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Water Quality-Run Off | Minnesota Pollution Control Agency
Resource type: Exhibit/Display - Resource Person - Speaker
Topics: Environmental Health - Landscape - Pollution - Water
Water quality description
Slide shows and/or tabletop runoff display are used to describe situations that lead to run-off and sediment contamination of lakes, rivers and streams in Minnesota and the impact that pollution has on aqualic life and human recreation. Discussion includes the steps individuals can take in their own lives to help improve water quality in Minnesota
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ENVIRONMENTAL LITERACY SCOPE AND SEQUENCE
SYSTEM CONCEPT(S) TO BE ADDRESSED:
Cause and effect
Community
Cycles
Ecosystems
Environmental Literacy Scope and Sequence level: 3-5, 6-8
SYSTEM BENCHMARK(S) TO BE ADDRESSED FOR GRADES 3-5, 6-8, 9-12(adult):
Grades 3 - 5
B-1 In social and natural systems that consist of many parts, the parts usually influence one another.
B-2 Social and natural systems may not function as well if parts are missing, damaged, mismatched, or misconnected.
Grades 6 - 8
C-3 Social and natural systems are connected to each other and to other larger or smaller systems.
Grades 9 - 12 (adult)
D-2 Interaction between social and natural systems is defined by their boundaries, relation to other systems, and expected inputs and outputs.
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MINNESOTA ACADEMIC STANDARDS
MINNESOTA SCIENCE STANDARD(S) TO BE ADDRESSED:
3.IV.C.2 - The student will know that changes in a habitat can be beneficial or harmful to an organism.
4.III.A.1 - The student will identify and investigate environmental issues and potential solutions.
5.I.C.1 - The student will describe different kinds of work done in science and technology.
6.I.A.1 - The student will distinguish between scientific evidence and personal opinion.
7.I.A.1 - The student will recognize how scientific knowledge is subject to change as new evidence becomes avaialble, or as new theories cause scientists to look at old observations differently.
8.I.B.1. - The student will know that scientific investigations involve the common elements of systematic observation, the careful collection of relevant evidence, logical reasoning and innovation in developing hypotheses and explanations.
8.I.B.2 - The student will describe how scientists conduct investigations in a simple system and make generalizations to more complex systems.
9-12.I.A.3 - The student will recognize that in order to be valid, scientific knowledge must meet certain criteria including that it: be consistent with experimental, observational and inferential evidence about nature; follow rules of logic and reporting both methods and procedures; and, be falsifiable and open to criticism.
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Posted by Natural Innovations
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