pollution travel through a watershed?

The student will investigate and understand important Virginia natural resources.
ds and water resources

udent will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to
e cause-and-effect relationships

udent will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by
nd identifying water features (Chesapeake Bay)

al Objectives: At the end of this lesson, the student will be able to explain the statement We all live downstream and give two
vels through a watershed.

gment
Materials Instructional Sequence

n Image of Have students gathered on the carpet.

pollution [can Put up a picture of pollution in the Chesapeake Bay and pose the question: How did this trash get he
be from day 1 Students may answer that people on a boat threw the trash, littering, etc.
newsflash] Teacher will push back: So this could only have come from a person who was on the Bay? Could this
come from someone in Waynesboro? Charlottesville? Richmond?
Lead a discussion about how trash may travel through the watershed.

Tin pan 8 min

Sand Ask students to gather around teachers table model.
Rocks Teacher will demonstrate building of watershed with no pollution. Discuss what each supply represen
Fake trees Sand-dirt
Other Cotton balls- bushes
landscaping Spray bottle-rain
Spray bottle Fan-wind
Water Food coloring- chemicals
Fan Tin pan- entire watershed
Colored Oil
Food coloring The teacher will introduce rain and wind to the watershed, having students notice what happens and w
Glitter creeks, streams, rivers, lakes, ponds, etc. forms.
 4 min
Enough Move back to carpet and pose the statement: We all live downstream.
copies of Is this true? What does it mean? Are there any exceptions? [people on the very top of mountains]
worksheet for 6 min
class Pass out directions for making/polluting watersheds. Go over rubric, expectations, questions, materia
directions as a class before assigning groups.
20 min
Students will find space to work, gather materials, and work through the directions on the worksheet t
complete their watershed pollution experiment and answer the questions.
The teacher will be moving throughout the room, monitoring students conversation, providing redirec
scaffolding as necessary, and keeping class on schedule.

Students will complete closure questions on their watershed pollution worksheet

t See questions on watershed pollution worksheet

day 3_grade 4 watershed pollution simulation]