Author:
Stephen Biller, Ashley Kinney, Amy Ryan, MSDE Admin, Jeremy Haack
Subject:
Education
Material Type:
Lesson Plan
Level:
Upper Primary
Grade:
3, 4, 5
Tags:
  • Earth & Space Science
  • Flooding
  • MISA
  • MSDE
  • MSDE Science
  • Sample Test
    License:
    Creative Commons Attribution Non-Commercial
    Language:
    English

    Education Standards

    ES MISA Sample Flooding (ESS)

    ES MISA Sample Flooding (ESS)

    Overview

    Large pool of standing water is around the equipment.  The playground is the low point next to a small hill.

    Phenomena: Flooded Schoolyard

    Storyline

    This photograph was taken at an elementary school in Maryland after a severe Summer rainstorm.  The students are concerned about the impact of the increased rainfall in such a short period of time.

    PE Alignment:

    4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind or vegetation.

    4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
     

    Image source:  "Spring Runoff" by Walking With Scissors at https://www.flickr.com/photos/15582597@N06/5636129904/ CC BY-SA 2.0 (https://creativecommons.org/licenses/by-sa/2.0/)

    Tab 1

    Item 1 - A, B, E

    Alignment - 4-ESS2-1.
    2.b.i: From the given investigation plan, students describe* the evidence needed, based on observations and/or measurements made during the investigation, including: The change in the relative steepness of slope of the area (e.g., no slope, slight slope, steep slope).
    2.b.ii: From the given investigation plan, students describe* the evidence needed, based on observations and/or measurements made during the investigation, including: The kind of weathering or erosion to which the Earth material is exposed.

    Item 2 - 3 point CR

    A student response that is full and complete would need to accurately identify:

    • Correct solution that is plausible and the reasoning is appropriate for the selected design solution

    • Possible answers:  using mulch or other pervious materials in the playground, install a storm drain, barriers around the playground, move the path of the water, add a drainage ditch/pipe in the playground, move the playground to higher ground, retention pond

    • Possible explanations could include draining the water, preventing it from filling up by a drainage system or moving the path of the water away from the playground.

    Alignment - 4-ESS3-2:
    1.a: Using scientific knowledge to generate design solutions: Given a natural Earth process that can have a negative effect on humans (e.g., an earthquake, volcano, flood, landslide), students use scientific information about that Earth process and its effects to design at least two solutions that reduce its effect on humans.

    1.b: Using scientific knowledge to generate design solutions: In their design solutions, students describe* and use cause and effect relationships between the Earth process and its observed effect.

    Large pool of standing water is around the equipment.  The playground is the low point next to a small hill.

    Image source:  "Spring Runoff" by Walking With Scissors at https://www.flickr.com/photos/15582597@N06/5636129904/

    This photograph was taken at an elementary school in Maryland after a severe Summer rainstorm. The students are concerned about the impact of the increased rainfall in such a short period of time.
     

    1. On July 21st over 5 inches of rain fell in Montgomery County. What environmental impact would this rain have on the schoolyard? Select all that apply

    A. Flooding the playground

    B. An increase in erosion on the hill

    C. The slope of the hill becomes twice as steep

    D. A decrease in erosion on the hill

    E. Sediment is carried in stormwater runoff

    F. No impact on the schoolyard

     

    2. With all the rainfall, students have been forced to have indoor recess for over a week.  Some students have decided to get together to develop a solution for the flooding in the playground.  Develop at least 2 solutions that will reduce the effect of flooding on the students at the school.  Choose one of your design solutions and explain how it will reduce the impact on the playground.

    Tab 2

    Source of precipitation data adapted from http://montgomerycomd.alerteagle.com/history90.aspx 
    Source of turbidity data adapted from https://buoybay.noaa.gov/

    Item 3 - A

    Alignment - 4-ESS2-1
    4.a: Students make and record observations according to the given investigation plan to provide evidence for the effects of weathering or the rate of erosion on Earth materials (e.g., rocks, soils, and sediment).
     

    Item 4 - B

    Alignment - 4-ESS2-1
    2.c: Students describe* how the data to be collected will serve as evidence to address the purpose of the investigation, including to help identify cause and effect relationships between weathering or erosion, and Earth materials.
     

    Item 5 - A 

    Alignment - 4-ESS2-1
    2.c: Students describe* how the data to be collected will serve as evidence to address the purpose of the investigation, including to help identify cause and effect relationships between weathering or erosion, and Earth materials.

    Item 6 - C 
    Alignment - 4-ESS2-1
    3.a.iv: From the given investigation plan, students describe* how the data will be collected, including: the relative amount of soil or sediment transported by erosion. 
     

    After learning about the impact of erosion on the schoolyard the students wanted to investigate the impact of schoolyard erosion on the health of the Chesapeake Bay.  The students learned that soil and sediment that eroded from the schoolyard is carried by rainfall into local bodies of water. The amount of sediment measured in the water is called turbidity.  Drinking water has a turbidity level of less than 1 Unit. The lower the turbidity the clearer the water.

    The table below shows rainfall collected at a weather station in Montgomery County and the level of turbidity at the Potomac River buoy for July 15, 2018 to July 29, 2018.

    Date in July of 2018151617181920212223
    Montgomery County Rainfall (Inches)0.050.000.360.820.000.005.390.340.56
    Potomac River Buoy Turbidity (Unit)21022045278024

    3. On which days does the table show the highest levels of precipitation and turbidity?

    A. Precipitation on the 21st, turbidity on the 22nd

    B. Precipitation on the 17th, turbidity on the 18th

    C. Precipitation on the 21st, turbidity on the 23rd

    D. Precipitation on the 18th, turbidity on the 22nd

    4. What effect does precipitation have on turbidity at the Potomac River Buoy?

    A. Precipitation has an immediate effect on turbidity

    B. Precipitation has an effect on turbidity the next day

    C. Precipitation has an effect on turbidity the next week

    D. Precipitation has no effect on turbidity

    5.  Considering the rainfall totals from July 15-23 and the effect on the turbidity, what do you predict the turbidity will be on July 24? 

    A. 30 units

    B. 2 units

    C. 100 units

    D. 10 units

    6. Students in the class wanted to determine the how their schoolyard impacts the amount of sediment entering the Chesapeake Bay.  Which investigation plan would be the best to collect the amount of sediment contained in runoff from the schoolyard.

    A. Count the number of trees around the schoolyard.

    B. Collect water from muddy puddles on the schoolyard and measure its turbidity.

    C. Collect runoff from the schoolyard and measure its turbidity.

    D. Measure the amount of precipitation at the school during the next storm.