Post on 24-Jul-2016
description
Watershed Mapping
Description: This lesson is designed to accompany the Grade 8 GUSH Workshop. Students will draw different transformations of shapes on a Cartesian plane to see the impacts of watershed runoff on water pollution.
Grade Level: Grade 8
Setting: Classroom
Learning Objectives: 1. Recall different pollutants that can enter a water system by watershed runoff. 2. Draw translations, rotations and reflections of shapes to represent watershed runoff. 3. Determine different methods to reduce the effects of water pollution caused by watershed runoff.
Duration: 1 hour
Key Words: -‐Watershed -‐Transformation -‐Translation -‐Reflection -‐Cartesian plane -‐X axis -‐Y axis
Related Curriculum Links: Understanding Earth and Space Systems – Water Systems 3.2 demonstrate an understanding of the watershed as a fundamental geographic unit, and explain how it relates to water management and planning Geometry and Spatial Sense – graph the image of a point, or set of points, on the Cartesian coordinate plane after applying a transformation to the original point(s) (i.e., translation; reflection in the x-‐axis, the y-‐axis, or the angle bisector of the axes that passes through the first and third quadrants; rotation of 90°, 180°, or 270° about the origin); – identify, through investigation, real-‐world movements that are translations, reflections, and rotations. Equipment: -‐ Pencils -‐ Rulers -‐ Markers
Consumables: -‐ Copies of Tin Roof Global’s Watershed Mapping worksheet (attached) -‐ Poster paper
Safety Considerations: N/A
Lesson: Starter (5 minutes) Ask students to think back to the Grade 8 GUSH workshop and think of possible pollutants that could end up in a water system due to surface runoff. Write their suggestions down on the board. Answers may include: waste from homes, industrial buildings, construction sites, farms etc. Activity (35 minutes) Explain to students that today they will be using their understanding of transformations of shapes to see the impact watershed runoff has on water pollution. Hand out a Watershed Mapping worksheet to each student and go through the instructions with the students. First, students will need to label their Cartesian grid, including an x-‐axis, y-‐axis and numbers. For Water Source 1, students will follow instructions to draw appropriate translations, rotations and reflections to determine what pollutants this water source picks up before it enters the lake at the bottom of the page. For Water Source 2, students are first given coordinates to draw the shape of the source, and then will follow instructions to draw appropriate translations, rotations and reflections to determine what pollutants this water source picks up. Once students have finished drawing the transformations for both water sources, they will need to identify which pollutants have entered the lake. They should answer that Water Source 1 picked up pollutants from a landfill, a farm and an industrial site. Water Source 2 picked up pollutants from a construction site, a landfill and an industrial site. Conclusion (20 minutes) Split the class into groups of 3-‐4 students, hand out poster paper and markers, and assign each group one of the four pollutant types. Tell each group that they should think of specific examples of their pollutant type and identify solutions to minimize its impact on water pollution. When groups have finished writing their ideas on the poster paper, they can then present their ideas to the class. Accommodations/Modifications Instructions can be modified to only include one type of transformation (ie translation). Students can be given blocks of similar shape to the water sources to help them visually picture their transformations before drawing them. Extensions Students can create their own Watershed Mapping activity to try out on their peers.
Watershed Mapping
Lake
1
For each step draw the appropriate translation, rotation or reflection of the water source to see the impact it has on water pollution!
Water Source 1
1. Rotate 90 counter clockwise around point (-‐11, 16) 2. Translate +2 units in x direction, -‐5 units in y direction 3. Reflect on x = -‐9 4. Translate -‐12 units in y direction 5. Rotate 90 clockwise around point (-‐6, -‐4) 6. Translate -‐3 units in x direction, -‐10 units in y direction 7. Reflect on x = -‐6 8. Translate +3 units in x direction, -‐7 units in y direction Type of pollutants picked up by Water Source 1:
Water Source 2
1. Draw the four-‐sided water source with points at the following coordinates:
A = (7, 16) B = (8, 19) C = (11, 19) D = (12, 16) 2. Translate -‐1 units in x direction, -‐12 units in y direction 3. Rotate 180 clockwise around point (6,4) 4. Reflect on y = -‐5 5. Translate -‐4 units in x direction, -‐10 units in y direction 6. Rotate 90 clockwise around point (7, -‐18) Type of pollutants picked up by Water Source 2:
Pollutant Legend
= Landfill = Construction Site = Industrial Site = Farm