Michigan Environmental Education Curriculum Support Introduction Water Quality 1 Water Quality Introduction Living in the water-rich Great Lakes basin, many Michigan students take water for granted. The MEECS Water Quality Unit is designed to provide students with a solid foundation in understanding the critical importance of having adequate supplies of clean, available fresh water for the environment, Michigan’s economy, and our quality of life. The unit provides a national and international perspective on water availability, an appreciation for Michigan’s “dirty” water history, and an understanding of the challenges that Michigan faces in addressing water quality and quantity issues related to groundwater, streams and rivers, wetlands, inland lakes, and the Great Lakes. Not only can humans not survive a week without water, neither can an economy survive without sufficient supplies of clean water. The MEECS Water Quality Unit contains nine core lessons and five extension lessons. All lessons are correlated to middle and high school benchmarks for science and social studies. The lessons and activities may be adapted for specific grades, as well as for non-formal education programs. In addition, six interactive online learning modules have been developed to support several lessons in the unit (http://techalive.mtu.edu/meec_index.htm). Both individual lesson assessments and a MEAP-like unit assessment are included. The embedded lesson assessments are either project-based or invite student reflection and discussion. Teachers also have the option of using a pre- and post-unit assessment. Use of a science journal throughout the unit is encouraged. Topics addressed in the unit include the availability and distribution of water on Earth (Lesson 1); household water use and water used in the manufacture of goods and services in Michigan (Lesson 2); managing water quantity and movement within a watershed (Lesson 3); land uses and water pollution (Lesson 4); groundwater quality and potential contamination (Lesson 5); water quality standards and the history of water quality protection (Lesson 6); assessing the health of aquatic ecosystems with stream monitoring (Lesson 7); managing storm water runoff (Lesson 8); and bioaccumulation of contaminants in the Great Lakes (Lesson 9). Additional Great Lakes challenges that we face include invasive species, emerging contaminants, proposed out-of-basin export of Great Lakes water, over- pumping of groundwater, combined sewer overflows and storm water runoff, cleaning up Areas of Concern and Superfund sites, impacts of climate change on water levels and aquatic ecosystems, beach closures, loss of wetlands, and declining biodiversity. Students are encouraged to explore possible solutions to these challenges including pollution prevention strategies, using data to make management decisions, personal behavior and product choices, engaging in activities that inform their communities, and more. The role of government and environmental stewardship to protect water quality and quantity is woven into lessons throughout the unit. The water management choices that Michigan residents make now and in the future will have significant environmental, economic, and social impacts for us as individuals, for our communities, the State of Michigan, and for our country. How can Michigan residents, businesses, and industry continue to meet their needs without compromising the ability of future generations to meet their water resource needs? In order to ensure a healthy, sustainable future, Michigan residents must have the knowledge and skills necessary to make informed data-based decisions about the water resource challenges facing us as residents of a Great Lakes state and as participants in a global economy. The future of Michigan’s environment, economy, and quality of life depends on the decisions made by today’s youth as tomorrow’s decision-makers. The MEECS Water Quality Unit will help Michigan students gain the knowledge and skills they need to become stewards of Michigan’s water resources and to help keep this Great Lakes state GREAT!
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Michigan Environmental Education Curriculum Support Introduction Water Quality 1
Water Quality Introduction
Living in the water-rich Great Lakes basin, many Michigan students take water for granted. The MEECS Water Quality Unit is designed to provide students with a solid foundation in understanding the critical importance of having adequate supplies of clean, available fresh water for the environment, Michigan’s economy, and our quality of life. The unit provides a national and international perspective on water availability, an appreciation for Michigan’s “dirty” water history, and an understanding of the challenges that Michigan faces in addressing water quality and quantity issues related to groundwater, streams and rivers, wetlands, inland lakes, and the Great Lakes. Not only can humans not survive a week without water, neither can an economy survive without sufficient supplies of clean water.
The MEECS Water Quality Unit contains nine core lessons and five extension lessons. All lessons are correlated to middle and high school benchmarks for science and social studies. The lessons and activities may be adapted for specific grades, as well as for non-formal education programs. In addition, six interactive online learning modules have been developed to support several lessons in the unit (http://techalive.mtu.edu/meec_index.htm). Both individual lesson assessments and a MEAP-like unit assessment are included. The embedded lesson assessments are either project-based or invite student reflection and discussion. Teachers also have the option of using a pre- and post-unit assessment. Use of a science journal throughout the unit is encouraged.
Topics addressed in the unit include the availability and distribution of water on Earth (Lesson 1); household water use and water used in the manufacture of goods and services in Michigan (Lesson 2); managing water quantity and movement within a watershed (Lesson 3); land uses and water pollution (Lesson 4); groundwater quality and potential contamination (Lesson 5); water quality standards and the history of water quality protection (Lesson 6); assessing the health of aquatic ecosystems with stream monitoring (Lesson 7); managing storm water runoff (Lesson 8); and bioaccumulation of contaminants in the Great Lakes (Lesson 9). Additional Great Lakes challenges that we face include invasive species, emerging contaminants, proposed out-of-basin export of Great Lakes water, over-pumping of groundwater, combined sewer overflows and storm water runoff, cleaning up Areas of Concern and Superfund sites, impacts of climate change on water levels and aquatic ecosystems, beach closures, loss of wetlands, and declining biodiversity. Students are encouraged to explore possible solutions to these challenges includingpollution prevention strategies, using data to make management decisions, personal behavior and product choices, engaging in activities that inform their communities, and more. The role of government and environmental stewardship to protect water quality and quantity is woven into lessons throughout the unit.
The water management choices that Michigan residents make now and in the future will have significant environmental, economic, and social impacts for us as individuals, for our communities, the State of Michigan, and for our country. How can Michigan residents, businesses, and industry continue to meet their needs without compromising the ability of future generations to meet their water resource needs? In order to ensure a healthy, sustainable future, Michigan residents must have the knowledge and skills necessary to make informed data-based decisions about the water resource challenges facing us as residents of a Great Lakes state and as participants in a global economy.
The future of Michigan’s environment, economy, and quality of life depends on the decisions made by today’s youth as tomorrow’sdecision-makers.TheMEECS Water Quality Unit will help Michigan students gain the knowledge and skills they need to become stewards of Michigan’s water resources and to help keep this Great Lakes state GREAT!
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Essential Questions Core Lesson
Where is water found on Earth? How does water move on Earth? Is there enough water on Earth for everyone? Why are the Great Lakes unique?
1.WhereIsAlltheWaterintheWorld?–Students describe how water moves through the water cycle, where water is located on Earth, and how much fresh water is available for human use.
Why is clean, fresh, available water so important to humans? What are direct and indirect uses of water? How would having less water or more expensive water affect Michigan residents?
2. HowWeUseWater–Students identify the many ways we use water both directly for household activities, and indirectly in everything we consume. Students calculate their weekly water use and its cost compared to gasoline, and consider how water is an essential component of Michigan’s economy and environment.
What is a watershed? Why care about watersheds? How does water in your watershed reach the Great Lakes? Why does the amount of streamflow differ between Michigan streams and for different months of the year?
3. DoYouKnowYourWatershed?–Students define watershed and the parts of a river; compare watershed size and stream flow in Michigan; examine their watersheds’ relationship to the Great Lakes.
How does what we do on the land affect water quality? How does pollution get from one place to another? How can I learn about water pollution in my watershed?
4. HowDoLandUsesAffectWaterQuality?–Students build a simple watershed model to observe point & non-point pollution from different land uses; identify the types of pollution resulting from different land uses; give examples of best management practices to reduce pollution; and identify potential sources of water pollution in their watersheds.
How is groundwater connected to surface water? How does groundwater move? How can groundwater become polluted? Is there enough groundwater for all Michigan uses?
5. WhyCareAboutGroundwater?–Students explore groundwater movement, how groundwater interacts with surface water, and groundwater uses in Michigan. Student build a model to see how groundwater can be pumped and recharged, and use Michigan data to explore how groundwater can be contaminated.
How do we know our water is safe to drink? What units are used to measure water pollution? Has our water always been clean? Who is responsible for protecting our drinking water?
6. WouldYouDrinkThisWater?–Students consider whether the ‘look’ and ‘smell’ of water is enough to indicate its quality; conduct a serial dilution to observe the tiny quantities that can be harmful to humans and aquatic organisms; and become familiar with who protects Michigan’s water quality.
What is stream monitoring, and how is it done? How do you know if a stream is healthy? What are bioindicators? What makes good habitat for fish?
7. HowHealthyIsThisStream?– Students identify characteristics of healthy streams and use real Michigan data to evaluate four streams for the presence of pollution-sensitive bioindicator organisms, appropriate habitat, and good water quality in order to select the best stream for planting brook trout.
Where does storm water come from and where does it go? What are potential contaminants in runoff? How do people affect the quantity and quality of runoff? How can communities grow without impacting aquatic ecosystems? How is storm water runoff different in urban areas versus rural areas?
8.HowCanWeStopStormWater?–Identify pollutants in storm water; use aerial photos to compare changes in land use and runoff quantity; identify best management practices to reduce storm water impacts.
Are the Great Lakes really great? How do I know if it’s safe to eat fish from the Great Lakes? What types of contaminants are found in the Great Lakes? How can I help protect the Great Lakes?
9. BioaccumulationandtheGreatLakesEcosystem–Student investigate the source and pathways for bioaccumulation of contaminants in Great Lakes food chains; identify locally contaminated rivers using the Michigan Family Fish Consumption Guide; and answer the question, “How can I help the Great Lakes?”
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Water Quality Overview
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Michigan Environmental Education Curriculum Support Introduction Water Quality 3
Enhancements and Extensions
1. - Play Incredible Journey water cycle game from Project WET online www.projectwetusa.org/pdfs/incrediblejourney.pdf. - Research environmental issues of Lake Baikal online http://www.bww.irk.ru. - Explore the World Lake Database online http://www.ilec.or.jp/database/database.html. - Compare the relative volume and surface areas of the five Great Lakes. - Investigate the physical and chemical properties of water in the Project WET activity Is There Water on Zork? (on the MEECS Water
Quality CD).
2. - Design and implement a home water conservation plan. - Compare U.S. water use to that of other countries http://www.wateryear2003.org. - Stack plastic gallon jugs to display the amount of water used for different activities. - Investigate the claim of a looming “Global Water Crisis.”
3. - Visit the Terraserver website (http://terraserver.com) to view aerial photos of the local watershed. - Compare extension lesson Investigating Stream Flow in Michigan’s Rivers on the MEECS Water Quality CD. - Try the interactive web modules The Watershed Concept and Aquatic Ecosystems: Wetlands at http://techalive.mtu.edu/meec_index.htm. - Use a commercial stream table to demonstrate stream development under varying conditions. - Play Raging River to model the confluence of tributaries into the main river channel.
4. - Investigate water quality in your local river using Michigan Department of Environmental Quality websites listing contaminated water bodies and contaminated sites.
- Try the interactive web module Water Quality: Pollutant Sources & Impacts at http://techalive.mtu.edu/meec_index.htm. - Take a Watershed Tour of your local area to meet with water users and managers, and see a variety of land uses, using the extension
lesson on the MEECS Water Quality CD. - Build erosion models to identify effective Best Management Practices. - Compete in the activity Runoff Races from WOW! The Wonder of Wetlands by Project WET. - Do Sum of the Parts activity from Project WET to explore the cumulative effects of streamside pollution (on the MEECS Water Quality
CD).
5. - Investigate Groundwater Supply & Groundwater Contamination using the online web modules at http://techalive.mtu.edu/meec_index.htm. - Demonstrate groundwater movement and contamination using a groundwater model or enviroscape. - Debate: Should groundwater withdrawals in Michigan be regulated? - Have rural students download the well log for their home drinking water from http://www.deq.state.mi.us/well-logs/. - Visit a local well driller to see an actual well being drilled. - Install a shallow groundwater monitoring well at your school to monitor water table fluctuations. - Try some lessons from Septic Educational Program to Instill Conservation (SEPTIC) (on the MEECS Water Quality CD). - Conduct a porosity or permeability demonstration.
6. - Take student on a tour of your local wastewater treatment facility. - Investigate the safety of your community’s drinking water by checking your local Water Quality Consumer Confidence Report. - Investigate Water and Wastewater Treatment using the online web module http://techalive.mtu.edu/meec_index.htm. - Engage students in researching and then debating current water issues.
7. - Do the online web module Stream Monitoring or Aquatic Ecosystems: Rivers & Streams at http://techalive.mtu.edu/meec_index.htm. - Have students “design a macroinvertebrate” to illustrate specific characteristics of different bioindicators. - Develop A Watershed Assessment of your local watershed using the extension lesson on the MEECS Water Quality CD.
8. - Do the activity A-Maze-ing Water from the Project WET Curriculum & Activity Guide. - Develop a rain garden for your school grounds. - Measure the water quality of storm water. - Try Measuring Watershed Runoff at Your School using the extension lesson on the MEECS Water Quality CD.
9. - Do the online web module Aquatic Ecosystems: The Great Lakes to learn more about the Great Lakes food chain at http://techalive.mtu.edu/meec_index.htm.
- Make a Great Lakes floor map using Lake Effects Curriculum Guide. - Investigate a Great Lakes Issue using the extension lesson on the MEECS Water Quality CD.
Michigan Grade Level Content Expectations
Science Grades 6-7:• Demonstrate scientific concepts through illustrations, performances, models, exhibits, and activities. S.RS.M15• Describe the effect humans and other organisms have on the balance of the natural world. S.RS.M17• Demonstrate, using a model or drawing, the relationship between warming by the sun and of the Earth and the water cycle
as it applies to the atmosphere. E.ES.07.11• Explain the water cycle and describe how evaporation, transpiration, condensation, cloud formation, precipitation,
infiltration, surface runoff, ground water, and absorption occur within the cycle. E.ES.07.81• Analyze the flow of water between components of a watershed, including surface features and groundwater. E.ES.07.82
Math Grades 6-7:• Calculate part of a number given the percentage and the number. N.FL.06.12• Solve word problems involving percentages. N.FL.06.13• Express probabilities as fractions, decimals, or percentages between 0 and 1; know that “0” probability means that an event
will not occur, and probability “1” means an event will occur. D.PR.06.01• Compute probabilities of events from simple experiments with equally likely outcomes, e.g. tossing dice, flipping coins,
etc. by listing all possibilities and finding the fraction that meets given conditions. D.PR.06.02
Social Studies Grade 6-7:• Use historical perspective to analyze global issues faced by humans long ago and today. 6-H1.4.3• Describe the environmental effects of human action on the atmosphere, biosphere, lithosphere and hydrosphere. 6-G5.1.1• Explain that communities are affected positively or negatively by changes in technology. 7-G2.2.2• Identify and explain factors (e.g. natural resources) that contribute to conflict and cooperation between and among cultural
groups 7-G4.4.1• Describe the effects that a change in the physical environment could have on human activities and the choices people
would have to make in adjusting to the change. 7-G5.2.1
HS Earth Science:• Describe that the water cycle includes evaporation, transpiration, condensation, precipitation, infiltration, surface runoff,
groundwater, and absorption. E4.p1A• Compare and contrast surface water systems and groundwater in regard to their relative sizes as Earth’s freshwater
reservoirs and the dynamics of water movement (inputs, outputs, residence times, sustainability). E4.1A• Scientific Reflection and Social Implications (See HSCEs listed for Earth Science). BI.2
Science Grades 6-7:• Predict possible consequences of overpopulation of organisms, including humans. 6-L.E.C.06.42,7-L.E.C.06.42
Social Studies:• Use data to create thematic maps and graphs showing patterns of population, rainfall, etc., analyze the patterns about
location and density of population. 6-GI.2.3,7-GI.2.3• Apply the skills of geographic inquiry to analyze a problem or issue of importance to a region of the W. Hemisphere. 6
-GI.2.6,7-GI.2.6.• Contemporary investigations – Conduct research on contemporary global topics and issues, compose persuasive essays,
and develop a plan for action. 6-G6.1.1,7-G6.1.1.• Clearly state an issue as a question or public policy, trace the origins of the issue, analyze various perspectives, and
generate and evaluate alternate resolutions. 6-P3.1.1,7-P3.1.1
Math Grades 6-8:• Represent and interpret data using circle graphs, etc. and select appropriate representations to address specific questions.
D.RE.07.01
HS Earth Science:• Analyze how science and society interact from a historical, political, economic, or social perspective. E1.2k
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Science Grades 6-7:• Identify the living (biotic) and nonliving (abiotic) components of an ecosystem. L.EC.06.31• Describe the origins of pollution in the atmosphere, geosphere, and hydrosphere and how pollution impacts habitats,
climatic change, threatens or endangers species. E.ES.07.42• Analyze the flow of water between components of a watershed, including surface features and groundwater. E.ES.07.82
Social Studies Grades 6-8:• Describe the environmental effects of human action on the atmosphere, biosphere, lithosphere and hydrosphere. 6-G5.1.1,
7-G5.1.1• Describe how variations in technology affect human modifications of the landscape. 7-G5.1.2• Identify the ways in which human-induced changes in the physical environment in one place can cause changes in other
places 7-G5.1.3• Describe the effects that a change in the physical environment could have on human activities and the choices people
would have to make in adjusting to the change. 7-G5.2.1
HS Earth Science:• Explain how the impact of human activities on the environment can be understood through the analysis of interactions
between the four major Earth systems. E2.4B• Explain how physical and chemical weathering leads to erosion and the formation of soils and sediments. E3.p1B• Describe that the water cycle includes evaporation, transpiration, condensation, precipitation, infiltration, surface runoff,
groundwater, and absorption E4.p1A• Analyze the flow of water within a watershed, including surface features and groundwater. E4.p1B• Describe the river and stream types, features, and processes as they occur naturally and as they are impacted by land use
decisions. E4.p1C• Explain the types, process, and beneficial functions of wetlands. E4.p1D• Compare and contrast surface water systems and groundwater in regard to their relative sizes as Earth’s freshwater
reservoirs and the dynamics of water movement E4.1A • Explain how water quality in both groundwater and surface systems is impacted by land use decisions. E4.1C
Science Grade 6-7:• Scientific Inquiry and Scientific Reflection and Social Implications MGLCEsGr.6-7• Design solutions to problems through technology (e.g. best management practices). S.RS.M16• Describe the effect humans and other organisms have on the balance of the natural world. S.RS.M17• Describe how human beings are part of the ecosystem of the Earth and that human activity can purposefully, or
accidentally, alter the balance of the ecosystem. L.EC.06.41• Explain how physical and chemical weathering lead to erosion and the formation of soils and sediments. E.SE.06.11• Explain how waves, wind, water, and glacier movement shape and reshape the land surface of the Earth by eroding rock
and deposition sediments (stream turbidity and channel bottom materials). E.SE.06.12,E.ES.07.41• Explain how human activities change the surface of the earth and affect the survival of organisms. E.ES.07.42• Describe the origins of pollution in the atmosphere, geosphere, and hydrosphere and how pollution impacts habitats,
climatic change, threatens or endangers species. E.ES.07.42
Social Studies Grades 6-8:• Explain that communities are affected positively or negatively by changes in technology. 6-G2.2.2.• Describe the environmental effects of human action on the atmosphere, biosphere, lithosphere and hydrosphere. 6-G5.1.1• Contemporary investigations – Conduct research on contemporary global topics and issues, compose persuasive essays,
and develop a plan for action. 6-G6.1.1• Participate in projects to help or inform others (e.g. service learning projects). 7-P4.2.3,8-P4.2.3
HS Earth Science:• Scientific Inquiry and Scientific Reflection and Social Implications HSCEs• Identify scientific tradeoffs in design decisions and choose among alternative solutions. E1.2g• Explain how physical and chemical weathering leads to erosion and the formation of soils and sediments. E3.p1B• Analyze the flow of water within a watershed, including surface features (lakes, stream, rivers, wetlands) and groundwater.
E4.p1B• Describe the river and stream types, features, and processes (e.g. cycles of flooding, erosion, deposition) as they occur
naturally and as they are impacted by land use decisions. E4.p1D• Explain the types, process, and beneficial functions of wetlands. E4.p1C• Explain how water quality in both groundwater and surface systems is impacted by land use decisions. E4.1C• Examine the negative impact of human activities. B3.4C
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Michigan Environmental Education Curriculum Support Introduction Water Quality �
Science Grades 6-7:• Explain how human activities change the surface of the earth and affect the survival of organisms. E.ES.07.41• Describe the origins of pollution in the atmosphere, geosphere, and hydrosphere (car exhaust, industrial emissions, acid
rain and E.ES.07.42• natural sources) and how pollution impacts habitats, climatic change, threatens or endangers species• Explain the water cycle and describe how evaporation, transpiration, condensation, cloud formation, precipitation,
infiltration, surface runoff, ground water, and absorption occur within the cycle. E.ES.07.81
Social Studies Grades 6-8:• Explain that communities are affected positively or negatively by changes in technology. 6-G2.2.2• Describe the environmental effects of human action on the atmosphere, biosphere, lithosphere and hydrosphere. 6-G5.1.1• Contemporary investigations – Conduct research on contemporary global topics and issues, compose persuasive essays,
and develop a plan for action. SS6-G6.1.1• Describe the environmental effects of human action on the atmosphere, biosphere, lithosphere and hydrosphere. 7-G5.1.1• Describe how variations in technology affect human modifications of the landscape. 7-G5.1.2• Identify the ways in which human-induced changes in the physical environment in one place can cause changes in other
places (e.g. cutting forests upstream can cause flooding downstream). 7-G5.1.3• Describe the effects that a change in the physical environment could have on human activities and the choices people
would have to make in adjusting to the change. 7-G5.2.1• Participate in projects to help or inform others (e.g. service learning projects).8-P4.2.3
HS Earth Science:• Compare and contrast surface water systems and groundwater . E4.1A• Explain the features and processes of groundwater systems and how the sustainability of No. American aquifers has
changed. E4.1B.• Explain how water quality in both groundwater and surface systems is impacted by land use decisions. E4.1C
Science Grades 6-7:• Describe the origins of pollution in the atmosphere, geosphere, and hydrosphere and how pollution impacts habitats,
climatic change, threatens or endangers species. E.ES.07.42• Analyze the flow of water between components of a watershed, including surface features (lakes, streams, rivers, wetlands)
and groundwater E.ES.07.82
Social Studies Grades 6-8:• Clearly state an issue as a question or public policy, trace the origins of the issue, analyze various perspectives, and
generate and evaluate alternate resolutions 6-P3.1.1,7-P3.1.1• Demonstrate knowledge of how, when, and where individuals would plan and conduct activities intended to advance views
in matters of public policy, report the results, and evaluate effectiveness. 6-P4.2.1• Identify the role of the individual in history and the significance of one person’s ideas 7-H1.2.6• Describe the environmental effects of human action on the atmosphere, biosphere, lithosphere and hydrosphere. 7-G5.1.1• Explain how governments address national issues and form policies, and how the policies may not be consistent with those
of other countries. 7-C4.3.1
Math Grades 6-8:• Understand division of fractions as the inverse of multiplication. N.MR.06.01• Given an applied situation involving dividing fractions, write a mathematical statement to represent the situation.
N.FL.06.02
HS Earth Science:• Explain how water quality in both groundwater and surface systems is impacted by land use decisions. E4.1C
HS Biology:• Examine the negative impact of human activities. B3.4C• Recognize and describe how the physical or chemical environment may influence the rate, extent, and nature of population
dynamics within ecosystems. B3.5e
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Science Grade 6-7:• Describe the effect humans and other organisms have on the balance of the natural world. S.RS.M17• Classify organisms based on their source of energy for growth and development. L.0L.06.51• Classify substances by their chemical properties P.PM.07.11• List examples of physical and chemical properties of elements and compounds. P.PM.07.24• Identify evidence of chemical change (e.g. water quality testing). P.CM.07.21• Describe evidence that plants make, use and store food. L.0L.07.63• Explain how human activities change the surface of the earth and affect the survival of organisms. E.ES.07.41• Describe the origins of pollution in the atmosphere, geosphere, and hydrosphere and how pollution impacts habitats,
climatic change, threatens or endangers species. E.ES.07.42• Analyze the flow of water between components of a watershed, including surface features and groundwater. E.ES.07.82
Social Studies Grades 6-8:• Describe the environmental effects of human action on the atmosphere, biosphere, lithosphere and hydrosphere. 6–G5.1.1,
7–G5.1.1• Engage in activities intended to contribute to solving a national or international problem. 6–P4.2.2,7–P4.2.2,8–P4.2.2• Read and interpret data in tables and graph. P2.2• Describe the effects that a change in the physical environment could have on human activities and the choices people
would have to make in adjusting to the change.7-G5.2.1• Participate in projects to help or inform others (e.g. service learning projects). 7-P4.2.3,8-P4.2.3
HS Earth Science:• Generate new questions that can be investigated in the lab or field. E1.1A• Evaluate the uncertainties or validity of scientific conclusions E1.1B• Conduct scientific investigations using appropriate tools and techniques. E1.1C• Describe a reason for a given conclusion using evidence from an investigation. E1.1E• Predict what would happen if variables, methods, or timing were changed E1.1f• Based on empirical evidence, explain and critique the reasoning used to draw a scientific conclusion. E1.1g• Design and conduct a systematic scientific investigation. E1.1h• Critique whether specific questions can be answered through scientific investigations. E1.2A• Evaluate scientific explanations in a peer review process or discussion format. E1.2D• Explore future career and occupational opportunities of science fields. E1.2E• Explain how water quality in both groundwater and surface systems is impacted by land use decisions. E4.1C
HS Biology:• Scientific Inquiry (See HSCEs listed for Earth Science) BI.1• Scientific Reflection and Social Implications (See HSCEs listed for Earth Science) BI.2• Draw the flow of energy through an ecosystem. Predict changes in the food web when one or more organisms are
removed. B3.2C• Examine the negative impact of human activities. B3.4C• Recognize that and describe how the physical or chemical environment may influence the rate, extent, and nature of
population dynamics within ecosystems. B3.5e
Science Grades 6-7:• Explain how human activities change the surface of the earth and affect the survival of organisms. E.ES.07.41• Describe the origins of pollution in the atmosphere, geosphere, and hydrosphere and how pollution impacts habitats,
climatic change, threatens or endangers species. E.ES.07.42• Analyze the flow of water between components of a watershed, including surface features and groundwater. E.ES.07.82
Social Studies Grades 6-8:• Use observations from air photos, etc. as the basis for answering geographic questions about the human and physical
characteristics of places and regions. 7-GI.2.3• Describe the environmental effects of human action on the atmosphere, biosphere, lithosphere and hydrosphere. 7-G5.1.1• Describe how variations in technology affect human modifications of the landscape. 7-G5.1.2• Identify the ways in which human-induced changes in the physical environment in one place can cause changes in other
places (e.g. cutting forests upstream can cause flooding downstream). 7-G5.1.3• Describe the effects that a change in the physical environment could have on human activities and the choices people
would have to make in adjusting to the change. 7-G5.2.1
Math Grades 6-8:• Relate simple linear equations with integer coefficients, e.g. 3x=8 or x+5=10 A.FO.06.11
HS Earth Science:• Examine the negative impact of human activities. B3.4C• Recognize that and describe how the physical or chemical environment may influence the rate, extent, and nature of
population dynamics within ecosystems. B3.5e
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Michigan Environmental Education Curriculum Support Introduction Water Quality �
Science Grades 6-7:• Explain how human activities change the surface of the earth and affect the survival of organisms. E.ES.07.41• Analyze the flow of water between components of a watershed, including surface features (lakes, streams, rivers, wetlands) and
groundwater. E.ES.07.82
Social Studies Grades 6-8:• Conduct research on contemporary global topics and issues, compose persuasive essays, and develop a plan for action. 6-G6.1.1• Clearly state an issue as a question or public policy, trace the origins of the issue, analyze various perspectives, and generate and
evaluate alternate resolutions. 6-P3.1.1• Demonstrate knowledge of how, when, and where individuals would plan and conduct activities intended to advance views in
matters of public policy, report the results, and evaluate effectiveness. 6-P4.2.1• Engage in activities intended to contribute to solving a national or international problem. 6-P4.2.2• Participate in projects to help or inform others. 6-P4.2.3• Identify and explain factors that contribute to conflict and cooperation between and among cultural groups. 7-G4.4.1• Describe the environmental effects of human action on the atmosphere, biosphere, lithosphere and hydrosphere. 7-G5.1.1• Identify the ways in which human-induced changes in the physical environment in one place can cause changes in other places
(e.g. cutting forests upstream can cause flooding downstream). 7-G5.1.3• Describe the effects that a change in the physical environment could have on human activities and the choices people would have
to make in adjusting to the change. 7-G5.2.1• Contemporary investigations – Conduct research on contemporary global topics and issues, compose persuasive essays, and
develop a plan for action 7-G6.1.1• Clearly state an issue as a question of public policy, trace the origins of the issue, analyze various perspectives, and generate and
evaluate alternate resolutions. 7-P3.1.1
HS Earth Science:• Explain why small amounts of some chemicals may be beneficial for life but are poisonous in large quantities. E2.3b• Explain how the impact of human activities on the environment can be understood through the analysis of interactions between
the four major Earth systems. E2.4B• Explain how water quality in both groundwater and surface systems is impacted by land use decisions. E4.1C• Draw the flow of energy through an ecosystem. Predict changes in the food web when one or more organisms are removed.
B3.2C• Examine the negative impact of human activities. B3.4C
9
� Water Quality Introduction Michigan Environmental Education Curriculum Support
Water Quality Master Materials List
Lesson 1. Where Is All the Water in the World?
Reproducible Materials per class• The Water Cycle with no labels (transparency master) • The Water Cycle with arrows and locations correctly labeled
(transparency master/answer key) • Where Is Water on Earth? (transparency master/answer key)• How Much of Earth’s Water Is Available for Human Use?
(transparency master)• Great Lakes Physical Features and Population
(transparency master/answer key)• Water Cycle Scavenger Hunt (answer key)
per small group• Water Cycle with no arrows or labels (student activity)• Where Is Water on Earth? (Advanced/Basic)
(student activity)• Water Cycle Scavenger Hunt (outdoor activity)
Materials in MEECS kitper class• MEECS Water Quality CD (Is There Water on Zork
activity from Project WET )• 1-2 inflatable globes
To be supplied by teacherper class• 3 100-ml graduated cylinders• container of water (10-ml/student)• cup of salt water (optional, for one student to taste)• map of United States• 1 green and 1 blue paper plate (optional)• blue food coloring • 1 clear plastic 2-L (2000 ml) bottle filled with (blue)
water • 5 clear plastic 9 oz. or 12 oz. cups• permanent marker • 1 water dropper • paper towels • scissors
per small group• 1 clear plastic 2-L (2000 ml) bottle• 100-ml graduated cylinder • 5 clear plastic 9 oz. or 12 oz. cups• 1 water dropper • calculator• 1 green and 1 blue paper plate (optional)• scissors (optional)• map of United States or Great Lakes watershed map• sidewalk chalk
Michigan Environmental Education Curriculum Support Introduction Water Quality 9
Lesson 2. How We Use Water
Reproducible Materials per class• What Is Your Household Water Use? (transparency master)• Calculate Your Household Water Use (transparency master)• Percent Water Use in the Home by Activity (transparency
master)• Comparing Water Prices and Use in the United States and
Other Countries (transparency master)• How Is Water Used to Make a Hamburger? (transparency
master)• How Is Water Used in the Paper-Making Process?
(transparency master)• Indirect Water Use (transparency master)• Made in Michigan Wood Products (transparency master)• Grown in Michigan Products (transparency master)• Total Water Withdrawals by Source in Michigan, 2004
(transparency master)• Total Water Withdrawals by Sector in Michigan, 2004
(transparency master)• Water Concept Map (answer key)
per student• Calculate Your Household Water Use (student activity)• Indirect Water Use (student activity)• Water Concept Map (student assessment)
Materials in MEECS kitper class• MEECS Water Quality CD
To be supplied by teacherper class• self-adhesive notes (optional)
per student• calculator
Lesson 3. Do You Know YOUR Watershed?
Reproducible Materialsper class• Diagram of a Watershed (transparency master) • Aerial View of a Stream (transparency master)• Stream Channel Profile (transparency master)• Watershed Labels (transparency master) • Michigan Water World (answer key)• Great Lakes Watershed and Political Boundaries (transparency
master)• Stream Hydrograph (transparency master)• Stream Hydrograph Data (transparency master)
per small group• Michigan’s Water World (student activity)• Watershed Labels (transparency master)
Materials in MEECS kitper class• MEECS Water Quality CD (Developing a Watershed
Management Plan, Extension Lesson Investigating Stream Flow in Michigan Rivers, list of USGS Stream Gaging and Precipitation Stations)
• Michigan Water World poster
per small group• Michigan’s Water World poster – teacher should
laminate these before using• Michigan highway map
To be supplied by the teacherper class• Spray bottle or (8) 5 oz. paper cups, partially filled
with blue water• 5’ x 5’ sheet of white plastic (shower curtain or
tablecloth) or tarp• 5-10 sheets of newspaper • large tub or children’s swimming pool (optional)
per small group• 5-10 sheets of newspaper wadded up individually
or other container (approximately 2’ x 2’ x 6”)• foil• spray bottle filled with blue-colored water or rain cups
10 Water Quality Introduction Michigan Environmental Education Curriculum Support
Lesson 4. How Do Land Uses Affect Water Quality?
Reproducible materialsper class• Water Quality and Possible Pollutants (answer key/
transparency master) • Land Uses and Water Quality (answer key) • Land Use Labels (transparency master)• Line Drawings of Four Land Uses (answer key/transparency
master)• Plan for New Development (answer key rubric)
per small group• 5-6 Land Use Labels• Line Drawings of Four Land Uses (student activity)• Plan for New Development (student activity)
per student• Water Quality and Possible Pollutants (student activity) • Land Uses and Water Quality (student activity)
Materials in MEECS kitper class• MEECS Water Quality CD (Powerpoint: Land
Uses & Water Quality, Extension Lesson Taking A Watershed Tour, list of Michigan Dept of Environmental Quality regional offices, Guidebook of Best Management Practices for Michigan Watersheds (MDEQ, 1998)
• Point and Nonpoint Source photos on MEECS Water Quality CD
per small group• Michigan Sea Grant poster Where Land Meets Water
or the MEECS Michigan Land, Air, and Water poster – teacher should laminate these before using
To be supplied by the teacherper class• computer projector• overhead projector• pollutants (label each container)
- fertilizer = green powdered drink mix - herbicide/pesticide = red powdered drink mix- sediment = cocoa powder or potting soil- road salt = table salt - litter = torn paper - industrial wastes = colored water (point source) in
a squeeze bottle- used motor oil = maple/chocolate syrup or
molasses- small houses, cars and trucks, trees, etc.
per small group• watershed models (from Lesson 3)• small houses, trees, vehicles, and other items to
represent land uses in the watershed• spray bottle filled with blue-colored water or rain
cups (made from Lesson 3)• paper towels
Michigan Environmental Education Curriculum Support Introduction Water Quality 11
12 Water Quality Introduction Michigan Environmental Education Curriculum Support
masters) OR on MEECS Water Quality CD: (1) Contaminated Landfills, (2) Leaking Underground Storage
Tanks, (3) Nitrate Contamination in Michigan Drinking Water Wells, (4) Sites Contaminated by Oil and Gas Drilling, (5) Superfund Sites in Michigan, (6) Contaminated Pesticide and Herbicide Storage Facility Sites
• Michigan Groundwater Use in 2004 (transparency master)
per student• What Do You Know About Michigan’s Hidden Resource?
(student activity)• Groundwater Model in A Cup (student activity)
Materials in MEECS kitper class• MEECS Water Quality CD (Powerpoints:
What Do You Know About Michigan’s Hidden Resource? Beginner version, Groundwater Contamination Maps for Michigan Counties; What Do You Know About Michigan’s Hidden Resource? Advanced version, SEPTIC Curriculum)
To be supplied by the teacherper class• self-adhesive notes • computer projector • overhead projector• pollutants with plastic spoons
– fertilizer = green drink powder – oil and gas contaminants = blue drink powder or
Note: If you make the edible groundwater model, inquire about possible food allergies (peanuts, lactose intolerance, etc.).
Michigan Environmental Education Curriculum Support Introduction Water Quality 13
Lesson 6. Would You Drink This Water?
Reproducible materialsper class• Maximum Contaminant Levels in Drinking Water
(transparency master)• Serial Dilution (answer key)• Timeline of Important Events in Water History with no dates
(transparency master) • Timeline of Important Events in Water History with dates
(transparency master/answer key)• Who Cares About Water Quality? Why Do They Care?
(transparency master)• Water on Tap Questions (answer key)• Lesson 6 Overview PowerPoint (optional, on MEECS Water
Quality CD)
per small group• SerialDilution(studentactivity)
per student• Water History Timeline no dates (student activity—
see Advanced Preparation)• copy of Water on Tap by EPA (on MEECS Water Quality
CD or see Additional Resources)• Water on Tap Questions (student assessment)
Materials in MEECS kitper class• MEECS Water Quality CD (Powerpoint: Lesson 6
Overview, Water on Tap (EPA) Understanding Water Sample Results (MEHA), City of Houghton Water Quality Consumer Confidence Report, Nitrate in Drinking Water, Project WET Curriculum & Activity Guide: Poison Pump activity)
To be supplied by the teacherper class• red food coloring• 3 clear 9 oz. plastic cups partially filled with water
(add sand and vinegar)• bar or meter stick
per small group• 4-oz. cup labeled well water • 4-oz. cup labeled rinse water• 1 clear, plastic Chemplate® or white ice cube tray with
cups numbered from 1-9• white sheet of paper to place under Chemplates®
• 2 water droppers• paper towel• calculator
per student• science journal or note paper
14 Water Quality Introduction Michigan Environmental Education Curriculum Support
Lesson 7. How Healthy Is This Stream?
Reproducible materialsper class• Comparison of Two Streams (on MEECS Water Quality CD)• Designing A Stream Monitoring Investigation
15-minute PowerPoint (on MEECS Water Quality CD)• Designing A Stream Investigation (answer key)• Aquatic Food Chain in a Stream (transparency master)• Where Should the Brook Trout Be Planted? Stream Assessment
Data Table (answer key)• Page with color photo of each river: Clinton River,
Coles Creek, Gilkey Creek, and Au Sable River (on MEECS Water Quality CD)
• Hart Middle School Students: First Responders to Erosion Mishap (answer key)
• sample Stream Health concept map• Biological Assessment Data Form (transparency master)• Stream Habitat Assessment Form (transparency master)• Habitat Assessment PowerPoint (on MEECS Water Quality
CD) (optional)• Macroinvertebrate Identification PowerPoint (on MEECS
Water Quality CD) (optional)• Hart Middle School Students: First Responders to Erosion
Mishap photos (on MEECS Water Quality CD)
per small group• Page with color photo of each river: Clinton River,
Coles Creek, Gilkey Creek, and Au Sable River (on MEECS Water Quality CD)
per student• Background Information/Student Reading• Designing a Stream Investigation (student activity)• Where Should the Brook Trout Be Planted Student Packet
containing: – Where Should the Brook Trout Be Planted? instructions – Stream Assessment Data Table– Data page for each stream: Au Sable River, Clinton River,
Coles Creek, Gilkey Creek– Stream Ecology: Temp/pH/DO– Biological Assessment Data Form– Stream Habitat Assessment Form
• Who Is Protecting Michigan’s Rivers and Streams? (student activity)
• Hart Middle School Students: First Responders to Erosion Mishap (student assessment)
• Stream Health concept map (student activity)
Materials in MEECS kitper class• MEECS Water Quality CD (Comparison of
Two Streams, Powerpoints: Designing a Stream Investigation, Macroinvertebrate Identification, Habitat Assessment; Michigan Frog & Toad Calling Survey; Michigan Frog & Toad Deformity Survey; Extension Lesson Developing A Watershed Assessment; Stream Monitoring Field Forms – biological assessment, water chemistry, physical channel measurements, habitat assessment, stream comparison forms; Project WET Curriculum & Activity Guide: Sum of the Parts activity; page with color photo of four rivers, Hart Middle School Stoney Creek photos)
To be supplied by the teacherper class• balance (optional)• 1 gram weight per student (optional)• computer projector• samples of live or preserved benthic macroinvertebrates
(optional)• Aquatic Invertebrates & Water Quality video (optional)
Lesson 8. How Can We Stop Storm Water?
Reproducible materialsper class• Storm Water PowerPoint presentation OR After the Storm
DVD (30 minutes) • Storm Water Study Guide (answer key)• Storm Water Runoff and Infiltration (transparency master)• Comparing Aerial Photos (answer key)
per small group• 2 aerial photos of Huron Creek Watershed for different years
(1975, 1998, and 2010 on MEECS Water Quality CD or in Activity Kit) OR 2 aerial photos of your watershed for two different years (optional)
• Comparing Aerial Photos (student activity)
per student• Background Information and/or Potential Impacts of Storm
Water on Aquatic Ecosystems (student resource) OR After the Storm brochure (online)
• Storm Water Study Guide (student activity)• Brochure Assignment & Rubric (student assessment)
Materials in MEECS kitper class• MEECS Water Quality CD (Powerpoint: Run-Away
Storm Water; Huron Creek aerial photos for 1975, 1998, and 2010; Extension Lesson: Measuring Watershed Runoff at Your School)
• Huron Creek Watershed aerial photos for different years (1975, 1998, and 2010)
• After the Storm DVD
To be supplied by the teacherper class• toy car • pet leash • toy snow shovel • toy houses • fast food bag • plastic turf or golf ball• paint brush • Car wax or “soft cloth”• packet of seeds• toy bulldozer• toilet paper• computer projector
per small group• paper and colored pencils OR computers
per student• computer access• self-adhesive notes
Lesson 9. Bioaccumulation and the Great Lakes Ecosystem
Reproducible materialsper class• A Lake Trout Food Web in the Upper Great Lakes
(transparency master)• Bioaccumulation of Contaminants in the Great Lakes Food
Chain (transparency master)• Bioaccumulation in the Great Lakes PowerPoint
(on MEECS Water Quality CD)• Toxic Tag (transparency master)• Contamination in the Great Lakes (answer key) • Maximum Contaminant Level in Drinking Water
(transparency master from Lesson 6)• Great Lakes Watershed and Political Boundaries
(transparency master from Lesson 3)
per small group• Optional student resources (see Advanced Preparation)
per student• Bioaccumulation in the Great Lakes PowerPoint Study Guide• Contaminants of Concern in Fish of the Great Lakes
(student resource)• Contamination in the Great Lakes (student activity)
Materials in MEECS kitper class• MEECS Water Quality CD (Powerpoints:
Bioaccumulation of Toxins in the Great Lakes, Emerging Contaminants in the Great Lakes by Dr. Peter Adriaens; Extension Lesson Investigate a Great Lakes Issue; Understanding Lake Data by UW Extension; Our Great Lakes Report; Michigan Family Fish Consumption Guide)
per small group• Michigan highway map• Michigan Water World poster – teacher should
laminate these before using
To be supplied by the teacherper class• computer projector • 5 small squares of paper per student, mark 1/3 of squares
with an X to designate toxic chemicals• Small resealable plastic sandwich bags for minnows
(1/3 of class)
per small group• Michigan Family Fish Consumption Guide• washable markers or dot stickers
(4 colors: orange, purple, brown, green)
per student• small plastic bag • student journals or notebooks
Michigan Environmental Education Curriculum Support Introduction Water Quality 1�
Mic
hig
an
Gra
de
Leve
l C
on
ten
t E
xp
ec
tati
on
s
Co
rre
lati
on
fo
r W
ate
r Q
ua
lity
Un
itX
-Add
ress
es/S
uppo
rts
1. Where Is All the Water in the World?
2. How We Use Water
3. Do You Know YOUR Watershed?
4. How Do Land Uses Affect Water Quality?
5. Why Care About Groundwater?
6. Would You Drink This Water?
7. How Healthy Is This Stream?
8. How Can We Stop Storm Water?
9. Bioaccumulation and the Great Lakes Ecosystem
SCIENCE
Grades 6-7 Science
S.RS.M15D
emon
stra
te s
cien
tific
conc
epts
thro
ugh
illus
trat
ions
, per
form
ance
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xhib
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activ
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S.RS.M16D
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pro
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effe
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uman
s an
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nism
s ha
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n th
e ba
lanc
e of
the
natu
ral w
orld
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XX
E.SE.06.11E
xpla
in h
ow p
hysi
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nd c
hem
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wea
ther
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e fo
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.ES.07.41E
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ater
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ater
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stra
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a m
odel
or
draw
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the
rela
tions
hip
betw
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war
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the
sun
and
of
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th a
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ater
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mos
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hang
e th
e su
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the
eart
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d af
fect
the
surv
ival
of
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XX
XX
E.ES.07.42D
escr
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the
orig
ins
of p
ollu
tion
in th
e at
mos
pher
e, g
eosp
here
, and
hyd
rosp
here
and
how
po
llutio
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pact
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bita
ts, c
limat
ic c
hang
e, th
reat
ens
or e
ndan
gers
spe
cies
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XX
XX
X
E.ES.07.42E
xpla
in h
ow h
uman
act
iviti
es c
hang
e th
e su
rfac
e of
the
eart
h an
d af
fect
the
surv
ival
of
orga
nism
s.
X
E.ES.07.81E
xpla
in th
e w
ater
cyc
le a
nd d
escr
ibe
how
eva
pora
tion,
tran
spir
atio
n, c
onde
nsat
ion,
clo
ud
form
atio
n, p
reci
pita
tion,
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trat
ion,
sur
face
run
off,
gro
und
wat
er, a
nd a
bsor
ptio
n oc
cur
with
in th
e cy
cle.
X
X
E.ES.07.82A
naly
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e flo
w o
f w
ater
bet
wee
n co
mpo
nent
s of
a w
ater
shed
, inc
ludi
ng s
urfa
ce f
eatu
res
and
grou
ndw
ater
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XX
XX
X
6-L.E.C.06.42,7-L.E.C.06.42P
redi
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ossi
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eque
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popu
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org
anis
ms,
incl
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man
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X
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lass
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orga
nism
s ba
sed
on th
eir
sour
ce o
f en
ergy
for
gro
wth
and
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men
t.X
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escr
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evid
ence
that
pla
nts
mak
e, u
se a
nd s
tore
foo
d.
X
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livin
g (b
iotic
) an
d no
nliv
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(abi
otic
) co
mpo
nent
s of
an
ecos
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m.
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escr
ibe
how
hum
an b
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s ar
e pa
rt o
f th
e ec
osys
tem
of
the
Ear
th a
nd th
at h
uman
act
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ca
n pu
rpos
eful
ly, o
r ac
cide
ntal
ly, a
lter
the
bala
nce
of th
e ec
osys
tem
. X
MGLCEsGr.6-7S
cien
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Inqu
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Scie
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and
Soci
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mpl
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X
P.CM.07.21I
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of
chem
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(e.g
. wat
er q
ualit
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stin
g).
X
P.PM.07.11C
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y th
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chem
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pro
pert
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P.PM.07.24L
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of
phys
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and
che
mic
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.X
1� Water Quality Introduction Michigan Environmental Education Curriculum Support
Michigan Environmental Education Curriculum Support Introduction Water Quality 1�
Mic
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Gra
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Leve
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(con
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Co
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fo
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Un
itX
-Add
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es/S
uppo
rts
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
HS Earth Science
E1.1A
Gen
erat
e ne
w q
uest
ions
that
can
be
inve
stig
ated
in th
e la
b or
fiel
d.
X
SCIENCE
E1.1B
Eva
luat
e th
e un
cert
aint
ies
or v
alid
ity o
f sc
ient
ific
conc
lusi
ons.
X
E1.1C
Con
duct
sci
entifi
c in
vest
igat
ions
usi
ng a
ppro
pria
te to
ols
and
tech
niqu
es.
X
E1.1E
Des
crib
e a
reas
on f
or a
giv
en c
oncl
usio
n us
ing
evid
ence
fro
m a
n in
vest
igat
ion.
X
E1.1fP
redi
ct w
hat w
ould
hap
pen
if v
aria
bles
, met
hods
, or
timin
g w
ere
chan
ged
X
E1.1gB
ased
on
empi
rica
l evi
denc
e, e
xpla
in a
nd c
ritiq
ue th
e re
ason
ing
used
to d
raw
a s
cien
tific
conc
lusi
on.
X
E1.1hD
esig
n an
d co
nduc
t a s
yste
mat
ic s
cien
tific
inve
stig
atio
n.
X
E1.2A
Cri
tique
whe
ther
spe
cific
que
stio
ns c
an b
e an
swer
ed th
roug
h sc
ient
ific
inve
stig
atio
ns.
X
E1.2D
Eva
luat
e sc
ient
ific
expl
anat
ions
in a
pee
r re
view
pro
cess
or
disc
ussi
on f
orm
at.
X
E1.2E
Exp
lore
fut
ure
care
er a
nd o
ccup
atio
nal o
ppor
tuni
ties
of s
cien
ce fi
elds
. X
E1.2gI
dent
ify
scie
ntifi
c tr
adeo
ffs
in d
esig
n de
cisi
ons
and
choo
se a
mon
g al
tern
ativ
e so
lutio
ns.
X
E1.2kA
naly
ze h
ow s
cien
ce a
nd s
ocie
ty in
tera
ct f
rom
a h
isto
rica
l, po
litic
al, e
cono
mic
, or
soci
al
pers
pect
ive.
X
E2.3bE
xpla
in w
hy s
mal
l am
ount
s of
som
e ch
emic
als
may
be
bene
ficia
l for
life
but
are
poi
sono
us in
larg
e qu
antit
ies.
X
E2.4B
Exp
lain
how
the
impa
ct o
f hu
man
act
iviti
es o
n th
e en
viro
nmen
t can
be
unde
rsto
od th
roug
h th
e an
alys
is o
f in
tera
ctio
ns b
etw
een
the
four
maj
or E
arth
sys
tem
s.
XX
E3.p1BE
xpla
in h
ow p
hysi
cal a
nd c
hem
ical
wea
ther
ing
lead
s to
ero
sion
and
the
form
atio
n of
soi
ls a
nd
sedi
men
ts.
XX
E4.p1AD
escr
ibe
that
the
wat
er c
ycle
incl
udes
eva
pora
tion,
tran
spir
atio
n, c
onde
nsat
ion,
pre
cipi
tatio
n,
infil
trat
ion,
sur
face
run
off,
gro
undw
ater
, and
abs
orpt
ion.
X
X
E4.p1BA
naly
ze th
e flo
w o
f w
ater
with
in a
wat
ersh
ed, i
nclu
ding
sur
face
fea
ture
s an
d gr
ound
wat
er.
XX
E4.p1CD
escr
ibe
the
rive
r an
d st
ream
type
s, f
eatu
res,
and
pro
cess
es a
s th
ey o
ccur
nat
ural
ly a
nd a
s th
ey
are
impa
cted
by
land
use
dec
isio
ns.
XX
E4.p1DE
xpla
in th
e ty
pes,
pro
cess
, and
ben
efici
al f
unct
ions
of
wet
land
s.
XX
E4.1A
Com
pare
and
con
tras
t sur
face
wat
er s
yste
ms
and
grou
ndw
ater
in r
egar
d to
thei
r re
lativ
e si
zes
as E
arth
’s f
resh
wat
er r
eser
voir
s an
d th
e dy
nam
ics
of w
ater
mov
emen
t (in
puts
, out
puts
, res
iden
ce ti
mes
, su
stai
nabi
lity)
.
XX
X
E4.1B
Exp
lain
the
feat
ures
and
pro
cess
es o
f gr
ound
wat
er s
yste
ms
and
how
the
sust
aina
bilit
y of
No.
A
mer
ican
aqu
ifer
s ha
s ch
ange
d.
X
E4.1C
Exp
lain
how
wat
er q
ualit
y in
bot
h gr
ound
wat
er a
nd s
urfa
ce s
yste
ms
is im
pact
ed b
y la
nd u
se
deci
sion
s.
XX
XX
XX
BI.2S
cien
tific
Refl
ectio
n an
d So
cial
Im
plic
atio
ns (
See
HSC
Es
liste
d fo
r E
arth
Sci
ence
).
XX
B3.4C
Exa
min
e th
e ne
gativ
e im
pact
of
hum
an a
ctiv
ities
. X
XX
XX
Mic
hig
an
Gra
de
Leve
l C
on
ten
t E
xp
ec
tati
on
s
(con
tinue
d)
Co
rre
lati
on
fo
r W
ate
r Q
ua
lity
Un
itX
-Add
ress
es/S
uppo
rts
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
SCIENCE
HS Biology
BI.1S
cien
tific
Inqu
iry
(See
HSC
Es
liste
d fo
r E
arth
Sci
ence
) X
BI.2S
cien
tific
Refl
ectio
n an
d So
cial
Im
plic
atio
ns. (
See
HSC
Es
liste
d fo
r E
arth
Sci
ence
) X
B3.2C
Dra
w th
e flo
w o
f en
ergy
thro
ugh
an e
cosy
stem
. Pr
edic
t cha
nges
in th
e fo
od w
eb w
hen
one
or
mor
e or
gani
sms
are
rem
oved
. X
X
B3.5eR
ecog
nize
and
des
crib
e ho
w th
e ph
ysic
al o
r ch
emic
al e
nvir
onm
ent m
ay in
fluen
ce th
e ra
te, e
xten
t, an
d na
ture
of
popu
latio
n dy
nam
ics
with
in e
cosy
stem
s.
XX
X
SOCIAL STUDIES
Grades 6-7 Social Studies
6-G5.1.1D
escr
ibe
the
envi
ronm
enta
l eff
ects
of
hum
an a
ctio
n on
the
atm
osph
ere,
bio
sphe
re,
litho
sphe
re a
nd h
ydro
sphe
re.
XX
X
6-G6.1.1,7-G6.1.1C
onte
mpo
rary
inve
stig
atio
ns –
Con
duct
res
earc
h on
con
tem
pora
ry g
loba
l top
ics
and
issu
es, c
ompo
se p
ersu
asiv
e es
says
, and
dev
elop
a p
lan
for
actio
n.X
6-GI.2.3,7-GI.2.3U
se d
ata
to c
reat
e th
emat
ic m
aps
and
grap
hs s
how
ing
patte
rns
of p
opul
atio
n,
rain
fall,
etc
., an
alyz
e th
e pa
ttern
s ab
out l
ocat
ion
and
dens
ity o
f po
pula
tion.
X
6-GI.2.6,7-GI.2.6A
pply
the
skill
s of
geo
grap
hic
inqu
iry
to a
naly
ze a
pro
blem
or
issu
e of
impo
rtan
ce
to a
reg
ion
of th
e W
. Hem
isph
ere.
X
6-H1.4.3U
se h
isto
rica
l per
spec
tive
to a
naly
ze g
loba
l iss
ues
face
d by
hum
ans
long
ago
and
toda
y.X
6-P3.1.1,7-P3.1.1C
lear
ly s
tate
an
issu
e as
a q
uest
ion
or p
ublic
pol
icy,
trac
e th
e or
igin
s of
the
issu
e,
anal
yze
vari
ous
pers
pect
ives
, and
gen
erat
e an
d ev
alua
te a
ltern
ate
reso
lutio
ns.
XX
7-G2.2.2E
xpla
in th
at c
omm
uniti
es a
re a
ffec
ted
posi
tivel
y or
neg
ativ
ely
by c
hang
es in
tech
nolo
gy.
X
7-G4.4.1I
dent
ify
and
expl
ain
fact
ors
(e.g
. nat
ural
res
ourc
es)
that
con
trib
ute
to c
onfli
ct a
nd
coop
erat
ion
betw
een
and
amon
g cu
ltura
l gro
ups.
X
X
7-G5.2.1D
escr
ibe
the
effe
cts
that
a c
hang
e in
the
phys
ical
env
iron
men
t cou
ld h
ave
on h
uman
ac
tiviti
es a
nd th
e ch
oice
s pe
ople
wou
ld h
ave
to m
ake
in a
djus
ting
to th
e ch
ange
.
XX
XX
X
Grades 6-8 Social Studies6
-G2.2.2E
xpla
in th
at c
omm
uniti
es a
re a
ffec
ted
posi
tivel
y or
neg
ativ
ely
by c
hang
es in
tech
nolo
gy.
XX
6-G5.1.1,7-G5.1.1D
escr
ibe
the
envi
ronm
enta
l eff
ects
of
hum
an a
ctio
n on
the
atm
osph
ere,
bio
sphe
re,
litho
sphe
re a
nd h
ydro
sphe
re.
XX
X
6-G
6.1.1C
ondu
ct re
sear
ch o
n co
ntem
pora
ry g
loba
l top
ics
and
issu
es, c
ompo
se p
ersu
asiv
e es
says
, and
de
velo
p a
plan
for a
ctio
n.
XX
6-P
3.1.1C
lear
ly s
tate
an
issu
e as
a q
uest
ion
or p
ublic
pol
icy,
trac
e th
e or
igin
s of
the
issu
e, a
naly
ze v
ario
us
pers
pect
ives
, and
gen
erat
e an
d ev
alua
te a
ltern
ate
reso
lutio
ns.
X
6-P4.2.1D
emon
stra
te k
now
ledg
e of
how
, whe
n, a
nd w
here
indi
vidu
als
wou
ld p
lan
and
cond
uct
activ
ities
inte
nded
to a
dvan
ce v
iew
s in
mat
ters
of
publ
ic p
olic
y, r
epor
t the
res
ults
, and
eva
luat
e ef
fect
iven
ess.
X
X
6-P
4.2.2E
ngag
e in
act
iviti
es in
tend
ed to
con
trib
ute
to s
olvi
ng a
nat
iona
l or i
nter
natio
nal p
robl
em.
X
1� Water Quality Introduction Michigan Environmental Education Curriculum Support
Michigan Environmental Education Curriculum Support Introduction Water Quality 19
Mic
hig
an
Gra
de
Leve
l C
on
ten
t E
xp
ec
tati
on
s
(con
tinue
d)
Co
rre
lati
on
fo
r W
ate
r Q
ua
lity
Un
itX
-Add
ress
es/S
uppo
rts
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
SOCIAL STUDIES
Grades 6-8 Social Studies (continued)6
-P4.2.3P
artic
ipat
e in
pro
ject
s to
hel
p or
info
rm o
ther
s.
X
6–P4.2.2,7–P4.2.2,8–P4.2.2E
ngag
e in
act
iviti
es in
tend
ed to
con
trib
ute
to s
olvi
ng a
nat
iona
l or
inte
rnat
iona
l pro
blem
. X
7-GI.2.3U
se o
bser
vatio
ns f
rom
air
pho
tos,
etc
. as
the
basi
s fo
r an
swer
ing
geog
raph
ic q
uest
ions
abo
ut
the
hum
an a
nd p
hysi
cal c
hara
cter
istic
s of
pla
ces
and
regi
ons.
X
7-C4.3.1E
xpla
in h
ow g
over
nmen
ts a
ddre
ss n
atio
nal i
ssue
s an
d fo
rm p
olic
ies,
and
how
the
polic
ies
may
no
t be
cons
iste
nt w
ith th
ose
of o
ther
cou
ntri
es.
X
7-G5.1.1D
escr
ibe
the
envi
ronm
enta
l eff
ects
of
hum
an a
ctio
n on
the
atm
osph
ere,
bio
sphe
re, l
ithos
pher
e an
d hy
dros
pher
e.
XX
X
Grades 6-8 Social Studies
7-G5.1.2D
escr
ibe
how
var
iatio
ns in
tech
nolo
gy a
ffec
t hum
an m
odifi
catio
ns o
f th
e la
ndsc
ape.
X
XX
7-G5.1.3I
dent
ify
the
way
s in
whi
ch h
uman
-ind
uced
cha
nges
in th
e ph
ysic
al e
nvir
onm
ent i
n on
e pl
ace
can
caus
e ch
ange
s in
oth
er p
lace
s (e
.g. c
uttin
g fo
rest
s up
stre
am c
an c
ause
floo
ding
dow
nstr
eam
).
XX
XX
7-G5.2.1D
escr
ibe
the
effe
cts
that
a c
hang
e in
the
phys
ical
env
iron
men
t cou
ld h
ave
on h
uman
act
iviti
es
and
the
choi
ces
peop
le w
ould
hav
e to
mak
e in
adj
ustin
g to
the
chan
ge.
X
7-G
6.1.1C
onte
mpo
rary
inve
stig
atio
ns –
Con
duct
rese
arch
on
cont
empo
rary
glo
bal t
opic
s an
d is
sues
, co
mpo
se p
ersu
asiv
e es
says
, and
dev
elop
a p
lan
for a
ctio
n.
X
7-H1.2.6I
dent
ify
the
role
of
the
indi
vidu
al in
his
tory
and
the
sign
ifica
nce
of o
ne p
erso
n’s
idea
s X
7-P
3.1.1C
lear
ly s
tate
an
issu
e as
a q
uest
ion
of p
ublic
pol
icy,
trac
e th
e or
igin
s of
the
issu
e, a
naly
ze v
ario
us
pers
pect
ives
, and
gen
erat
e an
d ev
alua
te a
ltern
ate
reso
lutio
ns.
X
7-P4.2.3,8-P4.2.3P
artic
ipat
e in
pro
ject
s to
hel
p or
info
rm o
ther
s (e
.g. s
ervi
ce le
arni
ng p
roje
cts)
. X
X
8-P4.2.3P
artic
ipat
e in
pro
ject
s to
hel
p or
info
rm o
ther
s (e
.g. s
ervi
ce le
arni
ng p
roje
cts)
. X
P2.2R
ead
and
inte
rpre
t dat
a in
tabl
es a
nd g
raph
. X
SS6-G6.1.1C
onte
mpo
rary
inve
stig
atio
ns –
Con
duct
res
earc
h on
con
tem
pora
ry g
loba
l top
ics
and
issu
es, c
ompo
se p
ersu
asiv
e es
says
, and
dev
elop
a p
lan
for
actio
n.
X
20 Water Quality Introduction Michigan Environmental Education Curriculum Support
Mic
hig
an
Gra
de
Leve
l C
on
ten
t E
xp
ec
tati
on
s
(con
tinue
d)
Co
rre
lati
on
fo
r W
ate
r Q
ua
lity
Un
itX
-Add
ress
es/S
uppo
rts
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
MATH
Math Grades 6-7N
.FL.06.12
Cal
cula
te p
art o
f a
num
ber
give
n th
e pe
rcen
tage
and
the
num
ber.
X
N.FL.06.13
Solv
e w
ord
prob
lem
s in
volv
ing
perc
enta
ges.
X
D.PR.06.01
Exp
ress
pro
babi
litie
s as
fra
ctio
ns, d
ecim
als,
or
perc
enta
ges
betw
een
0 an
d 1;
kno
w th
at “
0”
prob
abili
ty m
eans
that
an
even
t will
not
occ
ur, a
nd p
roba
bilit
y “1
” m
eans
an
even
t will
occ
ur.
X
D.PR.06.02
Com
pute
pro
babi
litie
s of
eve
nts
from
sim
ple
expe
rim
ents
with
equ
ally
like
ly o
utco
mes
, e.
g. to
ssin
g di
ce, fl
ippi
ng c
oins
, etc
. by
listin
g al
l pos
sibi
litie
s an
d fin
ding
the
frac
tion
that
mee
ts g
iven
co
nditi
ons.
X
Math Grades 6-8D
.RE.07.01R
epre
sent
and
inte
rpre
t dat
a us
ing
circ
le g
raph
s, e
tc. a
nd s
elec
t app
ropr
iate
rep
rese
ntat
ions
to
add
ress
spe
cific
que
stio
ns.
X
N.M
R.06.01U
nder
stan
d di
visi
on o
f fr
actio
ns a
s th
e in
vers
e of
mul
tiplic
atio
n.
X
N.FL.06.02G
iven
an
appl
ied
situ
atio
n in
volv
ing
divi
ding
fra
ctio
ns, w
rite
a m
athe
mat
ical
sta
tem
ent t
o re
pres
ent t
he s
ituat
ion.
X
A.FO.06.11R
elat
e si
mpl
e lin
ear
equa
tions
with
inte
ger
coef
ficie
nts,
e.g
. 3x=
8 or
x+5
=10.
X
Michigan Environmental Education Curriculum Support Introduction Water Quality 21
The Water Quality Unit addresses the following “Big Ideas” or “Enduring Understandings:”Upon completion of the unit, students will understand that:
1. (Awareness) Good quality water and an adequate supply of water are essential to Michigan’s communities and to our quality of life.
2. (Connections) All Michigan residents live in a watershed that is part of the Great Lakes watershed, a unique global resource of unprecedented importance to Michigan, the United States and the world.
3. (Concern) Our activities have past, present, and future impacts on Michigan’s water resources.
4. (Knowledge) Water quality standards have been established to protect the many uses of Michigan’s water.
5. (Knowledge) We can assess the health and water quality of Michigan’s streams, rivers, lakes, and groundwater by collecting and analyzing appropriate data.
6. (Knowledge) We need to know where our drinking water comes from and where our wastewater goes.
7. (Decision-making) We need data to make decisions about protecting and restoring Michigan’s water resources.
8. (Stewardship and sustainability) It is up to every citizen to be a steward of Michigan’s water resources.