This lesson will focus on the effect the speed of water has on erosion rate and the deposition of sediment with learners using inference to draw conclusions. Learners will relate commons, stewardship and the roles of all sectors in reducing rates of erosion in rivers and lakes. Learners will relate what their responsibility is to give of their time, talent or treasure, and take action in preserving and protecting lakes and rivers.

The learners will:

• complete the lab "Speedy Water and Sediments." (Attachment One)
  
• collect data from lab and graph.
  
• use inference to make conclusions on the relationship between water speed and amount of sediment deposited.
  
• define the role of all sectors in contributing to the problem of erosion and identify methods and strategies to solve the problem.
  
• list the ways the rivers and lakes are common resources and meet community needs.
  
• define stewardship as a trust of common resources held by a community for citizens.
  
• continue portfolio, "Healthy Water," from Lesson One: Healthy Water!?…

Anticipatory Set:
Begin by asking students when they have seen different amounts of sand on the bottom of the lakes or rivers they frequent and have them give specific examples. Ask about the action of waves. Ask learners about litter on beaches and "stuff" washed up on the shore. Have students come up with two or three reasons why the amount of sand may fluctuate. (This activity should be done in small groups and then a group leader shares their results.)

• Write the following names of stakeholders and sectors on a large sheet of paper and post so all can see: government, business, non-profits, and households. Ask students to define each group.
  
  Develop the following definition of nonprofit:
  

  nonprofit sector (n) Any not-for-profit or tax-exempt organizations collectively that are specifically not associated with any government, government agency, or commercial enterprise

  
  
• Have learners give examples of a way(s) each may contribute to cleaning up the lakes and rivers in the state and stop erosion.
  
  
• Pass out lab sheets to groups. (3-4 in each group)
  
  
• Review the different sections of the lab and fill in any areas that you feel the students may struggle with.
  
  
• Give students ample time to complete the lab following directions in the lab. (Attachment One: Speedy Water and Sediments)
  
  
• Learners are to write answers to the following questions: What were those things you discovered that were surprises? What conclusions did you make? What ways could the experience have been improved? What two things can you do personally to prevent the problems you discovered? Collect for evaluation.
  
  
• Regroup and share results.

• http://cemat.lisd.k12.mi.us/
   
• www.guidestar.org
  
  The following two quality programs (located via guidestar.org ) can provide helpful information on nonprofit involvement in water quality.

  Friends of the Rouge http://www.therouge.org
  Dearborn Heights, MI 48127
  Friends of the Rouge provides community-based and school-based environmental education programs, plus hands-on citizen involvement activities that promote stewardship and raise awareness of the Rouge River which is located in the metropolitan Detroit area and is one of the most severely degraded urban streams in America.
  
  Little Forks Conservancy, Inc.
  Midland, MI 48640
  Organized for the purposes of promoting for the benefit of the general public, the preservation and protection of the natural and cultural resources, principally in, but not limited to, the Tittabawassee River watershed; to protect river corridors in regard to erosion, scenic areas and views and water quality; to protect areas such as bogs, wet-sand prairies, marshes, and other habitats; and to protect archeological and historical sites and buildings.