1—Lesson Overview - State of Oregon : Oregon.gov … · Web viewExploration, which prepares...

For Teachers Engineering Design in Oregon Science Classrooms of 18

Lesson Plan for Bioswales A Middle School Earth Science Lesson Featuring

Engineering Design

Grade Level: 6–8 Preparation Time: 15–30 min

Cost: $70 – $150 initial cost Activity Time: 100 minutes$35 – $100 recurring cost

Key Vocabulary: Clean-up Time: 5 min (end of class) 10 min (end of day)Groundwater, Sediments, Infiltration, Trade-off, Runoff, Surface water, Aquifer, Storm water, Saturated, Impervious, Bioswales and Turbidity

CONTENTS 1—Lesson Overview...............................................................................................................................................3

1.1—Introduction.................................................................................................................................................3

1.2—Lesson Breakdown with Engineering Design.............................................................................................3

1.3—Pre-Requisite Knowledge...........................................................................................................................3

2—Teacher Background Information......................................................................................................................4

2.1—Glossary of Terms.......................................................................................................................................4

2.2—Scientific Concepts.....................................................................................................................................4

2.3—Lesson Timeline..........................................................................................................................................4

2.3.1—Overview Timeline...............................................................................................................................4

2.3.2—Part 1 Timeline (30 minutes)................................................................................................................4



2.4—Lesson Materials.........................................................................................................................................5

3—Preparation.........................................................................................................................................................6

3.1—Preparation Part 1: Reading........................................................................................................................6

3.1.1—Printed Materials..................................................................................................................................6

3.1.2—Activity Materials.................................................................................................................................6

3.1.3—Preparation Step...................................................................................................................................6

3.2—Preparation Part 2: Exploration...................................................................................................................6




3.2.3—Preparation Steps..................................................................................................................................6

3.3—Preparation Part 3: Engineering Design......................................................................................................8



3.3.3—Preparation Steps..................................................................................................................................8

4—Activity Instructions..........................................................................................................................................9

4.1—Activity Part 1: Reading..............................................................................................................................9

4.2—Activity Part 2: Exploration........................................................................................................................9

4.3—Activity Part 3: Engineering Design.........................................................................................................10

Appendix 1A: 2009 Standards Met With This Lesson..........................................................................................11

Appendix 1B: 2014 Standards Met With This Lesson..........................................................................................12

Alignment to Next Generation Science Standards.............................................................................................12

Performance Expectations..............................................................................................................................12

Disciplinary Core Ideas..................................................................................................................................12

Scientific and Engineering Practices..............................................................................................................13

Appendix 2: Complete Materials Listing..............................................................................................................14

Lesson Prep Lists...............................................................................................................................................14

Printed Materials................................................................................................................................................14

Part 1: Reading Activity.................................................................................................................................14

Part 2: Exploration Activity...........................................................................................................................14

Part 3: Engineering Design Activity..............................................................................................................14

Activity Materials..............................................................................................................................................14

Part 1: Reading Activity.................................................................................................................................14

Part 2: Exploration Activity...........................................................................................................................14

Part 3: Engineering Design Activity..............................................................................................................15

Buyer’s Guide....................................................................................................................................................16

Buyer’s Guide Notes..........................................................................................................................................17

Appendix 3: Resources and Extensions.................................................................................................................18


1—LESSON OVERVIEW

1.1—IntroductionIn this engineering design lesson, students will design and build water filters out of natural materials to

simulate bioswales that clean storm water runoff before it soaks into the ground or enters a city’s storm-drain system. Their ultimate goal is to determine the combination and sequence of materials that best clean polluted water. The lesson is divided into three parts.

Part 1, Reading, a reading activity to familiarize students with the concept of bioswales and the science behind infiltration.

Part 2, Exploration, which prepares students for the design process. You can use this optional activity to allow students to explore the filtration properties of several materials.

Part 3, Design. Using either the data they collect in Part 2, or the data provided to them, students will design build and evaluate their own water filters.

1.2—Lesson Breakdown with Engineering DesignEngineering Design Steps Activity Handout Product1. Define a problem that addresses a need

Part 3: Design Bioswale Design Activity Design worksheet

2. Identify criteria, constraints, and priorities

Part 3: Engineering Bioswale Design Activity Design worksheet

3. Describe relevant scientific principles and knowledge

Part 1: Reading Bioswale Article and Vocab Alert

Vocab Alert worksheet

Part 2: Exploration Bioswale Exploration Activity or Bioswale Data Analysis Handout

Bioswales paragraph and data analysis questions

4. Investigate possible solutions

Part 3: Design Bioswale Design Activity Labeled sketches

5. Design and construct a proposed solution

Part 3: Design Bioswale Design Activity Prototypes

6. Test a propose solution and collect relevant data

Part 3: Design Bioswale Design Activity Data table and/or graphs

7. Evaluate a proposed solution in terms of design and performance criteria, constrains, priorities, and trade-offs

Part 3: Design Bioswale Design Activity Evaluation Paragraphs

8. Identify possible design improvements

Part 3: Design Bioswale Design Activity Evaluation Paragraphs

1.3—Pre-Requisite KnowledgeStudents should be familiar with the water cycle and the pH scale.


2—TEACHER BACKGROUND INFORMATION

2.1—Glossary of TermsAquifer: An underground space or network of spaces that can hold water.

Bioswale: A natural filter, used along curbs and parking lots in urban areas, designed to clean run-off surface water before it enters the sewers or storm-water drains.

Constraints: Limits on possible solutions. When we solve a practical problem we usually have limits on how big the solution can be, how much it can cost, how much it can weigh, etc.

Criteria: The things your solution should do. Engineering problems are usually described in terms of a set of goals; these are the criteria against which engineers judge possible solutions.

Groundwater: Water that is held underground in the spaces between dirt and rock particles.

Impervious: A surface like concrete that does not allow water infiltration.

Infiltration: A process in the water cycle in which surface water enters the soil.

pH: A scale used for measuring acidity and alkalinity of solutions made up of water and other chemicals.

Runoff: Water that flows across the surface of the land.

Saturated: A condition in which the ground can hold no more water because the particle spaces are all filled.

Sediments: Naturally occurring materials that have been broken down by processes of weathering and erosion.

Solution: A possible way of solving a problem.

Stormwater: Water that comes from precipitation.

Surface water: Water that is above ground. Examples of surface water include ponds, lakes, rivers, and oceans. Runoff is also a form of surface water.

Trade-off: A trade-off occurs when making one part of the solution better makes another part worse.

2.2—Scientific Concepts and Disciplinary Core IdeasSee the Article Handout for the scientific concepts covered in this lesson.

Note: For a complete list of scientific concepts and disciplinary core ideas covered in this lesson, see Appendix 1.

2.3—Lesson Timeline

2.3.1—Overview TimelineThis lesson consists of three activities (Reading, Exploration, and Engineering Design activities) which

will take approximately two hours of in-class time. If time permits, the lesson can be done in one class session, as there are no waiting periods between parts of the lesson. It is recommended that, if the lesson must be split, parts 1 and 2 be performed during the same day, with a brief re-familiarization period prior to starting part 3.

http://en.wikipedia.org/wiki/Erosion

http://en.wikipedia.org/wiki/Weathering


2.3.2—Part 1 Timeline (30 minutes)This activity will take an estimated thirty minutes, during which the teacher will do the following:

1. Distribute materials to all students2. Lead students in the Vocab Alert exercise, part 13. Lead students in the Reading activity4. Lead students in the Vocab Alert exercise, part 2

2.3.3—Part 2 Timeline (45 minutes)This activity will take an estimated forty-five minutes. During that time, the teacher will do the

following:

1. Distribute materials to all students2. Let students complete the Exploration Handout3. Lead students in the Exploration activity4. Lead students in filling out the Class Data Table Handout5. Clean up (if parts 2 and 3 are not on the same day)

2.3.4—Part 3 Timeline (45 minutes)This activity will take an estimated forty-five minutes. During that time, the teacher will do the

following:

1. Distribute materials to all students2. Let students complete the Engineering Design activity3. Have students clean up4. Lead students in reflection on the Engineering Design activity

2.4—Lesson MaterialsNote: For a complete and up-to-date listing of materials in a printable shopping list format, see Appendix 2: Complete Materials Listing.


3—PREPARATION

3.1—Preparation Part 1: Reading

3.1.1—Printed Materials Article Handout—(one for each student) Vocab Alert Handout—(one for each student)

3.1.2—Activity Materials None

3.1.3—Preparation Step1. Make student copies of the Article Handout and its accompanying Vocab Alert Handout.

3.2—Preparation Part 2: Exploration

3.1.1—Printed Materials Exploration Handout—(one for each student) Class Data Table Handout—(one for the teacher)

one for the teacher to make an overhead, and/or one for each student

Optional: Data Analysis Handout—(one for each student) for use if skipping Part 2 of this lesson

3.1.2—Activity Materials Plastic Soda Bottles with caps (1L or larger; 2L preferred) Clean aquarium sand Clean aquarium gravel Clean aquarium pebbles Limestone (pelleted or granular—not powdered) Cheesecloth Drill or hammer and nail Measuring cups, graduated beakers, graduated cylinders Tea bags or loose tea Lemon juice or household vinegar (5% solution) EM pH Strips 2.0-9.0 Scissors Optional: utility knife for cutting bottles Plastic containers (bins for used materials) Sieve for washing materials

3.2.3—Preparation StepsNote: This part of the lesson is optional. If you do not have the time, instead of having your students perform the full exploration, give them a copy of the Data Analysis Handout.

1. Make student copies of the Exploration Handout. Make an overhead copy of the Class Data Table Handout.

2. Plan to have students in groups of two.


3. Prepare the dirty water solution by adding the contents of 4 teabags or 8 grams of loose tea and 50 ml of lemon juice or vinegar to 1000 ml of water. Make sure you prepare enough for every lab group to get at least 500 ml.

4. If the gravel and rocks do not appear to be clean, wash them in a sieve to remove sediments that might affect the turbidity and produce inconsistent results.

5. Prepare a test container for each student group. To make a test container, cut a 2L soda bottle about 1/3 of the way down (figure 1). You can discard the bottom or use it as a catch basin (figure 2).

6. Using a hammer and nail, or a manual drill, make at least four holes in the cap (figure 3). The holes should be 3/32 or 1/8 inches in diameter.

7. Cut cheesecloth into 4-ply squares that are 2.5 cm by 2.5 cm (figure 4).

a. Cut enough squares so that each student group has at least three.

b. If you are using 1-ply cheeseclot (one layer), cut into 5cm by 5cm squares, and fold into quarters to create 4-ply squares of the proper size.

8. Test your supply of sand to determine how clean it is by running water through a sample. You can use the one of the test containers, caps and cheesecloth squares you prepared above to run tap water through a sample of sand. If the water comes out turbid, you should consider washing the sand or having your students do so as part of their set-up procedure.

9. Lay out and label bins for used materials—one bin for sand, another bin for rocks, etc. It is also good idea to have sponges and towels positioned around the room in case of spills.

10. Make test kits for each students group. Test kits should include a container with cap, three squares of cheesecloth, a beaker, a graduated cylinder, a pipette, and a stopwatch.

11.

Figure 2

Figure 3 Figure 4


3.3—Preparation Part 3: Engineering Design

3.3.1—Printed Materials Engineering Design Handout—(one for each student)

3.3.2—Activity Materials Plastic Soda Bottles with caps (1L or larger; 2L preferred) Clean aquarium sand Clean aquarium gravel Clean aquarium pebbles Limestone (pelleted or granular—not powdered) Cheesecloth EM pH Strips 2.0-9.0 Drill or hammer and nail. Measuring cups, graduated beakers, graduated cylinders Tea bags or loose tea Lemon juice Scissors Tape (duct or masking) Timers Plastic containers (bins for used materials) Sieve for washing materials

3.3.3—Preparation Steps1. Make a copy of the Engineering Design Handout for each student.

2. Prepare the activity environment in the same way as steps 2–10 of Section 3.2.2.

3. Lay out an assortment of plastic bottles and filter materials along with graduated beakers for measuring, tape, and scissors. Each student group will also need two beakers, a graduated cylinder, a pipette and a stopwatch.

4. Lay out and label bins for used materials—one bin for sand, another bin for soil, etc. Have sponges and towels positioned around the room in case of spills.


4—ACTIVITY INSTRUCTIONS

4.1—Activity Part 1: Reading1. Pass out the Vocab Alert Handout and have students rate their knowledge of the article’s key

vocabulary.

2. Pass out the Article Handout for students to read and discuss. Have students take notes on the meaning of the lesson vocabulary on their Vocab Alert Handouts.

3. Once students are finished with the article, have them re-rate their knowledge of the lesson vocabulary.

4.2—Activity Part 2: ExplorationNote: This part of the lesson is optional. If you do not have the time for this step, you have two choices:

(a) Replace it with a simpler data analysis activity—see the Data Analysis Handout.

(b) Skip it all together. If you choose this case, see the note at the beginning of Section 4.3.

1. Pass out the Exploration Handout. Read the introduction to the class and discuss how pH and turbidity can measure water pollution with students.

2. Students should write down four key pieces of information about filtration from their Article Handout. They should then turn those notes into a background paragraph about filtration.

3. Show students the five materials that will be tested (cheesecloth, sand, gravel, rock, and limestone). Have students write down their predictions in the space provided on their handout.

4. Go over the procedure for the activity with the students as described on the student handout.

5. Break students into lab groups, and assign them a filter material to test.

Note: The sand takes several minutes more to filter than the other materials. You might want to assign several groups to use sand and have each only do two instead of three trials. Note: Because the sand is so fine, it might clog the holes in the filter cap. If this happens, try using larger holes in the cap or a thicker piece of cheesecloth between the sand and the cap.Note: Limestone sold as a garden soil amendment is often limestone powder that has been pelletized to make it less dusty. It reverts back to very small particles when it becomes wet. These small particles are more effective at reducing the acidity of the dirty water but may increase its turbidity. The students that test limestone will probably discover this aspect of the pelletized limestone.Note: If students are getting results showing the solution is becoming more turbid after filtration, it might be because the filter materials are dirty. Have students wash their materials and then try again.

6. After students finish testing, have them copy their results onto the Class Data Table Handout overhead.

7. As a conclusion to the activity, demonstrate the persistence of pollutants:

a. Pour water on top of the waste container of sand. The tea particles the sand previously filtered will rise into the water layer and discolor it.


b. Explain that filtered pollutants do not disappear; they are still in the environment, and can still be picked up. After rainfall, such pollutants can still leach out, again becoming runoff with the potential to pollute new areas.

c. Ask students to share ideas about how we can get pollutants out of the environment for good.

8. Once the Class Data Table Handout is complete, either have students copy the set from the overhead or photocopy the set and hand it out.

9. Students should use the data set to answer the analysis questions on their Filter Material Exploration handout. Discuss answers with students before proceeding to Section 4.3.

10. To clean, up wash the filter materials with water and leave them in a sunny place to let them dry. (The sand might take several days.)

4.3—Activity Part 3: Engineering DesignNote: If you skipped Section 4.2, hand out copies of the Data Analysis Handout. Show students the five materials that were tested (cheesecloth, sand, gravel, rock, and limestone).

1. Pass out the Engineering Design Handout and have students fill out criteria, priorities, and constraints.

a. You can set the criteria as a class or let student groups decide for themselves.

b. Encourage students to be as specific as possible. For example, a specific criterion is to say the filter must reduce the turbidity to 50 ml or more or reduce the acidity by one pH unit.

c. Note: You might want to constrain the amount of the supplies students can use to ensure that there are enough supplies for all your classes. Also, if the students use too much sand in their designs the time it takes the dirty water to flow through their bioswales may exceed class time.

2. Have students brainstorm, in groups, two different filter designs. Have students come to you for approval.

a. Once you approve their ideas have students build and test both, according to the instructions on their handout.

b. Time permitting, there is also space on their handout to do design, build, and test two more solutions.

Note: Only one designated student in each group should collect needed materials and students should only collect the materials they need for one design solution at a time.

Note: Limestone that is sold as a garden soil amendment is often fine ground and then pelletized to make it less dusty. It reverts back to very small particles when it becomes wet making it more effective at raising the pH of fluids passing by it. These same very small particles may pass through the filter and increase the turbidity of the water. This represents a tradeoff between reducing the acidity of water and reducing its turbidity. Students may want to consider this tradeoff when they design their solutions.

3. After the students clean up, they should use the data they collected to write two paragraphs, which evaluate the effectiveness of their solutions according to the instructions on their handout. Note: See Appendix 3 for ODE scoring rubrics.


APPENDIX 1A: 2009 STANDARDS MET WITH THIS LESSON Science Content6.1P.1 Describe physical and chemical properties of matter and how they can be measured.

Students will describe water solutions in terms of pH and turbidity. Students will measure the pH and turbidity of water solutions.

6.2E.1 Explain the water cycle and the relationship to landforms and weather. Students will distinguish between ground water and surface water run-off.

7.2E.3 Evaluate natural processes and human activities that affect global environmental change and suggestand evaluate possible solutions to problems.

Students will describe how human activity can lead to water pollution. Students will propose solutions to the problem of water pollution.

Engineering Design6.4D.1 Define a problem that addresses a need and identify science principles that may be related to possible solutions.7.4D.1 Define a problem that addresses a need and identify constraints that may be related to possible solutions.8.4D.1 Define a problem that addresses a need, and using relevant science principles investigate possible solutions given specifiedcriteria, constraints, priorities, and trade-offs.

Students will identify the problems their filter designs should address. Students will identify criteria, priorities, constrains, and trade-offs of possible filter solutions. Students will read a background article on bioswales and conduct an exploration of properties of filter

materials to they can determine potential water filter design solutions. 6.4D.2 Design, construct, and test a possible solution to a defined problem using appropriate tools and materials. Evaluateproposed engineering design solutions to the defined problem.6.4D.3 Describe examples of how engineers have created inventions that address human needs and aspirations.7.4D.2 Design, construct, and test a possible solution using appropriate tools and materials. Evaluate proposed solutions to identifyhow design constraints are addressed.8.4D.2 Design, construct, and test a proposed solution and collect relevant data. Evaluate a proposed solution in terms of designand performance criteria, constraints, priorities, and trade-offs. Identify possible design improvements.

Students will design, build, and test two filter solutions. Students will evaluate their solutions in terms of performance criteria, constrains, priorities, and trade-offs. Students will identify possible design improvements. Students will test different water filter designs by measuring their filtration time and the turbidity and pH

of the water sample before and after filtration. Students will analyze filtration data to determine the best amounts and combinations of filter materials.


APPENDIX 1B: 2014 STANDARDS MET WITH THIS LESSON

Alignment to Next Generation Science Standards

Performance Expectationso MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy

from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.]

o MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* [Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).]

o MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.* [Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.]

o MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

o MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

o MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

o MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

Disciplinary Core Ideas

ETS1.A: Defining and Delimiting Engineering Problems Humanity faces major global challenges today, such as the need for supplies of clean water and food or

for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities.

Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them.


ESS2.C: The Roles of Water in Earth’s Surface Processes Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation,

condensation and crystallization, and precipitation, as well as downhill flows on land. (MS-ESS2-4)

Scientific and Engineering Practices1. Asking questions (for science) and defining problems (for engineering)

3. Planning and carrying out investigations

4. Analyzing and interpreting data

6. Constructing explanations (for science) and designing solutions (for engineering)

8. Obtaining, evaluating, and communicating information


APPENDIX 2: COMPLETE MATERIALS LISTING

Lesson Prep ListsThe purpose of this section is for lesson preparation—a teacher, assistant, or volunteer who already has

all of the materials required for the lesson, and must only gather the materials for the lesson itself. If you are reading this section, you are probably working from Section 3—Preparation of this lesson.

Items are sorted into four lists: materials that must be printed/collated for all parts of the lesson; activity materials needed for part 1; activity materials needed for part 2; activity materials needed for part 3. Items are arranged in the order used in the lesson.

Printed Materials

Part 1: Reading Activity Article Handout—(one for each student) Vocab Alert Handout—(one for each student)

Part 2: Exploration Activity Exploration Handout—(one for each student) Class Data Table Handout—(one for the teacher)

one for the teacher to make an overhead, and/or one for each student

Optional: Data Analysis Handout—(one for each student) for use if skipping Part 2 of this lesson

Part 3: Engineering Design Activity Engineering Design Handout—(one for each student)

Activity Materials

Part 1: Reading Activity None

Part 2: Exploration Activity Plastic Soda Bottles with caps

1L or larger; 2L preferred Clean aquarium sand Clean aquarium gravel Clean aquarium pebbles Limestone (pelleted or granular—not powdered) Cheesecloth Drill or hammer and nail Measuring cups, graduated beakers, graduated cylinders Tea bags Lemon juice Scissors Optional: utility knife for cutting bottles Plastic containers (bins for used materials)


Sieve for washing materials

Part 3: Engineering Design Activity Plastic Soda Bottles with caps

1L or larger; 2L preferred Clean aquarium sand Clean aquarium gravel Clean aquarium pebbles Limestone (pelleted or granular—not powdered) Cheesecloth pH testers Drill or hammer and nail. Measuring cups, graduated beakers, graduated cylinders Tea bags Lemon juice Scissors Tape (duct or masking) Timers Plastic containers (bins for used materials) Sieve for washing materials


Buyer’s Guide

Item InformationQuantity: Class size

of…

Local Retail Ext Costs: Class size of…

Online Ext Costs: Class size of…

Item to PurchaseRe

usable Store Type 30 40 Ea. 30 40 Ea. 30 40Plastic Drink

Bottles with caps — 2L preferred; 1L will work; smaller

than that non-optimal.

yes Students/ Home 20 27 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00

Sand, clean and white or very light-

colored

yes Toy, pet 1 1 $4.50 $4.50 $4.50 $0.00 $0.00 $0.00

yes Outside 0 0 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00yes Petco 2 3 $0.00 $0.00 $0.00 $4.99 $9.98 $14.97

Aquarium gravel yes Petco 2 2 $3.00 $6.00 $6.00 $4.49 $8.98 $8.98

Pea- Gravelyes Outside 0 0 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00yes Pet Store 2 2 $4.49 $8.98 $8.98 $4.49 $8.98 $8.98

Limestone, white. Crushed preferred

over powderedno Hardware or

garden store 1 1 $5.00 $5.00 $5.00 $5.00 $5.00 $5.00

Cheesecloth no Grocery; some variety 1 2 $2.00 $2.00 $4.00 $4.49 $4.49 $8.98

*pH Tests no Science supply co. 0 0 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00

Hammer and a few 10-penny nails yes

Hardware Store or borrow

1 1 $10.00 $10.00 $10.00 $4.95 $4.95 $4.95

Measuring cups including 1/3 cup

or metric equivalentyes Dollar 1 2 $1.00 $1.00 $2.00 $6.49 $6.49 $12.98

Green Tea, box of 20 bags or more No Grocery 1 2 $3.00 $3.00 $6.00 $7.50 $7.50 $15.00

Lemon Juice (preferred) or vinegar, 8 oz.

No Grocery 1 2 $2.00 $2.00 $4.00 $3.28 $3.28 $6.56

Total $0.00 $42.48 $50.48 $0.00 $59.65 $86.40

Shipping $0.00 $0.00 $0.00 $0.00 $12.00 $12.00

Total with Shipping $0.00 $42.48 $50.48 $0.00 $71.65 $98.40


Buyer’s Guide Notes

Item to Purchase NotesPlastic Drink Bottles with caps -- 2L

preferred; 1L will work; smaller than that non-optimal.

A week or two before you do this lab, ask students to bring in empty 1L and 2L plastic bottles with caps.

Sand, clean and white or very light-colored

Make sure it contains no dyes or artificial colors that will leach; sand from home improvement stores may not be adequately clean.

Wash outside sand with water before you use it in this lab.

online; be sure to get white sand, not colored; guesstimate 1/3 lb per student from instructions

Aquarium gravel Make sure it contains no dyes or artificial colors that will leach.

Pea- Gravel

Wash before classroom use.

Buy from aquarium department

Limestone, white. Crushed or pelitized preferred over powdered

Try to find limestone that is granular or pelitized instead of powder. No reasonable online source found.

Cheesecloth These items are substitutes for burlap and other landscape fabrics, which are used in bioswales to help keep fine sediments from clogging during filtration.

pH Test strips: EM pH Strips 2.0-9.0 Alternative: Use electronic pH instruments if classroom has them.

Hammer and a few 10-penny nails; driver handle and bits in a variety of sizes For making holes in bottle tops

Measuring cups including 1/3 cup or metric equivalent Graduated beakers work fine too

Black or Green Tea, box of 20 bags or more or 80 grams of loose tea none

Lemon Juice or vinegar, 8 oz. none


APPENDIX 3: RESOURCES AND EXTENSIONS ODE Scoring Rubrics

http://www.ode.state.or.us/search/page/?=32 Aquifer Modeling

http://www.groundwater.org/kc/activity8.html Storm Water Drainage Simulation

http://www.epa.gov/nrmrl/wswrd/wq/models/swmm/ Oregon Museum of Science and Industry (OMSI) parking lot swale diagrams and information:

http://www.portlandonline.com/bes/index.cfm?a=78489&c=45388

http://www.portlandonline.com/bes/index.cfm?a=78489&c=45388

http://www.epa.gov/nrmrl/wswrd/wq/models/swmm/

http://www.groundwater.org/kc/activity8.html

http://www.ode.state.or.us/search/page/?=32

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