MODEL DRAWINGS: Group #

Aquifer Type: _________________________ Well Type: _________________________ Draw the layers of this aquifer in a profile view (horizontal cross section) and label your drawing with all applicable vocabulary words listed above:

Group # ______

Aquifer Type: _________________________ Well Type: __________________________ Draw the layers of this aquifer in a profile view (horizontal cross section) and label your drawing with all applicable vocabulary words listed above:

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Group # ______

Aquifer Type: _________________________ Well Type: __________________________ Draw the layers of this aquifer in a profile view (horizontal cross section) and label your drawing with all applicable vocabulary words listed above:

REFLECTION QUESTIONS:

1. What are the differences between a confined aquifer, an unconfined aquifer, and a perched aquifer?

2. Which type of aquifer do you think would make the best source to put a well? Why?

3. What factors are to be considered when selecting a site to drill a well?

4. What time of the year do you think aquifers may have less water contained in them in the northeastern U.S.? What time of the year do you think aquifers contain the most water in the northeastern U.S.?

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Lesson Objective(s): The learners will model the seasonal fluctuations of the groundwater table

at a specific location to understand the terms and changing conditions associated with a groundwater budget table.

New Vocabulary Words:

Flood Drought

Potential Evaporation (PE) Precipitation (P)

Soil Moisture (ST) Soil Moisture Deficit (D) Soil Moisture Surplus (S) Actual Evapotranspiration (AE)

Anticipatory Set (Engage): The following You-Tube video is shown to engage the students in

the lesson plan that will be given today by reviewing global warming and foreshadowing the upcoming PBL project…

On the table as students walk in the class are the following materials…

 24 Containers (1 gallon to 3 gallon glass or plastic aquarium)

 Household sponges

 5-gallon bucket of sand

 5-gallon bucket of gravel

 Outdoor carpeting

 Modeling clay

 Watering bucket

Purpose: The purpose of this lesson is to teach the students how groundwater fluctuates

throughout a given year at different locations throughout the world. Knowing how groundwater fluctuates throughout the year will help us understand and potentially predict natural disasters such as flooding and droughts, allowing us to better prepare for them in the future.

Guided Practice: Teacher invites students to get into twelve (12) pairs for the next activity.

Students are each handed a groundwater budget handout to aid them in the activity (See Guided

Practice section of ‘Day 5 Water Budget Handout’). Each pair of students represents a particular

month at a given location. In front of each pair of students are the items to be included in a groundwater model for that particular month. This is a class activity, where the teacher aids each pair of students (one at a time, as all students pay attention to the particular group that is

demonstrating, from Jan. to Dec.) in the addition/subtraction of water that the groundwater budget indicates for that particular month. Teacher goes over with students by showing the students in each month’s model what the terms on the groundwater budget handout are referring to, and how each month’s groundwater conditions affect the next month’s conditions. Once each group has modeled the groundwater conditions for their month with the teacher, the students are

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given an opportunity to do this on their own to model for the teacher their understanding of the groundwater budget table.

(Explore): .Students are asked to model a new groundwater budget at a different location than

previously given (See Student Practice section of ‘Day 5 Water Budget Handout’. Each pair of students represents a particular month at a given location, as before. In front of each pair of students are the items to be included in a groundwater model for that particular month. This is a class activity, again, where the students work in pairs on what changes they will be making to their water table, and then will demonstrate for the class when it is their time to show the changes in the groundwater table in their particular month. Teacher will listen closely to each group’s discussions/explanations to make sure students understanding is correct, and, if not, then the teacher will get involved in the discussion to help lead the students to the correct

understanding of the groundwater budget table.

(Explain): Teacher will listen closely to each group’s discussions/explanations to make sure

students understanding is correct, and, if not, then the teacher will get involved in the discussion to help lead the students to the correct understanding of the groundwater budget table. Each pair of students designated for each month, will explain successively from Jan. to Dec. what happens to their groundwater table by explaining and showing the class when it is their turn.

(Elaborate/Extend): Students are asked to complete their Reflection questions to ensure they

are understanding the concept of the groundwater budget tables and how to correctly fill them out given the necessary information. The Reflection sheets have questions on them that will test the student’s understanding of how the tables work and the different processes occur that cause fluctuation in the groundwater table, causing drought or flood conditions.

Assessment (Evaluate): Teacher informally assesses the students while they work on their

models in pairs to see if they understand the features and concepts that contribute to the

fluctuation of the groundwater levels given the necessary data of a specific location at a specific time. Another informal assessment will made on each of the group’s aquifer model, as well as a formal assessment on the students answers to the reflection worksheet that is to be done as homework if not finished in class.

Adaptations within the Inclusive Classroom: In this lesson plan, there are a few things that

have been adapted to make it a more successful learning experience for all students. First, the directions to the assignment are modeled to the class so that students can get a good “feel” for what they are supposed to be doing and what the numbers and new vocabulary, in this particular assignment, represent. Second, the teacher assigns pre-determined groups to be used in this activity so that students who comprehend the material quickly can work with students who may need extra support. Lastly, the class discussions between teacher and each student group representing each month have been written on the handout so that students can refresh their memory of what was discussed in class in case they forget, or use this information to study independently.

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Water: Day 5 Water Budget Handout

VOCABULARY

Drought –

Flood –

Potential Evaporation (PE) –

Precipitation (P) –

Soil Moisture (ST) –

Soil Moisture Deficit (D) –

Soil Moisture Surplus (S) –

Actual Evapotranspiration (AE) -