Ice cube unit: study ice - how it melts, how to effect its melting, and the importance of the amount and size of the ice on its melting

Properties of water and how ice melts

Water walk – Collect water to make hay infusions. Note that it takes 3 weeks to get a good culture established. Have students record the things they see that are and are not part of nature. They should also write down the things they see that can affect the water source - positively or negatively. Examples: cars, animals, and rocks. It is best to collect water from 2 sources, one flowing (river or stream) and one closed (lake or pond). You may collect from more areas, however these two areas will give you a good comparison of the protozoa in each type of water.

Things that affect water sources, collect water for hay infusions

Water cycle – hands-on activities and demonstrations on the water cycle. Be sure to connect these lessons with the environment. Sample activity: The Groundwater Foundation, Kids Corner - http://www.groundwater.org/kc/activity1.html

Water cycle

Demonstrate and discuss the forms of: snow/rain; glaciers/frozen ice caps; rivers/oceans; and ground water. Key questions: How much water do you get from each form? How long does it take for ice caps and glaciers to melt? Who can use these water sources?

Forms of water

Stream table – This is available through the City of Boulder and is a great way to talk about erosion, sediments, and water flow. Connects back with the Earth Materials unit.

Erosion, sediment, water flow, runoff

Protozoa reports – Have small groups of students draw pictures of the main types of protozoa and write a short 3 to 5 sentence description on a card. Put the cards on a bulletin board. They'll be used later when the students identify and discuss what they see in the hay infusion samples by looking through the microscope.

A few of the major micro-organisms they will see, presentation of information

Parts of the microscope – This important lesson teaches the parts of the microscope, how to use the instrument properly and safely, and its magnification powers and how to calculate them. You may want a group to draw a microscope and label its parts on a poster - and hang it with the protozoa drawings. It'll help the group have a common language when working in small groups with the microscopes.

Parts of the microscope, how to use properly, how to calculate the magnification power of each lens

Videos – Algae and Life in a Drop of Water. It's best to show them before the students look at the hay infusion water samples so they can see some of the things that may be seen in the microscope.

A look at what may be seen in the hay infusion, information about micro-organisms and algae

Hay infusion unit. By now, the hay infusion water samples should be filled with lots of protozoa. Use a lab book for the students to record what they see under the microscope and at what power it was seen. Have the students work in small groups to locate and identify the protozoa that they see in the microscope.

Looking at the hay infusion, recording what is seen, figuring out what the organisms are

Aquifers. Teaching about aquifers ties in with the Earth Materials unit. It is also important to talk about this unseen water source. A great way to demonstrate aquifers is to use pea gravel in a tall fish tank. This shows how the water goes in between the air spaces between the dirt particles and how water exists underground.

Underground water

Water treatment and where our water comes from – Try to find a local person from your town or city to come in and discuss the water treatment process. Additionally, you could try to visit a water treatment plant.

How is water treated, where our water comes from

Mining - history of mining, where minerals are located and hands-on panning for gold. Access the Mining activity

Mining, panning for gold, tie in with Earth materials