoidentifythefollowinggroundwaterfeatures:saturatedandunsaturatedzones
watertableperchedwatertableaquiferaquicludeconfinedaquiferconeofdepressionandsprings.

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincludec)relationshipsbetween
groundwaterzones,includingsaturatedandunsaturatedzones.

Introduction:
N/A

Review:
Studentswilldiscusstheconclusionoftheirlabreportsfromthedaybeforeansweringthequestions,
whatdotherockstellusaboutcavesandthetypeofweatheringthattakesplacetoformthem?

LessonContent:
PowerPointLecture:
1. Unsaturatedzoneislayerofrockorsedimentthatcontainsbothairandwater,butcanbe
completelysaturatedduringheavyprecipitationevents.
2. Saturatedzoneislayerofrockcontainingwater,butnoair.
3. WaterTableistheboundarybetweenthesaturatedandunsaturatedzone.
4. Aquiferisrocklayersthatstoreandtransmitwatereasilyhighpermeabilityandporosity.
5. Aquicludeisrocklayersthatdonottransmitorstorewatereasily.
6. ConfinedAquiferisanaquiferunderlyinganaquicludecausingthewaterinthereservoirtobe
pressurized.Itisnotopentotheatmospherelikeanormalaquifer.Awelltappedintothisis
calledanartesianwell.
7. Springsoccurwherethewatertableintersectthesurface.
8. ConeofDepressionsoccurwherewellstakeingroundwaterthewatertablemakesaconeatthe
baseofthewell.
*TheMcgrawHillCompaniesInc.Earth&SpaceiScience,TeacherEditionVol.1.2012.Ch17,18

Questions
(L=literal,C=critical,Cr=creative,I=implied)
:


Teacher:AaronNapier
EarthScience9
FreshwaterResources

(L)Whatistheboundarybetweenthesaturatedandunsaturatedzones?(C)Whattypeofrockwouldmake
agoodaquifer?(C)Whytypeofrockwouldmakeagoodaquiclude?(L)Whatistheprocesscalledwhen
watermovesthroughthegroundwater?

Activities:
1. Studentswillcompleteabellringeransweringthequestion,whichrockischaracteristicofkarst
environments,limestoneorsandstone?(5minutes)
2. Studentswillsharetheconclusionsoftheirlabreportsfromthedaybeforeasareview.(10minutes)
3. Studentswillbelecturedongroundwaterfeatures:saturatedandunsaturatedzoneswatertable
perchedwatertableaquiferaquicludeconfinedaquiferconeofdepressionandsprings.(10
minutes)
4. Studentswillbeplacedintogroupsof3,twoofwhicharehigherperformingstudentstohelpaless
skilledstudent.Theywilldrawandlabelallofthegroundwaterfeaturestalkedaboutinclass.There
willbeawordwallatthefrontoftheclassforthestudentstoreferto.(20minutes)
MaterialsNeeded:
ColoredPencils
LecturePowerPoint
WordWall(onwhiteboard)

CheckForUnderstanding:
Drawingswillbeturnedinbytheendoftheclass.Everystudentshouldhavecompletedtheirown.They
willbecheckedforcorrectlabelingandspelling.

Conclusion:
Havethestudentsfindanarticleinregardstohumanimpactsongroundwaterwhileinthelibraryandto
readit.

Reinforcement:
Remindstudentsthatiftheywereunabletofinishtheirdrawingsthatitbecomeshomeworktobeturned
inonthenextday.

SelfEvaluation:
Showthemmanydifferentpicturesofgroundwaterdiagramstogivethemideasforwhentheydotheir
drawings.


Teacher:AaronNapier
EarthScience9
FreshwaterResources

AaronNapier

February11,201545minutes,9:00a.m.to9:45a.m.

LessonAimForToday:
Toexaminehumanimpactsongroundwater

StudentLearningObjective:
Studentsshouldlist5humanimpactsongroundwater(groundwaterdepletion,pollution,saltwater
intrusion,surfacewaterchange,andtopographicalchange).

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincludec)relationshipsbetween
groundwaterzones,includingsaturatedandunsaturatedzones

Introduction:
Studentswillsharethearticlestheyfoundonhumanimpactsofgroundwaterforhomeworkthenight
before.Thisisusedasanticipation.

Review:
Studentswillcompleteabellringeransweringthequestion,whatisaconfinedaquifer?
LessonContent:
PowerPointLecture:
1. GroundwaterDepletionissimplytheexcessiveuseofgroundwaterbyhumansquickerthanitcan
berecharged.
2. Pollutionisanyforeignsubstanceinthereservoir.Commonexamplesincludesepticfluids,
chemicals,andgasoline.
3. SaltwaterIntrusionissaltwaterthatintrudesintofreshwaterwellsduetoexcessivewaterintake.
Thismainlyoccursnearthecoast.
4. Groundwaterdepletioncancausesurfacewaterstodryupbecausemanystreamsarefedby
groundwater,andsubsidence(loweringoftheelevation)canoccuraslandsettlesbecauseofthe
removalofwater.
*TheMcgrawHillCompaniesInc.Earth&SpaceiScience,TeacherEditionVol.1.2012.Ch17,18

Questions
(L=literal,C=critical,Cr=creative,I=implied)
:
(L)Whatisgroundwatermining?(C)Whydohumansusesomuchgroundwater?(C)Howdoes
groundwaterdepletioneffectsurfacewaterandtopography?(Cr)Whataresomewaysgroundwatercanbe
polluted?(I)Whereissaltwaterintrusionlikelytooccur?


Teacher:AaronNapier
EarthScience9
FreshwaterResources

Activities:
1. Studentswillcompleteabellringeransweringthequestion,whatisaconfinedaquifer?Thisisused
asreview.(5minutes)
2. Studentswillsharethearticlestheyfoundforhomeworktobeusedasanticipationforhumanimpacts
ongroundwater.(10minutes)
3. Studentswillbelecturedonhumanimpactsofgroundwater(groundwaterdepletion,pollution,
saltwaterintrusion,surfacewaterchange,andtopographicalchange).(15minutes)
4. Studentswillwritea2paragraph,10sentencequickwriteforthefollowingprompt:Writeastory
aboutaneighborhoodthathasdetrimentaleffectsonthegroundwater.Useatleasttwoimpacts
discussedinclassandexplainhowthatmightaffectsurfacewater,topography,and/ordrinkingwater.
Tobeturnedinafterclasstocheckforunderstanding.(15minutes)
MaterialsNeeded:
Whiteboard
LecturePowerPoint

CheckForUnderstanding:
Studentswillwritea2paragraph,10sentencequickwriteforthefollowingprompt:Writeastoryabouta
neighborhoodthathasdetrimentaleffectsonthegroundwater.Useatleasttwoimpactsdiscussedinclass
andexplainhowthatmightaffectsurfacewater,topography,and/ordrinkingwater.

Conclusion:
Remindstudentsthatwearehavingatesttomorrow.

Reinforcement:
N/A

SelfEvaluation:
Drawpictureswhentryingtoexplaintopographicalchangeanddepletionofgroundwater.Itaidsinvisual
learningandkeepsthemengaged.


Teacher:AaronNapier
EarthScience9
FreshwaterResources

AaronNapier

February12,201545minutes,9:00a.m.to9:45a.m.

LessonAimForToday:
TestDay

StudentLearningObjective:
Studentswillbetestedondevelopmentofkarsttopographyrelationshipsbetweengroundwaterzones,
includingsaturatedandunsaturatedzones,andthewatertable.

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsinclude,b)developmentofkarst
topographyc)relationshipsbetweengroundwaterzones,includingsaturatedandunsaturatedzones,and
thewatertable

Introduction:
N/A

Review:
Studentswillbeallowed5minutestoaskanyquestionstheyhavepertainingtothematerialexaminedin
theperiod.

LessonContent:
Test

Questions:
(L)Howdoeswatertravelinacycle?
(C)Whatwouldcauseevaporationtoincrease?
(C)Howaretranspirationandevaporationsimilar?
(L)Whatistheworldslargestfreshwaterreservoir?
(Cr)Whycanthumansutilizeoceanwater?
(L)Whatarethethreerocksassociatedwithkarstenvironments?
(L)Whatmineraldoalltheserockshaveincommonthatmakesthemsosoluble?
(L)Cavesareexamplesofwhattypeofchemicalweathering?
(L)Whatarecavesfeaturesthatseemtobegrowingfromtheceilingsandfloorsofcaves?
(L)Whatistheboundarybetweenthesaturatedandunsaturatedzones?
(C)Whattypeofrockwouldmakeagoodaquifer?
(C)Whytypeofrockwouldmakeagoodaquiclude?
(L)Whatistheprocesscalledwhenwatermovesthroughthegroundwater?
(L)Whatisgroundwatermining?
(C)Whydohumansusesomuchgroundwater?
(C)Howdoesgroundwaterdepletioneffectsurfacewaterandtopography?


Teacher:AaronNapier
EarthScience9
FreshwaterResources

(Cr)Whataresomewaysgroundwatercanbepolluted?
(I)Whereissaltwaterintrusionlikelytooccur?

Questions
N/A

Activities:
1. Studentswillbeallowed5minutestoaskanyquestionstheyhavepertainingtothematerialexamined
intheperiod.(5minutes)
2. Studentswilltakeatestfocusingonthehydrologiccyclekarsttopography,includingcaves
groundwaterresourcesandfeaturesaswellashumanimpactsongroundwater.(40minutes)
MaterialsNeeded:
TestQuestions

CheckForUnderstanding:
N/A

Conclusion:
Remindstudentsthatwewillbestartingidentificationoffreshwatersourcesnextweek.(Anticipation)

Reinforcement:
N/A

SelfEvaluation:
Makesurestudentsarenottalking.Itwouldbeagoodideatoexplainthathonestyisthebestpolicyand
cheatingisnottolerated.


Teacher:AaronNapier
EarthScience9
FreshwaterResources

Week3:IdentificationofSourcesofFreshWater

LessonAimForThisPeriod:

Toexaminesourcesoffreshwaterincludingrivers,springs,andaquifers,withreferencetothehydrologic
cycleaswellasdependenceonfreshwaterresourcesandtheeffectsofhumanusageonwaterquality.

February15,2015Objective:
Studentsshouldlistthepercentagesoftheworldsfreshwaterbyreservoir(Ice97%,Groundwater1.3%,
lakesandstreams0.016%,atmosphere0.003%,andbiota0.0008%).

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincluded)identificationofsourcesoffresh
waterincludingrivers,springs,andaquifers,withreferencetothehydrologiccycle.

February16,2015Objective:
Studentsshouldidentifythe4processesthatinfluenceastreamsdischarge(precipitation,transpiration,
runoff,andgroundwaterflow)andstudentsshouldbeabletocalculatedischargeusingwidthxdepthx
velocity.

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincluded)identificationofsourcesoffresh
waterincludingrivers,springs,andaquifers,withreferencetothehydrologiccyclee)dependenceon
freshwaterresourcesandtheeffectsofhumanusageonwaterquality.

February17,2015Objective:
Studentsshouldlist3waysinwhichhumansacquirewaterfromtheearthsystem(wells,salinization
plants,andirrigation),aswellaslist5reasonswhywaterissovital.

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincludee)dependenceonfreshwater
resourcesandtheeffectsofhumanusageonwaterquality.

February18,2015Objective:
Studentsshouldidentify5humanimpactsontheearthsfreshwater(pollution,groundwatermining.
streamdamming,globalwarming,andflooding.

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincludee)dependenceonfreshwater
resourcesandtheeffectsofhumanusageonwaterquality.
February19,2015Objective:


Teacher:AaronNapier
EarthScience9
FreshwaterResources

Studentswillbetestedonsourcesoffreshwaterincludingrivers,springs,andaquifers,withreferenceto
thehydrologiccycleaswellasdependenceonfreshwaterresourcesandtheeffectsofhumanusageon
waterquality.

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincluded)identificationofsourcesoffresh
waterincludingrivers,springs,andaquifers,withreferencetothehydrologiccyclee)dependenceon
freshwaterresourcesandtheeffectsofhumanusageonwaterquality.

Activities:

Day1(Feb15):
Lecture&CornellNoteTaking

Day2(Feb16):
ThinkPairShareGraphicOrganizers

Day3(Feb17):
ReadAloud&QuickWrite

Day4(Feb18):
Video(Contextualization)&FreshwaterBrochure(RAFT)

Day5(Feb19):
TestDay

*Eachdaystudentswillexplore2newwordsfromawordwall.Theywilldefinethosewordsattheend
oftheclassasanexitsliptocheckforunderstanding.

AnticipatedMaterials:
Whiteboard&Markers
TextSet:hydrologiccycleinregardstodischarge&acquiringwaterresources
Videoonhumanimpactsonwater
Constructionpaper&Markers

AaronNapier


Teacher:AaronNapier
EarthScience9
FreshwaterResources

February15,201545minutes,9:00a.m.to9:45a.m.

LessonAimForToday:
WorldsFreshwaterResources

StudentLearningObjective:
Studentsshouldlistthepercentagesoftheworldsfreshwaterbyreservoir(Ice97%,Groundwater1.3%,
lakesandstreams0.016%,atmosphere0.003%,andbiota0.0008%).

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincluded)identificationofsourcesoffresh
waterincludingrivers,springs,andaquifers,withreferencetothehydrologiccycle.

Introduction:
Studentswillexploretwowordsfromthewordwall,whichwillbelocatedonthewhiteboardforthe
durationoftheweek:Freshwater&Springs

Review:
Studentswillcompleteabellringeransweringthequestion,Whatisgroundwaterdepletion?

LessonContent:
PowerPointLecture:
1. Glaciersandthepolaricecapsmakeup97%ofallfreshwateronearth.
2. Groundwatermakesup1.3%ofallfreshwateronearth.
3. Lakesandstreamsmakeup0.016%ofallfreshwateronearth.
4. Theatmospheremakesup0.003%ofallfreshwateronearth.
5. Plantsandanimalsmakeup0.0008%ofallwateronearth.
*TheMcgrawHillCompaniesInc.Earth&SpaceiScience,TeacherEditionVol.1.2012.Ch15,17

Questions
(L=literal,C=critical,Cr=creative,I=implied)
:
(L)WhereismostofEarthsfreshwater?(C)Howwouldwatertravelfromgroundwaterintoastream?
(Cr)Howcouldyoumakeastreamlosemorewatertoevaporation?(L)Wheredowegetourschoolwater
from?

Activities:
1. Studentswillcompleteabellringeransweringthequestion,Whatisgroundwaterdepletion?Thisis
usedasreview.(5minutes)


Teacher:AaronNapier
EarthScience9
FreshwaterResources

2. Studentswillexplorefreshwater&Springsfromthewordwalllocatedatthefrontofthe
classroom.Thisisananticipatoryintroduction.(5minutes)
3. Studentswillbelecturedonfreshwaterresourceswithincontextofthehydrologiccycleandexplore
thepercentagesofeachreservoir.(15minutes)
4. StudentswilltakenotesviaCornellNotetaking.Intheleftcolumntheyshouldlistthereservoir
(atmosphere,streams,etc.)andintherightcolumntheyshouldhavethepercentagethatthereservoir
makesuponearth,aswellasconceptsdiscussedduringlecture.(15minutes)
5. Studentswilldefinethetwowordsexaminedfromthewordwallasanexitslip.Thisistocheckfor
understanding.(5minutes)
MaterialsNeeded:
Whiteboard/WordWall
LecturePowerPoint

CheckForUnderstanding:
Studentswilldefinethetwowordsexaminedfromthewordwallasanexitslip:freshwater&springs.

Conclusion:
N/A

Reinforcement:
N/A

SelfEvaluation:
ThoroughlyexplainhowtodoCornellNoteTaking.Ifyoushowthemanexampleortakethenotes
yourselfanddisplaythemonaprojectoritwillhelpthestudentslearneffectivestudyskills,while
enhancingliteracyskills.


Teacher:AaronNapier
EarthScience9
FreshwaterResources

AaronNapier

February16,201545minutes,9:00a.m.to9:45a.m.

LessonAimForToday:
DischargeandStreamflowInfluences

StudentLearningObjective:
Studentsshouldidentifythe4processesthatinfluenceastreamsdischarge(precipitation,transpiration,
runoff,andgroundwaterflow)andstudentsshouldbeabletocalculatedischargeusingwidthxdepthx
velocity.

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincluded)identificationofsourcesoffresh
waterincludingrivers,springs,andaquifers,withreferencetothehydrologiccyclee)dependenceon
freshwaterresourcesandtheeffectsofhumanusageonwaterquality.

Introduction:
Studentswillexploretwowordsfromthewordwall,whichwillbelocatedonthewhiteboardforthe
durationoftheweek:Discharge&Transpiration.

Review:
Studentswillcompleteabellringeransweringthequestion,Whatisaspring?

LessonContent:
PowerPointLecture:
1. Explaininghowtocalculatedischarge(widthxdepthxvelocity).Usuallymeasuredincubicfeet
persecond(cfs).

TextSet:
1. Precipitation(level7)
http://education.nationalgeographic.com/education/encyclopedia/precipitation/?ar_a=1
2. Transpiration(level11)
http://water.usgs.gov/edu/watercycletranspiration.html
3. Runoff(level9)
https://water.usgs.gov/edu/runoff.html
4. GroundwaterFlow(level8)
http://www.wisegeek.com/whatisgroundwaterflow.htm


Teacher:AaronNapier
EarthScience9
FreshwaterResources

Questions
(L=literal,C=critical,Cr=creative,I=implied)
:
(L)What3variablesmustbeexploredbeforecalculatingdischarge?(L)What4processesaffectstream
dischargeandhow?(Cr)Howdoyoucalculatedischarge?(Cr)Ifastreamhasanaveragedepthof3feet,
widthof30feet,andvelocityof8feetpersecond,thenwhatisthedischarge?

Activities:
1. Studentswillcompleteabellringeransweringthequestion,Whatisaspring?Thisisusedas
review.(5minutes)
2. Studentswillbeplacedingroupsof3or4basedonreadinglevels(todifferentiate).Thiswillbe
realization,duringreading.Therewillbefourgroups:agroupreadingcontentinregardsto
precipitationagroupreadingabouttranspirationagroupreadingaboutrunoffandagroupreading
aboutgroundwaterflow.(10minutes)
3. Studentswillbeputintogroupswhereeachgrouphasstudentswhohavereadanddiscussedeach
concept(precipitation,transpiration,runoff,andgroundwaterflow).Thesegroupswillcreategraphic
organizersexplaininginfluencesondischarge.(15minutes)
4. Eachgroupwillpresenttheirgraphicorganizerstotheclass.(10minutes)
5. Studentswilldefinethetwowordsexaminedfromthewordwallasanexitslip.Thisistocheckfor
understanding.(5minutes)
MaterialsNeeded:
Whiteboard/WordWall
LecturePowerPoint
TextSet

CheckForUnderstanding:
Studentswilldefinethetwowordsexaminedfromthewordwallasanexitslip:discharge&
transpiration.

Conclusion:
Remindstudentsthatcollectingdatalikedischargeinthefieldisfun,interestingwork,butextreme
cautionshouldbetakenwhenworkinginandaroundstreams.


Teacher:AaronNapier
EarthScience9
FreshwaterResources

Reinforcement:
Studentsshouldanswerthefollowingquestion,Ifastreamhasanaveragedepthof3feet,widthof30
feet,andvelocityof8feetpersecond,whatisthedischarge?

SelfEvaluation:
Asstudentsarereadingmovearoundtheclassroomandmakesureeverystudentisparticipating.Bethere
toansweranyquestionstheymayhaveofthereadings.


Teacher:AaronNapier
EarthScience9
FreshwaterResources

AaronNapier

February17,201545minutes,9:00a.m.to9:45a.m.

LessonAimForToday:
DependenceandHumanImpactsonFreshwater

StudentLearningObjective:
Studentsshouldlist3waysinwhichhumansacquirewaterfromtheearthsystem(wells,salinization
plants,andirrigation),aswellaslist5reasonswhywaterissovital.

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincludee)dependenceonfreshwater
resourcesandtheeffectsofhumanusageonwaterquality.

Introduction:
Studentswillexploretwowordsfromthewordwall,whichwillbelocatedonthewhiteboardforthe
durationoftheweek:Wells&Irrigation.

Review:
Studentswillcompleteabellringeransweringthequestion,Whatisdischarge?

LessonContent:
TextSet:
1. CleanWaterCrisis
http://environment.nationalgeographic.com/environment/freshwater/freshwatercrisis/

Questions
(L=literal,C=critical,Cr=creative,I=implied)
:
(C)Whyiswaterimportant?(L)Whatisdesalination?(Cr)Whatisthebestwaytoirrigateafieldofcrops
inadryclimate?(L)Howdowegetwaterfordrinking?(I)Wellsarenecessaryforcollectingwaterfrom
whatreservoir?(L)Whatisanartesianwell?

Activities:
1. Studentswillcompleteabellringeransweringthequestion,Whatisdischarge?Thisisusedas
review.(5minutes)
2. Studentswillbegivenanarticleondependenceoffreshwaterresourcesandwillreadsilentlyasthe
instructorreads.Studentsshouldalsobeallowedtoreadaloudtotheclassperiodically.Iwilldothis
bygoingaroundtheroomallowingeachstudenttoreadaparagraphofthetext.


Teacher:AaronNapier
EarthScience9
FreshwaterResources

3. Studentswillcompletea5sentencequickwriteforthefollowingprompt:Youjustmovedwithyour
familyto(themountains,thecoast,thedesert,theArctic,etc)andyouneedwatertodrink.Howwill
youacquirethisresource?Howwillyouirrigatetogrowcrops?Usetermsdiscussedduringthe
period(desalination,irrigation,wells,artesianwell,etc).
4. Studentswilldefinethetwowordsexaminedfromthewordwallasanexitslip.Thisistocheckfor
understanding.(5minutes)
MaterialsNeeded:
Whiteboard/WordWall
TextSet

CheckForUnderstanding:
Studentswilldefinethetwowordsexaminedfromthewordwallasanexitslip:Wells&irrigation.

Conclusion:
N/A

Reinforcement:
N/A

SelfEvaluation:
Asstudentsreadaloudmakesuretohelpthemwithwordstheystrugglewithandexplainanyvocabulary
theymisunderstand.


Teacher:AaronNapier
EarthScience9
FreshwaterResources

AaronNapier

February18,201545minutes,9:00a.m.to9:45a.m.

LessonAimForToday:
DischargeandStreamflowInfluences

StudentLearningObjective:
Studentsshouldidentify5humanimpactsontheearthsfreshwater(pollution,groundwatermining.
streamdamming,globalwarming,andflooding.

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincludee)dependenceonfreshwater
resourcesandtheeffectsofhumanusageonwaterquality.

Introduction:
Studentswillexploretwowordsfromthewordwall,whichwillbelocatedonthewhiteboardforthe
durationoftheweek:Pollution&Flood.

Review:
Studentswillcompleteabellringeransweringthequestion,Whatisirrigation?

LessonContent:
Video(Contextualization):
https://www.youtube.com/watch?v=d4vHq6AgQFI

Questions
(L=literal,C=critical,Cr=creative,I=implied)
:
(L)Whatisthedifferencebetweenpointandnonpointpollution?(L)Whatisfloodstage?(Cr)Ifahouseis
builtwithinthe100yearfloodzoneofariver,whatistheprobabilityitwillfloodinayear?(Cr)Howis
globalwarmingaffectingtheEarthsfreshwater?Cr)Whybuilddamsandhowdotheyaffectstreams?

Activities:
1. Studentswillcompleteabellringeransweringthequestion,Whatisirrigation?Thisisusedas
review.(5minutes)
2. Studentswillviewavideoonhumanimpactsonfreshwaterresources.
3. Studentswillbeputintogroupsof3,2ofwhichshouldpossesshigherreadingskillstohelpstudents
withlowerreadingandcomprehensionskills.Eachgroupwillmakeabrochureforthegeneralpublic


Teacher:AaronNapier
EarthScience9
FreshwaterResources

onhowtoconserveandprotectfreshwaterresources.Itshouldincludeatitlepage,general
informationpagesummarizinghumanimpactsonfreshwater,andapageexplainingwaystoprotect
freshwaterresources.
4. Studentswilldefinethetwowordsexaminedfromthewordwallasanexitslip.Thisistocheckfor
understanding.(5minutes)
MaterialsNeeded:
Whiteboard/WordWall
VideoonHumanImpacts
ColoredPencils
ConstructionPaper

CheckForUnderstanding:
Studentswilldefinethetwowordsexaminedfromthewordwallasanexitslip:Pollution&Flood.

Conclusion:
N/A

Reinforcement:
N/A

SelfEvaluation:
ExplaintothestudentsRAFTwhentheyaredesigningtheirbrochures.


Teacher:AaronNapier
EarthScience9
FreshwaterResources

AaronNapier

February19,201545minutes,9:00a.m.to9:45a.m.

LessonAimForToday:
TestDay

StudentLearningObjective:
Studentswillbetestedonsourcesoffreshwaterincludingrivers,springs,andaquifers,withreferenceto
thehydrologiccycleaswellasdependenceonfreshwaterresourcesandtheeffectsofhumanusageon
waterquality.

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincluded)identificationofsourcesoffresh
waterincludingrivers,springs,andaquifers,withreferencetothehydrologiccyclee)dependenceon
freshwaterresourcesandtheeffectsofhumanusageonwaterquality.

Introduction:
N/A

Review:
Studentswillbeallowed5minutestoaskanyquestionstheyhavepertainingtothematerialexaminedin
theperiod.

LessonContent:
Test

Questions:
(L)WhereismostofEarthsfreshwater?
(C)Howwouldwatertravelfromgroundwaterintoastream?
(Cr)Howcouldyoumakeastreamlosemorewatertoevaporation?
(L)Wheredowegetourschoolwaterfrom?
(L)What3variablesmustbeexploredbeforecalculatingdischarge?
(L)What4processesaffectstreamdischargeandhow?
(Cr)Howdoyoucalculatedischarge?
(Cr)Ifastreamhasanaveragedepthof3feet,widthof30feet,andvelocityof8feetpersecond,then
whatisthedischarge?
(C)Whyiswaterimportant?
(L)Whatisdesalination?
(Cr)Whatisthebestwaytoirrigateafieldofcropsinadryclimate?
(L)Howdowegetwaterfordrinking?
(I)Wellsarenecessaryforcollectingwaterfromwhatreservoir?
(L)Whatisanartesianwell?


Teacher:AaronNapier
EarthScience9
FreshwaterResources

(L)Whatisthedifferencebetweenpointandnonpointpollution?
(L)Whatisfloodstage?
(Cr)Ifahouseisbuiltwithinthe100yearfloodzoneofariver,whatistheprobabilityitwillfloodina
year?
(Cr)HowisglobalwarmingaffectingtheEarthsfreshwater?
(Cr)Whybuilddamsandhowdotheyaffectstreams?

Questions
N/A

Activities:
1. Studentswillbeallowed5minutestoaskanyquestionstheyhavepertainingtothematerialexamined
intheperiod.(5minutes)
2. Studentswilltakeatestfocusingonfreshwaterincludingrivers,springs,andaquifers,withreference
tothehydrologiccycledependenceonfreshwaterresourcesandtheeffectsofhumanusageonwater
quality.(40minutes)

MaterialsNeeded:
TestQuestions

CheckForUnderstanding:
N/A

Conclusion:
RemindthestudentsthatnextweekwewillbelookingatwatershedsinVirginia.

Reinforcement:
N/A

SelfEvaluation:
Makesurestudentsarenottalking.Itwouldbeagoodideatoexplainthathonestyisthebestpolicyand
cheatingisnottolerated.


Teacher:AaronNapier
EarthScience9
FreshwaterResources

Week4:MajorWatershedSystemsinVirginia

LessonAimForThisPeriod:

ToexaminethemajorwatershedsystemsinVirginia,includingtheChesapeakeBayanditstributaries.

February22,2015Objective:
StudentsshouldlisttheprovincesofVirginiainorderfromeasttowestforgeographicalcontextofthe
majorwatershedsinVirginia.(CoastalPlain,Piedmont,BlueRidge,ValleyandRidge,andPlateau.)

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincludef)identificationofthemajor
watershedsystemsinVirginia,includingtheChesapeakeBayanditstributaries.

February23,2015Objective:
Studentsshouldlistthe11watersheds(Holston,BigSandy,Clinch,New,Roanoke,James,Chowan,
Albemarle,York,Rappahannock,Potomac)aswellasthethreemajordrainagedividesinVirginia
(Chesapeake,NorthCarolinaSound,GulfofMexico).

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincludef)identificationofthemajor
watershedsystemsinVirginia,includingtheChesapeakeBayanditstributaries.

February24,2015Objective:
Studentsshouldlistthe6majortributariesthatemptyintotheChesapeakeBay(Potomac,James,York,
Rappahannock,Shenandoah,andAppomattox).

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincludef)identificationofthemajor
watershedsystemsinVirginia,includingtheChesapeakeBayanditstributaries.

February25,2015Objective:
StudentsshouldidentifythefollowingfeaturesonatopographicalmapinregardstoVirginiaWatersheds:
elevationoftheheadwatersfortheShenandoahRiver,distanceoftheJamesRiverusingascale,andthe
latitudeofRichmond,Virginia.

SOL:
ES.1Thestudentwillplanandconductinvestigationsinwhichc)scales,diagrams,charts,graphs,
tables,imagery,models,andprofilesareconstructedandinterpretedd)mapsandglobesarereadand
interpreted,includinglocationbylatitudeandlongitude.ES.8Thestudentwillinvestigateandunderstand


Teacher:AaronNapier
EarthScience9
FreshwaterResources

howfreshwaterresourcesareinfluencedbygeologicprocessesandtheactivitiesofhumans.Keyconcepts
includef)identificationofthemajorwatershedsystemsinVirginia,includingtheChesapeakeBayandits
tributaries.

February26,2015Objective:
TestDay

Activities:

Day1(Feb22):
Lecture&MapDrawing/Labeling(graphicorganizer)

Day2(Feb23):
ReadAloud&Mapcoloring

Day3(Feb24):
ThinkPairShare

Day4(Feb25):
Lecture&MapLiteracyexercise

Day5(Feb26):
TestDay

AnticipatedMaterials:
Maps
ColoredPencils
TextSets:Watersheds&ChesapeakeBay


Teacher:AaronNapier
EarthScience9
FreshwaterResources

AaronNapier

February22,201545minutes,9:00a.m.to9:45a.m.

LessonAimForToday:
PhysiographicProvincesofVirginiaforGeographicalContext

StudentLearningObjective:
StudentsshouldlisttheprovincesofVirginiainorderfromeasttowestforgeographicalcontextofthe
majorwatershedsinVirginia.(CoastalPlain,Piedmont,BlueRidge,ValleyandRidge,andPlateau.)

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincludef)identificationofthemajor
watershedsystemsinVirginia,includingtheChesapeakeBayanditstributaries.

Introduction:
StudentswillbeshownaphysicalmaporVirginiatogetanideaofthegeneraloutlineofthestate,aswell
aselevationandotherprominentfeatureslikeriversandlakes.Thisallowsthemtoanticipatewhatwill
comeoutofthislesson.

Review:
N/A

LessonContent:
PowerpointLecture:
1. CoastalPlaincontainstheyoungestrocksinVirginiaandismainlysandy,unconsolidated
material.
2. PiedmontischaracterizedbyrollinghillsandcontainsrocksfromtheMesozoicEon.
3. BlueRidgecontainstheoldestrocksinVirginia,PrecambrianinageandcontaintheAppalachian
Mountains.
4. ValleyandRidgecontainrocksCambrianinage,mainlycarbonatesandsandstones.Alsocontain
theAppalachianMountains.
5. Plateaucontainsrocksthatformedduringthecarboniferouscoalandsandstone.Alsocontains
theAppalachianMountains.
*
USGSWebsite:Education

Questions
(L)TheAppalachianMountainsareinwhatthreeprovinces?(L)ThePiedmontisknownforhavingwhat
typeoflandfeature?(I)TheCoastalPlainhaspredominantlywhattypeofsoiltexture?(Cr)Which
provincewouldyouliveinandwhy?


Teacher:AaronNapier
EarthScience9
FreshwaterResources

Activities:
1. StudentswillbeshownaphysicalmapofVirginia.DuringthistimeIwillaskthestudentsifthereis
anythingonthemapofinteresttheywouldliketopointoutoranyquestionsaboutthemap.Thiswill
allowthemtobecomefamiliarwithVirginia(anticipation).(10minutes)
2. StudentswillbelecturedontheprovincesofVirginiaandhowtheydiffer.(10minutes)
3. Studentswillbeplacedintogroupsof3basedonreadingleveltodifferentiate.Theywilldrawamap
ofVirginiausingcoloredpencilstoshowtheprovinces.Theyshouldhaveatleastonedrawingin
eachprovinceoftheirmaptodefinewhatmakestheprovincesdifferent.(10minutes)
4. IwilldrawamapofVirginiaonthewhiteboardandeachgroupwillhaveaturntosharewhatthey
drewineachprovinceontheirgraphicorganizer.(10minutes)
5. Studentswillcompleteanexitslipansweringthequestion,Whatprovinceisourschoolin?Thisis
comprehensiontosolidifystuffexaminedinclass,aswellasacheckforunderstanding.(5minutes)
MaterialsNeeded:
PhysicalMapofVirginia
Whiteboard
ColoredPencils

CheckForUnderstanding:
Studentswillcompleteanexitslipansweringthequestion,Whatprovinceisourschoolin?

Conclusion:
Remindstudentstohavetheircoloredpencilswiththemtomorrow,becausewewillbecoloringinmaps.

Reinforcement:
N/A
SelfEvaluation:
WhenshowingthemthemapofVirginia,dosolikeabrainstormingsessionandgoaroundtheroomso
everyoneparticipates.


Teacher:AaronNapier
EarthScience9
FreshwaterResources

AaronNapier

February23,201545minutes,9:00a.m.to9:45a.m.

LessonAimForToday:
PhysiographicProvincesofVirginiaforGeographicalContext

StudentLearningObjective:
Studentsshouldlistthe11watersheds(Holston,BigSandy,Clinch,New,Roanoke,James,Chowan,
Albemarle,York,Rappahannock,Potomac)aswellasthethreemajordrainagedividesinVirginia
(Chesapeake,NorthCarolinaSound,GulfofMexico).

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincludef)identificationofthemajor
watershedsystemsinVirginia,includingtheChesapeakeBayanditstributaries.

Introduction:
N/A

Review:
Studentswillbegivenabellringer,WhatthreeVirginiaprovincesishometotheAppalachian
Mountains?

LessonContent:
TextSet:
MajorWatershedsinVirginia

http://www.virginiaplaces.org/watersheds/
Map:http://va.water.usgs.gov/wqday_04/basin_jen.jpg


Teacher:AaronNapier
EarthScience9
FreshwaterResources

Questions
(I)Whatwatersheddowelivein?(C)WhatdotheJamesandPotomacwatershedshaveincommon?
(L)WhatarethethreemajorwatershedsinVirginia(placeswaterultimatelyempties)?(C)Which
watershedismostpollutedandwhy?(L)Whatarethe11majorwatershedsofVirginia?

Activities:
1. Studentswillbegivenabellringer,WhatthreeVirginiaprovincesishometotheAppalachian
Mountains?Thisisusedasreview.(5minutes)
2. StudentswilleachbegiventhesamereadingandmaponthemajorwatershedsinVirginia.Iwillread
everyotherparagraphandastudentfromtheclasswillreadeveryotherparagraph.Eachstudentwill
havealeastoneparagraphtoreadaloud.Ifthestudentishavingtroublewithwords,thenIwillassist
thestudent.Aswereadaloudthestudentswillpausetocolorontheirmapsthewatershedsweread
about.Bythetimethereadaloudisfinishedthemapshouldbecompletelycoloredin.Every
watershedshouldbeadifferentcolor.Thisallowsthestudentstovisuallyrememberthecontent.
Finally,thestudentswillcopyamapthatIhavealreadycompletedbydrawingdottedlinestosignify
thethreedividesinVirginia(GulfofMexico,NorthCarolina,andChesapeakeBay).(35minutes)
3. Studentswillcompleteanexitslipansweringthequestion,Whatwatersheddowelivein?as
comprehension,afterreadingandtocheckforunderstanding.(5minutes)
MaterialsNeeded:
TextSet
Maps
ColoredPencils

CheckForUnderstanding:
Studentswillcompleteanexitslipansweringthequestion,Whatwatersheddowelivein?

Conclusion:
Remindstudentstokeeptheirmapswiththem,becausetheywillbeusedasreviewforthetest.

Reinforcement:
N/A
SelfEvaluation:


Teacher:AaronNapier
EarthScience9
FreshwaterResources

Readslowlyandallowthemtimetocolorintheirmapsasyougoalong.(ActiveReading)

AaronNapier


Teacher:AaronNapier
EarthScience9
FreshwaterResources

February24,201545minutes,9:00a.m.to9:45a.m.

LessonAimForToday:
ChesapeakeBayandCoastalEnvironmentsofVirginia

StudentLearningObjective:
Studentsshouldlistthe6majortributariesthatemptyintotheChesapeakeBay(Potomac,James,York,
Rappahannock,Shenandoah,andAppomattox).

SOL:
ES.8Thestudentwillinvestigateandunderstandhowfreshwaterresourcesareinfluencedby
geologicprocessesandtheactivitiesofhumans.Keyconceptsincludef)identificationofthemajor
watershedsystemsinVirginia,includingtheChesapeakeBayanditstributaries.

Introduction:
Studentswillbrainstormfocusingonthequestion,Whatdoyouknowaboutthebeach/marsh/swampand
othercoastalwetlands?Thisisanticipation,beforereading.

Review:
N/A

LessonContent:
TextSet:
1. PotomacRiver
http://en.wikipedia.org/wiki/Potomac_River
2. RappahannockRiver
http://en.wikipedia.org/wiki/Rappahannock_River
3. YorkRiver
http://en.wikipedia.org/wiki/York_River
4. JamesRiver
http://en.wikipedia.org/wiki/James_River
5. AppomattoxRiver
http://en.wikipedia.org/wiki/Appomattox_River
6. ShenandoahRiver
http://en.wikipedia.org/wiki/Shenandoah_River

Questions
(L)Whatisanestuary?(L)Whatisthedifferencebetweenamarshandaswamp?(L)Whatarethe6major
riversinVathatemptyintotheChesapeakeBay?(C)WhydoestheChesapeakeBay,likemanyBays
aroundtheU.S.havepollutionproblems?

Activities:


Teacher:AaronNapier
EarthScience9
FreshwaterResources

1. Studentswillbebrainstormfocusingonthequestion,Whatdoyouknowaboutthe
beach/marsh/swampandothercoastalwetlands?Thisisanticipation,beforereading.(10minutes)
2. Studentswillbeputintogroupsof3basedonreadingleveltodifferentiate.Eachgroupwillhaveone
riverwithintheCoastalBayWatershedtoreadaboutandcompletea3sentencequickwriteabout.
(15minutes)
3. Eachgroupwillsharetheirquickwritestotheclassandeverystudentmustincludetheriverandthree
sentencesummaryintheirlearninglogsasaglossaryword.Therefore,theywillhave6newglossary
words.(10minutes)
4. Studentswillcompleteaquickwriteansweringthequestion,whyistheChesapeakeBayheavily
polluted?Thiswillbeusedtocheckforunderstanding.(10minutes)
MaterialsNeeded:
TextSet:ChesapeakeBay

CheckForUnderstanding:
Studentswillcompleteaquickwriteansweringthequestion,whyistheChesapeakeBayheavily
polluted?

Conclusion:
Remindstudentsthattheyshouldkeeptheirglossarytermsorganizedbecausenotebookchecksare
random.

Reinforcement:
N/A

SelfEvaluation:
Keeptrackoftimeduringthebrainstormingsession.Itcangoonfortheentiredurationoftheclassifyou
letit.

AaronNapier


Teacher:AaronNapier
EarthScience9
FreshwaterResources

February25,201545minutes,9:00a.m.to9:45a.m.

LessonAimForToday:
ReadingaTopographicMap

StudentLearningObjective:
StudentsshouldidentifythefollowingfeaturesonatopographicalmapinregardstoVirginiaWatersheds:
elevationoftheheadwatersfortheShenandoahRiver,distanceoftheJamesRiverusingascale,andthe
latitudeofRichmond,Virginia.

SOL:
ES.1Thestudentwillplanandconductinvestigationsinwhichc)scales,diagrams,charts,graphs,
tables,imagery,models,andprofilesareconstructedandinterpretedd)mapsandglobesarereadand
interpreted,includinglocationbylatitudeandlongitude.ES.8Thestudentwillinvestigateandunderstand
howfreshwaterresourcesareinfluencedbygeologicprocessesandtheactivitiesofhumans.Keyconcepts
includef)identificationofthemajorwatershedsystemsinVirginia,includingtheChesapeakeBayandits
tributaries.

Introduction:
N/A

Review:
Studentswillbegivenabellringer,WhatriversflowintotheChesapeakeBay?

LessonContent:
PowerpointLecture:
1. Latitudeistheangulardistancefromthecenteroftheearthdisplayedusinghorizontallinesona
map.
2. Longitudeisdisplayedusingverticallinesonamapandweredevelopedbecauseoftimezones.
3. Elevationistheheightoflandabovesealevel.
4. Scaleisusedtoshowdistanceonamapcomparingmilesorkilometerstoinchesorcentimeters.
*LinkElmore,GIS(Fall2012)&AdvanceGIS(Spring2013)

TopographicalMaps:
https://www.topoquest.com/mapdetailpreview.php?usgs_cell_id=16513


Teacher:AaronNapier
EarthScience9
FreshwaterResources

Questions
(L)Whatisascaleinregardstomapping?(L)Whatislatitudeandlongitude?(C)WhatistheLatitudeof
Richmond,Virginia?(C)HowlongistheJamesRiver,usingascale?(C)Whatistheelevationofthe
headwatersoftheShenandoahRiver?(Cr)IfyouweregoingtocreateyourowncityinVirginia,where
wouldyouputit(latitude&longitude)andwhy?

Activities:
1. Studentswillbegivenabellringer,WhatriversflowintotheChesapeakeBay?Thisisusedas
review.(5minutes)
2. Studentswillbegivenashortlectureonhowtoreadtopographicmaps,includingelevation,
latitude/longitude,andscales.(10minutes)
3. Studentswillbeputintogroupsof3basedonreadinglevels.Eachgroupshouldincludeatleastone
studentwithhighercomprehensionskillstohelpotherstudents(differentiate).Theywillbegiven
topographicmapsofVirginiaandhavetoanswerthefollowingquestions:(C)WhatistheLatitudeof
Richmond,Virginia?(C)HowlongistheJamesRiver,usingascale?(C)Whatistheelevationofthe
headwatersoftheShenandoahRiver?(Cr)IfyouweregoingtocreateyourowncityinVirginia,
wherewouldyouputit(latitude&longitude)andwhy?Themapsshouldbeturnedintocheckfor
understanding.(30minutes)
MaterialsNeeded:
PowerPointLecture:Maps
ColoredPencils
TopographicMapsofVirginia

CheckForUnderstanding:
Studentswillcompleteanexitslipansweringthequestion,Whatwatersheddowelivein?


Teacher:AaronNapier
EarthScience9
FreshwaterResources

Conclusion:
RemindstudentsthatwewillbehavingatestonmajorwatershedsinVirginiatomorrow.

Reinforcement:
N/A

SelfEvaluation:
Understandingscalesonamapcantakesometime.Usearulerandshowthemindividuallyifyouhave
to.

AaronNapier


Teacher:AaronNapier
EarthScience9
FreshwaterResources

February19,201545minutes,9:00a.m.to9:45a.m.

LessonAimForToday:
TestDay

StudentLearningObjective:
StudentswillbetestedonphysiographicprovincesandmajorwatershedsinVirginia,includingthe
ChesapeakeBayandcoastalwetlandsaswellashowtoreadatopographicmaptounderstandfreshwater
resourcesinVirginia.

SOL:
ES.1Thestudentwillplanandconductinvestigationsinwhichc)scales,diagrams,charts,graphs,
tables,imagery,models,andprofilesareconstructedandinterpretedd)mapsandglobesarereadand
interpreted,includinglocationbylatitudeandlongitude.ES.8Thestudentwillinvestigateandunderstand
howfreshwaterresourcesareinfluencedbygeologicprocessesandtheactivitiesofhumans.Keyconcepts
includef)identificationofthemajorwatershedsystemsinVirginia,includingtheChesapeakeBayandits
tributaries.

Introduction:
N/A

Review:
Studentswillbeallowed5minutestoaskanyquestionstheyhavepertainingtothematerialexaminedin
theperiodandlookatmapstheycreated.

LessonContent:
Test

Questions:
(L)TheAppalachianMountainsareinwhatthreeprovinces?
(L)ThePiedmontisknownforhavingwhattypeoflandfeature?
(I)TheCoastalPlainhaspredominantlywhattypeofsoiltexture?(Cr)Whichprovincewouldyoulivein
andwhy?
(I)Whatwatersheddowelivein?
(C)WhatdotheJamesandPotomacwatershedshaveincommon?
(L)WhatarethethreemajorwatershedsinVirginia(placeswaterultimatelyempties)?
(C)Whichwatershedismostpollutedandwhy?(L)Whatarethe11majorwatershedsofVirginia?
(L)Whatisanestuary?
(L)Whatisthedifferencebetweenamarshandaswamp?
(L)Whatarethe6majorriversinVathatemptyintotheChesapeakeBay?
(C)WhydoestheChesapeakeBay,likemanyBaysaroundtheU.S.havepollutionproblems?
(L)Whatisascaleinregardstomapping?
(L)Whatislatitudeandlongitude?
(C)WhatistheLatitudeofRichmond,Virginia?
(C)HowlongistheJamesRiver,usingascale?


Teacher:AaronNapier
EarthScience9
FreshwaterResources

(C)WhatistheelevationoftheheadwatersoftheShenandoahRiver?
(Cr)IfyouweregoingtocreateyourowncityinVirginia,wherewouldyouputit(latitude&longitude)
andwhy?

Questions
N/A

Activities:
1. Studentswillbeallowed5minutestoaskanyquestionstheyhavepertainingtothematerialexamined
intheperiodandlookatthemapstheymadeinclassoverthedurationoftheperiod.(5minutes)
2. StudentswilltakeatestfocusingonphysiographicprovincesandmajorwatershedsinVirginia,
includingtheChesapeakeBayandcoastalwetlandsaswellashowtoreadatopographicmapto
understandfreshwaterresourcesinVirginia.(40minutes)

MaterialsNeeded:
TestQuestions

CheckForUnderstanding:
N/A

Conclusion:
Remindthestudentsthattheunitonfreshwaterresourcesisoverandwillbemovingtooceanography
nextweek.

Reinforcement:
N/A

SelfEvaluation:
Makesurestudentsarenottalking.Itwouldbeagoodideatoexplainthathonestyisthebestpolicyand
cheatingisnottolerated.