Land and Water
Lesson 4
Investigating Streams
Students will conduct an investigation about how streams form. Students will summarize their findings and compare their stream table results with other groups.
3. Lesson set up and Management
INQB: Scientists plan and conduct different kinds of investigations, depending on the questions they are trying to answer.
INQC: An experiment involves a comparison. For an experiment to be valid and fair, all of the things that can possibly change the outcome of the experiment should be kept the same, if possible.
INQD: Investigations involve systematic collection and recording of relevant observations and data.
INQF: A scientific model is a simplified representation of an object, event, system, or process created to understand some aspect of the natural world.
INQG: Scientific explanations emphasize evidence, have logically consistent arguments, and use known scientific principles, models, and theories.
ES2A: Earth materials include solid rocks and soil, water, and gases of the atmosphere. Materials have different physical and chemical properties, which make them useful in different ways.
ES2C: Erosion is the movement of Earth materials by processes such as wind, water, ice, and gravity.
- Students will investigate how streams are formed.
- Students will compare their results with other groups.
3. Lesson set up and Management
Materials:
- When drawing a line approximately ½ to 1 inch from the top of the plastic cup (Preparation 8)
- Measure the height of the cup.
- Subtract ½ to 1 inch from the height.
- Make a pile of books the correct height.
- Hold the marker over the edge of the pile of books and mark each cup.
- Make sure that you model how to place the cup onto the stream table before the students get their materials.
- Save the strings and use for other lessons.
- Make sure that the cylinders are labeled with the group’s color or number and "Lesson 4." This is important since you will need to save these until Lesson 10.
This is how the tray should look when students are ready to add water.
Students collecting a sample into the graduated cylinder.
Student Management:
Students working as a team
- Make sure that the students set-up the earth material in the stream table like they did in Lesson 3. Review "fair test."
- When students make a prediction (Procedure 6) write the investigation question on the board, "What is the affect of sprinkler head compared to a single-stream source on the shape of the earth material in the stream table?" When students write their prediction they should include the sprinkler head or single-stream source (changed variable) and the shape of the earth materials (measured variable).
- Final Activity 2, last bullet: Have the students measure their largest stream bed in the stream table.
- This lesson will go faster and smoother if students have practice using a graduated cylinder prior to Lesson 4. During math or for a learning center have the student read about how to read a graduated cylinder. Then set up 6 graduated cylinders with varying amounts of water and have the students record the amount of water in each cylinder. Also, have the students practice reading the 30 ml graduated cups for Lesson 6. Set out 6 graduated cups with varying amounts of colored water and have the students record the amount of water in each graduated cup.
- If using science notebooks, have the students copy or glue Record Sheet 4-A into their notebooks.
- On Record Sheet 4-A, have the students write the name of the group member who collected the "Length of Stream" data, "Width of Stream" data and the "Width of soil dropped at the end of the stream" data. This will help you have different students do these tasks in Lesson 10 and Lesson 13.
- If the Record Sheet 4-A has been glued into a science notebook, mark this page with a post-it note, or fold down the corner. Students will need to refer to this page during Lessons 10 and 13.
- When collecting the "class run-off" use a funnel to pour the collected earth materials and water into the bottle. Label the bottle "Need for Lesson 6."
- Discuss with the students: "Why does water flow?" (The force of gravity)
Writing Support:
- In the science notebooks, have the students respond to the question in Final Activities 2. This is a chance for the students to record their observations without explanation. This may be difficult for some students, but it is an important skill when reporting investigation results.
Math Support:
- Preparation 8: Have each team of students figure out how to draw a line on the cup ½ to 1 inch from the top of the cup without measuring the cup. OR have one member of each team, or students that need practice with measuring be in charge of drawing the line on the cup prior to Lesson 4.
- Preparation 10: Have one member of each team, or students that need practice with measuring, be in charge of cutting the 35 cm lengths of string prior to Lesson 4.
- Final Activity 2, last bullet: Have the students measure the stream bed’s length, width and run-off. Collect this data from each of the groups and display for the class. Find the mean, median, mode and graph the results.