Materials

Per student or team:

• "Give Water A Hand" Questionnaire handout for each student
• Pen/Pencil
• Videotape handout for student notes
• Newsprint
• Markers
• Pen/Pencil
• Tape
• A length of sturdy thread
• Pond water
• Small piece of raw liver or ground beef
• Small jar
• Magnifying glass

Learning Objectives
  
Students should be able to:

• Describe and recognize the difference between a lake and pond.
• Name the six ways in which a lake or pond can be formed.
• Describe the importance and act of evaporation on a waterway
• Describe the different ways in which water can access a lake or pond.
• Understand the importance of, and be able to behave in a manner that protects their local watersystems.
• define and use vocabulary appropriately

Pre-Viewing Activity

"Give Water A Hand"  Handout
Have students complete a brief questionnaire regarding their general knowledge of:

• the water quality of their local lakes, ponds, and streams;
• their knowledge of where their drinking water comes from;
• their general concern or care for the wild animals, birds, and fish that depend on the wetlands habitat;
• and if they think they have the necessary skills to protect their local water resources.

Instructions: Students are to complete the questionnaire independently during class. Encourage them to give thoughtful consideration to their answers, and to respond more thoroughly than a simple "yes" or "no." Have students break into small groups to discuss their answers and ideas. Each group will transfer their ideas onto a large piece of newsprint and share the finished piece with classmates. The posters will hang in the classroom throughout the unit plan.

Focus for Viewing

The focus for viewing is a specific responsibility or task(s) that the students are responsible for during and after watching the video to focus and engage their viewing attention.  Students will be asked to take notes during the videotape and class discussion. Their notes should cover the following information and will be referred to during a post viewing activity. 

• Ask the students to be able to recognize the difference between lakes and ponds and the different ways they are both formed.
• Ask students to be able to describe the different ways in which pollution can affect their local lakes and ponds.  After watching the video students should be able to recognize and describe the advantages and disadvantages of man made lakes and ponds.
• Students should understand the importance of evaporation and the ways in which the ecosystems within a water system can measure the overall health of a lake or pond.

Post-Viewing Lesson 1

Lakes and ponds overflow with life and activity. Students can learn all about how animals and plants live together in these ecosystems by visiting and studying a local pond or lake. This activity allows students to capture and observe Planaria, small meat-eating worms.  Planaria are carnivores, so they are attracted to the meat, and easily captured. The two "eyes' of a planarian are light sensitive eye-spots. These guys can sense light, but can't see like humans do. Ask students what role these creatures might play in a pond ecosystem. Planaria are pond scavengers - dead animals would pile up in a pond if Planaria weren't around to clean them up!

• Break students into pairs. Each pair of students will complete the following lesson:
• Tie the string around a small piece of bait.
• Fill the small jar with pond water and dip the "bait" into the jar.
• Slowly raise the meat out of the water after a few minutes. Gently lower the bait into the jar.
• Use a magnifying glass to examine the Planaria you have caught!
• Make sure to WASH YOUR HANDS after handling the raw meat.

Post-Viewing Lesson 2

Students need an opportunity to enhance their knowledge of the information gained through the video and class discussion.  In this activity student will work in groups to complete a handout of questions pertaining to information provided in the video.
Each group member will have their own handout but can and should work together, referring to notes and general knowledge to complete their handouts. Once the handouts are completed, each group will decide on one element of information relating to lakes and ponds that they have learned thus far. For example: evaporation, ecosystems, "pond scum," pollution, or the six ways in which lakes/ponds are created.
Using newsprint and colored markers each group will draw their topic through their own artistic impression of how it might look or be represented.
Upon completion, each group will present their poster to the class, describing what they have done and why. Each poster will be hung in the class for the duration of the unit.