Name of Corresponding Unit Plan: Aquatic Environments
Grade Level: 5-12
Common Core Standards:
RI.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RS.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context.
Content Areas: Science
Recommended Length/Duration: 45-60 minute period
Learning Goals: Students will learn about the different forces that affect the movement of water in different aquatic settings.
- Introduce the lesson by describing aquatic environments as dynamic rather than static systems. Water is in constant motion. The motion of the water affects the underwater environment in several ways.
- Have students read independently or together as a group the article on “Moving Water.” Pre-teach new vocabulary if necessary. Assist students with questions as needed.
- Have students respond to the reading comprehension questions. When they have had a chance to answer the questions, share responses and clarify any disagreements or questions.
- Discuss student responses to the helpful and destructive aspects of moving water.
Assessments: Informal assessment based on effort, participation, and accuracy of responses.
Materials/Resources: Moving Water and Its Effects Article (pdf), Worksheet
Special Considerations: Weaker readers might be paired with stronger readers.
Extensions: Students might be interested in looking at the tide tables or water level data for a nearby lake.
Students might be interested in measuring the current of a nearby stream.
A more thorough description of Seasonal Lake Stratification by Grand Valley State University.