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“Discover Virginia’s Watershed System”

6th Grade
Science
Lesson Length: 60 minutes, or one class period

Analyze Learners

Total number of students: 20

Male students: 9
Female students: 11
ESL Student:1
SPL IEP: 4
Visual/Spatial learners (approximately 1/3 of students)
Kinesthetic learners (approximately 1/3 of students)
Verbal/linguistic learners (two to three students)
Interpersonal learners (one or two students)
Logical/Mathematical (one or two students)

State Objectives

VA SOL 6.1- The student will demonstrate an understanding of scientific reasoning and the nature of
science by planning and conducting investigations in which
d) TSW propose and differentiate between independent and dependent variables in a
hypothesis from observed patterns
i) TSW use a simulation to illustrate and explain how pollutants enter watershed systems
VA SOL 6.5- The student will investigate the importance of protecting and maintaining water
resources.
VA SOL 6.7 – The student will investigate and comprehend basic terminology and processes related
to watershed systems and human interactions that affect watershed systems.
b, c) TSW use topographic maps to locate and reconstruct major components Virginia’s
regional watershed and river systems. divides, tributaries, river systems, and river and stream
processes;
f) TSW demonstrate how common pollutants contaminate the watershed and discuss ways the
community can reduce pollution entering the watershed
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Select Media, Materials, and Methods

Media:

1:1 laptop computers or iPads per student with internet access

LCD projector or smart board to display connected to a computer with internet access
Google Earth program available on all computers
Video Lesson: Basics of Nonpoint Source Pollution [YouTube video] (Snoqualmie Tribe, 2016).
PowerPoint Presentation-What is a Watershed?

Materials:
Pencils
Colored pencils and markers
Science journals
(5) Empty cardboard egg cartons
(5) plastic or aluminum pans
Paper towels
Water
Food coloring (blue)
Flaxseed meal or another powdery substance
Topographical Map of Virginia’s watershed system, including the Chesapeake Bay, rivers and
tributaries with assessment questions
Components of a Watershed guide worksheet
Experiment Observation Sheet (one for each group)
Whiteboard with markers

Methods:
• Whole group introduction and overview of the structure and components of Virginia’s watershed
systems, using PowerPoint presentation. Introduction of source and non-source pollutants and its
effect on watersheds.
• Small group map skills and technology (Google Earth) to identify and label the main structure of
Virginia’s watershed system.
• Whole group video lesson, Basics of Nonpoint Source Pollution used to discuss possible
pollutants and solutions to reduce contamination of water quality (Snoqualmie Tribe, 2016).
• Whole group instruction of experiment
• Small group water pollution experiment to demonstrate scientific reasoning and understanding to
groundwater contamination in a watershed.
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• Whole group end review and discussion of watershed structure, experiment results, and possible
solutions to nonpoint source water contamination.

Utilize Media, Materials, and Methods

Media:
LCD projector or smart board connected to a computer with internet connection to display
powerpoint, video lesson, and access Google Earth
(20) computers or iPads with internet connection-used during Google Earth activity to locate
Virginia’s watershed system.
Powerpoint – What is a Watershed? -used during whole group introduction to watershed systems
Video Lesson- Basics of Nonpoint Source Pollution- to introduce possible pollutants and solutions to
water contamination in watersheds (Snoqualmie Tribe, 2016).
Google Earth program-used with a topographical map of Chesapeake Bay to locate and identify the
structure of Virginia’s watershed system

Materials:
Pencils – used to complete worksheets and write in science journals
Colored pencils and markers- use to color topographical map of Chesapeake Bay
Science journals
(5) Empty cardboard egg carton-one for each group during the experiment
(5) Plastic or aluminum pans- used during pollution experiment one for each group
Paper towels
Water-used during the experiment to fill egg cartons
Food coloring (blue) used during the experiment to color water
Flaxseed meal or another powdery substance-used during the experiment
Topographical Map of Virginia’s watershed system, including the Chesapeake Bay, rivers and
tributaries with assessment questions-used during Google Earth activity to color and label
Components of a Watershed guide worksheet- completed during whole group introduction to
watersheds
Experiment Observation Sheet (one for each group)-used during pollution experiment

Methods:
Whole group introduction of Virginia’s regional watershed system- TTW use a power point
presentation on the Smart Board projector to review the components of the water cycle and define
important watershed terms. TTW review materials and prepare students for Google Earth activity.
Small group Google Earth activity-TSW utilize Google Earth and laptops or iPads to find the
geographic location of the Chesapeake Bay and Virginia’s watershed systems. TSW use topographic
map of Chesapeake Bay to record research conducted on Google Earth. TSW work collaboratively to
complete small group activity.
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A whole group video lesson on water pollution-TTW utilize a YouTube video lesson, Basics of
Non-Point Source Pollution to identify and determine how nonpoint source pollution contaminates
watersheds (Snoqualmie Tribe, 2016).
Whole Group Instruction for Experiment- TTW introduce the experiment and explain procedures
to successfully complete. TTW divide class into small groups of four. TTW inform students they have
15 minutes to complete the experiment. TTW assign questions for students to answer during video
lesson. TSW record answers in a science journal.
Small Group Pollution Experiment- TTS conduct an experiment on how pollutants enter the
watershed. TSW predict and analyze the results and record them on small group’s observation sheet.
TSW work collaboratively to complete during small group activities
Who Group End Review and Discussion- TTW review watershed vocabulary by displaying a map
of a watershed on the LCD Smart Board projector. TTW discuss the results of experiments. TSW
discuss and brainstorm possible causes and solutions of pollution in watersheds. TTW record student
responses on the whiteboard.
Require Learner Participation

Whole Group Introduction of Virginia’s Watershed System:

TTW ask students to write out a quick list of three facts they already know or think they know about a
watershed. TTW lecture using power point and students should actively listen, ask/answer questions
and complete Components of a Watershed guide worksheet. TTW explain to students the information
gathered on the worksheet will be valuable during their Google Earth activity. TTW review the
components of the water cycle and define important watershed terms using power point presentation.
During the presentation, TTW ask students about their personal experiences and knowledge of
Virginia’s watershed system and the Chesapeake Bay. TTW also discuss and identify the source and
non-source pollutants and ways they can enter watersheds. TTW ask students to brainstorm possible
solutions. The brainstorming activities engage the students and get them to connect something
unfamiliar with what they know and understand. TTW review materials and prepare students for
Google Earth activity by using Google Earth to display images of the Chesapeake Bay on Smart
Board.

Small Group Map Skills: Google Earth Activity:

TSW work in groups of four for this activity. TSW use personal laptops and Google Earth and
topographic maps to locate and identify the Chesapeake Bay and major components of Virginia’s
watershed System. TSW color and label a topographical map of the Chesapeake Bay and Virginia’s
watershed system with major rivers, tributaries, and major cities. TSW use information gathered from
Google Earth to complete assessment questions listed on Chesapeake Bay topographic map
worksheet. TSW work collaboratively to complete activity and assessment questions.
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Whole Group Video: Water Pollution:

During video lesson, Basics of Non-Point Source Pollution, of TSW answer the following questions:
Name two nonpoint sources of pollution, Name one way the community can reduce water pollution?
(Snoqualmie Tribe, 2016). TSW discuss these questions during Whole Group End Review.

Whole Group Instruction for Experiment:

TTW explain and demonstrate how to complete the experiment. TSW work in groups of four to
collaborate and complete activity. TSW follow the teacher’s instructions in order to successfully
complete the assignments. TSW be more passively engaged during the instruction; however, they will
quickly become active participants once the groups are established.

Small Group Experiment: Water Pollution Demonstration

TSW conduct an experiment to illustrate how non-point pollutants can travel throughout the
watershed. Each group will collect their set of materials needed for the experiment. TTW review
safety rules and distribute experiment observation worksheet. Following the scientific method, TSW
make an observation and propose a hypothesis prior to beginning simulation. TSW place a few paper
towels on the tray and then place the egg carton on top. TSW water into one of the cups at one end of
the egg carton and stop pouring once each egg cup is full. Then TSW pour about 1 teaspoon of flax
meal (ground flax seeds) into one of the end cups. Watch as the water carries it from cup to cup.
Starting in a cup at the opposite end of the carton, TSW add about 10 drops of food coloring. Give the
cup with the food coloring a slight stir if you need to and watch as it slowly flows into the cups
around it. TSW observe water (and food coloring) seeping out of the bottom of the egg carton and
saturating the paper towels under the carton. TSW record their results in the observation sheet and
note if their hypothesis was proven. TSW discuss their results during whole group end review. TSW
work collaboratively to complete the experiment. (adapted from Home Science Tools
https://learning-center.homesciencetools.com/article/water-pollution-demonstration/)

Whole Group End Review and Discussion:

TTW display Google Earth image on Smart Board and review material. TTW ask students probing
questions about their observations during their experiments. The class will identify the sources of
pollutants in our watershed and what actions can be taken to reduce the number of pollutants that
enter into the waterways. As students identify the sources and possible solutions, TTW create a mind
map on the whiteboard to interconnect all aspects of lesson.

Each of these center activities appeals to multiple intelligences. Kinesthetic learners can manipulate
materials, coloring, drawing, and the computer. Each activity is visually stimulating for visual/spatial
learners, especially with the video and Google Earth where the site provides a format that inspires the
learner to want to discover more. Interpersonal learners get to work closely with their peers and
collaborate on each project. These learners will also have the added benefit of ensuring that their
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partners are successful. Verbal/linguistic learners are provided with a wealth of information from the
teacher. They also must discuss with their peers to complete each task.

Evaluate & Revise

Student Performance:
The students will be evaluated for each activity. TTW collect the Component of Watersheds,
Chesapeake Bay topographic map and assessment, and observation sheet. TSW demonstrate an
understanding of watershed structure if they label the correct locations on their maps and worksheets.
TSW demonstrate the ability to test the hypothesis by conducting an experiment and evaluate results
on observation sheets. TSW also demonstrate abilities to collaborate in each center if they complete
the activities and consciously work to ensure their partners understand and can complete the activities
as well.

Instructor Performance:
During the center activities, the instructor can listen to the students explain the concepts to each other
and begin to ascertain if the material was well taught. When the students turn in their Google Earth
activities and worksheets, the teacher will have final confirmation if the lesson fulfilled the stated
objectives. If necessary, the instructor can reteach the material before the class moves on to more in-
depth study of each aspect of the natural processes and human interactions that affect watershed
systems.

Media Performance:
The media that was used serves as a gateway for the students to access a wide variety of information
on the Chesapeake Bay and Virginia watershed system. If students are able to log research
information that pertains to each aspect of the map and assessment questions, then the media was used
successfully.

References
Home Science Tools (n.d.) Water pollution demonstration [Blog post]. Retrieved from
https://learning-center.homesciencetools.com/article/water-pollution-demonstration/
Snoqualmie Tribe (2016, October 12). Basics of non-point source pollution [Video file]. Retrieved
from https://youtu.be/eWMl9EPvANg
Virginia Department of Education. (2010). Grade six science standards of learning for Virginia
public schools. Retrieved from http://www.doe.virginia.gov/testing/sol/standards_docs/science
/2010/k-6/stds_science6.pdf