Name:

____________________________________________________ Date: ___________________________ Class: ___________________ Science 1.6.2 Group ___________ Land-use:___________________________________________________ 1. Read your type of land use 36-38. In your group read the description of your land use. In this box, take notes on everything that the reading tells you about your land. 2. Design an experimental model on paper. You have some materials to sample. Label them in your drawing. Make sure it includes everything outlined in your notes. Is there anything you want to bring in from home to make your model? Notes for before observation Notes on what you observed. 3. What are the materials in your model that you are using to represent different land covers or other features in your model? 4. Raise your hand. Have the design checked or modify it and have the revised design rechecked. 6. What makes the water move differently through the different land covers in your model? 6. Write out the procedure steps to test the model. 1. Review expectations with your group. 2. Obtain materials. 3. 4. 5. Observe and record results.

Day 2: 1) Set Up 2) Predict 3) Observe 4) Clean up 1. Collect materials for the model. Also have any materials from home ready. (3 min) 2. Build the model according to the approved design. (6 min) 3. Have the assembled model checked by your teacher. If you are waiting go ahead and answer the questions. 4. Answer the Predict questions (10 min) a) What will the water look like when it enters the river compared to when it fell as rain? b) How will the time the water takes to get through the different land covers and to the river vary? - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - c) How clean will the water be that drains though the different land covers? 5. Raise your hand for approval and to get your spray bottle. 6. Run the test on the model (10 min). LOOK FOR: groundwater, runoff, erosion, deposition, tributaries 7. Record notes on your drawing to be used later. Check in with your teacher. 8. Clean up. 9. Record observations to be used as evidence in discussions later Take notes on what you observed in your group. I noticed that Erosion and deposition happened the most when - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Remember glue quickly along the dotted lines. Lets make the glue last and we will never loose a stick or a cap!