1SoilMoistureandIrrigationSchedulingPracticesVFT:TeacherLessonPlan
ByDiedreYoung,SoybeanScienceChallenge
7ELessonfor
JuddHillFoundationFarm
SoilMoistureandIrrigationSchedulingPracticesVirtualFieldTrip
Grade9-12IntegratedChemistry,EnvironmentalScienceandAgriculturalScience
ArkansasNGSSSuggestions:
Chemistry:TopicOne:MatterandChemicalReactions:Cl-ESS2-5:PlanandconductaninvestigationofthepropertiesofwateranditseffectsonEarthmaterialsandsurfaceprocesses.
2SoilMoistureandIrrigationSchedulingPracticesVFT:TeacherLessonPlan
ScienceandEngineeringPractices:PlanningandCarryingOutInvestigations(CL-ESS2-5)
CrosscuttingConcepts:StructureandFunction(CL-ESS2-5)
DisciplinaryCoreIdeas:ESS2.C:TherolesofwaterinEarth’sSurfaceProcesses(CL-ESS2-5)
ConnectionstotheArkansasDisciplinaryLiteracyStandards:WHST.9-12.7
ConnectionstotheArkansasMathematicStandards:HSN.Q.A.3
Cl1-ETS1-2:Designasolutiontoacomplexreal-worldproblembybreakingitdownintosmaller,moremanageableproblemsthatcanbesolvedthroughengineering
ScienceandEngineeringPractices:ConstructingExplanationsandDesigningSolutions(Cl1-ETS1-2)
DisciplinaryCoreIdeas:ETS1.C:OptimizingtheDesignSolution(Cl1-ETS1-2)
ConnectionstotheArkansasMathematicStandards:MP.4
EnvironmentalScience:
TopicOne:SystemsEVS-ESS2-5:PlanandconductaninvestigationofthepropertiesofwateranditseffectsonEarthmaterialsandsurfaceprocesses.
ScienceandEngineeringPractices:PlanningandCarryingOutInvestigations(EVS-ESS2-5)
CrosscuttingConcepts:StructureandFunction(EVS-ESS2-5)
DisciplinaryCoreIdeas:ESS2.CTherolesofwaterinEarth’sSurfaceProcesses(EVS-ESS2-5)
ConnectionstotheArkansasDisciplinaryLiteracyStandards:WHST.9-12.7
ConnectionstotheArkansasMathematicStandards:HSN.Q.A.3
EVS1-ETS1-1:Analyzeamajorglobalchallengetospecifyqualitativeandquantitativecriteriaandconstraintsforsolutionsthataccountforsocietalneedsandwants.
ScienceandEngineeringPractices:AskingQuestionsandDefiningProblems.(EVS1-ETS1-1)
3SoilMoistureandIrrigationSchedulingPracticesVFT:TeacherLessonPlan
CrosscuttingConcepts:InfluenceofEngineering,TechnologyandScienceonSocietyandtheNaturalWorld.(EVS1-ETS1-1)
DisciplinaryCoreIdeas:ETS1.A:DefiningandDelimitingEngineeringProblems.(EVS1-ETS1-1)
ConnectionstotheArkansasDisciplinaryLiteracyStandards:RST.11-12.7,RST.11-12.8,RST.11-12.9
ConnectionstotheArkansasMathematicStandards:MP.2,MP.4
Topic4:SustainabilityEVS-ESS3-2:Evaluatecompetingdesignsolutionsfordeveloping,managingandutilizingenergyandmineralresourcesbasedoncost-benefitratios.
ScienceandEngineeringPractices:EngageanArgumentfromEvidence(EVS-ESS3-2)
CrosscuttingConcepts:InfluenceofScience,EngineeringandTechnologyonSocietyandtheNaturalWorld.ScienceAddressesQuestionsabouttheNaturalandMaterialWorld.(EVS-ESS3-2).
DisciplinaryCoreIdeas:ESS3.A:NaturalResources.ETS1.B:DevelopingPossibleSolutions(EVS-ESS3-2),
ConnectionstotheArkansasDisciplinaryLiteracyStandards:RST.11-12.8
ConnectionstotheArkansasMathematicStandards:MP.2
EVS-LS2-7:Design,evaluateandrefineasolutionforreducingtheimpactsofhumanactivitiesontheenvironmentandbiodiversity.
ScienceandEngineeringPractices:ConstructingExplanationsandDesigningSolutions(EVS-LS2-7).
CrosscuttingConcepts:StabilityandChange(EVS-LS2-7)
DisciplinaryCoreIdeas:LS2.C:EcosystemDynamics,Functioning,andResilience,ESS3.A:NaturalResources,ESS3.C:HumanImpactsonEarthSystems,ETS1.B:DevelopingPossibleSolutions.(EVS-LS2-7).
ConnectionstotheArkansasDisciplinaryLiteracyStandards:RST.9-10.8,RST.11-12.1,RST.11-12.8,WHST.9-12.7
4SoilMoistureandIrrigationSchedulingPracticesVFT:TeacherLessonPlan
ConnectionstotheArkansasMathematicStandards:MP.2,HSN.Q.A.1,HSN.Q.A.2,HSN.Q.A.3
EVS-LS4-6:Createorreviseasimulationtotestasolutiontomitigateadverseimpactsofhumanactivityonbiodiversity.
ScienceandEngineeringPractices:UsingMathematicsandComputationalThinking(EVS-LS4-6).
CrosscuttingConcepts:CauseandEffect(EVS-LS4-6).
DisciplinaryCoreIdeas:LS4.C:Adaptation,LS4.D:BiodiversityandHumans,ETS1.B:DevelopingPossibleSolutions(EVS-LS4-6).
ConnectionstotheArkansasDisciplinaryLiteracyStandards:WHST.9-12.5,WHST.9-12.7.
EVS4-ETS1-3:Evaluateasolutiontoacomplexrealworldproblembasedonprioritizedcriteriaandtradeoffsthataccountforarangeofconstraints,includingcost,safety,reliability,andaestheticsaswellaspossiblesocial,cultural,andenvironmentalimpacts
ScienceandEngineeringPractices:UsingMathematicsandComputationalThinking(EVS-ESS3-3)
CrosscuttingConcepts:CauseandEffect(EVS-LS4-6),StabilityandChange(EVS-ESS3-3),SystemsandSystemModels(EVS-ESS3-6)
DisciplinaryCoreIdeas:ETS1.B:DevelopingPossibleSolutions(EVS-LS4-6).
ConnectionstotheArkansasMathematicStandards:MP.2.
Objective:Studentswillunderstandtheimportanceofirrigationwateringinregardstoconservationofwaterandthelesseningoftheenvironmentalimpactcontaminatedrunoffwaterwillhaveonthelocalecosystem.
Assessment:StudentswillwriteareflectionpaperonwhattheylearnedaboutirrigationconservationintheJuddHillVirtualFieldTripvideo.
KeyPoints:ConservationTillageManagement,aquiferrecharge,soilmoisture,soilrunoffchemistries.
5SoilMoistureandIrrigationSchedulingPracticesVFT:TeacherLessonPlan
Materials:
• AccesstotheInternettowatchtheJuddHillSoilandWaterConservationFieldTrip.Gotowww.uaex.edu/soywhatsupandclickonthe‘teachercurriculum’icononthelefthandsideofthepage.Thiswilltakeyoutothelinkforthevideo.
• Paperwritingutensilsforstudents.
Preparation:
Nosignificantpreparationtimeisnecessary.
TimeDuration:1-2classperiods
Thevideoisabout45minuteslong.Assumeabout15minutesforstudentstolookupvocabularyandpreparequestionsforthevideosession,15minutestoteachessentialconceptsandabout15minutesforgroupdiscussionandreflectionafterthevideo.
Elicit:
DoaKWLChartaboutirrigationandrunoffwater.WheredoesthewaterforirrigationinArkansascomefrom?Whathappensifafarmisn’tlocatednearawatersource?Getstudentsthinkingaboutthedrawbacksofirrigationrunoffbyaskingstudentshowdofarmerskeepplantshealthy(fertilizers)anddotheythinkallthefertilizerthatisplacedonthefieldgoesintotheplant?Ifnot,wheredoestheexcessfertilizergo?Consideringthepropertiesofwaterandtheinteractionwaterhasontheenvironment,howcouldthisexcessfertilizerimpactourecosystem?
6SoilMoistureandIrrigationSchedulingPracticesVFT:TeacherLessonPlan
Engage:
Tellthestudentsthattheyaregoingtowatchavideotitled‘JuddHillSoilandWaterConservationVirtualFieldTrip’.Beforetheystartthevideo,havethestudentsbreakintogroupstodefinethefollowingwordgroups:
• ConservationTillageManagement• ConventionalTillageofFurrow• ConservationTillageofFurrow• Poly-Pipetubingfurrowirrigation• CoverCropping• SoilHorizon• Hydrologist• HypoxicZone• AlluvialAquiferinArkansas• WatermarkGranularMatrixSensors• Cottonlintyield• Nitratesinwater• Nitritesinwater• Ammoniainwater• WaterQualityAnalysis;focusonsalts,pH,Salinity,SedimentsandSolidsinwater.
Onceallthewordsaredefined,haveeachgroupcomeupwithtwoquestionstheyhaveabouttheabovewordgroupsthatmaybeansweredinthevideo.Theirjobsaretoturninthequestionsandtheanswersbytheendofthevirtualfieldtrip.
Explain:
BEFORETHEVIDEObesurethestudentsunderstandthattheircitydrinkingwatercomesfromtheAlluvialAquifer.Iftheyareonawell,mostlikelytheirwateriscomingfromeithertheAlluvialortheSpartaAquifer.
7SoilMoistureandIrrigationSchedulingPracticesVFT:TeacherLessonPlan
Ifyouareinchemistry,thisisagoodtimetodiscussthewatercycle,thepropertiesofwater,thestructureandfunctionofthedipolemoleculeanditsimpactonsystemsaroundit.
EnvironmentalScienceconceptscould involveecosystemdynamics,naturalresources,humanimpactandtheroleofwaterinsurroundingsystems.
Explore:
Farmershavetobeconstantlyawareoftheamountofwatertheyusetoirrigatetheircrops.Wateravailabilityhasdroppedinrecentyearssofarmersarealwayslookingforwaystoconserve;lowerwaterusagemeanslesscost,bettersustainabilityandlesscontaminatedwaterrunoff.
ShowthevideoJuddHillSoilandWaterConservationVirtualFieldTrip.
Elaborate:
Afterthevideo,breakthestudentsintothreegroups;theAquiferRechargeGroup,theConservationTillageofFurrowgroupandtheWaterQualityAnalysisgroup.Haveeachgroupbrainstormhowtheirconservationeffortaffectstheirdailylives.Tellstudentstheyneedtocomeupwithatleastfivewaysandthenreportthemtotherestoftheclass.Evaluate:
Studentswillturninatwoparagraphreflectionpaperonwhattheylearnedandhowtheseconservationeffortsaffecttheirpersonallivesandtheanswerstotheirtwoquestionsfromthevideo.
8SoilMoistureandIrrigationSchedulingPracticesVFT:TeacherLessonPlan
Extend:
Endthelessonwithhowconservationpracticesoffarmersalsohaveahugeimpactourpersonallivesthroughthewaterweuseandthefoodweeat.
Assignabrainstormingprojectthatallowsstudentstodesigntheirownaquiferrechargingprojectoralternateirrigationmethod.
Haveanextensionagentorlocalfarmercometoyourclassroomandtalkaboutirrigationofcropsinyourlocalcommunity.
1SoilMoistureandIrrigationSchedulingPracticesVFT:TeacherLessonPlan
3D-StudentSciencePerformance
Author:DiedreYoungGrade9-12IntegratedChemistry,EnvironmentalScienceandAgriculturalScience
JuddHillFoundationFarm
SoilMoistureandIrrigationSchedulingPractices
VirtualFieldTrip
LessonTopics:
• WaterQuality
• WaterAvailability
• WaterConservationinFarming
• WaterEcology
• EssentialChemistriesinIrrigationWater
PerformanceExpectations(Standard)fromStateStandardsorNGSS:Chemistry:TopicOne:MatterandChemicalReactions:Cl-ESS2-5:PlanandconductaninvestigationofthepropertiesofwateranditseffectsonEarthmaterialsandsurfaceprocesses.[ClarificationStatement:Emphasisonmechanicalandchemicalinvestigationswithwaterandavarietyofsolidmaterialstoprovidetheevidenceforconnectionsbetweenthehydrologiccycleandsysteminteractionscommonlyknownastherockcycle.Examplesofmechanicalinvestigationsincludestreamtransportationanddepositionusingastreamtable,erosionusingvariationsinsoilmoisturecontent,orfrostwedgingbytheexpansionofwaterasitfreezes.Examplesofchemicalinvestigationsincludechemicalweatheringandrecrystallization(bytestingthesolubilityofdifferentmaterials)ormeltgeneration(byexamininghowwaterlowersthemeltingtemperatureofmostsolids.]
2SoilMoistureandIrrigationSchedulingPracticesVFT:TeacherLessonPlan
Cl1-ETS1-2:Designasolutiontoacomplexreal-worldproblembybreakingitdownintosmaller,moremanageableproblemsthatcanbesolvedthroughengineering.[ARClarificationStatement:Examplesofreal-worldproblemscouldincludewastewatertreatment,productionofbiofuels,andtheimpactofheavymetalsorphosphatepollutantsontheenvironment.]ConnectionstotheArkansasDisciplinaryLiteracyStandards:
WHST.9-12.7:Integrateandevaluatemultiplesourcesofinformationpresentedindiverseformatsandmediainordertoaddressaquestionorsolveaproblem.
ConnectionstotheArkansasMathematicStandards:
HSN.Q.A.3:Choosealevelofaccuracyappropriatetolimitationsonmeasuringwhenreporting.
MP.4:Modelwithmathematics.
EnvironmentalScience:TopicOne:SystemsEVS-ESS2-5:PlanandconductaninvestigationofthepropertiesofwateranditseffectsonEarthmaterialsandsurfaceprocesses.[ClarificationStatement:Emphasisonmechanicalandchemicalinvestigationswithwaterandavarietyofsolidmaterialstoprovidetheevidenceforconnectionsbetweenthehydrologiccycleandsysteminteractionscommonlyknownastherockcycle.Examplesofmechanicalinvestigationsincludestreamtransportationanddepositionusingastreamtable,erosionusingvariationsinsoilmoisturecontent,orfrostwedgingbytheexpansionofwaterasitfreezes.Examplesofchemicalinvestigationsincludechemicalweatheringandrecrystallization(bytestingthesolubilityofdifferentmaterials)ormeltgeneration(byexamininghowwaterlowersthemeltingtemperatureofmostsolids.]EVS1-ETS1-1:Analyzeamajorglobalchallengetospecifyqualitativeandquantitativecriteriaandconstraintsforsolutionsthataccountforsocietalneedsandwants.[ARClarificationStatement:Qualitativeandquantitativeconstraintscanbeusedtoanalyzeamajorglobalchallenge.Examplescouldincludewaterqualitywithrelationtobiosphere,atmosphere,cryosphereandgeosphere.]Topic4:SustainabilityEVS-ESS3-2:Evaluatecompetingdesignsolutionsfordeveloping,managingandutilizingenergyandmineralresourcesbasedoncost-benefitratios.[ARClarificationStatement:Emphasisisonconservation,sustainability,(e.g.,recyclingandreuseofresources),andminimizingimpacts(e.g.,LowImpactDesign).]EVS-ESS3-4:Evaluateorrefineatechnologicalsolutionthatreducesimpactsofhumanactivitiesonnaturalsystems.[ARClarificationStatement:Examplesofdataontheimpactsofhumanactivitiescouldincludethesequencingoftrafficlights,addinglanestomaintrafficarteries,dockinganddredgingofwaterways,transportationofgoodstomarket,useofdrones,anduseofalternateenergies.]EVS-LS2-7:Design,evaluateandrefineasolutionforreducingtheimpactsofhumanactivitiesontheenvironmentandbiodiversity.[ARClarificationStatement:EmphasisinthiscourseisonArkansas-specificsolutions.Examplesofhumanactivitiescanincludelanduse(agriculture,forestry,recreation,industry);sustainableandnon-sustainablepractices)croprotations,eradicationofinvasivespecies);andsolutionresourcesmayincludeLowImpactDesign(LID)orbioremediation(FaulknerCounty,AR;GulfofMexicohypoxiazone.)]
3SoilMoistureandIrrigationSchedulingPracticesVFT:TeacherLessonPlan
EVS-LS4-6:Createorreviseasimulationtotestasolutiontomitigateadverseimpactsofhumanactivityonbiodiversity.[ARClarificationStatement:Emphasisisondesigningsolutionsforaproposedproblem(e.g.,micro-beadpollution,invasivespecies,effectsofsedimentationontheArkansasFatmucket,White-noseSyndromeaffectingbatpopulations,andenvironmentalpollutionfromhormonesandantibiotics.]EVS4-ETS1-3:Evaluateasolutiontoacomplexreal-worldproblembasedonprioritizedcriteriaandtradeoffsthataccountforarangeofconstraints,includingcost,safety,reliability,andaestheticsaswellaspossiblesocial,cultural,andenvironmentalimpacts.[ARClarificationStatement:ModelingcomplexrealworldproblemsusingcomputersoftwarecouldincludesimulatingfuturepopulationgrowthintermsoflimitedresourcesorevaluatingwaterflowthoughdifferentEarthandgeoengineeringmaterials.]ConnectionstotheArkansasDisciplinaryLiteracyStandards:
WHST.9-12.7:Integrateandevaluatemultiplesourcesofinformationpresentedindiverseformatsandmediainordertoaddressaquestionorsolveaproblem.
RST.11-12.7:Integrateandevaluatemultiplesourcesofinformationpresentedindiverseformatsandmediainordertoaddressaquestionorsolveaproblem.
RST.11-12.8:Evaluatethehypotheses,data,analysis,andorconclusionsinascienceortechnicaltext,verifyingthedatawhenpossibleandcorroboratingorchallengingconclusionwithothersourcesofinformation.
RST.11-12.9:Synthesizeinformationfromarangeofsourcesintoacoherentunderstandingofaprocess,phenomenonorconcept,resolvingconflictinginformationwhenpossible.
RST.9-10.8:Assesstheextenttowhichthereasoningandevidenceinatextsupporttheauthor’sclaimorarecommendationforsolvingascientificortechnicalproblem.
RST.11-12.1:Citespecifictextualevidencetosupportanalysisofscienceandtechnicaltexts,attendingtoimportantdistinctionstheauthormakesandtoanygapsorinconsistenciesintheaccount.
WHST.9-12.7:Conductshortandwellasmoresustainedresearchprojectstoansweraquestionorsolveaproblem;narroworbroadentheinquirywhenappropriate;synthesizemultiplesourcesonthesubject,demonstratingunderstandingofthesubjectunderinvestigation.
WHST.9-12.5:Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.
ConnectionstotheArkansasMathematicStandards:
HSN.Q.A.3:Choosealevelofaccuracyappropriatetolimitationsonmeasuringwhenreporting.
MP.2:Reasonabstractlyandquantitatively.
MP.4:Modelwithmathematics.
HSN.Q.A.1:Useunitsasawaytounderstandproblemsandtoguidethesolutionofmulti-stepproblems;chooseandinterpretunitsconsistentlyinformulas;chooseandinterpretthescaleandtheoriginingraphsanddatadisplays.
4SoilMoistureandIrrigationSchedulingPracticesVFT:TeacherLessonPlan
HSN.Q.A.2:Defineappropriatequantitiesforthepurposeofdescriptivemodeling.
LessonPerformanceExpectations:● Studentswillunderstandtheimportanceofirrigationconservationinfarming.● Studentswillunderstandhowirrigationwaterqualitymonitoringhasawidespreadimpact.● Studentswillunderstandhowirrigationconservationimpactstheirlivesthroughfoodandwaterusage.
Objective:Studentswillunderstandtheimportanceofirrigationwateringwithregardtoconservationofwaterandthelesseningoftheenvironmentalimpactcontaminatedrunoffwaterwillhaveonthelocalecosystem.
Assessment:StudentswillwriteareflectionpaperonwhattheylearnedaboutirrigationconservationintheJuddHillVirtualFieldTripvideo.
KeyPoints:ConservationTillageManagement,aquiferrecharge,soilmoisture,soilrunoffchemistries.
Materials:
• AccesstotheInternettowatchtheJuddHillSoilandWater
StudentSciencePerformancePhenomenon:Irrigationleadstowaterlossfromlocalwatersourcesandcontaminatedwaterrun-off.ConservationIrrigationhasbeenshownthroughexperimentationtodecreasewaterlossandcontaminatedrunoff.Gather(Inthissectionstudentswillgenerallybeaskingquestions,obtaininginformation,planningandcarryingoutaninvestigation,usingmathematicalandcomputationalthinking,orusingmodelstogatherandorganizedataand/orinformation.)
1.Studentswillbreakintogroupstodefinethefollowingwordgroups:
• ConservationTillageManagement• ConventionalTillageofFurrow• ConservationTillageofFurrow• Poly-Pipetubingfurrowirrigation• CoverCropping• SoilHorizon• Hydrologist• HypoxicZone• AlluvialAquiferinArkansas.• WatermarkGranularMatrixSensors·• Cottonlintyield• Nitratesinwater• Nitritesinwater• Ammoniainwater• WaterQualityAnalysis;focusonsalts,pH,Salinity,SedimentsandSolidsinwater.
Reason(Inthissectionstudentsaregenerally:evaluatinginformation,analyzingdata,usingmathematical/computationalthinking,constructingexplanations,developingarguments,and/orusingmodelstoreason,predict,anddevelopevidence.)
1.Studentsingroupswillcomeupwithtwoquestionstheyhaveabouttheabovewordgroupsthatmaybeansweredinthevideo.
ClassDiscussion:QuestionstoinitiateDiscussion:Q:WheredoeswaterforArkansasirrigationcomefrom?Q:Whathappensifafarmisn’tlocatednearawatersource?Q:Howdofarmerskeepplantshealthy?Q:Doesallfertilizerplacedonafieldendupinaplant?
5SoilMoistureandIrrigationSchedulingPracticesVFT:TeacherLessonPlan
ConservationFieldTrip.Gotowww.uaex.edu/soywhatsupandclickonthe‘teachercurriculum’icononthelefthandsideofthepage.Thiswilltakeyoutothelinkforthevideo.
• Paperwritingutensilsforstudents.
Preparation:
Nosignificantpreparationtimeisnecessary.
TimeDuration:1-2classperiods
Thevideoisabout45minuteslong.Assumeabout15minutesforstudentstolookupvocabularyandpreparequestionsforthevideosession,15minutestoteachessentialconceptsandabout15minutesforgroupdiscussionafterthevideo.
Elicit:
DoaKWLChartaboutirrigationand
Q:Wheredoestheexcessfertilizergo?Q:Consideringthepropertiesofwaterandtheinteractionwaterhasontheenvironment,howcouldthisaffectecology?
TeachingSuggestion:DoaKWLChartaboutirrigationandrunoffwater.Asktheabovequestions,wheredoesthewaterforirrigationinArkansascomefrom?Whathappensifafarmisn’tlocatednearawatersource?Getstudentsthinkingaboutthedrawbacksofirrigationrunoffbyaskingstudentshowdofarmerskeepplantshealthy(fertilizers)anddotheythinkallthefertilizerthatisplacedonthefieldgoesintotheplant?Ifnot,wheredoestheexcessfertilizergo?Consideringthepropertiesofwaterandtheinteractionwaterhasontheenvironment,howcouldthisimpactourecosystem?
Tellthestudentsthattheyaregoingtowatchavideotitled‘JuddHillSoilandWaterConservationVirtualFieldTrip’.Beforetheystartthevideo,havethestudentsbreakintogroupstodefinewordgroups.
Onceallthewordsaredefined,haveeachgroupcomeupwithtwoquestionstheyhaveabouttheabovewordgroupsthatmaybeansweredinthevideo.Theirjobsaretoturninthequestionsandtheanswersbytheendofthevirtualfieldtrip.
BEFORETHEVIDEObesurethestudentsunderstandthattheircitydrinkingwatercomesfromtheAlluvialAquifer.Iftheyareonawell,mostlikelytheirwateriscomingfromeithertheAlluvialortheSpartaAquifer.
Ifyouareinchemistry,thisisagoodtimetodiscussthewatercycle,thepropertiesofwater,thestructureandfunctionofthedipolemoleculeanditsimpactonsystemsaroundit.
EnvironmentalScienceconceptscouldinvolveecosystemdynamics,naturalresources,humanimpactandtheroleofwaterinsurroundingsystems.
Communicate(Inthissectionstudentswillbecommunicatinginformation,communicatingarguments(writtenandoralforhowtheirevidencesupportsorrefutesanexplanation,andusingmodelstocommunicatetheirreasoningandmaketheirthinkingvisible.)
Afterthevideo,breakthestudentsintothreegroups;theAquiferRechargeGroup,theConservationTillageofFurrowgroupandtheWaterQualityAnalysisgroup.Haveeachgroupbrainstormhowtheirconservationeffortaffectstheirdailylives.Tellstudentstheyneedtocomeupwithatleastfivewaysandthenreportthemtotherestoftheclass.
Studentswillturninatwoparagraphreflectionpaperonwhattheylearnedandhowtheseconservationeffortsaffecttheirpersonallivesandtheanswerstotheirtwoquestionsfromthevideo.
6SoilMoistureandIrrigationSchedulingPracticesVFT:TeacherLessonPlan
runoffwater.WheredoesthewaterforirrigationinArkansascomefrom?Whathappensifafarmisn’tlocatednearawatersource?Getstudentsthinkingaboutthedrawbacksofirrigationrunoffbyaskingstudentshowdofarmerskeepplantshealthy(fertilizers)anddotheythinkallthefertilizerthatisplacedonthefieldgoesintotheplant?Ifnot,wheredoestheexcessfertilizergo?Consideringthepropertiesofwaterandtheinteractionwaterhasontheenvironment,howcouldthisimpactourecosystem?
Engage:
Tellthestudentsthattheyaregoingtowatchavideotitled‘JuddHillSoilandWaterConservationVirtualFieldTrip’.Beforetheystartthevideo,havethestudentbreakintogroupstodefinethefollowingwordgroups:
7SoilMoistureandIrrigationSchedulingPracticesVFT:TeacherLessonPlan
• ConservationTillageManagement
• ConventionalTillageofFurrow
• ConservationTillageofFurrow
• Poly-Pipetubingfurrowirrigation
• CoverCropping
• SoilHorizon• Hydrologist• HypoxicZone• Alluvial
AquiferinArkansas
• WatermarkGranularMatrixSensors
• Cottonlintyield
• Nitratesinwater
• Nitritesinwater
• Ammoniainwater
• WaterQualityAnalysis;focusonsalts,pH,Salinity,SedimentsandSolidsinwater.
Onceallthewordsaredefined,haveeachgroupcomeupwithtwoquestions
8SoilMoistureandIrrigationSchedulingPracticesVFT:TeacherLessonPlan
theyhaveabouttheabovewordgroupsthatmaybeansweredinthevideo.Theirjobsaretoturninthequestionsandtheanswersbytheendofthevirtualfieldtrip.
Explain:
BEFORETHEVIDEObesurethestudentsunderstandthattheircitydrinkingwatercomesfromtheAlluvialAquafer.Iftheyareonawell,mostlikelytheirwateriscomingfromeithertheAlluvialortheSpartaAquafer.
Ifyouareinchemistry,thisisagoodtimetodiscussthewatercycle,thepropertiesofwater,thestructureandfunctionofthedipolemoleculeanditsimpactonsystemsaroundit.
EnvironmentalScienceconceptscouldinvolveecosystemdynamics,naturalresources,humanimpactandtheroleofwaterinsurroundingsystems.
9SoilMoistureandIrrigationSchedulingPracticesVFT:TeacherLessonPlan
Explore:
Farmershavetobeconstantlyawareoftheamountofwatertheyusetoirrigatetheircrops.Wateravailabilityhasdroppedinrecentyearssofarmersarealwayslookingforwaystoconserve;lowerwaterusagemeanslesscost,bettersustainabilityandlesscontaminatedwaterrunoff.
ShowthevideoJuddHillSoilandWaterConservationVirtualFieldTrip.
Elaborate:
Afterthevideo,breakthestudentsintothreegroups;theAquiferRechargeGroup,theConservationTillageofFurrowgroupandtheWaterQualityAnalysisgroup.Haveeachgroupbrainstormhowtheirconservationeffortaffectstheirdailylives.Tellstudentstheyneedtocomeupwithatleastfivewaysandthenreportthem
10SoilMoistureandIrrigationSchedulingPracticesVFT:TeacherLessonPlan
totherestoftheclass.
Evaluate:
Studentswillturninatwoparagraphreflectionpaperonwhattheylearnedandhowtheseconservationeffortsaffecttheirpersonallivesandtheanswerstotheirtwoquestionsfromthevideo.
Extend:
Endthelessonwithhowconservationpracticesoffarmersalsohaveahugeimpactonourpersonallivesthroughthewaterweuseandthefoodweeat.
Assignabrainstormingprojectthatallowsstudentstodesigntheirownaquiferrechargingprojectoralternateirrigationmethod.
Haveanextensionagentorlocalfarmercometoyourclassroomandtalkaboutirrigationofcropsinyourlocalcommunity.
11SoilMoistureandIrrigationSchedulingPracticesVFT:TeacherLessonPlan
FormativeAssessmentforStudentLearning
ElicitEvidenceofLearning:ThisboxistheindividualcommunicationperformancefromthestudentpromptsinAppendixA
EvidenceofStudentProficiency
Studentswillunderstandtheimportanceofirrigationwateringwithregardtoconservationofwaterandthelesseningoftheenvironmentalimpactcontaminatedrunoffwaterwillhaveonthelocalecosystem.
RangeofTypicalStudentResponsesThissectionprovidesarangeoftypicalstudentresponses,oftenusingathree-pointscale.Descriptorsofgrade-levelappropriatestudentresponses:● Fullunderstanding:Studentwillhaveall
thevocabularydefined,twoquestionsforthevideoandwillparticipatefullyinthepostvideodiscussion,comingupwithfivedifferentwaysirrigationconservationimpactstheirpersonallives.Reflectionpaperwillshowfullconnectionbetweenwhattheyexperiencedandunderstand.
● Partialunderstanding:studentwillhave75%ofthevocabularydefined,onequestionforthevideoandanaverageofthreequestionsfromthepostvideogroup.Reflectionpaperwillonlyshowpartialconnectionbetweenwhattheyexperiencedandunderstand.
● Limitedunderstanding:Studentwillhave50%orlessofvocabularydefined,noquestionsforthevideoandshownounderstandingofwhatwaslearnedinthereflectionpaper.
ActingonEvidenceofLearningThisisabriefdescriptionoftheinstructionalactionstotakebasedonthestudents’performance.Whentheactionincludesextensivedescriptorsand/ormaterialsyoumaywishtouseAppendixC.Descriptionofinstructionactionandresponsetosupportstudentlearning.● Actionforstudentwhodisplayspartialor
limitedunderstanding:studentwillbepartneredwithastudentwhohasfullunderstandingandmaterialwillbereviewedwithmentoringfromtheteachingstudent.
● Extensionsoflearningforstudentwhodisplaysfullunderstanding:Assignabrainstormingprojectthatallowsstudentstodesigntheirownaquiferrechargingprojectoralternateirrigationmethod.
SEP,CCC,DCIFeaturedinLesson ScienceEssentials(StudentPerformanceExpectationsFromAppendixC,D,E)
SciencePractices
• Planandconductaninvestigationindividuallyandcollaborativelytoproducedatatoserveasthebasisforevidence,andinthedesign:decideontypes,howmuch,andaccuracyofdataneededtoproducereliablemeasurementsandconsiderlimitationsontheprecisionofthedataandrefinethedesignaccordingly.
• Designasolutiontoacomplexreal-worldproblem,basedonscientificknowledge,student-generatedsourcesofevidence,prioritizedcriteria,andtradeoffconsiderations.
• Analyzecomplexrealworld-problemsbyspecifyingcriteriaandconstraintsforsuccessfulsolutions.
• Evaluatecompetingdesignsolutionstoareal-worldproblembasedonscientificideasandprinciples,empiricalevidence,andlogicalargumentsregardingrelevantfactors.
• Createacomputationalmodelorsimulationofaphenomenon,designeddevice,process,orsystem.
PlanningandCarryingOutInvestigationsConstructingExplanationsandDesigningSolutionsAskingQuestionsandDefiningProblems.EngageanArgumentfromEvidenceUsingMathematicsandComputationalThinking
12SoilMoistureandIrrigationSchedulingPracticesVFT:TeacherLessonPlan
CrosscuttingConcepts • Thefunctionsandpropertiesofnaturalanddesignedobjectsandsystemscanbeinferredfromtheiroverallstructure,thewaytheircomponentsareshapedandused,andthemolecularsubstructuresofitsvariousmaterials.
• Newtechnologiescanhavedeepimpactsonsocietyandtheenvironment,includingsomethatwerenotanticipated.Analysisofcostsandbenefitsisacriticalaspectofdecisionsabouttechnology.
• Scienceknowledgeindicateswhatcanhappeninnaturalsystems-notwhatshouldhappen.Thelatterinvolvesethics,valuesandhumandecisionsabouttheuseofknowledge.
• Changeandratesofchangecanbequantifiedandmodeledoververyshortorverylongperiodsoftime.Somesystemchangesareirreversible.
• Empiricalevidenceisrequiredtodifferentiatebetweencauseandcorrelationandmakeclaimsaboutspecificcausesandeffects.
• Wheninvestigatingordescribingasystem,theboundariesandinitialconditionsofthesystemneedtobedefinedandtheirinputsandoutputsanalyzedanddescribedusingmodels.
StructureandFunctionInfluenceofEngineering,TechnologyandScienceonSocietyandtheNaturalWorldScienceAddressesQuestionsAbouttheNaturalandMaterialWorldStabilityandChangeCauseandEffectSystemsandSystemModels
DisciplinaryCoreIdeas • TheabundanceofliquidwateronEarth’ssurfaceanditsunique
combinationofphysicalandchemicalpropertiesarecentraltotheplanet’sdynamics.Thesepropertiesincludewater’sexceptionalcapacitytoabsorb,storeandreleaselargeamountsofenergy,transmitsunlight,expanduponfreezing,dissolveandtransportmaterials,andlowertheviscositiesandmeltingpointsofrocks.
• Criteriamayneedtobebrokendownintosimpleronesthatcanbeapproachedsystematically,anddecisionaboutthepriorityofcertaincriteriaoverothersmaybeneeded.
• Humanityfacesmajorglobalchallengestoday,suchastheneedforsuppliesofcleanwaterandfoodorforanenergysourcethatminimizepollution,whichcanbeaddressedthroughengineering.Theseglobalchallengesalsomayhavemanifestationsinlocalcommunities.
• Resourceavailabilityhasguidedthedevelopmentofhumansociety.• Bothphysicalmodelsandcomputerscanbeusedinvariousways
toaidintheengineeringdesignprocess.Computersareusefulforavarietyofpurposes,suchasrunningsimulationstotestdifferentwaysofsolvingaproblemortoseewhichoneismostefficientoreconomical;andinmakingapersuasivepresentationtoaclientabouthowagivendesignwillfithisorherneeds.
• Scientistsandengineerscanmakemajorcontributionsbydevelopingtechnologiesthatproducelesspollutionandwasteandthatprecludeecosystemdegradation.
• Changesinthephysicalenvironmentwhethernaturallyoccurringorhumaninduced,havethuscontributedtotheexpansionofsomespecies,theemergenceofnewdistinctspeciesaspopulationsdivergeunderdifferentconditions,andthedecline-andsometimes
ESS2.C:TherolesofwaterinEarth’sSurfaceProcessesETS1.C:OptimizingtheDesignSolutionETS1.A:DefiningandDelimitingEngineeringProblemsESS3.A:NaturalResourcesETS1.B:DevelopingPossibleSolutionsESS3.C:HumanImpactsonEarthSystemsLS4.C:AdaptationLS4.D:BiodiversityandHumans
13SoilMoistureandIrrigationSchedulingPracticesVFT:TeacherLessonPlan
theextinctionofsomespecies.
• Humansdependonthelivingworldfortheresourcesandotherbenefitsprovidedbybiodiversity.Buthumanactivityisalsohavingadverseimpactsonbiodiversitythroughoverpopulation,overexploitation,habitatdestruction,pollution,introductiontoinvasivespecies,andclimatechange.ThussustainingbiodiversitysothatecosystemfunctioningandproductivityaremaintainedisessentialtosupportingandenhancinglifeonEarth.Sustainingbiodiversityalsoaidshumanitybypreservinglandscapesofrecreationalorinspirationalvalue.
AppendixA-StudentPrompts
StudentPromptsfortheLesson
Phenomenon:Irrigationleadstowaterlossfromlocalwatersourcesandcontaminatedwaterrun-off.ConservationIrrigationhasbeenshownthroughexperimentationtodecreasewaterlossandcontaminatedrunoff.
GroupPerformances:1. Askquestionstoplananinvestigationforunderstandingthatconservationirrigationcan
decreasewaterlossandcontaminatedrunoff.2. Plananinvestigationbydefiningthewordsnecessaryandhavingquestionsreadyforthe
video.3. Constructanexplanationbyforminggroupsanddiscussinghowconservationirrigationcan
affectaperson’severydaylife.4. Useamodeltoexplainwaterlossinourlocalaquifersandtoshowthewaysirrigation
conservationcanhelp.ClassDiscussionIndividualPerformances:5. Developanargumentforunderstandinghowirrigationconservationcananddoeshelpour
economyandecology.
AppendixB–
Materials:
• AccesstotheInternettowatchtheJuddHillSoilandWaterConservationFieldTrip.Gotowww.uaex.edu/soywhatsupandclickonthe‘teachercurriculum’icononthelefthandsideofthepage.Thiswilltakeyoutothelinkforthevideo.
• Paperwritingutensilsforstudents.
14SoilMoistureandIrrigationSchedulingPracticesVFT:TeacherLessonPlan
Preparation:
Nosignificantpreparationtimeisnecessary.
TimeDuration:1-2classperiods
Thevideoisabout45minuteslong.Assumeabout15minutesforstudentstolookupvocabularyandpreparequestionsforthevideosession,15minutestoteachessentialconceptsandabout15minutesforgroupdiscussionandreflectionafterthevideo.
AppendixC–Belowaregoodresourcesforunderstandingirrigationconservationbetter.
https://www.uaex.edu/publications/pdf/FSA-2156.pdfCovercrops
https://www.uaex.edu/publications/pdf/FSA-2156.pdfUnderstandingcovercrops
https://www.uaex.edu/publications/PDF/FSA-1015.pdfReducedtillagesoybeaninformation
https://pubs.usgs.gov/fs/2005/3008/ModelsoftheAlluvialandSpartaAquifers
Soybeanscience challenge
www.uaex.edu/soywhatsup
™™
Free Educational Resources and Materials Available from the Soybean Science Challenge at www.uaex.edu/soywhatsup
• $300 cash awards for high school student science projects impacting sustainability at Arkansas regional science fairs and Arkansas FFA Agriscience Fair; $1000 first place, $500 second place and $250 Honorable Mention at the Arkansas state science fair.• $200 cash awards to teachers whose students win the Soybean Science Challenge at regional. Teacher awards at state are $300 for first place, $200 for second place and • $100 for Honorable Mention.
STUDENT ONLINE COURSE – 6 MODULES
FREE CLASSROOM RESOURCES
The Arkansas Soybean Science Challenge is a science enrichment program open to students in grades 9-12.
The Arkansas Soybean Science Challenge research program includes:
• The Science of Soybean Production• The Miracle Bean: Food• The Miracle Bean: Fuel• The Miracle Bean: Feed• The Faces & Challenges of Farming: Emerging Issues• Ready…Set…Research!
9-12th grade students who successfully complete the Soybean Science Challenge online course and enter a project in one of the Arkansas regional and state science fairs are eligible to have their projects judged for cash awards.
For more information about the Soybean Science Challenge Program, contact:Dr. Julie Robinson ([email protected]) Diedre Young ([email protected])Phone 501-671-2086
Teacher In-Service Online Course7 Hours ADE Approved – 6 Modules
Teacher Resources Course for Classroom Use6 Modules, Tests, Answer Keys and over 50 other soybean-related articles and resources
Teacher Classroom Lessons in 7E & GRC-3D (NGSS Aligned) Format
High School Science Curriculum Resource Guide
Arkansas High-School Science Project Development Guide
Soybean Science Challenge Brochure
Free Soybean Science Challenge Seed Store for Student Research Projects Several Virtual Field Trip videos that include Teacher Guides
The University of Arkansas System Division of Agriculture is an equal opportunity/equal access/affirmative action institution. If you require a reasonable accommodation to participate or need materials in another format, please contact one of the numbers above as soon as possible. Dial 711 for Arkansas Relay.
The University of Arkansas System Division of Agriculture o�ers all its Extension and Research programs and services without regard to race, color, sex, gender identity, sexual orientation, national origin, religion, age, disability, marital or veteran status, genetic
information, or any other legally protected status, and is an A�rmative Action/Equal Opportunity Employer.