LabLearner—The Science of Learning
LabLearner—The Science of Learning

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Watersheds

Investigation 2 – PreLab

 

 

 

 

 

 

 

Back to Investigation 2

ZERO-IN

The italicized font represents information to be shared orally or physically completed with the students at this time.

The non-italicized font represents additional information included supporting the teacher’s understanding of the content being introduced within the CELL.

ASK WHY

Remind students that they are part of a watershed, and everything they do on the surface affects the water in their creeks and rivers, thus affecting the water they drink and the water for all living creatures within them.

BRANCH OUT

Remind students that watershed science technicians work to protect water supplies in a given area. When a construction company starts a new project, for example, a watershed science technician makes a study of the water flow of the proposed construction site. The technician then advises the construction engineers on the best location for draining groundwater from the area.

GET FOCUSED

Inform students that the Investigation is designed to help them to answer the following Focus Questions:

  • How do the abiotic factors of water velocity, sedimentation, and turbidity affect a watershed? Water with a higher velocity will have higher turbidity, leading to more sediment suspended in the water.
  • How does water velocity affect sedimentation and turbidity in a watershed? Water with a higher velocity will have higher turbidity. More sediment will be suspended in the water and less sedimentation will occur (less sediment will settle out on the bottom).

Note: These questions are located in students’ SDRs at the beginning and end of the Investigation.

Note: These are succinct responses to the Focus Questions and are placed here for your reference at this time. Fully developed responses to the Focus Questions can be found on the PostLab page.

GO DEEPER

As a class, read the Background(s) in the Investigation. Have students read the information aloud or silently to themselves. When students have finished, discuss the following concepts as a class:

  • The loose particles of soil, rock, sand, and other substances suspended in and moving with water are called sediment.
  • Sediment eventually settles to the bottom of a water body. This process is called sedimentation.
  • Turbidity is one measure of water quality. Turbidity is often described as how clear or cloudy water appears.
  • Scientists use a spectrophotometer to find out exactly how much light is absorbed or transmitted by a liquid.

Note: These concepts are integrated into the Background(s) and are used to deepen students’ comprehension of the big ideas.

 

LEARN THE LabLearner LINGO

The following list includes Key Terms that are introduced in the Investigation Background(s). They should be used, as appropriate, by teachers and students during everyday classroom discourse.

  • Sedimentation
  • Turbidity

Note: Definitions to these terms can be found on the Introduction page to the CELL.

Note: Additional words may be bolded within the Background(s). These words are not Key Terms and are strictly emphasized for exposure at this time.

SET FOR SUCCESS

  • Play the video below. Stop to ask students questions or answer students’ questions when necessary. Remind students to follow along with their SDRs and make any notes that they think might be helpful.
  • After the video, direct students to divide into their lab groups to discuss their strategy for the lab. For example, they may assign certain group members to perform specific functions during the lab.

Note: The purpose of the video is to allow students to anticipate the laboratory experience they will soon encounter. Students should leave this PreLab session with a firm idea of what to expect and how to perform in the lab.

Note: Homework is posted below the video.

 

HOMEWORK

Tell students that they should review the Investigation in preparation for the Lab.