This document is located here: EMS 205 Discrepant Event Lesson

Plan.docx - Google Docs

Execution: February 27, 2024

Katelyn Auman and Nina Susann
EMS 205
Runoff & Groundwater Pollution [Discrepant Event
Go with the Flow
Overview
This discrepant event demonstrates the effects of runoff and its place in the water cycle. Concepts include stormwater run
impermeable vs. permeable (also called porous, pervious) surfaces, precipitation, and the water cycle. The teacher will bu
and use a spray bottle to mimic rain and its journey in an urban environment (i.e. high presence of impermeable surfaces)
Simplified explanation of the demonstration: before applying “rain” to the model, the teacher will encourage students to ma
water will go when sprayed on the different parts of the model (sand vs. aluminum foil). The teacher will apply water to bot
sections of the model, and have students list observations about the journey of the water on each surface. Then a drop of
aluminum foil to represent pollution (i.e. car oil, pesticides, etc.) by the teacher and a storm will be initiated again, to exem
pollution.
Before the students arrive
1. set up the experiment. Set up the bucket so that they look like Picture 1 down below
2. Fill the spray bottles up with water
During Class
1. Students will get in to groups of 5-6.
2. Spray water onto the foil like rain on their yards
3. they will watch the water pick up the coloring just like rain picks up contaminants
4. Ask them why they think this is happening and what they observed
a. have them write this on sticky notes or on a worksheet
5. They will put the sticky notes on the wall or board
6. then ask them to talk
Total Time
5-7 minutes
State and National Standards
North Carolina Science Standards
(click here for the standards)
ESS.8.3.2 Engage in argument from evidence to explain that the good health of humans and the environment requires: mo
quality standards, methods of water treatment, maintaining safe water quality, and stewardship.
ESS.8.2.1 Use models to explain the structure of the hydrosphere including: water distribution on earth, local river basins,
ESS.8.3.1 Analyze and interpret data to predict the safety and potability of water supplies in North Carolina based on phys
including: temperature, dissolved oxygen, pH, nitrates and phosphates, turbidity, and bio-indicators.
8.E.1.4 Conclude that the good health of humans requires: Monitoring of the hydrosphere, Water quality standards, Metho
safe water quality, and Stewardship.
Next Generation Science Standards
(click here for NGSS interactive website; click here for standards by DCI, click here for standards by topic)
MS-ESS2-4 Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and
NGSS 3D Components to be Addressed
Disciplinary Core Ideas (orange box) Science Practices (blue box) Crosscuttin
● Students will have the opportunity to converse about ● Students are thinking about how rain ● Students
how the experiment might be happening in their daily picking up polluants can effect the world in o
lives a wide spread way o
● How things connect
Student Learning Objectives
LOTS- At the end of this lesson, students will be able to give an example of a pervious surface and an impervious surface
stormwater pollution.
HOTS- During this lesson, students will compare groundwater data from urban and rural environments without prior knowl
justify their labeling of the data sets as either urban or rural based on their analysis.

Resources & Materials

Clear plastic bin (16” x 11.5” x 6.5”) (size can vary)
Sand
Aluminum Foil (or wax paper)
Food coloring (or cocoa powder)
Spray bottle
Paper towel
A bucket to collect used sand
Online Resources
Go With the Flow - Lesson Plan Package.pdf

Summary of Learning Activities

Time Name of Task Description of Task:
5-7 Go with the Flow
minutes
What the Teacher is Doing:
1. Introduce the model to the
class. Ex: “to understand
more about the water cycle
and how it can impact human
health and the environemnt,
let’s investigate how water
travels on different surfaces.
In this model, the bucket acts
as the land environment, the
spray bottle acts as a storm,
and the water acts as
What the Students are Doing: Ho
Pr
● Students will be observing
the teacher
● Students will be getting in a
line to observe up close so
that they can get a greater
understanding of what is
happening
● Students could also spray
water so that they can be
included
 rainfall/precipitation.”
2. Ask for predictions about
what the water will do when
put on the sand (exposed
land) vs on the aluminum foil
(buildings, roads, other man-
made impervious surfaces).
3. Model the rainfall by spraying
water on the sand and the
aluminum foil.
4. Ask for students’
observations about how the
water traveled (soak into
sand, run down alumnium foil
onto sand).
5. Indicate that the food coloring
represents pollution. Ex:
“now, let’s look at what
happens when there is
pollution on the impervious
surfaces that are commonly
found in urban environemnts.
The drop of food dye will
represent some kind of
pollution. Maybe that’s
pesticides, car oil, or other
chemicals.”
6. Ask for student predictions
about what will happen when
it “rains” on the pollution.
7. Model precipitation, being
sure to provide enough water
for the food coloring to run
excessively down the foil.
8. Encourage students to share
observations with their
classmates and how it relates
to what happens in their local
environment (homes,
schools, roads, etc.).
9. Call on students to share
what they discussed in their
small groups. Pay attention
for miscocnceptions.