Water Wise Academy -Upriver Dam 360° Tour Companion Curriculum

Next Generation Science Standards • 4-ESS3-1 Earth and Human Activity: Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

• 5-ESS3-1 Earth and Human Activity: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

Common Core Anchor Standards • CCSS.ELA-LITERACY.CCRA.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

• CCSS.ELA-LITERACY.CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

• CCSS.ELA-LITERACY.CCRA.R.10: Read and comprehend complex literary and informational texts independently and proficiently.

• CCSS.ELA-LITERACY.CCRA.W.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

• CCSS.ELA-LITERACY.CCRA.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

• CCSS.ELA-LITERACY.CCRA.W.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

• CCSS.ELA-LITERACY.CCRA.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

• CCSS.ELA-LITERACY.CCRA.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

• CCSS.ELA-LITERACY.CCRA.SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

• CCSS.ELA-LITERACY.CCRA.SL.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

2

WATER WISE ACADEMY- UPRIVER DAM 360° TOUR COMPANION CURRICULUM

Dear Educators,

From the meandering river that paints our landscape and the intricate web of water utility distribution shaping our daily live, every drop tells a story. Get ready to explore Water Wise Academy, a curriculum designed in partnership with KSPS Public Broadcasting Station and the City’s Water Department.

Created by teachers, for teachers, each lesson seamlessly integrates into our interactive 360° video tour, bringing concepts vividly to life on screen.

We are excited to have you join us in this adventure— thank you for diving into the world of water with us!

-Water Wise Spokane Team

CURRICULUM OVERVIEW In this series of inquiry-based, interactive lessons,

students will gain a deeper understanding of the City of Spokane Water Department, the history of the department, and the variety of careers available within the department. Additionally, students will explore important issues related to water, learning more about aquifers, water quality and water testing, hydroelectricity, and water conservation.

Subjects: Water Resources, Quality, and Conservation, Aquifers, Dams, Hydroelectricity, Hydropower, Water Careers Grade Level: 3-5 Video Resources: 6 360 Upriver Dam Field Trip

Learning Objectives: Students will…

6 Examine the history and evolution of the Spokane Water Department through close reading and video exploration.

6 Define what an aquifer is, synthesizing information from texts, videos, and images.

6 Observe the process of collecting water samples and explore how water quality is tested.

6 Compare and contrast two important jobs within the Spokane Water Department and describe which job appeals most to them.

6 Define hydroelectricity/hydropower and use these vocabulary words orally and in writing.

6 Understand how water can be used to produce electricity.

6 Recharging Aquifers Video

6 Understand that water is an important natural resource, and there are ways for everyone to save or conserve water.

6 Race to Save Water Video 6 Cyberchase Water Conservation Videos

ADDITIONAL RESOURCES Order a Toolkit!

Individual Resources:

6 Curriculum Guide

6 How Water Works Book

6 Set of Student Workbooks

6 Student Workbook

6 Aquifer Map Classroom Set

6 Image Slideshow

6 2023 Aquifer Atlas

6 Aquifer Map & Atlas

WaterWiseSpokane.org

6 How Water Works Book 3

Lesson One: The History of the Spokane Water Department Lesson Plan Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Student Handouts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Lesson Two: What is an aquifer?

Lesson Plan Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Student Handouts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Lesson Three: Water Quality Lesson Plan Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Student Handouts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Lesson Four: Careers in Water Lesson Plan Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Student Handouts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Lesson Five: Hydroelectricity Lesson Plan Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Student Handouts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Lesson Six: Water Conservation Lesson Plan Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Student Handouts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

4

5

WATER WISE ACADEMY

Focusing Questions:

What is the history of the Spokane Water Department and the Upriver Dam Pumping Station?

Why is this history Important?

Overview: In this lesson, students will explore the history of the Spokane Water Department, the construction of the Upriver Dam Pumping Station, and the founding of the Spokane Valley–Rathdrum Prairie Aquifer, Spokane’s pure and sole source of drinking water.

Subjects: Spokane History, Spokane Water Department, Upriver Dam Pumping Station, Spokane ValleyRathdrum Prairie Aquifer Learning Goals: Students will...

Examine the history and evolution of the Spokane Water Department through close reading and video exploration.

Lesson Sequence – 45 minutes Materials: 6 Lesson Handout (p.2-5 in Workbook)

6 Article “Spokane Water: A Look Back” (p.3 in Workbook)

6 Upriver Dam 360 Field Trip (00:25-01:30) 6 Laptop, projector, speakers

5-ESS3-1 Earth and Human Activity: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

ACTIVITIES 1. Warm-up activity: See, Think, Wonder. 5 mins (p.2 in Workbook) Students examine a photograph of the inside of the Upriver Dam Pumping Station from the late 1800s and in their class handout, write one thing they see, think, and wonder about the picture.

2. Pair-Share. 5 mins Students turn to a partner and share their responses. Select a few students to share their responses with the class. Explain that the photograph shows the inside of the original Upriver Dam Pumping Station in the late 1800s. Note that the Upriver Dam Pumping station is where water is generated for the city.

Add that, today, the Upriver Dam Pumping Station generates more than 70 million kilowatts of electricity every year and the power generated at the Dam is used to pump water to the city’s citizens. Explain that the Water Department delivers up to 180 million gallons of clean, safe drinking water per day to more than 250,000 people in our community.

6

3. Upriver Dam 360 Video Field Trip Viewing & Matching Activity. 10 mins (p.2 in Workbook) As a class, watch segment 00:25-1:30 of the Upriver Dam 360 Field Trip. Give students 5 minutes to complete the matching activity about the history of the Spokane Water Department. Next, have students check their answers with a peer before checking answers as a whole class. Encourage students to fix any mistakes.

4. Close Reading. 15 mins (p.4-5 in Workbook) With a partner, students read the adapted article Spokane Water: A Look Back and note key facts (by writing a sentence or drawing a picture) about the Spokane Water Department’s history.

Provide students with dictionaries to look up complex vocabulary.

5. Class Discussion. 5 mins Review the article as a class and have select students share out facts they summarized.

6. Exit Slip. 5 mins What is one important thing you learned about the Spokane Water Department today? Circulate and observe students responses.

ELL considerations: • Further chunk or simplify the text from Spokane Water: A Look Back to meet the language needs of students. Or, rather than have students read the text individually, read the text aloud to them.

•

Provide native language translations of Spokane Water: A Look Back or allow students to use Google Translate to translate the text as needed.

Extension activities: • Students work in groups to create a poster detailing the history of the Spokane Water Department, including a timeline and key facts.

•

Invite a staff member from the Spokane Water department to participate in a Q&A session with students about the department’s history and current services.

7

LESSON ONE: HISTORY

WATER WISE ACADEMY

Name:

Date:

THE HISTORY OF THE SPOKANE WATER DEPARTMENT & UPRIVER DAM PUMPING STATION

1. See, Think, Wonder: Look above at the historical picture of the Upriver Dam Pumping Station. Write one thing you see, think, and wonder about the picture.

I see

I think

I wonder

2. Video Activity: Watch the video about the Spokane Water Department and its history.

Then match the correct answers with the questions below.

1. When did the Spokane Water Department begin?

2. Where did the Spokane Water Department begin?

3. Where did the Spokane Water Department move in 1894?

4. What was the source of water from the Upriver Dam? 5. Why did the water quality decline at the Upriver Dam? 6. What was found in 1906?

A. Upriver Dam B. The Spokane Aquifer C. Downtown Spokane D. Sewage from Coeur D’Alene and Post Falls went into the river.

E. 1884 F. The Spokane River

LESSON ONE: HISTORY

3. Close Reading: With a partner, read the article about the development of the Spokane Water Department. After each paragraph, write one fact you learned.

Spokane Water: A Look Back (Adapted Article) (A) The City of Spokane Water Department began in 1884. Our original system consisted of one pump, delivering 2 million gallons of water per day to 8,800 residents.

Write or draw one fact:

(B) As the City increased in size, it needed a larger waterworks in an area with fresh, clean water. Five miles east of the City, construction of the Upriver Dam and Pumping Station began in January of 1894.

Write or draw one fact:

(C) By 1900 the population had grown to 37,000 people and Spokane continued to grow at such a high pace that additional pumps were installed nearly every year between 1898 and 1907.

Write or draw one fact:

WATER WISE ACADEMY

LESSON ONE: HISTORY

(D) The nearby towns were quickly becoming cities and their sewer systems would discharge into where Lake Coeur D’Alene narrows into the Spokane River. A new and entirely different source of water was needed.

Write or draw one fact:

(E) Luckily, a large supply of “pure spring water” had been discovered during the construction of the Upriver facility. In 1907 test wells were dug and a very pure source of drinking water was found.

Write or draw one fact:

(F) We had tapped into the Spokane Valley Rathdrum Prairie Aquifer (SVRP) which has been the sole source of drinking water ever since.

Write or draw one fact:

11

Focusing Questions:

What is an aquifer? Why is the SVRP Aquifer an important resource for Spokane?

Overview: In this lesson, students will define what an aquifer is, synthesizing information from videos, texts, and images. In addition, they will explain why the Spokane Valley-Rathdrum Prairie Aquifer (SVRP) is an important resource for the city of Spokane.

Subjects: Aquifer, Spokane Valley-Rathdrum Prairie Aquifer (Spokane Aquifer), Water Sources Grade Levels: Grades 3-5 Learning Goals: Students will...

•

Define what an aquifer is based on reading textual information, images, and videos.

•

Make a claim about why the Spokane Aquifer is an important resource for the city of Spokane and support their claim with at least one source of evidence.

Lesson Sequence – 45 minutes

Materials 6 Lesson Handouts (p.8-10 in Workbook)

6 Upriver Dam 360 Field Trip (1:32: 2:26) & Recharging Aquifers Video 6 Printed copies (in color) of the Station Handouts. (p.11-12 in Workbook) 6 4-6 laptops for station 3 activity preloaded with the 360 Upriver Dam Field Trip and the Recharging Aquifer videos.

Video One: Recharging Aquifers

https://ksps.pbslearningmedia.org/resource/recharging-aquifers/flipside-science-fresh-solutions-video/

12

5-ESS3-1 Earth and Human Activity: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

Video Two: Career Explore NW Upriver Dam 360 Field Trip (Watch from 1:32 to 2:26)

Source: https://www.careerexplorenw.org/ fieldtrip?tour=City-of-Spokane/Upriver-Dam

LESSON TWO: THE AQUIFER

ACTIVITIES

1. Warm-up Activity: Where Do You Get Your Water? 5 mins (p.8 in Workbook) In a word web, students write all the different ways they have access to water.

2. Pair-Share. 5 mins Students share their responses with a peer. Select a few students to share their responses with the class. Fill in gaps of where people use/get water: sink taps, wells, water fountains, lawn sprinkler systems, showers, etc.

Ask students if they know where Spokane gets its source of water. Elicit the term “aquifer” and specify that Spokane gets its water from the Spokane Valley-Rathdrum Prairie Aquifer (the Spokane Aquifer or SVRP Aquifer for short).

Say: But what is an aquifer? What does it look like? Why is it Important? We will explore these questions in today’s lesson.

3. Aquifer Stations Activity. 20 mins (p.9 in Workbook) In groups, students spend six minutes at research stations, reading texts about aquifers and the SVRP Aquifer along with exploring videos and images. Students will write or draw two important things they learned about aquifers from their station exploration in a note-taking graphic organizer. Encourage students to collaborate and work together to identify important facts.

Station 1: What is an Aquifer? | Station 2: The Spokane Valley-Rathdrum Prairie Aquifer | Station 3: Aquifer Videos

4. Writing Activity. 10 mins (p.10 in Workbook) Students complete the sentence frames “An Aquifer is .” The Spokane Aquifer is important to our community because . Encourage students to use their note-taking graphic organizers to complete the sentence frames. Their answers should be based on evidence (the text, videos, and images) they explored today.

Exit Slip. What is the most important thing you learned about aquifers today? 5 mins (p.10 Workbook) Circulate and observe students’ responses. Note any gaps in students’ understanding of the term aquifer and identify if there is a need to engage the class in additional instruction.

ELL considerations:

Extension activities:

6 Allow students to write their responses to the word web and/or the note-taking graphic organizer in their native language then translate their responses using Google Translate or working with a higher-level native language peer.

6 Participate in an Aquifer in a Cup workshop facilitated by the Spokane Joint Aquifer Board.

Send an inquiry email to info@spokaneaquifer.org.

6 Provide native language translations of the Station texts or allow students to use Google Translate to translate the texts as needed.

6 As class, create an “Aquifer in Cup”, a model of an aquifer using everyday materials: Aquifer in a Cup Instructions

6 Chunk or simplify the Station text to meet the language needs of students in the classroom.

6 Encourage students to listen to the videos from Station 3 multiple times and with closed captioning turned on.

13

WATER WISE ACADEMY

LESSON TWO: THE AQUIFER

Name:

Date:

WHAT IS AN AQUIFER?

Where do you get your water?

1.Where do you get your water? In the word web below, write all the different ways you get or have access to water.

LESSON TWO: THE AQUIFER

2. Aquifer Research.

With your partner, read the “What is an Aquifer?” informational text then write 5 important things you learned about aquifers. Next, watch the PBS LearningMedia video segments about the Spokane Valley-Rathdrum Prairie Aquifer then write 5 important things you learned.

Station 1: What is an Aquifer?

Write 3 important things you learned about aquifers.

Station 2: Spokane Valley-Rathdrum Prairie (SVRP) Aquifer Write 3 important things you learned.

Station 3: Aquifer Videos

Write 3 important things you learned.

WATER WISE ACADEMY

LESSON TWO: THE AQUIFER

3. Writing Activity. What is an aquifer? Why is the Spokane Aquifer important to the community? Use evidence based information from the videos, texts, and images you explored today to form your answers.

An aquifer is...

The Spokane Aquifer is important to our community because...

LESSON TWO: THE AQUIFER

WHAT IS AN AQUIFER?

An aquifer is not an underground lake (or river). An aquifer is an underground layer of rocks, sand, or gravel through which water can move.

Wells are dug deep enough to reach the aquifer and pull the water up + out with a pump.

HOW WATER MOVES 6 Water will continue to soak into the ground until it reaches a layer of impermeable rock.

6 Once water reaches an impermeable layer, it keeps the pore spaces in the layers above it filled.

6 Water that moves freely in a layer of permeable rock is called an aquifer.

6 Good producing aquifers are both porous and permeable.

A sponge lets water pass through easily, we call it permeable. The sponge is also porous which means it has tiny spaces or holes in it. The aquifer is like a porous sponge because it has small openings where water can go and stay.

An aquifer is like a big, underground sponge that’s both permeable and porous, letting water flow through and be stored beneath the Earth!

WATER WISE ACADEMY

LESSON TWO: THE AQUIFER

THE SPOKANE VALLEY-RATHDRUM PRAIRIE AQUIFER

Our water comes from the Spokane Valley-Rathdrum Prairie (SVRP) Aquifer. The aquifer serves as the sole source of water for most of the people in Spokane County, Washington and in Kootenai County, Idaho.

Discovered in 1894, this Aquifer has become one of the most important resources in the region, supplying drinking water to more than 600,000 people.

Aquifer Facts

Map Hunt

6 The SVRP Aquifer covers 370 square miles in two states.

6 How many lakes can you find on the map?

6 The average daily water withdrawal is about 146 million gallons.

6 What body of water does the Spokane River connect to?

6 The volume of the entire SVRP Aquifer is about 10 trillion gallons. That amount of water would represent 10 Lake Roosevelts!

6 What two states share the aquifer?

6 Just like above-ground rivers, the levels of water in aquifers can change over time, influenced by precipitation and human use.

6 Approximately, where is your school on the map?

19

Focusing Questions:

How does the Spokane Water Department test the quality of water?

Why is this important?

Overview: In this lesson, students will study two types of water quality tests conducted by the Spokane Water Department and explain why these tests are important.

Subjects: Water Quality, Water Quality Testing Grade Levels: Grades 3-5 Learning Goals: Students will...

• •

Observe the process of collecting water samples and explore how water quality is tested.

Describe two types of water quality tests conducted by the Spokane Water Department and how the city ensures it delivers quality water to its citizens.

Lesson Sequence – 45 minutes

Materials 6 Lesson Handout (p.15-18 in Workbook) 6 Upriver Dam 360 Field Trip (2:25-7:53) The Bailer Method (2:25-3:52) The Chlorine Test (3:52-5:12)

5-ESS3-1 Earth and Human Activity: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

The Coliform Bacteria Test (5:12-7:53)

6 Printed copies (in color) of the Expert Video Segment Handouts (p.16-18 in Workbook) 6 Laptops and headphones for students.

ACTIVITIES 1. Warm-up activity: What are 3 Signs of Bad Quality Water? 5 mins Students observe a series of photos then write 3 signs of bad quality water they can think of in the lesson handout.

2. Pair-Share. 5 mins Students share their responses with a peer. Select a few students to share their responses with the class. Fill in gaps of signs of bad water quality: murky, tinted, strong chlorine or sulfur smell, a metallic or bitter taste, etc. Ask students whether they think Spokane has good quality water. Why do they think this? Next, ask how they think the Spokane Water Department knows or ensures that the city has good water.

20

LESSON THREE: WATER QUALITY 3. Jigsaw Viewing of the Upriver Dam 360 Field Trip Water Testing/Quality Segments. 30 mins

Assign students to one of the below “expert” groups. Seat students assigned to the same “expert” groups together. Together, the “expert” groups will view their assigned Water Testing /Quality segment from the Upriver Dam 360 Field Trip Video on laptop computers and answer comprehension questions. Provide 15 minutes for students to complete this activity.

Next, place students into “base” groups. These groups should have at least one of the “expert” segments represented. Each student will teach his or her “expert” segment to the group, sharing 3 important things he or she learned. The group will take notes on each “expert” segment in a notetaking graphic organizer.

EXPERT GROUP 1: THE BAILER METHOD – 2:25-3:52 1. What is the bailer method?

An older method of getting a water sample from a well, using a bailer bottle and fishing rod.

2. When is the bailer method used?

The bailer method is used when there is a failure with an electric motor pump or to take a water sample from a reservoir or well.

3. Why are the bailer tube and sample bottle sterilized?

The tube and bottle are sterilized so that only the water gets tested and not any contaminants.

4. Where are raw water samples sent?

These are reviewed in the City’s laboratory.

5. Where are regulatory samples sent?

To outside laboratories.

EXPERT GROUP 2: THE CHLORINE TEST – 3:52-5:12

1. What is done to the city’s water before it is distributed throughout the city?

Chlorine is added to the water.

2. How is the Chlorine Test done?

An organic chemical DPB is added to the water sample. The chemical will show that the water has a certain level of chlorine in it.

3. What color should the water sample turn to show that it indeed does have chlorine in it?

Pink.

4. What does the pinkness of the water sample tell us?

The more pink the water sample is, the more chlorine it has.

5. How many parts per million chlorine does the Spokane Water Department want to see in a water sample?

0.32 parts per million.

6. Why do you think the Spokane Water Department adds chlorine to the city’s water?

To kill bacteria and viruses.

21

WATER WISE ACADEMY

LESSON THREE: WATER QUALITY

EXPERT GROUP 3: THE COLIFORM BACTERIA TEST – 5:12-7:53 1. How is the Coliform Bacteria Test done?

Water samples are collected from distribution sites around the city and put in bottles. A packet of indicator is then added to the sample.

2. What does it mean if the water sample turns a goldenrod color?

It means there is coliform bacteria in the water.

3. How does the Spokane Water Department know if there is E. coli in a water sample?

The water will fluoresce (or glow) under a black light.

4. What does mean if the sample is clear?

There are no bacteria in the water.

5. What did the water sample from the Spokane river look like? What does this tell you?

The water sample is a goldenrod color. Water from the river has bacteria in it. It is not the safest water to drink.

6. What would the Spokane Water Department do if they saw water from a sample had a goldenrod color or glowed under a black light?

They would know that the water might have bacteria in it. They would do an investigation to find out more.

7. How does the city know it is providing good quality water to people?

The city regularly tests it water, confirming that it doesn’t have bacteria like coliform or E. coli.

4. Exit Slip. 5 mins How does the Spokane Water Department test the quality of the city’s water? Why is this important?

Students answer the exit slip question, synthesizing the information they learned about water testing and quality from today’s lesson. Circulate and review students’ responses and identify any gaps in students’ understanding.

ELL considerations: • Encourage students to listen to their assigned segments multiple times with the caption on.

• Assign ELL students to Expert Group Video 1 which is a shorter segment and includes less complex comprehension questions.

• Allow students to draw their answers to the comprehension questions or write their answers in their native language then use Google Translate to translate their answers into English.

22

Extension activities: • Working with the Spokane Water Department or your local Water Purveyor, have students engage in a water quality testing activity.

• Invite a Water Quality Testing professional from the Spokane Water Department to engage in a Q&A session with students.

• Have students create posters depicting the different types of water quality tests conducted by the Spokane Water Department.

LESSON THREE: WATER QUALITY

Name:

Date:

WATER QUALITY

1. Look at the pictures above. What are 3 signs of bad quality water you can think of?

2. Take notes in the table below while watching the following segments.

VIDEO SEGMENT 1: The Bailer Method

2: The Chlorine Test

3: The Coliform Bacteria Test

WATER WISE ACADEMY

Name:

LESSON THREE: WATER QUALITY

Date:

EXPERT GROUP ONE: The Bailer Method Comprehension Questions Segment: 2:25-3:52

1. What is the bailer method?

2. When is the bailer method used?

3. Why are the bailer tube and sample bottle sterilized?

4. Where are raw water samples sent?

5. Where are regulatory samples sent?

LESSON THREE: WATER QUALITY

Name:

Date:

EXPERT GROUP TWO: The Chlorine Test Comprehension Questions Segment: 3:52-5:12

1. What is done to the city’s water before it is distributed throughout the city?

2. How is the Chlorine Test done?

3. What color should the water sample turn to show that it indeed does have chlorine in it?

4. What does the pinkness of the water sample tell us?

5. How many parts per million chlorine should we see in a water sample?

WATER WISE ACADEMY

Name:

LESSON THREE: WATER QUALITY

Date:

EXPERT GROUP THREE: The Coliform Bacteria Comprehension Questions Segment: 3:52-5:12

1. How is the Coliform Bacteria Test done?

2. What does it mean if the water sample turns a goldenrod color?

3. How does the Spokane Water Department know if there is E. coli in a water sample?

4. What does mean if the sample is clear?

5. What did the water sample from the Spokane river look like? What does this tell you?

2727

WATER WISE ACADEMY

LESSON 4: CAREERS IN WATER Focusing Questions:

What kind of careers are available at the Spokane Water Department?

Why are these careers important?

Overview: In this lesson, students will examine the role and responsibilities of a Dam Safety Engineer, a job within the Spokane Water Department, and summarize why this job is important. Additionally, students will compare and contrast the job of a Dam Safety Engineer with another important job within the Spokane Water Department.

Subjects: Dam Safety Engineer, Water Careers, Science Careers, STEM Careers Grade Levels: Grades 3-5 Learning Goals: Students will...

• •

Describe the main responsibilities of a Dam Safety Engineer and why this job is important.

Compare and contrast two important jobs within the Spokane Water Department and identify which job appeals most to them.

Lesson Sequence – 45 minutes Materials 6 Lesson Handout (p.21-22 in Workbook)

6 Laptops/iPads for students 6 Upriver Dam 360 Field Trip

(7:56-11:37 – Dam Safety Engineer, Jeanne Finger)

(1:32-2:26 – Upriver Superintendent, Seth McIntosh)

(3:53-7:53 – Water Quality Coordinator, Doug Greenland)

5-ESS3-1 Earth and Human Activity: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

(11:38-12:39 – Water-Hydro Mechanic-Maintenance Foreman, Cary Rickman) (15:20-17:53 – Water-Hydro Plant Mechanic, Jeff Keith) (18:49-21:25 – Operator, Joe Conley)

28

LESSON FOUR: WATER CAREERS

ACTIVITIES 1. Warm-up activity: What is Your Dream Job? 5 mins (p.20 in Workbook) In the class handout, students draw a picture of their dream job and describe why they are interested in this job.

2. Pair-Share. 5 mins Students share their responses with a peer. Select a few students to share their responses with the class. Explain that, at the Spokane Water Department, there are many important, fulfilling, and good paying jobs and that the class will explore a few of these jobs in today’s lesson.

3. Partner Video Activity. 15 mins Students view the Dam Safety Engineer video segment in pairs and answer Who, What, Where, and Why Questions.

6. Venn Diagram Activity. 15 mins (p.22 in Workbook) Students self-select one additional job video segment to view and complete a Venn Diagram, comparing and contrasting the job of a Dam Safety Engineer the job featured in the video segment they selected.

7. Exit Slip. Why are jobs at the Spokane Water Department important to our community? 5 mins Students answer the exit slip question. Circulate and review students’ responses and identify any gaps in students’ understanding.

ELL considerations: • Encourage students to view the video segments multiple times with the caption on.

• Allow students to draw their answers to the comprehension questions or write their answers in their native language then use Google Translate to translate their responses into English.

• Pair students who speak the same native languages together to offer language support when needed. Pair high-level students with more emergent ones for language support.

Extension activities: • Invite a professional from the Spokane Water Department to visit your classroom, speak about his/her college and career path, the roles and responsibilities of his/ her job, and what he/she loves most about his/her job.

• Have students conduct further research on a job featured in the Upriver Dam video field trip or an additional water career and share their research findings via an informational poster, video/audio story, artwork, or a descriptive essay.

29

WATER WISE ACADEMY

LESSON FOUR: WATER CAREERS

Name:

Date:

SPOKANE WATER DEPARTMENT CAREERS

1. Warm-Up: What is your dream job (a job you would love to have someday)? Draw the job below then explain why you would like this job.

My Dream Job

This is my dream job because...

LESSON FOUR: WATER CAREERS

Name:

Date:

2. Video Partner Activity: With your partner, watch the video that highlights an Engineer’s job at the Spokane Water Department and answer the questions below.

1. Who is the video about?

2. What is the name of her job?

3. Where does she go in her job?

4. What are 3 important things she does for her job?

5. What is the most fun part of her job?

6. What does she love about Spokane’s dam?

3 things about a Dam Safety Engineer

3 ways the jobs are similar

3 things about a

3. Compare and Contrast Activity: Watch another video segment about a job within the Spokane Water Department.

Then, complete the chart.

WATER WISE ACADEMY LESSON FOUR: WATER CAREERS

33

WATER WISE ACADEMY

LESSON 5: HYDROELECTRICITY Focusing Questions:

How can water be used to produce electricity?

Overview: In this lesson, students will learn about hydroelectricity/hydropower and share their learning through a group presentation.

Subjects: Hydroelectricity, Hydropower, Energy, Water Grade Levels: Grades 3-5 Learning Goals: Students will...

• •

Define hydroelectricity and use the vocabulary word orally and in writing.

Learn how water can be used to produce electricity

Lesson Sequence – 45 minutes Materials

6 Lesson Handout (p.25-27 in Workbook) 6 Dictionaries

6 Hydropower Text

6 Laptops/iPads and headphones for each student 6 Poster paper & markers

4-ESS3-1 Earth and Human Activity: Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

5-ESS3-1 Earth and Human Activity: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

ACTIVITIES 1. Warm-up activity: See, Think, Wonder Activity. 5 mins (p.25 in Workbook) Students study a picture of a dam and answer See, Think, and Wonder Questions.

2. Pair-Share. 5 mins Students share their responses with a peer. Select a few students to share their responses with the class. Explain that, today, the class will explore how water can be used to produce electricity and that this process is called hydroelectricity or hydropower. Add that what they saw in the picture was a dam, which holds water in a man-made lake, or reservoir. Note that when water is released through the dam, it spins a turbine connected to a generator that produces electricity.

3. Close Reading. 10 mins (p.26 in Workbook) Working with a partner, students will read a short text about hydroelectricity, summarize key information, and check their understanding of the lesson vocabulary through a short quiz.

4. Class Discussion. 5 mins Have select pair groups share what they learned about hydroelectricity from the assigned text then review the answers to the quiz questions together. Encourage students to fix any incorrect answers.

34

LESSON FIVE: HYDROELECTRICITY 5. Informational Posters. 20 mins (p.26 in Workbook) Place students in groups of four and have them create an informational poster about hydroelectricity.

Their posters should include: a definition, 3 pictures, 3 facts, 1 question, and an explanation of why hydroelectricity is important to the community.

Provide each group with two iPads or laptops that have the following links/videos pre-populated: Next Generation Science “All About Hydroelectricity” Video 360 Field Trip - Upriver Dam “Well station” segment (15:20-18:48) Have students watch both videos then use key information from the videos and the Close Reading text to create their posters.

Have students self-select roles:

6 Scribe: Writes all the text on the poster.

6 Artist: Draws all the pictures/picks colors for the poster.

6 Editor/Presenter: Checks and corrects mistakes on the poster and presents the poster to the class.

6 Researcher: Identifies key facts and information to include in the poster based on the videos and the Close Reading Text.

Have students present their posters to the class the following day and take notes in a graphic organizer (see lesson handout).

6. Exit Slip. 5 mins Students answer the following question: What is hydroelectricity? Why is it important? Circulate and review students’ answers and identify any gaps in understanding and if there is any need to review/re-teach the vocabulary word.

ELL considerations: • Provide copies of the Close Reading Text in students’ native languages along with the English version of the text.

• Assign emergent students to take on the role of artist as a low-barrier but important way to contribute to the group presentation.

Extension activities: • Arrange a class field trip/visit to the Upriver Dam Pumping station so students can learn more about the hydroelectricity process.

NG Science Link

35

LESSON FIVE: HYDROELECTRICITY

WATER WISE ACADEMY

Name:

Date:

HYDROELECTRICITY

1. Warm-Up: Look at the pictures below and answer the following questions.

A. What do you see?

B. What do you think?

C. What do you wonder/have a question about?

LESSON FIVE: HYDROELECTRICITY

2. Close Reading: With your partner, read the text below about hydroelectricity (also known as hydropower). Write or draw one important thing you learned from each paragraph.

A. Hydroelectricity/Hydropower

Hydro comes from the Greek word meaning water. Hydropower is the energy we make with moving water. Moving water has a lot of energy. We use that energy to make electricity.

B. Gravity makes the water move. Gravity pulls the water from high ground to low ground.

The rain that falls in the mountains flows down the valleys to the oceans.

C. Moving Water Can Make Electricity

Moving water can be used to make electricity. First, a dam is built across a river. This stops the water and makes a big lake behind the dam. This lake is called a reservoir.

D. When gates in the dam are opened, water flows down big tubes called penstocks and turns giant wheels, called turbines. The turbines power generators to make electricity.

E. Today, there are more than 2,200 dams in the United States that make about 7% of the total available electricity.

LESSON FIVE: HYDROELECTRICITY

WATER WISE ACADEMY

Name:

Date:

3. Work with your partner to match the correct vocabulary words with their definitions.

reservoir

turbine

electricity

WORD BANK

hydroelectricity

dam

gravity

penstock

A. is the energy we make with moving water.

B. The force that moves water from high ground to lower ground is .

C. We can build a across a river to control the flow of water and form a lake called a .

D. In a hydropower plant, the water flows through a tube called a and spins a to make .

POSTER PROJECT INSTRUCTIONS TITLE

Hydroelectricity is

FACT #1

FACT #2

FACT #3

Questions

Why hydroelectricity is important

Life without hydropower would be...

4. Poster Project. With your group, make an information poster about hydroelectricity. Your poster should include: • A definition of hydroelectricity • 3 pictures • 3 facts • 1 question your group has about hydroelectricity • An explanation of why hydroelectricity is important • Each person in your group should pick one of the jobs to do. Under each job, write the name of the person who will do that job.

Jobs: • Scribe: Writes all the text on the poster.

•

Artist: Draws all the pictures/picks colors for the poster.

•

Editor/Presenter: Checks and corrects mistakes on the posters and presents the poster to the class.

•

Researcher: Identifies key facts and information to include in the poster based on the videos and the Close Reading Text.

39

WATER WISE ACADEMY

LESSON 6: CONSERVATION Focusing Questions:

What is water conservation? What can I do save water?

Overview: In this lesson, students will define water conservation and identify different ways to conserve water, an important natural resource.

Subjects: Water Conservation, Natural Resources Grade Levels: Grades 3-5 Learning Goals: Students will...

• •

Understand that water is an important natural resource, and there are ways for everyone to save or conserve water.

Calculate how much water is wasted from a leaky faucet over time and brainstorm different ways they can save water.

Lesson Sequence – 45 minutes

Materials 6 Lesson Handout (p.32-34 in Workbook) 6 Laptop with speakers and a projector 6 Race to Save Water video 6 Cyberchase Measuring and Saving Water handout

5-ESS3-1 Earth and Human Activity: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

6 Cyberchase Videos • Video #1—A Leaky Faucet—then answer question #1 and #2 in the Cyberchase handout • Video #2—It’s Important to Save Water—then answer question 3 in the handout, writing 2 ways people can save water.

• Video #3— Ways to Conserve Water—then answer question #4, writing 2 additional ways to save water.

ACTIVITIES 1. Warm-up activity: Race to Save Water Video & Class Discussion. 10 mins As a class, watch the “Race to Save Water” video which shows two families competing to see who can conserve the most water over one week. After, engage the class in the following discussion questions: How did you use water before you came to school today? Have you used any water while being at school today? What are some things the families in the video did to save or conserve water?

40

LESSON SIX: CONSERVATION

2. Vocabulary: Water Conservation. 5 mins On the board, write a definition for water conservation: to save and protect our water. Next, ask students to write the definition in the class handout, draw a corresponding picture, then use the word in a sentence. Select a few students to share their drawings.

3. Cyberchase Video Activity. 15 mins With a partner, students view three Cyberchase “water conservation” videos on laptops or iPads then complete the Cyber Measuring and Saving Water handout (pages 1 & 2). Students should complete this activity in the following order: • Watch Video #1—A Leaky Faucet—then answer question #1 and #2 in the Cyberchase handout • Watch Video #2—It’s Important to Save Water—then answer question 3 in the handout, writing 2 ways people can save water.

• Watch Video #3— Ways to Conserve Water—then answer question #4, writing 2 additional ways to save water.

• Lastly, partner groups work on page 2 of the Cyberchase handout, writing another way people can save water and drawing a corresponding picture.

4. Class Discussion. 10 mins As a class, discuss questions 1-4 from the Cyberchase handout, selecting a few students to share their responses. Next, have 3-4 pair groups share their drawings from the second Cyberchase handout and explain the water saving strategy they chose. Ask the class which strategy they think would save the most water and which strategy they might like to try at home.

5. Exit Slip. 5 mins Students answer the following question: What is water conservation? What is one important way YOU can conserve water? Circulate and observe students’ responses, identifying students who may need additional direct instruction.

ELL considerations: Provide bilingual dictionaries to ELL students and encourage them to use their dictionaries to translate the definition of “water conservation” and the questions in the Cyberchase handout.

Extension activities: Have students complete a Cyberchase Water Conservation Plan with their family for homework.

Allow students to write their responses to the questions in the Cyberchase handout in their native language then translate them into English using Google Translate or bilingual dictionaries.

Pair emergent and more advance native language students together for language support.

41

WATER WISE ACADEMY

LESSON SIX: CONSERVATION

Name:

Date:

WATER CONSERVATION

1. Vocabulary: In the chart below, write the definition of “water conservation.” Next, draw a picture showing “water conservation” then write a sentence using the word.

A. Water conservation is:

B. Water conservation looks like:

C. Write a sentence using the term “conserve”.

2. Cyberchase Video Activity. With your partner, watch the three Cyberchase videos then answer the questions in the Cyberchase handout.

1. Watch Video #1—A Leaky Faucet—then answer question #1 and #2.

2. Watch Video #2—It’s Important to Save Water—then answer question 3.

3. Watch Video #3— Ways to Conserve Water—then answer question #4.

4. Complete page 2 in the Cyberchase handout.

WATER WISE ACADEMY

LESSON SIX: CONSERVATION

45

Pick Your Superhero Name Use the First Letter of Your First Name A - Super B - Mighty C - Fantastic D - Spectacular E - Space F - Strong G - Universal H - Remarkable I - Magnificent

J - Captain K - Doctor L - Brave M - Daring N - Terrific O - Caped P - Sensational Q - Mega R - Brilliant

My superhero name is: Draw Your Superhero

Your face here

and the First Letter of Your Last Name

S - Wonder A - River T - Incredible B - Snow U - Amazing C - Typhoon V - Intergalactic D - H2O W- Immense E - Blizzard X - Unstoppable F - Pond Y - Astonishing G - Warrior Z - Great H - Storm I - Freeze

J - Hurricane K - Ice L - Trout M - Scientist N - Waterfall O - Tidal Wave P - Water Drop Q - Cloud R - Protector

S - Lake T - Rain U - Groundwater V - Percolation W- Freshwater X - Defender Y - Ocean Z - Aquifer