SWAMPED!

A look at Londons water cycle, and its importance to the natural world around us.

Prepared by:Danielle Ward

519-661-2500 ext. 2844

dward@london.ca

www.london.ca/teacher

Before you Begin:

The City of London has various resources available to you throughout this lesson including informational videos and webpages. If you have any questions about the material before or after the lesson please do not hesitate to contact us. If you have an idea for another lesson, or have connected this lesson to curriculum we have not, please let us know. We are always looking for feedback, ideas for improvement and new lessons.

Resources:

The resources required for this lesson are provided in the lessons resource section.

Please alter this lesson plan, the PowerPoint, and the resources to fit your students needs. This lesson does involve flood prevention methods and a slide on floodplains. If you feel these concepts are too difficult to students to explain simply skip the slides and move onto the activities.

Field Trip Resources:

To help explain the process of how water gets from the lake to the tap, or where waste goes from the sink or toilet schedule a tour of the Huron and Elgin Area Water Supply Facilities, or a Tour of the Greenway Pollution Plant.

1. To schedule a tour of the Huron and Elgin Area Water Supply Facility call: 519-930-3505 or email watersupply@london.ca (please book field trip 30 days in advance).

2. To schedule a tour of the Greenway Pollution Plant please call: 519-661-2581 or email gburrows@london.ca

Feedback:

Finished this lesson?

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Thank you for using The Teaching Toolkit and taking the time to help us continue to develop and improve the resources!

Cirriculum Connections

Grade 2

Science and Technology

Understanding Earth and Space Systems: Air and Water in the Environment

Overall Expectations

1. Assess ways in which the actions of humans have an impact on the quality of air and water and ways in which the quality of air and water has an impact on living things

1.1 Assess the impact of human activities on water in the environment, taking different points of view into consideration

1.2 Assess personal and family uses of water as responsible/efficient or wasteful and create a plan to reduce where possible.

2. Investigate the characteristics of air and water and the visible/invisible effects of an changes to air and or water in the environment.

2.1 Follow established safety procedures during science investigations

2.2 Investigate through experimentation, the characteristics of water, and its uses

2.3 Investigate the stages of the water cycle, including evaporationg, condensation, precipitation, and collection

2.4 Investigate water in the natural environment

2.5 Use appropriate science and technology vocabulary

2.6 Use a variety of forms to communicate with different audiences and for a variety of purposes.

3. Demonstrate an understanding of the ways in which air and water are used by living things to help them meet their basic needs.

3.1 Identify air as a gaseous substance that surrounds us and whose movement we feel as wind

3.2 Identify water as a clear, colourless, odourless, tasteless liquid that exists in three states and that is necessary for the life of most animals and plants

3.3 Describe ways in which living things, including humans, depend on air and water

3.4 Identify sources of water in the natural and built environment

3.5 Identify the three states of water in the environment and show how they fit into the water cycle when the temperature of the surrounding environment changes.

3.6 State reasons why clean water is an increasingly scarce resource in many parts of the world.

Literacy

Reading

Overall Expectations:

1. Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning

1.1 Read some literary and informational texts

1.2 Identify several different purposes for reading and choosing reading materials

1.4 Demonstrate understanding of a text by retelling the story or restating information from the text, with the inclusion of a few interesting details

2. Recognize a variety of text forms, text features, and stylistics elements and demonstrate understanding of how they help communicate meaning

2.1 identify and escribe the characteristics of a few simple text forms, with a focus on informational texts such as a How to book

2.2 recognize simple organizational patterns in texts of different types.

2.3 Identify some text features and explain how they help readers understand texts.

3. Use knowledge of words and cueing systems to read fluently

3.1 automatically read and understand many high frequency words, some words with common spelling patterns and words of personal interest or significance in a variety of reading contexts

3.2 predict the meaning of and quickly solve unfamiliar words using different types of cues including semantic (meaning cues), syntactic (language structure cues), graphophonic (phonological and graphic cues)

4. Reflect on and identify their strengths as readers, areas for improvement, and strategies they found most helpful before, during, and after.

4.1 Identify, initially with support and direction a few strategies that they found helpful before, during, and after reading.

Media Literacy

Overall Expectations

1. Demonstrate an understanding of a variety of media texts

2. Identify some media forms and explain how the conventions and techniques associated with them are used to create meaning

3. Create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques

3.4 produce media texts for specific purposes and audiences, using a few simple media forms and appropriate conventions and techniques

3.4.1 a weather report with illustrations and captions

a sequence of pictures and or photographs telling the story of an event

4. Reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

The Arts

Visual Arts

Overall Expectations:

1. Creating and Presenting: apply the creative process to produce a variety of two-and-three dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings.

2. Reflecting, responding, and Analyzing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences.

3. Exploring forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their social and/or community contexts

Math

Measurement

Overall Expectations

1. Estimate, measure, and record length, perimeter, area, mass, capacity, time, and temperature using non-standard units and standard units

2. Compare, describe, and order objects, using attributes measured in non-standard and standard units.

Data Management and Probability

Overall Expectations

1. Collect and organize categorical or discrete primary data and display the data using tally charts, concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers, with labels ordered appropriately along horizontal axes as needed.

2. Read and describe primary data presented in tally charts, concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers

3. Describe probability in everyday situations and simple games.

Resources

Resource 1: Where does water come from?

What you need:

10 glasses/cups of water

Water

Salt

Instructions:

- Grab 10 glasses of water and 10 volunteers

- In 9 of the glasses fill the water up and add salt to them, mix it around (make sure there is

enough so that the students can taste it)

- In 1 of the glasses fill it with regular tap water

- Ask the students to take a sip of the water in their glass (a sip not a drink-salty water will upset a stomach), ask them to than to explain the taste of their water. Ask those students that thought their water was salty to move to one side and those who thought their water tasted normal to stand on the other side.

- Ask the other students to count how many students water was salty and how many students water was normal . The number should be 9:1.

Explanation of the activity:

Explain to the students that most of the water on earth is actually salt water, and that salt water is mainly found in oceans. If you have a map of the world it may be handy to show it at this point. Point out all of the oceans and how large they are. Explain to the students that there is not very much freshwater on earth, point to areas where freshwater is located, explain to them that freshwater is the only water we can use to drink and cook with. Using the same map point out some areas where freshwater is located such as the great lakes and glaciers and ice ca