Investigations

Class Time Required	3-4 class periods
Materials Needed	Student science notebooks At least one of the following books: River of Life by Debbie S. Miller, Go Home, River by James Magdanz, Where the River Begins by Thomas Locker Butcher paper, newsprint, or white copy paper Water-soluble color markers (not permanent ink) Spray bottle(s) filled with water Chart paper and markers or chalkboard for graphing activity Colored pencils or markers for student maps
Teacher Preparation	Check your school and/or community library for books listed. Contact “experts” who work with water systems in your community to find out who might be available to visit your classroom. Investigate possibilities for field trips or virtual field trips to a water utility. Read through all of the materials for the investigation, and practice the crumpled paper watershed activity.
Prior Student Knowledge	Students should be capable of writing to express and find meaning. They should be given an opportunity to surface and extend their knowledge about what good reflective questions look and sound like. They should recognize that water flows downhill, and should have some sense of the general topography of their neighborhood or the school neighborhood. It might be helpful to show them a contour map and point out the contours. Finally, they should be able to read a simple graph.
Vocabulary	Contour, elevation, gradient, peaks, ridges, watershed
Science GLEs Addressed	2nd grade: SA1, SA2, SD1, SD2 3rd grade: SA1.1, SA1.2, SA2.1 , SD1.2, SD2.1, SG4.1 4th grade: SA1.1, SA1.2, SD1.2
Other GLEs Addressed	Reading, Writing, Math

Overview: After listening to a story about a river, students are introduced to watersheds by simulating a watershed with crumpled paper, ink, and water. They investigate the sources of home drinking water in their community, through home inquiry and an actual or virtual field trip. They discuss their experiences and ask questions to help them understand the interconnections in their local watershed.

The big ideas and concepts for this lesson are:

Water from the tap comes from the watershed.
Science questions may be created by observation and reflection and answered through investigation.

Class Time Required	4 Class Periods
Materials Needed	Science notebooks Reading: A Water Cycle story Station signs Station cubes Nine different colored beads—enough for 10-12 beads per child A piece of wire for each student to thread the beads onto. Two large glass jars OR a ziplock bag per student Tape Warm sunny window, heat lamp, or other heat source Ice (optional)
Teacher Preparation	Read through all of the instructions for the activity. Choose a suitable water cycle story for your students. Print and prepare the cubes and signs for the game. Locate large level location to play the game. Practice making a water cycle model with jars or ziplock bags.
Prior Student Knowledge
Vocabulary	Condense, Convection, Estuary, Evaporate, Glacier, Infiltration, Precipitation, River, Runoff, Soil, Transpiration, Water cycle
Science GLEs Addressed	2nd grade: SB2, SD1 3rd grade: SB3.1, SD1.2, SD2.1, SE1.1, SG4.1 4th grade: SB3.1
Other GLEs Addressed	Reading, Writing, Math

Overview: In this investigation, students develop an understanding of the water cycle through two separate activities.

In Activity 2A: Water Cycle Simulation, students take part in a simulation of water moving through the water cycle through various paths, visiting eight stations around the classroom. They record and reflect on their journey and then build simple water cycle models using ziplock bags or jars.

In Activity 2B: Dirty Water/Clean Water, students learn about water pollution and wastewater treatment through a visit from a local “expert,” and make posters or presentations to share and clarify their understanding.

Class Time Required	3 class periods
Materials Needed
Teacher Preparation	Arrange for guest speaker.
Prior Student Knowledge
Vocabulary	Evaporation, Glacier , Precipitation, Water cycle
Science GLEs Addressed	2nd grade: SA1, SA2, SB2, SD1 3rd grade : SA1.1, SA1.2, SA2.1, SB3.1, SD2.1, SE1.1, SG4.1 4th grade: SA1.1, SA1.2, SA2.1, SB3.1
Other GLEs Addressed	Reading, Writing, Math

Overview: In this investigation, students develop understanding of the water cycle through two separate activities.

In the previous activity 2A: Water Cycle Simulation, students took part in a simulation of water moving through the water cycle through various paths, visiting eight stations around the classroom. They recorded and reflected on their journey and then built simple water cycle models using ziplock bags or jars.

Class Time Required	10-15 class periods
Materials Needed	KWL Chart Life Cycle Cards 1 per student or pair Large piece of white drawing or construction paper Science notebooks Children’s books about the salmon life cycle Salmon life cycle posters Scissors, glue, pencils, crayons
Teacher Preparation	Read through the instructions and background/resource information. KWL Chart Life Cycle Cards Collect resources Load websites onto class computers as needed
Prior Student Knowledge	From Investigations 1 and 2, students should have an understanding of what a watershed is and be able to identify various features of a watershed. They should understand that watersheds, rivers, wetlands and the one big ocean of the world are an interconnected system. Some knowledge of predators and simple food chains is also necessary.
Vocabulary	Alevin, Fry, Parr marks, Redd, Smolt, Spawn, Watershed
Science GLEs Addressed	2nd grade: SA1, SA2, SA3, SB2, SC2, SC3, SD1 3rd grade: SA1.1, SA1.2, SA2.1, SA3.1, SC1.2, SC3.2, SD2.1, SG4.1 4th grade: SA1.1, SA1.2, SA2.1, SA3.1, SC1.1, SC2.2, SC3.1, SC3.2
Other GLEs Addressed	Reading, Writing, Math

Overview: Students investigate salmon life cycle stages and their relationship to parts of the watershed. They use cards to generate questions and ideas, and work cooperatively to research the salmon’s life journey through a watershed, answer the questions and gather evidence for their claims. They share and discuss their findings with the class, and demonstrate their knowledge by making posters.

Class Time Required	3-4 class periods + field trip
Materials Needed	Salmon Needs Chart Water Investigation Worksheet Science notebooks Thermometer (one per group if possible) Fine mesh net (for macroinvertebrate samples - one per group if possible) Digital camera(s) Pencils Chart paper/markers, or chalkboard
Teacher Preparation	Find a local aquatic habitat for the field trip. It may be a stream, lake, estuary, or other area that might provide habitat for fish. Visit the site to determine the boundaries of your investigation, and to get ideas for student investigation—what should they notice? Set a date and take care of logistics for the field trip: permission, volunteers, transportation, snacks, water, bathroom facilities.
Prior Student Knowledge	Students should have practice in using thermometers.
Vocabulary
Science GLEs Addressed	2nd grade standards: SA1, SA2, SA3, SB2, SC2, SC3, SD1 3rd grade GLEs: SA1.1, SA 1.2, SA2.1, SA3.1, SD2.1, SG2.1, SG4.1 4th grade GLEs: SA1.1, SA1.2, SA2.1, SA3.1, SC1.1, SC2.2, SC3.1, SG2.1
Other GLEs Addressed	Reading, Writing, Math

Overview: In this investigation, students explore the needs of salmon at each stage of their life cycle, and then go into the field to investigate a local aquatic habitat and its potential as salmon habitat. They observe the physical characteristics of a local area and determine whether they think it is sufficient to sustain salmon.

NEW! Fish Finders investigation aligned with the NGSS.” and link to the NGSS-aligned Fish Finders.

Class Time Required	3 - 4 class periods
Materials Needed	several 9” x 12” aluminum baking pans, plastic trays, or shallow planting trays clay, play dough, or salt dough Student-collected gravel, twigs, grasses Watercolor paints, brushes, and paper Construction paper Scissors Glue
Teacher Preparation	Gather a variety of materials for students to use as they create their representation of a watershed.
Prior Student Knowledge	Students will be demonstrating the knowledge they acquired about watersheds and salmon habitat in Investigations 1-4.
Vocabulary
Science GLEs Addressed	2nd grade: SB2, SC2, SC3, SD1 3rd grade: SA1.1, SA1.2, SA2.1, SA3.1, SD2.1, SG4.1 4th grade: SA1.1, SA1.2, SA 2.1, SA3.1, SC1.1, SC2.2, SC3.1
Other GLEs Addressed	Reading, Writing, Math

Overview: Students demonstrate their understanding of watersheds and the salmon's journey by building and describing a model of a watershed that could produce salmon. They write narrative stories about the journey of a salmon through their personal watershed, and explain and present to the class.

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