Water Stewardship in Action

Overview

Lesson 6 of 10 in the “Manitoba Science Year Overview” unit. Students use a simple watershed model and safe water-quality observations to trace water movement, identify possible contamination sources, interpret data cautiously, and propose one realistic protective action.

Learning intentions

• Students will be able to model how water moves through a watershed.
• Students will be able to distinguish runoff, infiltration, groundwater, and surface water.
• Students will be able to record and interpret observable water-quality data.
• Students will be able to explain limitations in a water investigation.
• Students will be able to propose an evidence-based stewardship action.

Success criteria

• I can show how precipitation moves as runoff or infiltrates into the ground.
• I can identify possible sources of contamination in a watershed.
• I can record results clearly and interpret them cautiously.
• I can explain what my evidence cannot prove.
• I can propose a realistic action to protect local water.

Curriculum links

• Develop and use models to describe Earth-system processes and water movement.
• Plan and carry out investigations using safe procedures, observations, measurements, and organized data.
• Analyze and interpret data using tables, comparisons, and evidence-based claims.
• Write explanatory and argumentative responses that use evidence, reasoning, and clear organization.
• Use appropriate metric units and compare quantities represented in tables.

Lesson structure (60 minutes)

1. 0–7 minutes – Hook: Where does our water go? Open with the water-system hook and essential question. Display a simple image of a raindrop falling near the school and ask: “Could this drop reach a creek, a well, a treatment plant, or a crop field?” Students silently predict, then briefly share with a partner. Clarify that a watershed is an area where water drains to the same lower place.

2. 7–17 minutes – Build the water pathway Use the watershed process diagrams to review precipitation, runoff, infiltration, groundwater, surface water, evaporation, and condensation. In groups of four or five, students use gestures or role-play to show one raindrop’s journey from the atmosphere to a local water body or aquifer. Emphasize that water can follow several pathways and may move slowly underground.

3. 17–27 minutes – Map the school watershed Give each group a school-area sketch or blank map and the watershed investigation and CER sheet. Students add arrows showing likely high and low areas, runoff routes, drains, ditches, ponds, wells, fields, roads, or buildings. They mark two possible contamination sources, such as fertilizer, oil, litter, animal waste, or soil, and explain how water could carry the material.

4. 27–42 minutes – Safe water-quality investigation Review safety expectations with the investigation instructions and safety reminder: do not taste samples, avoid contact with unknown water, wear gloves or wash hands, and use teacher-provided samples only. Groups observe prepared samples of tap, rain, pond, or soil-mixed water. They record color, odor without directly sniffing, visible particles, temperature if available, turbidity, and pH if equipment is suitable. Use the results table builder cards to check that groups identify variables, units, trials, and consistent recording. Students should not conclude that clear water is safe or that a pH result alone proves contamination.

5. 42–50 minutes – Interpret evidence Groups compare results and answer the prompts on the data interpretation and CER questions. Each group writes a short claim about which sample appeared most or least affected, cites two observations, and gives cautious reasoning. Require one limitation, such as a small sample, limited tests, possible equipment error, or lack of information about microorganisms and chemicals.

6. 50–57 minutes – Stewardship action planning Reopen the runoff-control examples and discussion prompt. Groups choose one realistic action for the school or community, such as keeping litter out of drains, planting vegetation near a ditch, reducing salt or fertilizer use, protecting wetlands, or reporting a spill. They complete the action-plan box on the worksheet: problem, evidence, action, who could help, and how success could be checked.

7. 57–60 minutes – Share and exit response Invite two or three groups to share their claim and action. Students complete the final CER sentence on the individual exit reflection: “One way to protect water is… My evidence is… A limitation is…” Collect worksheets for formative assessment and preview the later community water-stewardship action plan and public-information product.

Investigation Instructions

Work in small groups to investigate how an everyday action affects water use or water quality.

1. Form a small group and assign these roles: facilitator keeps the group focused and ensures everyone participates; materials manager collects and returns materials safely; recorder writes observations and measurements in the table; reporter shares the group’s findings.
2. Choose or receive an everyday scenario, such as leaving a tap running, watering a lawn, using fertilizer, dropping litter, or washing a car near a storm drain.
3. Make a prediction: How might this action affect water use or water quality?
4. Collect observations or simple measurements using the materials and scenario provided by your teacher. Do not taste or directly handle samples unless your teacher gives permission and instructions.
5. Record your evidence in a table. Include the observation or measurement, units when appropriate, and any patterns you notice.
6. Identify the likely impact on a local watershed. Explain how the action or material could affect runoff, a stream, a lake, groundwater, or water use.
7. Propose one realistic stewardship action that could reduce water use or protect water quality.
8. Prepare to report your prediction, evidence, likely watershed impact, and stewardship action to the class.

EAL-friendly word bank: conserve — use less or save; pollution — harmful material in the environment; runoff — water that flows over land; watershed — an area where water drains to the same place; evidence — observations or measurements that support an idea; stewardship — responsible care for the environment.

Safety Reminder

• Do not drink or taste any samples.
• Wash hands after handling materials.
• Wear safety goggles when using liquids or testing materials.
• Clean spills immediately.
• Handle containers carefully.
• Keep water away from electrical devices.
• Follow teacher directions.

Resources

• the water systems lesson deck
• the watershed investigation and CER sheet
• the results table builder cards
• Large local or school-area map, or blank paper maps
• Clear containers with teacher-prepared tap, rain, pond, or soil-mixed water
• Thermometers, pH strips or probes, turbidity comparison materials, gloves, and trays
• Pencils, colored pencils, rulers, paper towels, and handwashing supplies
• Optional photographs of local water bodies, ditches, wells, wetlands, or treatment facilities

Assessment

• Observe group models and maps for accurate pathways, including runoff and infiltration.
• Check investigation tables for clear observations, appropriate units, repeated observations where possible, and cautious interpretation.
• Use the CER response to assess the claim, evidence, reasoning, identified limitation, and realistic stewardship action.

Differentiation

• Provide process diagrams, field photos, vocabulary cards, sentence frames, and a completed example of one map arrow for EAL learners. Allow students to explain ideas orally, through labeled diagrams, or with role-play before writing.
• Assign supportive group roles: map reader, materials manager, recorder, safety checker, and reporter. Offer accessible sampling locations, gloves, sensory alternatives, and teacher-prepared samples for students with mobility, sensory, or health needs.
• Preteach watershed, aquifer, runoff, infiltration, turbidity, treatment, and conservation with gestures and student-friendly definitions. Pair developing readers with a peer and read worksheet directions aloud.
• Extend advanced learners by comparing well, lake, rain, and treated water; calculating household water use; investigating wetlands as natural filters; or designing and testing a low-cost filter or runoff-control model. Invite local water operators, conservation staff, Elders, or knowledge keepers according to community protocols.