LESSON

CONCEPT
REVIEW

Creating/Analyzing a
Physical Model
The purpose of this activity is to examine differing types and structures of activities within
the context of the inquiry cycle and see how these might be used to support inquiry
process skills and content learning in an inquiry-based curriculum unit.

The following example lesson is representative of other lessons of this type. Please review
this lesson to address the following questions, which you will then post in this discussion
thread:

1. Briefly describe what you think the primary focus of this TYPE of lesson is (in the
context of the inquiry cycle). Don’t focus on the content of this lesson specifically, but
the type of thinking and learning that this type of lesson encourages.
2. What are the critical components of this type of lesson? What seems to need to be
included in the lesson to make it work?
3. When would this type of lesson seem to work best in the learning cycle?
4. What aspects of instruction with this type of lesson might a teach need to consider
regarding pacing, media, grouping, assessment, materials, or other aspects of
teaching?
5. What three things might you suggest to a teacher who is considering using this type of
lesson?
LESSON 6:
BUILDING A MODEL OF THE RIVER (PART 1)

OVERVIEW AND OBJECTIVES

Learning Objectives
Through interacting with parts and processes of a watershed, students will explain how river systems work
and how they change the shape of the land.

Assessment Criteria
Student explanations of watersheds will include the connections between the terms absorption, erosion,
deposition, runoff, slope, and change in elevation.

Purpose
During this lesson, students build physical models of a river using stream tables to explore the following
relationships:

• change in elevation (slope) and speed of water

• water movement and the transportation of land materials
• land use/cover, run-off and absorption
• land use/cover, point source and non-point source pollution

Students use stream tables to observe the transport of materials within a river.

PREPARATION
Set-up
See Teacher Resource Document on Stream Table Setup following this lesson or Student Worksheet/
Exploring Stream Tables-Introduction. Be sure that you review and familiarize yourself with the set up of
the various stream tables and feel comfortable with your materials.

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Learning Set 2
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Materials
Spray bottles, one with clear water the other with colored water
Stream table pan of earth materials

* diatomaceous earth can be found at many pool supply stores

Two water supply containers
1 waste water bucket
2 wooden slats (ruler or paint stir stick)
1 wooden angle (to prop up tray)
1 large (2L) pop bottle filled with water
1 package transparency markers
1 tray cover (plexi glass)
1 magnifying glass
Paper towels and a lot of newspapers
Optional - Stream Table Video
Student Worksheet/Exploring Stream Tables-Introduction
Student Worksheet/Exploring Stream Tables-Observation
Student Worksheet/Exploring Stream Tables-Comparisons
Student Worksheet/What Happens to Water When it Rains? (from lesson 1) and a series of
note cards andor post-it notes.

Time
Two fifty-minute periods.

INSTRUCTIONAL SEQUENCE - Part I

INTRODUCING THE LESSON
Provide a brief overview of the day’s activity. For example “Today we will explore watersheds in depth.
We will investigate and learn more about the processes that occur in watersheds and how these processes
can affect rivers and the land around them.”

Have students form groups of 2-3 for the stream table activities. If you do not have enough stream tables
for groups this size in your classroom, it is still advised to keep groups to a maximum of 4, as it is hard to
otherwise have enough space for students to observe the erosion/deposition taking place if too many are
trying to see. In that case, you may want to set up stations where students could rotate between using
the stream table and planning the investigation or discussing what they just observed.

Teacher hands out Student Worksheet/Exploring Stream Tables.

Model the stream table set-up while students work in their groups to build stream tables. You can use the
video posted on the Investigate the State website to demonstrate this.

Demonstrate the set-up one step at a time. Students repeat each step as they build their stream table
models. Complete set up.

Explain to the class that their stream tables are examples of models. Ask the class what the various parts
of the stream table model represent. (eg: earth materials = land, slope = elevation, spray from bottle =
precipitation.) Responses should include objects identified in the watershed model.

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Learning Set 2
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Making Predictions
Ask the class to predict what will happen to their stream table when they release the water.

• -What will happen to the water?

• -What will happen to the earth materials?

Have students share their predictions.

Making Observations
Demonstrate the release of water one step at a time followed by the students.

Monitor while students conduct procedure and record observations on their worksheets.

Stop the class. Have students share and critique their observations.

•-Are they detailed enough?

•-Can they describe what they saw from their observations?
•-What observations were missing?
•-What else did people observe?
Model procedures on the Student Worksheets/Exploring Stream Tables and Observation.

Students return to the stream tables and continue with observations. Facilitate while students conduct
procedure and make observations and take notes on their worksheets.

When the students are completed with their the worksheet for the flat stream table have them move on to
the “Stream table on a slant” (Step 12 on the Student Worksheet/Exploring Stream Tables
Observations).

Inform them they will now investigate the stream table on a slant and to complete the “Observations”
worksheet for this version of the stream table

CONCLUDING THE LESSON

(If time permits move on to explanations - see next page)

Teacher stops the class and holds a discussion.

• What happened to the water?

• What happened to the earth materials?
• Note how your observations are similar or different from
• what was observed when the table was flat.

Observations
It is important for students to create detailed observations. Observations provide the basis for constructing
explanations and building understanding of relationships and concepts.

Students will not make detailed and focused observations without encouragement. Support observations by
presenting examples and providing opportunities for sharing and critiquing.

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Learning Set 2
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TEACHER RESOURCE:
SETTING UP STREAM TABLES

Overview
Purpose
Stream tables are often used to model physical characteristics of rivers and hydrological functions in the
water cycle. The stream tables used in this unit help students understand what happens to the water as it
moves along or under the land to get to the local stream or river. Stream tables are often used to
illustrate erosion, deposition, runoff, absorption, and pollution characteristics. In this unit, stream tables
are used in lessons 6 and 7.

Materials
Soil Mixture
20-30 lbs play sand (available from home improvement store - use clean, light
colored sand)
10 lb diatomaceous earth (available from pool supply stores or some hardware
stores - see picture at right)
water
Large bin for mixing (preferably 6+ gallons)
filter mask

Stream Table Investigation

Large plastic bin (at least 20 x 15 x 6 high)
Drill with 1/4 to 1/2 inch bit
Spray bottle with water
Large beaker with autoflow tap (preferred) or large container with a small hole in
the side or bottom
Bucket

Setup Procedure
Making the soil mix.
Wear a filter mast when making this mixture! Using a large bin, pour
in the play sand, and then the diatomaceous earth, starting with
nearly all the play sand, and 1-2 cups at a time of the diatomaceous
earth (to reduce the dust formed when you mix the materials). Mix
together using a paddle or paint mixing stick, folding gently at first to
avoid airborne dust. Add another 1-2 cups of the diatomaceous earth
and mix in a similar manner. Repeat until the mixture is the
consistency of flour.

Add a cup of distilled water, as shown in the picture at right, and mix
with a stick or paddle to remove clumps. Repeat with 1 cup at a time until the mixture feels slightly
damp, but is not muddy. This is done to reduce dust, and to limit the absorption that will take place in the
stream tables.
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Learning Set 2
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 Small hole drilled in bottom
Stream Table Setup centered on one end for
Get a large flat plastic bin that is approximately 6-8 inches
high. Minimum length and width should be 20 inches and
15 inches respectively (preferably, with a cover for
storage after use). At one end of the bin, drill a small
hole (between 1/4 and 1/2 inch in diameter) in the
bottom of the bin, centered on that end of the bin, as
shown.

Scoop in the soil mixture using a cup or beaker into the

bin, making the soil deeper on one end, as shown in the
picture at right. The mixture should be about 4 inches
deep on the far end (away from the hole), down to
nothing on the other, with about 3-4 inches of no soil
mixture on the side with the hole. Pat down the soil
mixture so it is firm.

You should “cut” a river into the soil for water to flow during
the use of the model. Use your fingers and push into the soil,
and then pull through to make a small ravine in the soil
mixture until you get to the shallow end of the stream table.
Try to make sure there is at least 1 curve in the river, as this
will help illustrate erosion and deposition more easily than a
straight line.

Get a board or ruler and lay this across the top of the bin at
the deep side, or simply hold the container that has the water
in it over the river at the deep end of the stream table.
Release the valve (or pour slowly at a steady rate) to first saturate the river bottom, and then pour
consistently to show water flowing in the river. You should have enough water in the container to keep the
water flowing in the river of the model for about 20 seconds.

Water that runs through the river will flow out to the “lake” at the end of the stream table, and will drain
to a bucket that you should place below the hole that you drilled. This will allow drainage.

After all water is drained and the activity (as described in the lesson materials) is complete, press paper
towels or newspapers into the soil to soak up remaining water. Cover and store for future use.

Safety Considerations
Teachers should consider the following when setting up the stream tables for classroom use:
• It is best to wear a filtering mask of some sort when mixing the diatomaceous earth, as the very fine
particles can be inhaled and cause respiratory problems.
• For the same reason as above, do not mix the soil mixture in a closed area - use a large tub to mix the
materials in an open area for easy cleaning (preferably outside)
• DO NOT pour diatomaceous earth, even in small quantities, down a drain. It is extremely absorbent,
and will harden if it cannot easily drain, forming a concrete like substance. Trust us in this one - you
don’t want to remove plumbing.

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Learning Set 2
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LESSON 7:
BUILDING A MODEL OF THE RIVER (PART 2)

OVERVIEW AND OBJECTIVES

Learning Objectives
By investigating and experimenting with different versions of the stream table, students will explain the
affects of different land uses and cover on streams. Optionally, students identify variables associated with
a particular feature that is represented in the stream table, and create a

Assessment Criteria
Explanations will include the effects of land covers and uses such as residential, urban, agricultural,
commercial, natural areas and recreation and how such landcovers create non-point source pollution.

Purpose
Student change their stream tables to explore how different land covers change their river system.

PREPARATION
Special Considerations
Be sure to familiarize yourself with the set up and materials in order to answer student questions and
prevent confusion.

Materials
• Stream table materials (see Teacher Resources and previous pages)
• Optional- Stream table video
• Additional spray bottle filled with water dyed from food coloring.
• SW/Land cover Effects on Stream Tables
• SW/Landcover Effects on Stream Tables/Rural Observations
• SW/Landcover Effects on Stream Tables /Urban Observations
• SW/Landcover Effects on Stream Tables /Residential Observations
• SW/Landcover Effects on Stream Tables /Making Meaning
• Student Reader/Landcover and Uses: How Do They Affect Our River?

Time
Two fifty-minute periods.

Jig Saw Strategy

One strategy to utilize for this lesson is to have different groups construct tables for only one setting.
These “expert” groups then share their findings with the rest of the class. This sharing can be linked to
the Stream Table videos. The expert groups explain to the class what is happening in the video sequence.

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Learning Set 2
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Rural Setting
Water flows down hill from the top of the river to the bottom of the river and enters the lake. Earth
materials are transported into the lake from the run off and begin to fill the lake. The land at the edge of
the river is eroded and the buildings fall into the river.

Fertilizers and pesticides

The colored water will be absorbed by the soil and will run off into the river and/or lake. When the clear
water is sprayed more run-off forms carrying more colored water into the river and/or lake. When the
water passes down the river into the lake, the colored water is carried the length of the river.

INSTRUCTIONAL SEQUENCE
INTRODUCING THE LESSON
Briefly review with the class the previous day’s activity. Reinforce the following concepts and how they
relate to the driving question as well as the stream table activity.

• Run-off
• Deposition
• Erosion
• Effects of change in elevation (slope)

Describe today’s stream table activity. Today we will explore how land use/cover affects water quality.

CONDUCTING THE LESSON

Define land use/cover and ask students to describe different ways humans use the land. For example :

• residential
• urban
• recreation
• agricultural
• commercial
• natural areas
Define land use and prompt students to describe the different land covers associated with the different
land uses. Possible associations may include:

Land Use / Land Cover

residential - grass, trees, soil, pavement/cement, houses, buildings, roads
agricultural - grass, trees, soil, crops, animals
urban - pavement/cement, houses, office buildings, factories, roads
commercial - pavement/cement, houses, office buildings, stores, roads
natural/recreation - grass, trees, soil, pavement, gravel
Ask students to think about what happens to the water when it rains on each of the ground covers.Think
back to when you went outside when it was raining.

• What happens to the rain when it hits the ground?

• How does the type of land cover affect what happens to the rain?
• What kinds of land cover are there in our community?

Hand out Student worksheet/Land cover Effects on Stream Tables.

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Learning Set 2
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Building Stream Tables of Rural Settings
Describe an agricultural setting for the stream table. A number of farm houses are located on the land.
The crops have just been planted for the coming year so the land is bare with a lot of exposed soil. There
is a river running through the area with a lake nearby that many of the families use for swimming.

Set up the stream table to represent the setting, see student worksheets and appendix). Be sure the table
is on a slant. (This set-up is the same as part two of the previous day.)

Hypothesis
Assess whether your students are knowledgeable with making hypothesis. If not review what makes a good
hypothesis.

Students make and record hypothesis.

Students record reason for their hypothesis.

Students volunteer to share their hypothesis and reasons.

Testing and Observations

Review procedure
Monitor class as students conduct the activity.

Have students record their observations on their worksheets

Explanations and Concept Identification

Have students share their observations with the class. Prompt students with the following questions.

How did the water move on the stream table?

•
How does the bare soil affect the amount of water that is absorbed by the ground?
•
How does the bare soil affect the amount of run off produced?
•
What happened to the fertilizer?
•
Work with students to develop the relationship between vegetation and the amount of absorption and run
off.

Be sure to introduce the terms point source and non-point source pollution.

Non-point source (NPS) pollution, unlike point source pollution from industrial and sewage treatment
plants, come from many diffuse sources. NPS pollution is caused by rainfall or snowmelt moving over and
through the ground. As the runoff moves, it picks up and carries way natural and human-made pollutant
and finally depositing them into bodies of water.

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Learning Set 2
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Residential Settings
Precipitation is absorbed by grass and vegetation. Eventually water begins to accumulate and flows as run-
off into the river and lake. Water moves from high to low areas.

Urban Settings
Virtually no absorption is observed on the pavement or buildings. The water accumulates and moves over
the surface of the land as runoff. Small amounts of absorption may be observed by the a bare soil around
the pavement and buildings. Water will accumulate and run off from the bare soil as well. Water moves
from high to low areas.

Building Stream Tables of Residential Settings

Teacher describes a residential setting for the stream table. A developer comes in and builds houses along
the left side of the river. A lot of grass and trees are planted around the houses.

Set-up the stream table to represent the setting. Be sure the table is on a slant. (This set-up is the same
as part two of the previous day.) -Place some houses on the left side of the river on top of a layer of grass

Testing and Observations

Briefly review procedure

Monitor class as they conduct the activity.

Have students record their observations and take notes.

Explanations and Concept Identification

Have students share their observations with the class. Ask students the following questions.

• How did the water move on the stream table?

• How does vegetative land cover affect the amount of water that is absorbed by the ground compared
to the bare soil?
• How does vegetative land cover affect the amount of run-off produced compared to the bare soil?

Have students call on each other during the sharing phase.

Work with students to develop the relationships between vegetation and the amount of absorption and
run-off. Provide students an opportunity to brainstorm within their groups and then have a few share their
explanations.

Building Stream Tables of Urban Settings

• Describe an urban setting for the stream table. A large land developer comes into the area and
decides to put in a large number of buildings, streets and parking lots.
• Set-up the stream table to represent the setting. Be sure the table is on a slant. (This set-up is the
same as part two of the previous day.)
• -Remove the houses and grass. Place a few buildings on your model. Add a few streets and a parking
lot using the laminated pieces of black construction paper. Place the buildings and pavement only
on the left side of the river.

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Learning Set 2
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Testing and Observations
Review procedure.

Monitor class as students conduct the activity.

Record your observations again.

CONCLUDING THE LESSON

Students share their observations with the class. Ask the following questions.

• How did the water move on the stream table?

• How does urban land cover (streets and parking lots) affect the amount of water that is absorbed by
the ground compared to the vegetation or bare soil?
• How does urban land cover (streets and parking lots) affect the amount of run-off produced
compared to the vegetative or bare soil?
• Which type of pollution would be produced in an area like our setting? (non-point source pollution)

Work with students to develop the relationships between urban land cover (streets and parking lots) and
the amount of absorption and run-off. -Provide students an opportunity to brainstorm within their groups
and then have a few share their explanations.

Have students complete Student Worksheet/Landcover Effects on Stream Tables - Making Meaning.

HOMEWORK
Assign Student Reader/Land cover and Uses: How Do They Affect Our River?

What is the Water Like in Our River?

Learning Set 2
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