Unit Title:  Where Does the Rain Go?

Abstract:

Grade Level:

4-5

Lesson author(s):

Mike Steiner - mikesteinerscience@gmail.com

Instructional Materials Needed (if applicable):

Aerial photograph or map of schoolyard

Green and red colored pencils

Pictures of stages of local sewer system

Pictures of places designed to prevent rain water from going into a sewer system (rain garden, bioswale, rain barrel, permeable pavement, green roof) 

Technology for Siftr experience (digital camera, smartphone, ipad, or similar device)  

Wisconsin Standards for English Language Arts Addressed (ELA Full Document or Literacy in All Subject Areas Full Document):

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Wisconsin Standards for Environmental Literacy and Sustainability Standards Addressed (Full Document or searchable spreadsheet):

ELS.EX5.C.i    Identify how humans have shaped and managed natural systems, cultural systems, and the impact of change on both systems.

Evidence of Need:

Student is unable to explain where water goes in the schoolyard or community when it rains.

Evidence of Success:

Students will identify areas on the schoolyard and in the local community where rain soaks into the ground or goes into a sewer system.

Inquiry Experience 1

Setting and Estimated Time:  Schoolyard, 30 to 60 minutes depending on the size and complexity of the schoolyard 

Learning Target:

I can identify areas of the schoolyard where rain soaks into the ground or goes into a sewer system

Formative Assessment:

Students will shade areas of the schoolyard photo or map green where rain soaks into the ground.

Students will shade areas of the schoolyard photo or map red where rain soaks goes into the sewer system.

Procedure:

Walk around the schoolyard with students and determine where rain has the ability to soak into the ground.  Shade those areas on the photo or map green.  

In areas where rain cannot soak into the ground have students determine where the rain will go if it runs off the surface.  If the rain would eventually go to a sewer, shade the area red on the photo or map.  If the rain would eventually go to a place where it would soak into the ground, shade the area green on the photo or map.

It may be helpful to have buckets of water or a garden hose to apply water to a surface to have students watch where the water goes.

Inquiry Experience 2   

Setting and Estimated Time:  Classroom, 30 minutes

Learning Target:

I can explain where rain goes through a sewer system.

Formative Assessment:

Students will place pictures of the sewer system in order and describe what happens to rain water when it goes into the sewer system. 

Procedure:

Give students a stack of pictures of stages of the sewer system and ask them to place the pictures in order.

Once students have identified the correct order of the sewer system, have them write about an informational paragraph describing the journey of rain water as it runs off of the surface and through the sewer system. 

Have students write a second paragraph describing how rain going through a sewer system impacts the natural system.

Inquiry Experience 3

Setting and Estimated Time:  Classroom, 30 minutes; Community, 30 to 60 minutes

Learning Target:

I can identify places in the community that are designed to prevent rain from going into a sewer system

Formative Assessment:

Students will identify places in the community that are designed to prevent rain from going into a sewer system 

Procedure:

In the classroom, show pictures of places designed to prevent rain water from going into a sewer system (rain garden, bioswale, rain barrel, permeable pavement, green roof) and describe the function of each.

Outside of school, students will photograph places designed to prevent rain water from going into a sewer system in the community.  Students will use the Siftr app/website to share their pictures with other students.  Each picture should include a description and be categorized as a rain garden, bioswale, rain barrel, permeable pavement, green roof.

If students are unfamiliar with using Siftr, additional instruction in using this tool will be required. https://wlresources.dpi.wi.gov/courses/introduction-to-siftr