Water Quality Introduction - Michigan · Michigan Environmental Education Curriculum Support...

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!

2 Water Quality Introduction Michigan Environmental Education Curriculum Support

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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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


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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� Water Quality Introduction Michigan Environmental Education Curriculum Support

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,


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,


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


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

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� 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


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 boxes or rocks) • aluminum roasting pan, paint pan, dish tub,

or other container (approximately 2’ x 2’ x 6”)• foil• spray bottle filled with blue-colored water or rain cups


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



Lesson 5. Why Care About Groundwater?

Reproducible materialsper class• Groundwater: Michigan’s Hidden Resource PowerPoint

presentation (on MEECS Water Quality CD) or make transparency masters

• Groundwater Model in A Cup (answer key)• What Do You Know About Michigan’s Hidden Resource?

(answer key)• Porosity and Permeability of Earth Materials (transparency

master) • map of Michigan’s 83 Counties (transparency master) • 6 Michigan Groundwater Contamination maps (transparency

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

soy sauce– pesticide = red drink powder – Superfund hazardous wastes = orange drink

powder – leaking underground storage tanks = maple/

chocolate syrup or molasses– leaking landfill leachate = yellow drink powder

per student• Non-edible Groundwater Model

– 4-oz. water (1 c.)– 8-oz. clear plastic cup– 3-oz. paper cup – 1 straw OR dropper– 2” x 2” screen– 4 oz. gravel (1/2 c.) OR

• Edible Groundwater Model– 4-oz. milk– 8-oz. clear plastic cup– 3-oz. paper cup– 1 plastic spoon – 1 straw – ¼ cup each of 3 kinds of (unsweetened) cereal:

• clay (Rice Krispies or Grape Nuts) • sand (Kix)• gravel (Chex)

Note: If you make the edible groundwater model, inquire about possible food allergies (peanuts, lactose intolerance, etc.).


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


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�

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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

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Lesson 6

Lesson 7

Lesson 8

Lesson 9

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Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Lesson 7

Lesson 8

Lesson 9

SCIENCE

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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


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


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


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.

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

Water Quality Introduction - Michigan · Michigan Environmental Education Curriculum Support...

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Transcript of Water Quality Introduction - Michigan · Michigan Environmental Education Curriculum Support...