Students who demonstrate understanding can:
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. (3-LS4-3)
Analyze and interpret data from maps to describe patterns of Earth’s features. (4-ESS2-2)
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. (4-ESS3-1)Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. (4-ESS3-2)
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. (5-ESS2-1)
Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. (5-ESS2-2)
A watershed is a dynamic, ever-changing, interconnected physical and biological system.Interactions among Earth systems (atmosphere, geosphere, biosphere, and cryosphere) move water, in its different forms, and other substances like soil and nutrients, and connect the living and nonliving components of watershed ecosystems. Watersheds, rivers, wetlands and oceans of the world are an interconnected “system of systems,” because each watershed includes portions of all of terrestrial ecosystems - wetlands, forests, and tundra - and all watersheds are connected with the ocean ecosystem.
Alaska watersheds are diverse in size – from short, steep coastal watersheds in Southeast Alaska to the Yukon River watershed that originates in Canada and drains more than 320 square miles in Alaska – in topography, and in hydrological patterns of runoff from snow melt and rain.
Freshwater sources for drinking water as well as for fish and wildlife habitats are essential natural resources. In addition to harvesting fish and wildlife in watershed ecosystems, human activities that affect the watershed including the ocean can impact the water supply, wildlife habitat, and food webs. People derive energy and fuels from natural resources which may result in pollution that is toxic to life in streams, wetlands, or the ocean. Other human activities could potentially convert healthy habitat into places which few species can survive. People use science to avoid or minimize these types of impacts or to restore habitat.
(45-60 min.)
Give students the following task:
You are the manager of your community's water system. Some people in your community are worried that you'll soon run out of water to meet your community's needs while others argue that you can never run out because the water cycle will always continue. Provide data about the scarce nature of fresh water on Earth and the relative amounts in various types of reservoirs, then provide a map that shows where your local water reservoirs are located. Argue from evidence whether or not you think it is possible for your community to run out of drinking water. How could you use science to collect more information to protect water as a resource and your community's water supply?
Your presentation can be either in writing or orally (your teacher's choice).
OR
Students construct a model of a watershed that demonstrates the interconnectedness of the physical and biological environments. The model must include the role of humans as well as patterns of connections throughout the watershed. Students also collect data and research to combine information about ways communities use science ideas to protect the Earth’s resources and environment.
See each Learning Activity.
See each Learning Activity.
See each Learning Activity.