Project GLADEducational Service District 105, Yakima, Washington

Humans Interaction with Water (Level 5)

Idea Pages

I. UNIT THEME

Human’s interaction with water has a positive or negative effect.i. Human’s interaction with water changes landscape.

ii. Human’s survival depends on fresh water.

II. FOCUSING/MOTIVATION

Observation charts Inquiry charts Teacher made Big Book Read alouds Super Ecologist Awards Experiments Cognitive Content Dictionary

III. CLOSURE

Process Charts Portfolio

i. Letters to congress/senate ii. Reports/Action plan

iii. Reflective journal iv. Found Poetry

Student made Big Books Team presentations Discuss various perspectives on dams Exam- student generated or chapter test Home/ School Connections

IV. SCIENCE CONCEPTS- Grade 5 Washington State Science Standards

3.2.1 Understand that science and technology have been practiced by all peoples though out history. All peoples Contribute to Science and TechnologyI. Diverse people from the Yakima Valley have made significant

technological advances with water: dams, reservoirs, irrigation, and wells.

II. Many people from the Yakima Valley have contributed to the advancements of our current water structures.

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3.2.2 Understand that people have invented tools for everyday life and for scientific investigations. Relationship of Science and TechnologyI. Dams were created to control flooding, irrigate crops, and produce

hydroelectric power.I. Irrigation brings water to desert climates.II. Humans plant ground cover to prevent erosion.III. Wells are drilled to access clean groundwater.IV. Humans monitor water systems for pollution by measuring

turbidity levels. 3.2.3 Understand how knowledge and skills of science, mathematics,

and technology are used in common occupations. Careers and Occupations Using Science, Mathematics, and TechnologyI. Civil Engineers, Ecologists, Hydrologists, and Fish and Wildlife

Officers all work with Dams and Reservoirs.I. Farmers, Ranchers, and Fish and Wildlife Officers work with

irrigation.II. Department or Transportation, Soil Conservationists, Farmers, and

the Forestry Department work to avoid erosion.III. Well drillers, public water companies, and water treatment plants

work with groundwater and wells.IV. Ranchers, Farmers, Ecology Department, and Conservation

Districts work to keep our water systems clean.Social Studies- Grade 5 Washington State Standards

3.1 Understands the physical characteristics, cultural characteristics, and location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.I. Construct and use a map to show the locations of Yakima Basin

dams and reservoirs.II. Construct and use a map to identify the Yakima, Naches, and

Tieton Rivers. 4.1 Understands historical chronology

I. Create a timeline showing the technological developments of the Yakima Basin.

II. Identify the historical individuals who contributed to these technological developments.

V. STANDARDS

Grade 5 Washington State Science Standards

EALR 1 — SYSTEMS: The student knows and applies scientific concepts and principles to understand the properties, structures, and changes in physical, earth/space, and living systems.

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Component 1.1 Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and objects and how characteristics are used to categorize living things.

Systems StructureStructure of Physical Earth/Space and Living Systems1.2.1 Analyze how the parts of a system go together and how these parts depend on each other. W

Predict and explain how a system would work if one of its parts was missing or broken.

Describe what goes into (input) and out of (output) a system (e.g., what keeps a system running).

Describe the effect on a system when an input in the system is changed.

Earth and Space SystemsComponents and Patterns of Earth Systems1.2.4 Understand that Earth’s system includes a mostly solid interior, landforms, bodies of water, and an atmosphere. W

Describe how one part of Earth’s system depends on or connects to another part of Earth’s system (e.g., Puget Sound water affects the air over Seattle).

Identify and describe various landmasses, bodies of water, and landforms (e.g., illustrate continents, oceans, seas, rivers, mountains, plains from a globe and a map).

Construct a model that demonstrates understanding of Earth’s structure as a system made of parts (e.g., solid surface, water, atmosphere).

Earth and Space SystemsProcesses and Interactions in the Earth System1.3.4 Know processes that change the surface of Earth. W

Describe how weathering and erosion change the surface of the Earth. Describe how earthquakes, landslides, and volcanic eruptions change Earth’s

surface.

Hydrosphere and Atmosphere1.3.6 Understand weather indicators and understand how water cycles through the atmosphere. W

Describe the effects of water cycling through the land, oceans, and atmosphere (e.g., clouds, rain, snow, hail, rivers).

Living SystemsLife Process and the Flow of Matter and Energy1.3.8 Understand that living things need constant energy and matter. W

Explain how plants and animals obtain food (e.g., plants make food from air, water, sunlight, mineral nutrients; animals obtain food from other living things).

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EALR 2 — INQUIRY: The student knows and applies the skills, processes, and nature of scientific inquiry.

Investigating SystemsQuestioning2.1.1 Understand how to ask a question about objects, organisms, and events in the environment. W

Identify the question being answered in an investigation. Ask questions about objects, organisms, and events based on observations

of the natural world. Develop a new question that can be investigated with the same materials

and/or data as a given investigation.

Planning and Conducting State Investigations2.1.2 Understand how to plan and conduct simple investigations following all safety rules. W

Make predictions of the results of an investigation.

Generate a logical plan for, and conduct, a simple controlled investigation with the following attributes:

prediction appropriate materials, tools, and available computer technology variables kept the same (controlled) one changed variable (manipulated) measured (responding) variable gather, record, and organize data using appropriate units, charts,

and/or graphs multiple trials

Generate a logical plan for a simple field investigation with the following attributes:

Identify multiple variables Select observable or measurable variables related to the investigative

question Identify and use simple equipment and tools (such as magnifiers, rulers,

balances, scales, and thermometers) to gather data and extend the senses. Follow all safety rules during investigations.

Explaining2.1.3 Understand how to construct a reasonable explanation using evidence. W

Generate a scientific conclusion including supporting data from an investigation (e.g., grass grows taller with more light; with only 2 hours of

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Component 2.1 Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry.

light each day, grass grew 2 centimeters in two weeks, but with 6 hours of light, grass grew 8 centimeters).

Describe a reason for a given conclusion using evidence from an investigation.

Generate a scientific explanation of observed phenomena using given data. Predict what logically might occur if an investigation lasted longer or was

changed.

Modeling2.1.4 Understand how to use simple models to represent objects, events, systems, and processes. W

List similarities and differences between a model and what the model represents (e.g., a hinge and an elbow; a spinning globe and Earth’s rotations; steam from a tea kettle and clouds or fog).

Create a simple model to represent common objects, events, systems, or processes (e.g., diagram or map and/or physical model).

Investigate phenomena using a simple physical or computer model or simulation.

Describe reasons for using a model to investigate phenomena (e.g., processes that happen very slowly or quickly; things that are too small or too large for direct observation; phenomena that cannot be controlled or are potentially dangerous).

Communicating2.1.5 Understand how to report investigations and explanations of objects, events, systems, and processes. W

Report observations or data of simple investigations without making inferences.

Summarize an investigation by describing: reasons for selecting the investigative plan materials used in the investigation observations, data, results explanations and conclusions in written, mathematical, oral, and

information technology presentation formats safety procedures used

Nature of Science

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Component 2.2 Nature of Science: Understand the nature of scientific inquiry.

Intellectual Honesty2.2.1 Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations. W

Explain why scientific observations are recorded accurately and honestly. Explain why scientific records of observations are not changed even when

the records do not match initial expectations. Explain why honest acknowledgement of the contributions of others and

information sources are necessary.

Evaluating Inconsistent Results2.2.3 Understand why similar investigations may not produce similar results. W

Describe reasons why two similar investigations can produce different results (e.g., identify possible sources of error).

Explain whether sufficient information has been obtained to make a conclusion.

Evaluating Methods of Investigations2.2.4 Understand how to make the results of scientific investigations reliable.

W Describe how the method of investigation insures reliable results (i.e.,

reliability means that repeating an investigation gives similar results). Identify and describe ways to increase the reliability of the results of an

investigation (e.g., multiple trials of an investigation increase the reliability of the results).

Evolution of Scientific Ideas2.2.5 Understand that scientific comprehension of systems increases through inquiry. W

Describe how scientific inquiry results in facts, unexpected findings, ideas, evidence, and explanations.

Describe how results of scientific inquiry may change our understanding of the systems of the natural and constructed world.

Explain how ideas about the natural and/or constructed world have changed because of scientific inquiry.

EALR 3 — APPLICATION: The student knows and applies science concepts and skills to develop solutions to human problems in societal contexts.

Designing Solutions

Identifying Problems

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Component 3.1 Designing Solutions: Apply knowledge and skills of science and technology to design solutions to human problems or meet challenges.

3.1.1 Understand problems found in ordinary situations in which scientific design can be or has been used to design solutions. W

Describe an appropriate question that could lead to a possible solution to a problem.

Describe how science and technology could be used to solve a human problem (e.g., using an electric lamp as a source of varied light for plant growth).

Describe the scientific concept, principle, or process used in a solution to a human problem (e.g., a student using the force of a stretched spring for a push or pull).

Describe how to scientifically gather information to develop a solution (e.g., find an acceptable information source, do an investigation, and collect data).

Designing and Testing Solutions3.1.2 Understand how the scientific design process is used to develop and implement solutions to human problems. W

Propose, implement, and document the scientific design process used to solve a problem or challenge:

define the problem scientifically gather information and collect measurable data explore ideas make a plan list steps to do the plan scientifically test solutions document the scientific design process Describe possible solutions to a problem (e.g., preventing an injury on the

playground by creating a softer landing at the bottom of a slide). Describe the reason(s) for the effectiveness of a solution to a problem or

challenge.

Science, Technology, and SocietyAll Peoples Contribute to Science and Technology3.2.1 Understand that science and technology have been practiced by all peoples throughout history.

Describe how individuals of diverse backgrounds have made significant scientific discoveries or technological advances.

Describe how advancements in science and technology have developed over time and with contributions from diverse people.

Relationship of Science and Technology

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Component 3.2 Science, Technology, and Society: Analyze how science and technology are human endeavors, interrelated to each other, society, the workplace, and the environment.

3.2.2 Understand that people have invented tools for everyday life and for scientific investigations. W

Describe how common tools help people design ways to adapt to different environments (e.g., sewing needle to make clothes).

Describe how scientific ideas and discoveries are used to design solutions to human problems, extend human ability, or help humans adapt to different environments (e.g., prosthetics used to replace lost limbs).

Careers and Occupations Using Science, Mathematics, and Technology3.2.3 Understand how knowledge and skills of science, mathematics, and technology are used in common occupations.

Identify science, math, and technology skills used in a career. Identify occupations using scientific, mathematical, and technological

knowledge and skills.

Environmental and Resource Issues3.2.4 Understand how humans depend on the natural environment and can cause changes in the environment that affect humans’ ability to survive. W

Describe how resources can be conserved through reusing, reducing, and recycling.

Describe the effects conservation has on the environment. Describe the effects of humans on the health of an ecosystem. Describe how humans can cause changes in the environment that affect the

livability of the environment for humans. Describe the limited resources humans depend on and how changes in

these resources affect the livability of the environment for humans.

Grade 5 Washington State Social Studies Standards

EALR 3: GEOGRAPHY The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.

Component 3.1: Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth’s surface.

3.1.1 Constructs and uses maps to show and analyze information about European settlement in the Americas.

Examples: Constructs maps that show the location of the thirteen

colonies, major landforms, climate, natural resources, and economic products.

Component 3.2: Understands human interaction with the environment.

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Component 3.3: Understands the geographic context of global issues.

EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes of local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.

Component 4.1: Understands historical chronology.

4.1.1 Understands and creates timelines to show how historical events are caused by other important events.

4.1.2 Understands how the following themes and developments help to define eras in U.S. history from time immemorial to 1791:

Development of indigenous societies in North America (time immemorial to 1791).

Component 4.2: Understands and analyzes causal factors that have shaped major events in history.

4.2.2 Analyzes how people from various cultural groups have shaped the history of the United States.

4.2.3 Understands how technology and ideas have affected the way people lived and changed their values, beliefs, and attitudes.

Component 4.3: Understands that there are multiple perspectives and interpretations of historical events.

4.3.1 Analyzes the multiple perspectives and interpretations of historical events in U.S. history.

4.3.2 Analyzes the multiple causes of change and conflict in U.S. history.

EALR 5: SOCIAL STUDIES SKILLS The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.

Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.

5.1.2 Evaluates the relevance of facts used in forming a position on an issue or event.

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Component 5.3: Deliberates public issues.

5.3.1 Engages others in discussions that attempt to clarify and address multiple viewpoints on public issues based on key ideals.

Component 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.

5.4.1 Researches multiple perspectives to take a position on a public or historical issue in a paper or presentation.

5.4.2 Prepares a list of resources, including the title, author, type of source, date published, and publisher for each source, and arranges the sources alphabetically.

Grade 5 Washington State Reading Standards

EALR 1: The student understands and uses different skills and strategies to read.Note: Each grade-level expectation assumes the student is reading grade-level text. Since reading is a process, some grade-level indicators and evidence of learning apply to multiple grade-levels. What changes is the text complexity as students move through the grade levels.

Component 1.2 Use vocabulary (word meaning) strategies to comprehend text.

1.2.1 Understand and apply dictionary skills and other reference skills. Use dictionaries, thesauruses, and glossaries to find or confirm word

meanings, pronunciations, syllabication, synonyms, antonyms, parts of speech, and/or clarify shades of meaning.

Use text evidence to verify dictionary or glossary meaning.

1.2.2 Apply a variety of strategies to comprehend words and ideas in complex text.

Use word origins to determine the meaning of unknown words. Use abstract, derived root words, prefixes, and suffixes from Greek

and Latin to analyze the meaning of complex words (e.g., collide, collision).

Use structural analysis and concept-building vocabulary strategies to understand new words and concepts in informational/expository text and literary/narrative text.

Use prior knowledge, the text, context clues, and graphic features of text to predict, clarify, and/or expand word meanings and concepts.

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Self-correct, re-read, read on, and/or slow down to gain meaning of unknown words in informational/expository text and literary/narrative text.

Component 1.3 Build vocabulary through wide reading.

1.3.1 Understand and apply new vocabulary. Integrate new vocabulary from informational/expository text and

literary/narrative text, including text from a variety of cultures and communities, into written and oral communication.

1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text. W

Identify and define content area vocabulary critical to the meaning of the text and use that knowledge to interpret the text.

Identify words that have different meanings in different content areas and determine the correct meaning from the context (e.g., property in science and social studies).

Select, from multiple choices, the meaning of words necessary to understand content area text.

Use new vocabulary in oral and written communication.

Component 1.4 Apply word recognition skills and strategies to read fluently.

1.4.2 Apply fluency to enhance comprehension. Read aloud grade-level informational/expository text and

literary/narrative text accurately, using appropriate pacing, phrasing, and expression.

Read aloud unpracticed grade-level text with fluency in a range of 125–135+ words correct per minute.

1.4.3 Apply different reading rates to match text. Adjust reading rate to match difficulty and type of text and the

purposes for reading (e.g., skimming for facts, scanning for key words, close/careful reading for understanding new or complex ideas).

EALR 2: The student understands the meaning of what is read.

Component 2.1 Demonstrate evidence of reading comprehension.

2.1.3 Apply comprehension monitoring strategies before, during, and after reading: determine importance using theme, main idea and supporting details in grade-level informational/expository text and/or literary/narrative text. W

State the main idea of a passage and provide several text-based details supporting it.

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State the theme/message and supporting details in culturally relevant literary/narrative text.

Organize main ideas and supporting details in a graphic organizer to enhance comprehension.

Select, from multiple choices, a title that best fits the selection and provide details from the text to support the choice.

Select, from multiple choices, a sentence that best states the theme or main idea of a story, poem, or selection.

2.1.4 Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge.

Connect current issues, previous information and experiences to characters, events, and information within and across culturally relevant text(s).

Activate prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text.

2.1.5 Apply comprehension monitoring strategies before, during, and after reading: predict and infer from grade-level text. W

Make, confirm, and revise prediction based on prior knowledge and evidence from the text.

Cite passages from text to confirm or defend predictions and inferences.

Select, from multiple choices, a prediction, or inference from literary/narrative text (e.g., how a poet or author feels, how a character feels, what a character will do, what is likely to happen next or at the end of the story or poem).

Organize information to support a prediction or inference in a graphic organizer.

Select, from multiple choices, a prediction or inference that could be made from the text.

2.1.6 Apply comprehension monitoring strategies to understand fiction, nonfiction, informational text, and task-oriented text: monitor for meaning, create mental images, and generate and answer questions.

Monitor for meaning by identifying where and why comprehension was lost and use comprehension-repair strategies to regain meaning.

Generate and answer questions about the text before, during, and after reading to aid comprehension.

Use questioning strategies to comprehend text. Draw, write about, or verbally describe the mental images that occur

while reading. Organize information in a graphic organizer appropriate to the text and

purpose for reading to organize information and comprehend text.

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Use pre-, during, and after-reading tools designed to activate and record prior knowledge to understand text (e.g., prediction guides, KWL charts, DRTA).

2.1.7 Apply comprehension monitoring strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text. W

Create a summary including the main idea and the most important text-based facts, details, and/or ideas from informational/expository text (e.g., newspaper or magazine articles).

Summarize the plot/message in culturally relevant literary/narrative texts.

Select, from multiple choices, a sentence that best summarizes the story or selection.

Organize information using a graphic organizer appropriate for summarizing informational/expository text and literary/narrative text.

Component 2.2 Understand and apply knowledge of text components to comprehend text.

2.2.1 Apply understanding of time, order, and/or sequence to comprehend text. W

Explain the use of flashbacks to convey meaning in literary/narrative text.

Explain the use of steps in a process to convey meaning in an information text (e.g., how a bill becomes law, stages in the colonization of early America).

2.2.2 Apply understanding of printed and electronic text features to locate information and comprehend text. W

Locate information using grade-level appropriate text features. Interpret and draw conclusions from grade-level appropriate text

features such as maps, charts, tables, and graphs, etc. (e.g., given a table of precipitation and temperatures across the country, draw a conclusion about which cities would receive snow).

Use organizational features and electronic sources (such as headings and numberings, CD-ROM, internet, pull-down menus, key word searches, and icons) to access information.

Select, from multiple choices, the purpose of a specific text feature and/or information learned from a text feature.

2.2.4 Apply understanding of text organizational structures. Recognize and use previously learned text organizational structures

(simple listing, sequential order, description, compare and contrast, chronological order) to aid comprehension.

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Identify and use text written in the text organizational structures of cause and effect and order of importance to find and organize information and comprehend text.

Differentiate between text organizational structures of informational/expository text and literary/narrative text.

Component 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.

2.3.1 Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships. W

Find similarities and differences within and between texts using text-based evidence (e.g., facts and opinion in newspaper vs. poetry; authors’ points of view in different works).

Identify and interpret cause and effect relationships within a text using evidence from the text (e.g., how the transcontinental railroad influenced the development of the West).

Select, from multiple choices, a sentence that tells how two text elements are alike or different (e.g., character, setting, information).

Select, from multiple choices, a sentence that explains or describes cause and effect relationships (e.g., what caused something to happen, what was the result of an action).

Component 2.4 Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text.

2.4.1 Apply the skills of drawing conclusions, providing a response, and expressing insights about informational/expository text and literary/narrative text. W

Select, from multiple choices, a statement that best represents the most important conclusion that may be drawn from the selection.

2.4.7 Understand author’s perspective. Recognize author’s perspective (e.g., opinion about an idea, stand on

an issue, perspective on a topic) and cite supporting literary/narrative text details or information text facts.

EALR 3: The student reads different materials for a variety of purposes.

Component 3.1 Read to learn new information.

3.1.1 Analyze appropriateness of a variety of resources and use them to perform a specific task or investigate a topic.

Locate, select, and use a variety of library and Internet materials appropriate to a task or best suited to investigate a topic.

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Follow multi-step written directions (e.g., explain the process for becoming a U.S. citizen, follow a recipe, build a model, complete a project).

Component 3.2 Read to perform a task.

3.2.2 Apply understanding of a variety of functional documents. Locate and use functional documents (e.g., informational/expository

posters, advertisements, brochures).

Component 3.4 Read for literary experience in a variety of genres.

Grade 5 Washington State Writing Standards

EALR 1: The student understands and uses a writing process.

Component 1.1: Prewrites to generate ideas and plan writing. W

1.1.1 Applies more than one strategy for generating ideas and planning writing. Generates ideas prior to organizing them and adjusts prewriting

strategies accordingly (e.g., brainstorms a list, selects relevant ideas/details to include in piece of writing, uses a story board).

Gathers information from a range of sources, formulates questions, and uses an organizer (e.g., electronic graphic organizer, chart) to analyze and/or synthesize to plan writing.

Note: The reading aloud of well written, language-rich multicultural literature is an ongoing practice throughout all grades. It not only stimulates ideas, but it also providesstudents with examples of exemplary writing.

Component 1.2: Produces draft(s). W

1.2.1 Produces multiple drafts. Refers to a prewriting plan. Drafts by hand and/or electronically. Rereads text and continues drafting over time. Rereads text, puts it away, and returns to it later.

Component 1.3: Revises to improve text. W

1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas. Rereads work several times and has a different focus for each reading

(e.g., first reading — adding details for elaboration; second reading —

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deleting sentences or phrases to achieve paragraph unity; third reading — reorganizing ideas for meaning).

Records feedback using writing group procedure (e.g., partner underlines telling sentences, such as “I had fun,” and writer changes to show detail, “I squealed as the roller coaster sped around a corner.”).

Makes decisions about writing based on feedback (e.g., revision before final draft).

Uses multiple resources to identify needed changes (e.g., writing guide, peer, adult, computer, thesaurus).

Component 1.4: Edits text. W

1.4.1 Applies understanding of editing appropriate for grade level (see 3.3). Identifies and corrects errors in grade level conventions. Uses multiple resources regularly (e.g., dictionary, peer, adult,

available technology, writing guide). Proofreads final draft for errors.

Component 1.5: Publishes text to share with audience. W

1.5.1 Publishes in more than one format for specific audiences and purposes. Publishes using a variety of publishing options (e.g., book, poster). Publishes multipage pieces and attends to format, graphics,

illustrations, and other text features (e.g., captioned photos, maps). Publishes for a wide range of purposes, in different forms and formats. Uses a variety of available technology as part of publication (e.g., slide

show, overhead projector, publication software).

Component 1.6: Adjusts writing process as necessary. W

1.6.1 Applies understanding of the recursive nature of writing process. Revises at any stage of process. Edits as needed at any stage.

1.6.2 Uses collaborative skills to adapt writing process. Contributes to different parts of writing process when working on a

class poetry book (e.g., individuals draft poem; group plans format together; individuals submit word processed poems; team edits; class publishes).

1.6.3 Uses knowledge of time constraints to adjust writing process. Works on one draft over several days or weeks adjusting work to fit

the time frame. Allots amount of time for each stage of writing process for on-demand

writing. Adjusts the number of drafts for on demand tasks.

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EALR 2: The student writes in a variety of forms for different audiences and purposes.

Component 2.1: Adapts writing for a variety of audiences. W

2.1.1 Applies understanding of multiple and varied audiences to write effectively. Identifies an intended audience. Identifies and includes information a diverse audience needs to know

(e.g., explains prior events, makes no assumptions about audience’s prior knowledge, such as defining an ollie in skateboarding).

Anticipates readers’ questions and writes accordingly.

Component 2.2: Writes for different purposes. W

2.2.1 Demonstrates understanding of different purposes for writing. Writes to analyze informational text or data (e.g., explains the steps of

a scientific investigation). Writes to learn (e.g., math learning logs, reflections, double-entry logs,

steps/strategies used to solve math problems), to tell a story, to explain, and to persuade.

Writes for more than one purpose using the same form (e.g., a letter used to explain, to request, or to persuade).

Includes more than one mode within a piece to address purpose (e.g., descriptive details or narrative anecdote within an explanation).

Component 2.3: Writes in a variety of forms/genres. W

2.3.1 Uses a variety of forms/genres. Includes more than one form/genre in a single piece (e.g., a report

about salmon that includes a poem, fact box, and story). Maintains a log or portfolio to track variety of forms/genres used. Produces a variety of new forms/genres.

Examples:- interviews- autobiographies- business letters- expository essays- persuasive advertisements- field observation notes- book reviews- rhyming couplets- raps

EALR 3: The student writes clearly and effectively.

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Component 3.1: Develops ideas and organizes writing. W

3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.

Narrows topic with controlling idea (e.g., from general topic, such as baseball, to specific topic, such as “The Mariners are my favorite baseball team.”).

Selects details relevant to the topic to extend ideas and develop elaboration (e.g., specific words and phrases, reasons, anecdotes, facts, descriptions, examples).

Uses personal experiences, observations, and research to support opinions and ideas (e.g., data relevant to the topic to support conclusions in math, science, or social studies; appropriate anecdotes to explain or persuade).

Varies method of developing character (e.g., dialogue) and setting (e.g., through the eyes of a character) in narratives.

3.1.2 Uses an effective organizational structure. Writes in a logically organized progression of unified paragraphs. Develops an interesting introduction in expository writing (e.g., leads

with the five W’s, an interesting fact). Develops an effective ending that goes beyond a repetition of the

introduction (e.g., summary, prediction). Varies leads and endings in narratives. Sequences ideas and uses transitional words and phrases to link events,

reasons, facts, and opinions within and between paragraphs (e.g., order of importance — least, most).

Organizes clearly:- comparisons (e.g., point-by-point)- explanations (e.g., save most important point for last)- persuasion (e.g., if-then)- narratives (e.g., problem-solution-outcome)

Component 3.2: Uses appropriate style. W

3.2.1 Applies understanding that different audiences and purposes affect writer’s voice.

Writes with a clearly defined voice appropriate to audience (e.g., informal versus formal voice).

Writes in appropriate and consistent voice in narrative, informational, and persuasive writing (e.g., a “how to” paper vs. a persuasive piece).

3.2.2 Uses language appropriate for a specific audience and purpose. Uses precise language (e.g., powerful verbs, specific descriptors). Uses formal, informal, and specialized language (e.g., photosynthesis,

ratio, expedition) appropriate for audience and purpose.

Humans Interactions with Water – Level 5 WAYakima School District (Project GLAD 08/10) 18

Uses literary and sound devices (e.g., similes, personification, rhythm). Selects words for effect.

3.2.3 Uses a variety of sentences. Writes a variety of sentence lengths. Writes a variety of sentence beginnings (e.g., starts with a participial

phrase: “Laughing loudly, they walked down the hall.”). Writes a variety of sentence structures (e.g., “Tran, busy with his

homework, didn’t hear the telephone at first. Although he wanted to keep working, Tran took the call. He kept it short.”).

Writes with a rhythm pattern.

Note: Read-alouds should include a multicultural perspective and be continued throughout all grade levels.

Component 3.3: Knows and applies writing conventions appropriate for the grade level. W

3.3.1 Uses legible handwriting. Maintains consistency in printing or cursive handwriting (e.g., size,

spacing, formation, uppercase and lowercase).

3.3.2 Spells words appropriate for the grade level accurately. Uses spelling rules and patterns from previous grades. Spells high-frequency words correctly. Uses multiple strategies to spell.

Examples:- Visual patterns (e.g., -ion endings)- Sound patterns (e.g., easily confused endings -able / -ible,

-ant /-ent)- Affixes (e.g., pre-, in-, un-, -ed, -ing, -graph)- Rules (e.g., “i” before “e” rule)

Self-corrects spelling errors. Develops a personal spelling list. Uses resources to find correct spelling for words identified as

misspelled.

3.3.3 Applies capitalization rules. Uses capitalization rules from previous grades. Capitalizes brand names (e.g., Nike). Capitalizes geographic regions (e.g., the West). Uses resources to correct capitalization.

3.3.4 Applies punctuation rules. Uses punctuation rules from previous grades.

Humans Interactions with Water – Level 5 WAYakima School District (Project GLAD 08/10) 19

Uses periods in abbreviations (e.g., pg., ft.). Uses commas to set off interjections (e.g., Okay, if you say so.) or

explanatory phrases (e.g., They stood together, away from the pile of stones in the corner, and their voices were quiet.).

Uses comma after date or address within text (e.g., June 1, 1993, was an important day in my life.).

Uses quotation marks in dialogue correctly (e.g., “How’s it going?” the boy asked.).

Uses hyphen in numbers (e.g., twenty-three). Uses hyphen to join numbers (e.g., pages 1-3, The Mariners won, 17-

6.). Uses ellipsis ( . . . ) correctly:

- to show omitted words- to show a pause

Uses semicolon correctly between two independent clauses. Uses resources to check punctuation.

3.3.5 Applies usage rules. Applies usage rules from previous grades. Uses subject vs. object pronouns correctly (e.g., I vs. me). Uses resources to check usage.

3.3.6 Uses complete sentences in writing. May use fragments in dialogue as appropriate.

3.3.7 Applies paragraph conventions. Uses paragraph conventions (e.g., designated by indentation or block

format, skipping lines between paragraphs). Uses new paragraphs to change speakers in dialogue.

3.3.8 Applies conventional forms for citations. Cites sources in research using a bibliographic format.

EALR 4: The student analyzes and evaluates the effectiveness of written work.

Component 4.1: Analyzes and evaluates others’ and own writing. W

4.1.1 Analyzes and evaluates writing using established criteria. Identifies professional authors’ styles and techniques (e.g., leads,

conclusions, word choice, purpose, character, and plot development). Critiques peers’ writing and supports the opinion using established

criteria (e.g., content, organization, style, conventions). Explains accuracy of content and vocabulary for specific curricular

areas (e.g., in science — looking for conclusions drawn from data).

4.1.2 Analyzes and evaluates own writing using established criteria.

Humans Interactions with Water – Level 5 WAYakima School District (Project GLAD 08/10) 20

Explains strengths and weaknesses of own writing using criteria (e.g., WASL rubric and anchor papers, checklists, 6-trait scoring guides).

Uses criteria to choose and defend choices for a writing portfolio. Provides evidence that goals have been met (e.g., “My sentence

fluency has improved because I now vary the beginnings of my sentences.”).

Component 4.2: Sets goals for improvement. W

4.2.1 Evaluates and adjusts writing goals using criteria. Writes reflection about growth in writing and creates an improvement

plan (e.g., “My introductions are getting better, but I need to learn about different kinds of conclusions.”).

Evaluates own use of writing process and sets goals (e.g., “After I brainstorm, I need to organize my ideas so my writing flows in a logical order.”).

Maintains a written log of goals.

Grade 5 Washington State Communication Standards

EALR 1: The student uses listening and observation skills and strategies to gain understanding.

Component 1.1: Uses listening and observation skills and strategies to focus attention and interpret information.

NOTES: Listening behavior will vary according to culture, learning style, and situation.Verbal and nonverbal cues must be taught explicitly. Do not assume they are universal.

1.1.1 Applies a variety of listening strategies to accommodate the listening situation.

Adapts listening behavior to attend to a task. Responds to verbal and nonverbal cues associated with the situation

(e.g., classroom routine and/or teacher/peer interaction). Sustains attention during group activities. Uses strategies for enjoyment listening, active listening, and critical

listening when appropriate and empathetic listening with teacher support. (See GLE 1.1.2 and 1.2.1.)

1.1.2 Applies a variety of listening and observation skills/strategies to recall and interpret information.

Humans Interactions with Water – Level 5 WAYakima School District (Project GLAD 08/10) 21

Paraphrases information by stating in own words (revising). Asks questions to verify content and meaning of the message (e.g.,

Health: “So are you saying that stress can be positive?”). Provides feedback pertinent to the listening or observation situation

(e.g., Social Studies: “The map helped me understand what part of Mexico became the United States after the Spanish-American War.”).

Arranges ideas using a variety of organizing methods to interpret information with teacher guidance (e.g., drawings, graphic organizers, note taking, etc.).

Explains visual information gained through observation required in content areas (e.g., Visual Art: creates drawing to reflect personal understanding or feeling evoked from artwork).

Component 1.2: Understands, analyzes, synthesizes, or evaluates information from a variety of sources.

1.2.1 Applies strategies to comprehend auditory and visual information. Makes inferences (e.g., Fitness: “I need to wear my bike helmet because

I ride where the roads are busy.”). Listens for, identifies, and explains personal connections to events and

emotions and connections between events (e.g., the motivation that triggered action in a story; a story and a movie with the same theme).

Draws conclusions from auditory and visual information in content areas (e.g., Social Studies: “Paul Revere’s illustration of the Boston Massacre was drawn in a way to make the colonists upset with British rule.”).

Summarizes stories, information, and videos with teacher assistance (e.g., Math: summarizes a mathematical situation before trying to solve it; Theater: summarizes the plot of a school play).

Explains emotion behind message (empathetic listening) from speaker’s point of view, with teacher support. (e.g., “I think Kimi is frustrated with the rule that won’t allow her to wear flip flops to school.”).

EALR 2: The student uses communication skills and strategies to interact/work effectively with others.

Component 2.1: Uses language to interact effectively and responsibly in a multicultural context.

2.1.1 Analyzes the needs of the audience, situation, and setting to adjust language.

Selects language that is respectful of others’ feelings and rights (e.g., no threats, bullying, or derogatory or discriminatory language).

Chooses language that enhances relationships and resolves conflicts in classroom activities or role playing (e.g., “Rose, I think you have a good idea, but I feel it is also important to think about …”).

Uses persuasive language to influence others.

Humans Interactions with Water – Level 5 WAYakima School District (Project GLAD 08/10) 22

Adjusts language register to the situation (e.g., formal register is used when giving a presentation, followed by questions and answers using a consultative register).

Component 2.2: Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform tasks.

2.2.1 Understands how to show respect for others’ input. Expresses one’s self and uses cues for taking turns so that everyone has

a chance to speak (e.g., a pause may be a cue for taking turns; the length of the pause may vary between children).

Expresses support by identifying and acknowledging different points of view (e.g., “Rita, I hear you saying …”; “I know what you mean; that’s an interesting idea.”).

As a member of the audience, responds to the speaker with encouraging nonverbal communication (e.g., smiling, clapping, and nodding at appropriate times).

2.2.2 Applies skills to contribute responsibly in a group setting. Divides work and assumes assigned role in group for completion of a

task (e.g., leader, reporter). Facilitates group progress by suggesting solutions, checking for group

understanding, and initiating action (e.g., brainstorming, problem solving, compromising).

Component 2.3: Uses skills and strategies to communicate interculturally.

2.3.1 Understands what influences perspective and the way people communicate.

Explains factors that influence perspective and the way people communicate (e.g., life experiences, family beliefs, culture, location, religion).

Explains multicultural perspective. Identifies one’s own perspective on a given topic or idea (e.g., Social

Studies: “I think the American Revolution was important because it gave us our freedom.”; “I think the American Revolution harmed the native people because we lost more of our land and culture.”).

2.3.2 Applies intercultural communication strategies. Uses flexibility in adjusting to cultural dissimilarities (e.g., suspends

judgment, responds with respect).

Humans Interactions with Water – Level 5 WAYakima School District (Project GLAD 08/10) 23

EALR 3: The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of situations.

Component 3.1: Uses knowledge of topic/theme, audience, and purpose to plan presentations.

3.1.1 Understands how to plan and organize effective oral communication and presentation.

Plans a presentation for a specific purpose (e.g., to entertain, inform, explain, or persuade).

Selects the most relevant information from multiple resources to appeal to the interest and background knowledge of the audience.

Gives credit to the source for selected information. Uses tools (e.g., template for a simple outline, graphic organizers, note

cards) to organize information in a logical sequence (e.g., in order of importance) using smooth transitions.

Component 3.2: Uses media and other resources to support presentations.

3.2.1 Uses available media and resources to convey a message and enhance presentations.

Uses visual aids (e.g., illustrations, photos, bar and circle graphs, histograms, charts, tables, maps).

Uses available presentation technologies independently. Uses reliable on-line sources (e.g., Internet, encyclopedia).

Component 3.3: Uses effective delivery.

3.3.1 Applies skills for delivery of effective oral communication and presentations.

Uses body language to support a message or enhance an oral presentation.

Adjusts volume to engage the audience (e.g., lowers and raises voice for interest).

Uses adult grammar and syntax appropriate to grade level. Uses appropriate language registers with teacher guidance (e.g., casual

versus formal: peer-to-peer, small group versus large group). Uses comparisons, storytelling, and analogies to explain ideas.

EALR 4: The student analyzes and evaluates the effectiveness of communication.

Component 4.1: Assesses effectiveness of one’s own and

Humans Interactions with Water – Level 5 WAYakima School District (Project GLAD 08/10) 24

others’ communication.

4.1.1 Applies established criteria to guide analysis of strengths and weaknesses in own communication.

Seeks feedback from teacher and/or peers to improve communication. Examines own communication (group work or presentation types) using

criteria (e.g., rubrics, checklists specific to type of communication, content scoring guides).

4.1.2 Analyzes and evaluates others’ formal and informal communication using established criteria.

Examines elements of communication based on classroom criteria (a rubric or checklist) and offers feedback on strengths and weaknesses (e.g., “When you spoke with expression, it helped me understand what you were saying.”).

VI. English Language Development Standards (ELDS)

3-5 Listening/Speaking Reading WritingBeginning Very limited

understanding of English Learns to distinguish and

produce English phonemes

Uses words, gestures, and actions

Practices repetitive social greetings

Imitates verbalizations of others to communicate:

Basic needsParticipate in discussions and activitiesRespond to simple directions

Expresses self using words, drawings, gestures, and actions:

Sequences simple textAnswers literal questionsMakes simple predictions

Aware of familiar sounds Recognizes and produces

rhyming words containing familiar sounds

Uses and comprehends highly contextualized vocabulary

Follows simple written directions (e.g., color, cut, glue)

Reads sight words Begins to understand

concepts of print

Draws, labels Writes familiar words and

sight words Writes to name, describe,

or complete a list Begins to use invented

spelling, capital letters, participates in group editing

Audience may be self, teacher, or known person

Sequences pictures to assist with organization

Uses graphic organizers to convey main ideas and details

Participates in group writing process

Advanced Beginning

Uses words and/or phrases

Uses appropriate social greetings

Participates in social

Expresses self using words and/or phrases to identify:

CharactersSettingMain idea and details

Writes unfamiliar words and phrases

Begins to write based on a model or frame

Demonstrates inconsistent

Humans Interactions with Water – Level 5 WAYakima School District (Project GLAD 08/10) 25

3-5 Listening/Speaking Reading Writingdiscussions on familiar topics and in academic discussions

Develops correct word order in phrases

Begins to use content-related vocabulary

Retells simple stories and identifies the main points

Compare and contrastCause and effect

Aware of familiar and unfamiliar sounds

Employs word-meaning strategies

Applies inflectional endings to words

Increases sight-word and content-area vocabulary

Distinguishes between genres Reads highly contextualized

text composed of simple sentences

Applies concepts of print

use of:CapitalsPunctuationCorrect spelling

Participates in group brainstorming

Writes rough draft and revises

Intermediate Uses simple sentences with inconsistent use of syntax, tense, plurals, and subject/verb agreement

Tells a story, informs, explains, entertains, and participates in social and academic discussions

Begins to use root words, affixes, and cognates to determine the meaning of new words

Expresses self using simple sentences

Produces unfamiliar sounds Decodes word patterns Employs word-meaning

strategies Begins to read familiar text

fluently Increases vocabulary through

reading across content areas Uses text features to:

Gain meaningMonitor for comprehensionDescribe images from textConnects text to prior knowledge

Distinguishes between: o Fiction/non-fictiono Fact/opiniono Fantasy/reality

Infers and makes generalizations from text

Reads text at student’s reading level across content areas

Writes simple sentences Demonstrates increasing

control of: CapitalsPunctuationCorrect spellingWord orderSubject/verb agreement

Develops own voice in writing

Distinguishes between writing for different audiences and purposes

Uses basic transitions Writes individually and in

a group process Writes rough draft

independently

Advanced Uses descriptive sentences with common grammatical forms with

Expresses self using descriptive sentences

Identifies theme

Uses descriptive sentences Writes for a variety of

audiences and purposes

Humans Interactions with Water – Level 5 WAYakima School District (Project GLAD 08/10) 26

3-5 Listening/Speaking Reading Writingsome errors

Participates in academic and social discussions using appropriate ways of speaking based on audience and subject matter

Tells a story, informs, explains, entertains, and persuades

Uses simple figurative language and idiomatic expressions in discussions

Uses root words, affixes, and cognates to determine the meaning of new words

Recognizes literary devicesCompares and contrasts

Uses a variety of strategies to monitor comprehension

Recognizes phonemes within multi-syllabic words

Uses word parts to determine word meanings

Reads with increasing fluency

Independently confirms word meanings

Uses a variety of resources for research

Follows multi-step written directions

Text increases in length and complexity

Uses grade level conventions inconsistently

Refines voice in writing Uses a topic sentence and

supporting details Follows the five step

writing process (with assistance in editing and revising)

Transitional Has met criteria for exiting Transitional Bilingual Instructional Program (TBIP)

Speaks clearly and comprehensibly using standard English grammatical forms with random errors

Applies content-related vocabulary in a variety of contexts and situations

Gives oral presentations

Adjusts reading rate as needed

Uses specialized vocabulary, uses multiple meaning words appropriately

Analyzes literary elements Uses comprehension and

questioning strategies, summarizes text, analyzes and applies persuasive devices

Explains cause and effect, citing evidence from text

Develops research skills Follows increasingly

complex written directions Comprehends grade level

text

Uses specialized vocabulary across content areas

Uses standard grammar and conventions with lapses characteristic of ELL students

Humans Interactions with Water – Level 5 WAYakima School District (Project GLAD 08/10) 27

VII. VOCABULARY

Sediment Confluence Conduit ContaminatedPesticides Concentrations Tributaries ReservoirHead waters Hydro-electric

powerTurbine Erosion

Ground cover Conversationist Conserving Run-offGround water Zone of saturation Wells VegetationWater tables Precipitation Orchards Soil pore spacePercentage of water Aquifers Well drillers Public utilitiesWater treatment plants

Alum Agriculture Fertilizer

Feed lot Absorbed Ecology SlopeDeforestation Analyze Synthesize ObserveClassify Revise Edit PresentRecord Reflect Perspective SystemOrganize Occupation Technology TechnologicalDevelopment Solution Impact CollaborateIdentify Evaluate Rancher CritiqueCompanion Encampment Confluence TribalEnclosures Hesitation Fascination TransferredSpecimen Delineation Expedition Mouth of a riverCriteria Rubric Conclusions DevelopmentEvidence Procedure Geography model

VIII. RESOURCES and MATERIALS – Teacher ResourcesBrown, Joseph C. Valley of the Strong, Stories of Yakima and Central Washington

HistoryBrechtel, Marcia. Bringing it all TogetherEcosystems, Teacher’s Guide, Smithsonian/The National AcademiesEubank, Patricia Reeder. Seaman’s Journal Follow Up. National Geographic, September 2008Gragg, Rod. Lewis and Clark on the Trail of Discovery – The Journey that Shaped AmericaHilbruner, Roberta. Columbia River Gorge – The Story Behind the SceneryJones, Elaine. The Little Gift Book of WashingtonLand and Water, Teacher’s Guide Smithsonian/The National AcademiesLewis and Clark – Self-guided ExplorationsSands, Stella. Kids Discover – EnergySands, Stella. Kids Discover – WaterWashington, A Smith-Western Deluxe Pictorial GuideYakima Nation Review. 1855 Yakima Treaty Chronicles.

Humans Interactions with Water – Level 5 WAYakima School District (Project GLAD 08/10) 28

York, Carol. Gorge Guide, Volume 21Your guide to Fort Simcoe State Park Heritage Site

RESOURCES and MATERIALS – Internet Resourceshttp://earthobservatory.nasa.gov/Features/Landslide/http://en.wikipedia.org/wiki/Celilo_Fallshttp://en.wikipedia.org/wiki/File:Dust-storm-Texas-1935.pnghttp://en.wikipedia.org/wiki/

File:Farmer_walking_in_dust_storm_Cimarron_County_Oklahoma2.jpghttp://en.wikipedia.org/wiki/File:Wea01422.jpghttp://lewis-clark-trail.blogspot.com/2009/06/old-celilo-falls.htmlhttp://pubs.usgs.gov/sir/2006/5205/figure1.htmlhttp://static.howstuffworks.com/gif/irrigation-floating.jpghttp://static.howstuffworks.com/gif/irrigation-furrow-special.jpghttp://yakimamemory.org/cdm4/item_viewer.php?CISOROOT=/

memory&CISOPTR=3995&REC=20http://yakimamemory.org/cdm4/item_viewer.php?CISOROOT=/

memory&CISOPTR=1375&REC=3http://yakimavalleymuseum.org/apple/journey01.cfmhttp://yakima-wa.yellowusa.com/Colonic_Irrigation.htmlwww.dartmoor-npa.gov.uk/print/index/learningabout/lab-printableresources/

labfactsheetshome/lab-erosion.htmwww.ecy.wa.gov/programs/wr/wrhome.htmlwww.ecy.wa.gov/pubs/98152.pdfwww.ent.iastate.edu/imagegal/practices/tillage/conventional/erosion.htmlwww.ent.iastate.edu/images/practices/tillage/conventional/erosion.htmlwww.epa.gov/nps/success/state/wa_yakima.htmwww.epa.gov/reg5rcra/wptdiv/solidwaste/recycle/compost/roundtable.htmwww.erosion-control-specialists.com/whyerosioncontrol.htmlwww.kpud.org/water/reference/docs/kc_groundwater/wtrights.pdfwww.renewable-energy-news.info/wp-content/uploads/2009/05/hydropower-dams.gifwww.treehugger.com/drip-irrigation-lines.jpgwww.usbr.gov/projects/Project.jsp?proj_Name=Yakima Projectwww.uwsp.edu/geo/faculty/ritter/geog101/textbook/mass_movement_weathering/water_

erosion.htmlwww.yakima-herald.com/stories/print/18640swww.tva.gov/power/hydro.htmhttp://en.wikipedia.org/wiki/Hydroelectricitywww.cityofsalem.nethttp://www.water-pollution.org.uk/types.htmlhttp://www.water-pollution.uk/causes.htmlhttp://www.water-pollution.org.uk/treating.htmlhttp://www.water-pollution.org.uk/preventingyou.htmlwww.nationalgeographic.comhttp://www.protectingwater.com/household.htmlhttp://www.protectingwater.com/agriculture.html

Humans Interactions with Water – Level 5 WAYakima School District (Project GLAD 08/10) 29

http://www.protectingwater.com/automobile.htmlhttp://www.protectingwater.com/urban.htmlhttp://www/umich.edu/~gs265/society/waterpollution.htmwww.grinningplanet.comhttp://mbgnet.net/fresh/pollute.htmhttp://www.blueplanetbiomes.org/climate.htmhttp://www.cristalinks.comhttp://www.su.edu/faculty/steabo/twolford555/aztec_agriclture.htmhttp://www.inforoma.it/feature.php?lookup=aqueduct

RESOURCES and MATERIALS – Post CardsAncient Picture Writings. Smith-Western Co.Andy, Gene. Treaty of 1855. Yakama Nation MuseumCelilo Falls. Yakama Indian Nation Cultural CenterColumbia River Basin. Smith-Western Co.Earth Lodge. Yakama Indian Nation Cultural CenterEllensburg Rodeo and Kittitas County Fair. Smith-Western Co.Gathering of Berries and Roots. Yakama Indian Nation Cultural CenterMarriage is a shared experience. Yakama Indian Nation Cultural CenterOne can learn about a people. Yakama Indian Nation Cultural CenterProgression from childhood. Yakama Indian Nation Cultural CenterToppenish, Washington. Smith-Western Co.

RESOURCES and MATERIALS – Newspaper Articles (Yakima Herald Republic)Bristol, Chris. Gov: Feds won’t help slide victims, 18 October 2009Businesses in Nile may get help, 14 November 2009Coho are returning to Columbia River in big numbers, 25 October 2009Ferolito, Phil. Nile faces a long cutoff, 17 October 2009Janovich, Adriana. Just in casse, 25 October 2009Lester, David. Bumping Lake central to water talks, 23 October 2009Lester, David. County to send Naches into new channel, close detour, 17 November 2009Lester, David. Land on the move, 16 November 2009Lester, David. Funds flow to Nile, 20 October 2009Lester, David. Witness to disaster, 9 November 2009Ward, Leah Beth. Action seen as overdue, 22 October 2009Ward, Leah Beth. Agencies sign water quality roadmap, 7 November 2009

RESOURCES and MATERIALS – Books for StudentsNon-Fiction:

Oil Spill Berger, Melvin What If We Do Nothing? Earth’s Water Crisis Bowden, Rob Water Pollution Donald, Rhonda Lucas Our Dirty Water Elliot, Sarah

Humans Interactions with Water – Level 5 WAYakima School District (Project GLAD 08/10) 30

Keeping Water Clean Frost, Hellen The Hoover Dam: A Monument of Ingenuity Gabriel, Luke S. Caring for Our Water Greene, Carol Pollution and Conservation Hunter, Rebecca A Cool Drink of Water Kerley, Barbara Keeping Water Clean (Protecting Our Planet) McLeish, Ewan Our World Water Morris, Neil Hydroelectric Power Sherman, Josepha Planet Under Pressure: Water Spilsbury, Louise and Richard The Wonders Of Water Stewart, Melissa Water Pollution Stille, Darlene R. Water Power Webster, Christine Agua Y Tu/Let Me Tell You About Water (Spanish Edition) by Clarita Kohen

Fiction: The Trip of a Drip Cobb, Vicki The Magic School Bus: At The Waterworks Cole, Joanna and Bruce Dagen A Drop In My Drink Hooper, Meredith Jean A Drop Around The World McKinney, Barbara Shaw One Well: The Story Of Water On Earth Strauss, Rochelle Children of the Wind and Water: Five Stories About Native American Children

by Stephen Krensky and James Watling The Magic School Bus Wet All Over: A Book About The Water Cycle by Pat

Relf and Carolyn Bracken Thaddeus T. and Barnaby by Kent D Walsh Eddie's Little Sister Makes a Splash by Edward I. Koch, Pat Koch Thaler, and

James Warhola What Makes It Rain?: The Story of a Raindrop (Learn About Nature) by Keith

Brandt and Yoshi Miyake Bur Bur's Fishing Adventure: Learn Fun Things about Fishing and What to Bring!

(Bur Bur & Friends) by Joanne Pastel, Kakie Fitzsimmons, and Bill Dunlap Waves of Grace by Patrick Jay Doherty and Frank Ordaz Bring Us Water, Molly Pitcher! A Fun Song About the Battle of Monmouth (Fun

Songs) by Michael Dahl and Sandra D'Antonio Hot Sun, Cold Water (Read All about It) by Steck-Vaughn Company Look Out by the Water (Read All about It) by Steck-Vaughn Company The Sausage Fish by Eric Demont Smith

Poetry: Poems About Water (The Elements in Poetry) by Andrew Fusek Peters River of Words: Images and Poetry in Praise of Water by Pamela Michael, Robert

Hass, and Thacher Hurd Song of the Water Boatman and Other Pond Poems (Caldecott Honor Book,

BCCB Blue Ribbon Nonfiction Book Award) by Joyce Sidman and Beckie Prange

Humans Interactions with Water – Level 5 WAYakima School District (Project GLAD 08/10) 31

Words on Water: An Anthology of Poems Entered for the Young " Observer " National Children's Poetry Competition, Sponsored by the Water Authorities Association by W. Geldart

River of Words: Young Poets and Artists on the Nature of Things by Pamela Michael and Robert Hass

Water Music: Poems for Children by Jane Yolen and Jason Stemple A Walk Through Life by Duane Ashley Poole Sun Dance, Water Dance by Jonathan London and Greg Couch Children of the Waters (Modern Middle Eastern Literature in Translation Series)

by Ibtihal Salem and Marilyn Booth Earth Verses and Water Rhymes by J. Patrick Lewis and Robert Sabuda Poems from Many Cultures: Poetry Collection 4 (Poetry Collections) by Fiona

Waters If the Sea Was in the Sky: Poetry Collection 5 (Poetry Collections) by Fiona

Waters Fire and Stone, Wind and Tide: Elements Poems by Fiona Waters, Robin Bell

Corfield, and Robin Bell Corfields

People/ Community: Department of Transportation Fish and Wildlife Officers Tribal Leaders Soil Conservationists Farmers Ranchers Hydrologists Civil Engineers Forestry Department Dam workers Public water companies Water treatment plants Ecology Department

Humans Interactions with Water – Level 5 WAYakima School District (Project GLAD 08/10) 32

Project GLADEducational Service District 105, Yakima, Washington

Humans Interaction with Water (Level 5)

PLANNING PAGES

I. FOCUS/MOTIVATION Observation Charts Cognitive Content Dictionary with Signal Word Inquiry Charts Picture File Cards Guest speaker- Soil conservationist, hydrologist, Fish and Wild Life Big Book: The Important Thing about Human’s Interaction with Water is

That it Could Have a Positive or Negative Effect Read Alouds: variety of sources Super Ecologist Awards Poetry/ Chants Science: Experiments/Explorations

o water samples (turbidity levels)o water quality testso keep learning logo create and observe water table

1. build dam2. observe erosion 3. create mud slide

Realia related to water and land

II. INPUT Graphic Organizer- Yakima, Washington River Basin Map Pictorial Input- Hydroelectric Dam Timeline- Yakima Valley Basin Timeline Narrative Input- Celilo Falls Primary Language: Preview/Review 10/2 Lecture with primary language groups

III. GUIDED ORAL PRACTICE T-Graph for social skills: Cooperation Chants/Poetry

o Ecologist Bugalooo Conservationists Here Conservationists Thereo Ecologists Sound Offo Yes Ma’am!

Picture File Activities- observe, classify, categorize Student directed Exploration Report Sentence Patterning Chart/ Farmer in Dell Process Grid

Humans Interactions with Water – Level 5 WAYakima School District (Project GLAD 08/10) 33

Mind Map Expert Groups

o Team Tasks Flexible Groups- ELD/ Primary Language Group Science: Direct Explorations 10/2 negotiating for meaning with L1-numbered heads together

IV. READING/WRITINGA. TOTAL CLASS MODELING

Chants and poetry Cooperative Strip Paragraph with responding, revising, and editing Story Map with Narrative Input Chart Exploration Report Letters to congress/senate Listen and Sketch Poetry Frames Found Poetry Flip Chant DRTA

B. SMALL GROUP PRACTICE- Anything modeled whole class Focused Reading Team Tasks Cooperative Strip Paragraph Reports/Action plan Ear-to-Ear Reading Expert Groups

o Irrigationo Erosiono Groundwatero Fertilizer Runoff

Flexible Reading Groupso ELD Groupso Struggling/Emergent Readerso At or Above Grade Level Readers /SQ3R with partnero Heterogeneous & Leveled

C. INDIVIDUAL Practice Learning Logs Reading/Writing Choices Personal Exploration Report Cognitive Content Dictionary Interactive Journals All Team Tasks taken to Individual Tasks

D. WRITER’S WORKSHOP

Humans Interactions with Water – Level 5 WAYakima School District (Project GLAD 08/10) 34

Mini-Lesson Writing Author’s Chair Conferences Publishing

V. EXTENDED ACTIVITIES FOR INTEGRATION Guest speakers

o Soil Conservationisto Fish and Wildlife

Study of local drinking water sources and quality Field trip to local dam Math problems Art- clay sculptures/ oil pastel painting/ collage/ or photography of

Yakima Basin

VI. CLOSURE/EVALUATION/ASSESSMENT Class or Team Big Book Team Presentations Team Evaluation Sheet Portfolio (student rubric)

i. Letters to congress/senate ii. Reports/Action plan

iii. Reflective journal Found Poetry Group Frames and Learning Logs Individual Tasks Teacher and Student made quizzes Process all charts

SAMPLE DAILY LESSON PLANS

Humans Interactions with Water – Level 5 WAYakima School District (Project GLAD 08/10) 35

DAY ONE:

FOCUS/MOTIVATION 3 Personal Standards-Super Ecologist Awards Cognitive Content Dictionary with Signal Word Observation Charts Inquiry Chart Teacher made Big Book Portfolios Poetry/ Chants

INPUT Graphic Organizer: Yakima, Washington River Basin Map

o 10/2 Lecture with primary language groupso Learning Logso ELD Review

Timeline: Yakima Basin Timeline GUIDED ORAL PRACTICE

T-Graph for social skills Picture file activities

o Free explorationo Open/ closed sorto Exploration Report

Poetry/ Chants

INPUT Pictorial Input Chart – Hydroelectric Dam

o 10/2 Lecture- with primary language groupso Learning Logso ELD review

READING/WRITING Flexible Reading Groups Read Aloud

WRITERS’ WORKSHOP Writers’ Workshop

o Mini-lesson- Pre-writeo Writingo Author’s chairo Conferences

CLOSURE Process Charts Home/ School Connection

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DAY TWO:

FOCUS/MOTIVATION 3 Personal Standards- Super Scientist Awards Cognitive Content Dictionary with Signal Word Process Home-School Connection Review input charts with word cards and picture file cards Chants – highlight, sketch, picture file cards

INPUT Narrative Input – Indians at the Tapteal Welcomed the First Whites

o 10/2 Lecture with primary language groupso Learning Logo ELD Review

GUIDED ORAL PRACTICE Poetry/ Chants Team Tasks

o Team Share/ Presentation

READING/WRITING Flexible Reading Groups Expert Groups (2)

o Team Tasks

CLOSURE Process Charts Interactive Journals Home-School Connection

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DAY THREE:

FOCUS/MOTIVATION 3 Personal Standards/ Awards Cognitive Content Dictionary with Signal Word Process Home-School Connection Review Narrative Input Chart with word cards and Conversation Bubbles

GUIDED ORAL PRACTICE Chants

READING/WRITING Cooperative Strip Paragraph

o Reado Respondo Reviseo Edit

Expert Groups (2)o Team Tasks

GUIDED ORAL PRACTICE Sentence Patterning Chart

o Readingo Trading gameo Flip Chant

READING/WRITING ELD- Narrative Review Flexible Reading Groups Mind Map Expert Groups

o Team Taskso T-Graph Oral Team Evaluation (from T-Graph) o Team Share

Process Grid

CLOSURE Interactive Journals Process charts Home-School Connection

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DAY FOUR:

FOCUS/MOTIVATION 3 Personal Standards/Awards Cognitive Content Dictionary with Stumper Word/Student Selected Vocabulary Process Home-School Connection Review Narrative with Story Map Process Chants- Highlight, sketch, add picture file cards

GUIDED ORAL PRACTICE Chants

READING/WRITING Strip Book Flexible Reading Groups

o Team Taskso Cooperative Strip Paragraph – Struggling/Emergent Readers

Read Respond Revise Edit

o Team Tasks

CLOSURE Process Inquiry Chart Interactive Journal Home-School Connection

DAY FIVE:

FOCUS/MOTIVATION 3 Personal Standards/Awards Cognitive Content Dictionary with “Stumper Word”- student selected vocabulary Process Home-School Connection Read Aloud Build a dam in student water table

READING/WRITING Flexible Group Reading

o ELD Group Frame from Narrative Input/ story retello Clunkers and Links (SQ3R with at or above grade level readers)

Ear-to-Ear Reading: Poetry Booklet Chants Found Poetry Focused Reading with Personal CCD/ Picture Dictionary

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Listen and Sketch then DRTA

WRITERS’ WORKSHOPo Mini-lessono Writingo Author’s Chairo Conferenceso Publishing

CLOSURE Letter to congress/ senate Process the week- What helped you learn? Process Inquiry Chart Team Big Book Presentations Read Aloud Action Plan Found Poetry Poetry Frames Memory Bank

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Big Book Text“The Important Thing about Water is Human’s Survival Depends on it”

By: Monica Hulubei Piergallini, Rachel Gonzalez-Garza, Debbie McLean

Page 1

The important thing about water is human’s survival depends on it. Our bodies are mostly water. An average adult’s weight is 60% water, whereas an

infant’s body weight is 80% water. Astonishingly, the brain is composed of 70% of water! Water is the most important nutrient, therefore it is recommended by Doctors to

drink eight to 12 cups of water a day. Dehydration occurs when you do not drink enough water. Being dehydrated can

kill someone in days or even hours.

But, the important thing about water is human’s survival depends on it.

Page 2

The important thing about water is human’s survival depends on it.

Water is one of the most common natural resources on earth, but only 2.5% is safe for human consumption.

Water is colorless, odorless, and tasteless. Uniquely, water is the only substance that can take three forms: liquid, ice, and

vapor. The global economic value of water for drinking, washing, to grow food, and for

energy, and industry has been estimated at 7.5 trillion dollars a year.

But, the important thing about water is human’s survival depends on it.

Page 3

The important thing about water is human’s survival depends on it.

Fishermen catch fish and gather fishery products from oceans and rivers which is highly important for human nutrition.

Most industries need large amounts of water to produce commodities like processed food, paper, chemicals, refined petroleum, and primary metals.

The Public Utility Department provides drinking water and waste water services to residential, commercial, and industrial sectors of the United States.

But, the important thing about water is human’s survival depends on it.

Page 4

The important thing about water is human’s survival depends on it.

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Industrial waste consisting of harmful chemicals can pollute water. Pollutants enter the water through untreated sewage, septic tanks, and storm

drains. Bacterial contamination of water causes diseases like cholera and dysentery. Did you know 1.7 million deaths occur each year due to unsafe water? Developed countries have sewer treatment plants to treat water and make it safe. In our world, 2.6 billion people lack adequate sanitation of their drinking water.

But, the important thing about water is human’s survival depends on it.

Page 5

The important thing about water is human’s survival depends on it.

Droughts have several causes, some are: high heat and lack of rain over an extended period of time, increased water use demands, not enough water to meet the current demand.

The 1930’s experienced the “Dust Bowl”, a severe drought. This was caused by ponds and streams drying up and wind blowing loose dirt.

Hunger and famine result from drought because not enough water is available to grow crops.

Social conflict and war can also occur due to a drought. People may fight and kill over water in order to survive.

Migration and relocation happen when people flee from an area where water is no more.

But, the important thing about water is human’s survival depends on it.

Page 6

The important thing about water is human’s survival depends on it.

Today, one of the largest concerns in the works is the lack of freshwater for drinking and cooking.

1 billion people do not have access to freshwater. The majority of these people live in developing countries.

The United Nations call our day, the “International Decade for Water”. They expect that 1.8 billion people will be out of water by 2025.

In Africa, women and children have to walk over 5 miles each day to haul water, and sometimes it’s not even clean water.

The average American consumes 50 gallons of water every day.

But, the important thing about water is human’s survival depends on it.

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Yakima Basin Timeline

Humans Interactions with Water – Level 5 WAYakima School District (Project GLAD 08/10) 43

1881

James Gleed founded Naches Irrigation Canal Company

19381889

Riparian Doctrine Law revisedsettlers allowed to drill wells to access groundwater

1890

1906

Yakima Project begins Civil Engineers and ecologists worked together to build six dams and reservoirs at the headwaters of the Yakima, Tieton, Naches rivers

1933 1951

1948

Roza Division of the Yakima Project beginsRoza Diversion Dam is built

Congress established the Federal Water Pollution Act (FWPCA)national policy to ensure water quality.

1957

1985

The Food Security Act established farmers not allowed to over cultivate their farmlands, which causes erosion.

Washington State Department of Ecology establishes a TMDL (Total Maximum Daily Load) criteria and lawtesting water for pollutants.

18521998

Chief Kamiakin builds first irrigation system near Ahtanum Mission

1800s

Riparian Doctrine Law grants surface water rights to settlers

Walter Granger hired by Northern Pacific Railroad to irrigate Yakima Valley.

He founded the Sunnyside Canal Project

Dalles Dam was built Celilo Falls is flooded Causes conflicts with

Native Americans.

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Description of System Locations Facts Man-made concrete

structure Holds back water Creates reservoirs, a

man made lake Flood control dams are

barriers that control the direction and flow of water

Diversion dams transport water from the mountain to the valley through a concrete tunnel

Built along streams and the Yakima Tieton, and Naches rivers

Humans use dams to control flooding, irrigate crops, and produce hydroelectric power (electricity)

The reservoir is used for recreation

Dams and Reservoirs

History Yakima Project began in

1906 at the headwaters of Yakima, Tieton, and Naches rivers

Six dams and reservoirs were being built

Roza division of the Yakima Project began in 1938-1951, building a diversion dam

Dalles Dam was built in 1957, flooding Celilo Falls. This caused conflict with Native Americans

Occupations Civil Engineers Ecologists Hydrologists Fish and Wildlife

officers

Salmon pass safely

Dams and Reservoirs (Background Information)

Description of SystemDams are man made concrete structures. When a dam is built, an

artificial lake forms behind it, this lake is a reservoir. A reservoir may be used to generate electricity (hydroelectric power), to supply drinking water to populated areas, or to irrigate farmland during dry periods.

Severe storms may dramatically increase a stream’s flow causing it to overflow, or flood its banks. When rivers flood, homes, farms, livestock, and human lives may be lost. One way to reduce flooding is to build a flood-control dam, a barrier that controls the direction and flow of water. The main function of this type of dam is to hold the excess water from a storm until it can be safely and slowly released when water levels go back to normal. Another type of dam is a diversion dam. This type of dam transports water through two mountain ridges through a concrete tunnel into a valley. This dam can also pump water to higher ground for irrigation purposes.

LocationDams are built along streams or rivers. In the Yakima Valley, dams

are built along the Naches, Tieton, and Yakima rivers. Another local dam, which has caused conflict between Native Americans and the builders of it, is the Dalles Dam. It is located 192 miles east of the mouth of the Columbia river, along the Washington and Oregon border.

FactsHumans use dams to control flooding, irrigate crops, and produce

hydroelectric power (electricity). The reservoir the dam creates is also enjoyed by humans for recreational activities. However, dams can have a negative effect. Dams can interfere with fish migration and have been a reason for conflict between Native American tribes and the people who build them.

HistoryThe Yakima Project began in 1906-1933. At the headwaters of the

Yakima, Tieton, and Naches rivers six dams and reservoirs were built. From 1938-1951 the Roza division of the Yakima Project began bringing water into the lower Yakima Valley. This was a diversion dam. The Dalles Dam was built in 1957. Tribes of the area did not approve of its construction because it flooded their traditional fishing location, Celilo Falls.

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OccupationsCivil engineers, ecologists, hydrologists work together to build dams.

Civil engineers are responsible for the construction, maintenance and design of the dam. Ecologists monitor to assure the dam does not have a negative effect on the environment. Hydrologists make sure there is an appropriate flow and distribution of water through the dam. Fish and wildlife officers work with them to make sure fish can migrate through the dams.

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Humans Interactions with Water – Level 5 WAYakima School District (Project GLAD 08/10) 49

Narrative InputIndians at the Tapteal Welcomed the First Whites

Captain William Clark watched the large river flowing from the west into the Columbia. The young Indian standing beside him pointed to the rushing water and exclaimed, “Tapteal! Tapteal!”

The white man noted carefully the Indian name of the river. On this bright October day in 1805, Captain Clark was probably the first white person to look upon this river called the Tapteal – later to be known as the Yakima River. He and Captain Meriwether Lewis were heading the first American overland expedition to reach the Pacific Ocean.

Captain Clark returned with his dusky companion, Lewis, to an Indian encampment a short distance from the confluence of the two rivers, where the rest of his party was waiting.

After briefly describing the Tapteal River to his fellow explorers, Clark turned to the Indians, and was beckoned cordially into the mat house owned by a tribal leader. This chieftain motioned for Clark to have a seat upon a soft mat.

Then the leathery old Indian, obviously pleased by the presence of such a novel and distinguished guest, plopped down cross-legged, and grinned widely, exposing a mouthful of decaying teeth. Clark later pondered why so many of these Sokulk Indiansliving along the Columbia had decayed teeth. He had finally concluded that the condition of their teeth was due to the habit of eating roots without cleaning them of the sandy soil in which they grew.

An Indian woman, almost totally blind – perhaps, as some scholars said, because of too many thousands of hours in smoke-filled enclosures – entered the tent and immediately began heating stones in the glowing fire, Even with her blindness, she went about her task without the least hesitation. The chieftain told Captain Clark that he was about to the treated to a salmon feast.

The white man watched the cooking procedure in fascination. The hot stones sizzled as the Indian woman dropped them into baskets of water containing the salmon. She kept adding stones to maintain the proper temperature for cooking. After sufficient boiling a large platter of salmon was placed before Captain Clark. He chewed vigorously, nodding his approval, as his host attentively watched him eat.

Several days later, as Captain Clark’s party was preparing to push south on the Columbia towards the great Pacific, a chief from the Chimnapum tribe appeared in the Sokulk camp asking for Captain Clark. When a meeting was arranged, the noble chief bowed and held out a large present for the captain. Clark was delighted with this useful and rare gift. It was a map sketched with coal on a tanned hide and showed the Columbia River and the Indian nations on its banks.

Transferred later to a piece of paper by some of the explorers, this map was a uniquely valuable specimen of Indian delineation and proved to be remarkably accurate. The Lewis and Clark expedition went no farther into Yakima Valley than the mouth of the Yakima River. But the fact that this was the first overland expedition by any nation to explore the Columbia to its mouth would later make a great difference to the valley. Had the British made the first trip, as they almost did, their claim to the entire

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region could have been unshakable – and the Yakima Valley could today be part of British Columbia.Adapted from Valley of The Strong

Stories of Yakima and Central Washington History

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Human’s Interaction with Water

Poetry Booklet

Name____________________________

Humans Interactions with Water – Level 5 WAYakima School District (Project GLAD 08/10) 52

Here There

Conservationists here, conservationists thereConservationists, conservationists everywhere!

Dedicated conservationists planting thoroughlyCaring conservationists preserving continuallyConcerned conservationists protecting carefullyEducated conservationists constructing solidly

Conservationists around the valleyConservationists near the hillsConservationists in the gorge

And conservationists towards the coast

Conservationist here, conservationist thereConservationists, conservationists everywhere!

Conservationists! Conservationists! Conservationists!

Rachel Garza, Monica Hulubei, and Debbie McLean ‘10

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Yes, MA’AMBy: Rachel Gonzalez-Garza, Monica Hulubei, and Debbie McLean

Is this a Dam and Reservoir? Yes, Ma’amIs this a Dam and Reservoir? Yes Ma’amHow do you know? A man-made concrete structureHow do you know? built along rivers to control water flowWhere is it located? TietonWhere is it located? NachesGive me some examples Tieton Dam and Rimrock LakeGive me some examples Clear Lake Dam and Clear Lake

Is this Irrigation? Yes, Ma’amIs this Irrigation? Yes, Ma’amHow do you know? A man-made water system How do you know? used by farmers and ranchersWhere is it located? SunnysideWhere is it located? Yakima Give me some examples Sunnyside CanalGive me some examples Roza Dam

Is this Erosion? Yes, Ma’amIs this Erosion? Yes, Ma’amHow do you know? moving earth from place to placeHow do you know? bare soil and deforestationWhere is it located? Up on hillsWhere is it located? Around ridges and slopesGive me some examples Nile creekGive me some examples Snoqualmie pass

Is this Groundwater? Yes, Ma’amIs this Groundwater? Yes, Ma’amHow do you know? a natural resource of fresh waterHow do you know? precipitation that’s been absorbedWhere is it located? UndergroundWhere is it located? In the zone of saturationGive me some examples Wells pumping groundwaterGive me some examples P-U-D providing safe water

Is this Fertilizer run-off? Yes, Ma’amIs this Fertilizer run-off? Yes, Ma’amHow do you know? used to help crops growHow do you know? Animal manure run off Where is it located? Orchards and ranchesWhere is it located? Dairy farmsGive me some examples Yakima orchardsGive me some examples Lower valley dairies

Humans Interactions with Water – Level 5 WAYakima School District (Project GLAD 08/10) 54

ECOLOGIST BUGALOO!

I’m an ecologist and here to say,I study water systems every day.Sometimes I test fresh water, sometimes I check the ground.And, many times in streams and rivers I look around.

Ecologists, conservationists, hydrologists, tooDoing the Ecologist Bugaloo.

People drilling wells to reach the zone of saturation,Providing fresh water to various locations.Others building dams and canals for irrigationTo supply water for crops to feed the nation.

Ecologists, conservationists, hydrologists, tooDoing the Ecologist Bugaloo.

People plant ground cover to stop the land from eroding.Plants and netting prevent bare soil from exposing.People design landscapes to deter land from sliding.Building safe homesites—this information providing.

Ecologists, conservationists, hydrologists, tooDoing the Ecologist Bugaloo.

Human interaction with water could be, positive or negative you will see.Agricultural and industrial pollutants must be Monitored closely to measure turbidity.Constant toxin surveylance, a priority, for the survival of humanity.

Ecologists, conservationists, hydrologists, tooDoing the Ecologist Bugaloo.

Rachel Garza, Monica Hulubei Piergallini, Debbie McLean ‘09

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SOUND OFF

We just know what we’ve been toldEcologists are worth their weight in goldProtecting resources here and therePreserving life everywhere.

Sound Off – EcologySound Off – Earth’s relationshipsSound Off – 1, 2, 3, 4 Go Green!

Forrests cannot be deforested If they are, life will be devastated.Massive mudslides we do fearSoil covering homes will make us tear.

Sound Off – ErosionSound Off – Plant more ground coverSound Off – Protect our forests!

Our water’s being monitoredFarmers and ranchers may be mentoredThat manure and fertilizer run offDo suffocate our fish and make us cough.

Sound Off – PollutionSound Off – Total Maximum Daily LoadSound Off – 1, 2, 3, 4 Clean Water!

By: Monica Hulubei Piergallini ‘09

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Hydrologist, Fish and Wildlife Officer(to the tune of Are you Sleeping)

By Rachel Gonzalez-Garza

Are you testing? Are you analyzing?

Hydrologist, HydrologistPlease test and analyze water for pollutants,

Keep water safeFor our community!

Are you monitoring?Are you protecting?

Fish and Wildlife Officer, Fish and Wildlife OfficerPlease monitor and protect our land and water,

Keep land and water safeFor our environment!

Humans Interactions with Water – Level 5 WAYakima School District (Project GLAD 08/10) 57

You Bet!By Rachel Gonzalez-Garza

P-o-double l-u-t-a-n-t, Pollutant-you bet!

W-a-t-e-r, spells water-you bet!

Q-u-a-l-i-t-y, spells quality-you bet!

Quality water without pollutants for humans and animals-you bet!

I-double r-i-g-a-t-i-o-n, Irrigation-you bet!

C-a-n-a-l-s, spells canals-you bet!

D-e-s-e-r-t, spells desert-you bet!

Our valley would be a desert without canals for irrigation -you bet!

E-r-o-s-i-o-n, spells erosion-you bet!

D-e-f-o-r-e-s-t-a-t-i-o-n, spells deforestation-you bet!

T-r- double e-s, spells trees-you bet!

Erosion is caused by deforestation; we can plant trees to save our mother earth-you bet!

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Home-School Connection #1

Name ____________________________________________

We are learning about how humans interact with water. Please find a family member and discuss what they know about dams and how they have impacted their lives. Sketch and write what you talked about with your family member.

Parent Signature: Student signature:_______________________________________

Humans Interactions with Water – Level 5 WAYakima School District (Project GLAD 08/10) 59

Conexión Entre Casa y Escuela #1

Nombre ____________________________________________

Aprendemos acerca de cómo humanos interactúan con agua. Por favor encuentre un miembro de la familia para discutir lo que ellos saben de presas, y si presas han impresionado sus vidas. Dibuje y escribe sobre presas.

Firma de padres: Firma de estudiante:______________________________________

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Home-School Connection #2

Name ___________________________________________

Today we heard a narrative story about Lewis and Clark visiting the Yakima River. Please talk with a family member about how the Yakima River is important to your family. Then sketch and write what you talked about.

Parent signature: _______________________________________Student signature:_______________________________________

Humans Interactions with Water – Level 5 WAYakima School District (Project GLAD 08/10) 61

Connexión Entre Casa y Escuela #2

Nombre ___________________________________________

Hoy escuchamos un cuento sobre el visite al rio de Yakima de Lewis y Clark. Hable con alguien en la familia cómo el rio de Yakima es importante a su familia. Dibuje y escriba lo que discutaron.

Firma de padre: _______________________________Firma de estudiante:_____________________________

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Home-School Connection #3

Name __________________________________________

We are doing a unit of study on the conservation and pollution of water. Please go with a member of your family to sketch and write all the places you find water inside and outside of your house.

Who did you go with? _____________________________________Sketch and write what you found:

Parent signature: Student signature:_______________________________________

Humans Interactions with Water – Level 5 WAYakima School District (Project GLAD 08/10) 63

Connexión Entre Casa y Escuela #3

Nombre__________________________________________

Estamos estudiando la conservación y contaminación de agua. Favor de ir con una persona de la familia para observar donde hay agua adentro y alrededor de la casa. Dibuje y escriba lo que encuentran.

¿Quién fue contigo?Escribe y dibuja lo que encontraron:

Firma de padre: Firma de estudiante:___________________________________

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Home-School Connection #4

Name ______________________________________________

We are learning about water pollutants. Some include outdoor and indoor pollutants. Search your home with an adult to find products that are harmful to water quality and think of alternative products or solutions that are safer and less harmful to the environment.

We found:

Do you have any ideas about which products would be safer to use?

Parent signature: Student signature:_______________________________________

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Conexión Entre Casa y Escuela #4

Nombre ______________________________________________

Aprendemos acerca de contaminantes de agua. Algunos incluyen contaminantes al aire libre e interiores. Busque su casa con un adulto para encontrar productos que son perjudiciales regar calidad y pensar en productos o soluciones alternativos que son más seguros y menos perjudicial al ambiente.

Productos en la casa que son contaminantes de agua son:

¿Tienes ideas o soluciones alternativos que son más seguros y menos perjudicial al ambiente?

Firma de padre: Firma de estudiante:______________________________________

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Home-School Connection #5

Name ______________________________________________

We are learning about the effects of erosion. Ask your family members if they have ever seen or read about landsides or floods? Sketch and write what you discuss.

Parent signature: Student Signature:_______________________________________

Humans Interactions with Water – Level 5 WAYakima School District (Project GLAD 08/10) 67

Conexión Entre Casa y Escuela #5

Nombre ______________________________________________

Aprendemos acerca de los efectos de erosión. Discuta con un miembro de la familia si ellos han mirrado o leerán sobre erosión. Dibuje y escribe que discutaron.

Firma de padre: Firma de estudiante:_____________________________________

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Expert GroupErosion

Description of SystemThe moving of earth material from place to place is called erosion.

Natural erosion occurs when water flows over steep hillsides or soil with little pore space. This causes runoff to be high because water cannot absorb into the ground. Rocks, soil, and water tend to creep, slide, and tumble downhill due to gravity. The speeds in which earth materials move downward depend on the slope of the land. If there is a lot of water moving downhill (runoff), there will be more erosion. Humans cause erosion by over planting. Over planting will deplete the soil’s nutrients leaving unusable land.

LocationFarmland, forests, sloped land, road sides, and deserts (arid land) are

places where erosion occurs. Erosion happens anywhere that these natural occurrences are found: water, wind, ice, and waves. Water is the most important factor for erosion to happen. It happens most often on stream banks due to the quick running water. Deserts or arid lands can also experience erosion from rain because of the swift runoff that does not absorb in the impermeable dry ground.

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FactsLand does not always erode quickly. Ground cover can slow down the

process. Trees, shrubs, non-woody plants, grasses, and litter create ground cover. Litter is the slightly decayed twigs, needles, leaves, bark, or any other organic matter that is at the upper layer of the forest floor. The ground cover holds the soil in two ways. First, plant roots anchor the soil and help prevent it from moving. Second, the stems, leaves, and litter above ground block the flow of water and cause it to slow down, stopping the erosion. However, if land becomes deforested soil can rapidly erode. Farmers also know that a field without plants will erode much easier than land with vegetation.

HistoryErosion has occurred naturally by water and wind since the foundation

of the earth. Humans have caused erosion by over planting crops as far back as 5,000 years ago. Landowners around 4,500 years ago began planting on terraced sloped land to prevent erosion. In America, during the 1930s, we experienced “The Dustbowl” due to inappropriate agricultural practices and drought. In 1935 President Franklin Roosevelt established the Soil Conservation Service to monitor erosion. The Food Security Act began in 1985 so that farmers would not over cultivate their farmlands in order to keep soil erosion low.

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OccupationsToday, Soil conservationists help farmers and other landowners

develop plans to avoid erosion. The Federal Forestry Department works to make sure forests are not deforested by replanting trees so that soil will not be exposed. Also, the Department of Transportation works to make sure roads are protected from massive land and rock slides.

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Expert GroupGroundwater and Wells

Description of SystemWhen water falls to the earth as rain, snow, or other precipitation it

can either flow over the surface of the land, known as runoff, and go into the ponds, lakes, rivers, or the water can soak through the layers of the ground (aquifers) and become groundwater. A well is a deep hole or a pit drilled into the earth to reach groundwater. Sometimes wells can be as deep as 1,000 feet! After the well is drilled, a large steel pipe that looks like a giant straw is placed in the hole to keep rocks and soil from caving in. Water from here can be used for irrigation or for home use.

LocationThere are several layers underground. The lower layer is the zone of

saturation. Here, all the pores are filled with water, so it’s saturated and water cannot go any deeper. Groundwater is found in this zone. The upper layer is the zone of aeration, where the pores still contain air and water. In between these two zones is the water table. In order to access groundwater, wells are drilled directly above the water source.

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FactsOf all the water on earth, only a small amount can be used for drinking.

97.2% of the world’s water is salt water, in the oceans. The remaining 2.8% is fresh water. 2.15% is found in glaciers and icecaps, .62% in groundwater, .02% in surface water (lakes, rivers, streams), and the last .01% is found in the atmosphere. Seeing only 2.8% of the earth’s water is safe for humans to drink, people must be careful to conserve water.

HistoryIn the 1800s the Riparian Doctrine was the primary water law. It was

created in the west to grant surface water rights to settlers. There were so many settlers coming west that they had to find other ways of finding water, so they revised the law in 1889 allowing them to drill wells in order to access groundwater.

OccupationsIf you live in the country you may have your own well that supplies

clean water. Most people hire well drillers to build their well. However, if you live in a town or city, you probably get your water from the Public Utility Department (PUD).

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Expert GroupIrrigation

Description of SystemThe Yakima Basin, east of the Cascade Mountain Range would be a

desert without irrigation. Humans have created large canals to carry water to orchards and fields from these rivers; this is known as irrigation. The main goal of irrigation is to distribute water evenly to an entire field.

LocationThe Cascade Mountain Range supplies water to the Yakima, Tieton,

and Naches rivers. Irrigation is channeled along these rivers to farmlands, orchards, and ranches.

FactsBecause of irrigation, the Yakima Valley is ranked number one

among all counties in the United States in production of mint, apples, and hops. Our valley also produces a variety of other fruits and vegetables.

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HistoryThe first irrigation system in the Yakima Valley was created by the

Yakama Chief, Kamiakin. He built a ditch in 1852, near the Ahtanum Mission to irrigate his garden. In 1881, James Gleed founded the Naches Irrigation Canal Company. He was an entrepreneur who financed irrigation companies. Still after him, Walter Granger was hired by the Northern Pacific Railroad to irrigate the Yakima Valley desert. In1890 the Sunnyside Canal Project began.

OccupationsFarmers, Ranchers, and the Fish and Wildlife Department work

together to make sure everyone receives needed irrigated water without harming fish, plants, and animals from the rivers.

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Expert GroupWater Pollution

Description and LocationFarming, or agriculture, produces the vegetables, grains, and fruits we

need to survive. Farmers use fertilizers to grow these crops. When farmers use too much chemical fertilizer it can run off from fields and wash into ponds, streams, rivers, and oceans polluting our water systems. Likewise, ranchers who raise cattle or dairy also experience run off of animal manure into our water systems. This polluted water can also be absorbed into the water that runs underground, our groundwater.

Too much fertilizer can cause plants to be overfed, causing algae to reproduce quickly as well. When these plants use up the nutrients in the water, they will die and rot. When bacteria feed on these dead plants, they use up valuable oxygen. Likewise, manure also carries bacteria. In the water, these bacteria have a population explosion and take away even more oxygen. Bacteria will use up so much of the oxygen that the plants and animals in the water suffocate and die.

FactsHow do we get clean water for our homes? Public Utility Departments

(PUD) can either pump water to your home from surface water, aquifers, or they send water from lakes or rivers through underground pipes for hundreds of miles. People can usually drink spring water, which has been underground, just the way it is. However, surface waters are usually from runoff and therefore have a lot of soil, rocks, and pollutants like fertilizer, so it is not safe to drink. Utility companies must send the water through a treatment plant to add certain chemicals and filter the water before they can send it to homes and businesses.

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History and OccupationsIn 1948 Congress established the Federal Water Pollution Control Act

(FWPCA) to create a national policy to ensure water quality and prevent pollution. Later, in 1972 amendments were made, making the Environmental Protection Agency (EPA) in charge of monitoring this water policy. Also in this year, The Marine Protection Research and Sanctuaries Act of 1972 was passed by the 92nd Congress and signed into law by the President. The act was created to regulate any type of dumping into the oceans that could negatively impact the marine ecosystem or human health.

In 1998 the Washington State of Ecology established a TMDL (total maximum daily load) criteria and law to test our water ways for fertilizer, pesticides, and polluted runoff from ranches and farms. Today, the Washington State Department of Ecology, Yakama Nation, and local Conservation Districts measure the TMDL regularly to make sure neither our drinking water, nor our fish are polluted.

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Humans Interactions with WaterMind Map

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System

Systems Description Location Interesting FactsFacts

History Occupations

Dams &Reservoirs

Irrigation

Groundwater and Wells

Erosion

Water Pollution

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Systems Description Locations Interesting Facts

History Occupations

Dams &Reservoirs

* concrete structure* holds back water* Dams create reservoirs, man made lake* Flood Control Dams control the direction and flow of water * Diversion Dams transports water through concrete tunnels

* Yakima, Tieton, and Naches rivers* Built along stream or river

* Humans use dams and reservoirs to control flooding*irrigate crops* produce hydroelectric power (electricity)

* reservoirs are for recreation

* Yakima Project began in 1906* Six dams and reservoirs were built* Roza division, a diversion dam 1938-1951 * Dalles Dam 1957* flooded Celilo Falls, causing conflict with Native Americans.

* Civil engineers* Ecologists* Hydrologists* Fish and Wildlife Officers

Irrigation * Large canals created to carry water * distributes water evenly

* Cascade Mountain Range *Yakima, Tieton, and Naches rivers * channeled to rivers, farmlands, orchards, and ranches

* Yakima ranked number one in United States * production of mint, apples, and hops.

* Chief Kamiakan (1852) built the first irrigation* In1890 Sunnyside Canal Project* Walter Granger hired to irrigate the desert Yakima Valley. * 1881, James Gleed founded Naches Irrigation Canal Company

* Farmers* Ranchers* Fish and * Wildlife Department

Erosion * The moving of earth material from place to place* water flows downhill carrying rocks and soil * steeper the slope the more

*Farmlands* Forests* Sloped land* Roadsides* Deserts (arid land)

* humans plant ground cover to prevent erosion * Deforestation exposes the soil and land* Companies prevent deforestation by replanting trees

* since the beginning of time* 5,000 years ago humans caused erosion by over planting* 4,500 years ago landowners planted on terraced sloped land

* Department of Transportation (DOT)

*Soil Conservationist

* Farmers

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erosion * Humans cause erosion by depleting the soil’s nutrients

* “The Dustbowl”, 1930s due to inappropriate agricultural practices and drought*1935 Soil Conservation Service to monitor erosion* Food Security Act 1985 stopping farmers from over cultivate their farmlands

* Federal Forestry Department

Ground-water and Wells

* precipitation soaks through the layers of the ground (aquifers) * a deep hole or pit that reaches groundwater* large steel pipe keeps rocks and soil from caving in* well water used for irrigation or home use

*Ground-water located in the zone of saturation* Wells are drilled directly above the water source

*97.2% of the world’s water is salt water* remaining 2.8% is fresh water*2.15% is found in glaciers and icecaps* .62% in groundwater*.02% in surface water (lakes, rivers, streams)* the last .01% is found in the atmosphere. * we must conserve water

* 1800s, Riparian Doctrine, primary water law* created in the west to grant surface water rights * revised in 1889 for settlers to drill wells

* Well drillers* Public Utility Department (PUD)

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Water Pollution

*contaminated water*too much fertilizer runoff causes pollution * Animal manure pollutes water by runoff * chemical fertilizer and animal manure are absorbed into water systems and groundwater

* Ponds* Streams* Rivers* Oceans * Ground- water* Ranches * Farms

* Public Utility Departments (PUD) pump water to your home * water is sent through a treatment plant * underground spring water is safe * Surface waters are usually unsafe

* 1948 Congress established the Federal Water Pollution Control Act (FWPCA) to * 1972 amendmants were made, making the Environmental Protection Agency (EPA * 1972, Marine Protection Research and Sanctuaries Act was passed * 1998 the Washington State of Ecology established a TMDL (total maximum daily load) criteria

* Ranchers* Farmers* Washington State Ecology Department* Conservation Districts * Environ- mental Protection Agency (EPA)* Marine Biologists* Yakama Nation

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