Flooding PowerPoint, Flood, Hydroelectric Dams

• You can now complete this question.

• RED SLIDE: These are notes that are very
important and should be recorded in your
science journal.
Copyright © 2010 Ryan P. Murphy

-Nice neat notes that are legible and use indentations
when appropriate.
-Example of indent.
-Skip a line between topics
-Don’t skip pages
-Make visuals clear and well drawn.

• RED SLIDE: These are notes that are very
important and should be recorded in your
science journal.
• BLACK SLIDE: Pay attention, follow
directions, complete projects as described
and answer required questions neatly.

• http://sciencepowerpoint.com/

New Area of Focus: Rivers and Flooding.New Area of Focus: Rivers and Flooding.

• Share! Please share an experience
caused by flooding.

Floods are when more precipitation isFloods are when more precipitation is
delivered to a drainage basin than can bedelivered to a drainage basin than can be
readily absorbed or stored within the basin.readily absorbed or stored within the basin.

• Flooding causes more damage, and costs
more money than all other natural disasters
combined.

• Much of that comes from disease and
difficult living conditions post flood.

• Why do diseases emerge after a flood?

• Answer! Unsanitary drinking water
– Contamination from waste, increase in insects /
pathogens.

Flooding Dangers / health plan. Learn more at…
http://www.epa.gov/naturalevents/flooding.html

• You can now complete this question.

Sound effects required for the next
couple of slides.
http://www.youtube.com/watch?
v=k0gsduLrfSU

Factors that control flooding.Factors that control flooding.
--
--

Rainfall Intensity: The rate of rainfall.Rainfall Intensity: The rate of rainfall.

Duration: How long the rainfall lasts.Duration: How long the rainfall lasts.

What would cause a flash flood?
Think of the two factors that control
flooding.

• Answer! Usually a large intensity of rain in a
short duration.

• Other flooding can be caused with a small
intensity of rain over a long period of time.

• Activity! (Optional) Thunderstorm in the
Classroom. (Sound Effects Off)
• Teacher will go to the middle of the circle
and rotate very slowly in a circle around the
room. Continue to make the sound effect
until the teacher passes you again, where
you can make the new sound effect.
– Order on next slide.

• Absolute Silence
• Rubbing hands together.
• Soft clicking / snap with fingers.
• Soft Clapping with hands.
• Clap on thighs “Pitter-Pat”.
• Stomp Feet “Boom!-Boom!”
• Clap on thighs “Pitter-Pat”.
• Soft Clapping with hands.
• Soft clicking / snap with fingers.
• Rubbing hands together.
• Absolute Silence

Flash Flood: A flood that occurs within aFlash Flood: A flood that occurs within a
few hours (usually less than six) of heavyfew hours (usually less than six) of heavy
or excessive rainfall or dam or leveeor excessive rainfall or dam or levee
failure.failure.

• Video Link! Flash Flood
– http://www.youtube.com/watch?v=MIQrSH6LMgA

• You’re late for an important event and
come to this flooding river.
–Is this a safe crossing?

• You are late for an important event and
– Is this a safe crossing?

“I’m not sure so
the best thing to
do is not to
cross.”

• What’s so dangerous about a low water
crossing?
• Your car will float for a bit, You can’t steer,
accelerate or break. The pressure of the
water will force your car off the road.
– You will end up down the creek without a..

• What’s so dangerous about a low water
crossing?
• Your car is a boat. Once you start to float
you can’t steer, accelerate or break.

• Video Link! Low Water Crossing.
– Caution! Extremely Dangerous.
– http://www.youtube.com/watch?
v=nsqoI7okZhg&feature=related

• Question: Should they have crossed?

• Don’t let this happen to you.
– Avoid low water crossings. Wait until the road
is safe or find another way around.

Flooding along rivers is a natural and
inevitable part of life. Some floods
occur seasonally when…

-Winter or spring rains, coupled with
melting snows, fill river basins with
too much water, too quickly.

-Winter or spring rains, coupled with
melting snows, fill river basins with
too much water, too quickly.
-Torrential rains from hurricanes or
tropical systems can also produce river
flooding.

Ice Jam: Floating ice can accumulate at aIce Jam: Floating ice can accumulate at a
natural or man-made obstruction and stopnatural or man-made obstruction and stop
the flow of water.the flow of water.

Ice Jams. Learn more at…
http://www.co.monroe.mi.us/governm
ent/departments_offices/emergency_
management/ice_jams_flooding.html

• Video Link! Ice Jam
– Just the first few minutes.
– http://www.youtube.com/watch?v=IYbrqsLFySY

Coastal Flood: Winds generated fromCoastal Flood: Winds generated from
tropical storms and hurricanes can drivetropical storms and hurricanes can drive
ocean water inland and cause significantocean water inland and cause significant
flooding.flooding.

• How does this picture related to a storm
surge and increase coastal flooding?

• Answer! The wind (breath) causes the water
(hot chocolate) to surge or rise up when it hits
the land (mug).

• Coastal Flood: Winds generated from tropical
storms and hurricanes can drive ocean water
inland and cause significant flooding.

• Coastal Flood: Winds generated from tropical
storms and hurricanes can drive ocean water inland
and cause significant flooding.
– http://www.youtube.com/watch?v=-mdhqvctyD0 (Video)

• Warning! The New York City Bottleneck.
– New York City is a flood disaster in the
making.

• New York City is located in a bottleneck for
a storm surge.
– If a large hurricane does hit New York City, it’s
location would make a storm surge much
worse.

• New York City is located in a bottleneck for
a storm surge.
– If a large hurricane does hit New York City, its
location would make a storm surge much
worse.

• New York City after Hurricane Sandy.

Tsunamis: Sometimes referred to as tidalTsunamis: Sometimes referred to as tidal
waves. These waves are produced bywaves. These waves are produced by
earthquakes or volcanic activity.earthquakes or volcanic activity.

• Animation showing the 2004 Indonesian
Tsunami traveling across the Indian
Ocean after an earthquake.

New Area of Focus: Tsunami’s

• Location of the earthquake that caused
the Japanese Tsunami of 2011

• Location of the earthquake that caused
the Japanese Tsunami of 2011
Tsunami hit the
shoreline in just
minutes.

• Video! Tsunami Footage.
– Thousands perished so please be very respectful
when viewing.
– http://www.youtube.com/watch?v=w3AdFjklR50

• Demonstration! Creating a tsunami by
underwater volcanic eruption.
•

•
Hold balloon underwater
with stick.

•
Hold balloon underwater
with stick.
Underwater
Volcano

•
Pop balloon and make
observations.

• Animation of how a volcanic eruption can
cause a tsunami.

cause a tsunami.
In the open ocean,
the wave goes by
quickly with little
notice

cause a tsunami.
In the open ocean,
the wave goes by
quickly with little
notice
The power of the
wave becomes
noticeable as the
wave approaches
shore

• A tsunami wave is not like an ocean wave.
This is a typical ocean wave.

• A tsunami is a surge moving very fast.

• Demonstration! Seeing the wave increase
in size as it approaches land.
Mark the water
line before

Pop balloon and
mark how far
water travels.

A boat in the open ocean will feel
but not really see a large wave.

Height and distance traveled
inland by tsunami

• Indonesia did not have the alert systems for
the devastating tsunami of (2004) that killed
more than 256,000 people one morning.

• Activity! Video: Indonesian Tsunami Footage.
– Why can’t you just swim through it / tread water
to survive?
– http://www.youtube.com/watch?v=bblk6hD-
l5c&feature=results_main&playnext=1&list=PLC
DE1E3BA0A9F00B2

• Answer: The currents collect and move
debris which makes swimming incredibly
difficult and dangerous.

• What is wrong with calling a Tsunami a
tidal wave?

• Answer! A tidal wave is misnamed
because it does not have to with tides.

• Answer! A tidal wave is misnamed
because it does not have to with tides.
Tides are caused by the gravity of the
moon and sun, not from tectonic forces.

• An earthquake can cause a slippage in
the plates.

• An earthquake can cause a slippage in
the plates. This displaces enormous
quantities of water which can cause a
tsunami.

• Location of Japan earthquake 2011 at a
subduction zone along the Ring of Fire.
Epicenter of
9.0
Earthquake

• Location of Japan earthquake 2011 at a
subduction zone along the Ring of Fire.
– The plate moved 8 feet closer to the North
American Plate in a few seconds
Epicenter of
9.0
Earthquake

• An underwater landslide can also displace
large amounts of water and cause a
tsunami.

• LaPalma in the Canary Islands: A possible
Tsunami threat to the East Coast of the
U.S. (Landslide on Island).

• Warning signs!Warning signs!
– Earthquake in area.Earthquake in area.
– Bay recedes.Bay recedes.
– Warning systems.Warning systems.

• Warning signs!Warning signs!
– Earthquake in area.Earthquake in area.
– Bay recedes.Bay recedes. Then rises suddenly.Then rises suddenly.
– Warning systems.Warning systems.

• In the United States, we have some alert
systems.

• In the United States, we have some alert
systems. Indonesia did not have these.
Tsunami’s. Learn more at…
http://www.windows2universe.org/earth/tsunami1.html

Urban Flood: Streets flood becauseUrban Flood: Streets flood because
cement cannot absorb water. Water run-cement cannot absorb water. Water run-
off creates floods.off creates floods.

• Coastal Flooding and Hurricane Katrina

Levee failure during Hurricane Katrina. Learn more at…
http://en.wikipedia.org/wiki/2005_levee_failures_in_Greater_New_Orl
eans

• Urbanization increases runoff 2 to 6 times
than would occur on natural terrain.

Wetlands: An area that is regularly wetWetlands: An area that is regularly wet
and has vegetation that is adapted for lifeand has vegetation that is adapted for life
in saturated-soil conditions.in saturated-soil conditions.

• Which is which?
• Swamp
• Marsh
A treeless wetland
of grasses, sedges
and cattails.
Characterized by the
presence of trees
growing on mineral
soils with poor
drainage.

• Which is a marsh and which is a swamp?

Wetlands are extremely importantWetlands are extremely important
because they…because they…
--
--
--

Control flooding by absorbing water like aControl flooding by absorbing water like a
sponge.sponge.

They filter out / break down pollution.They filter out / break down pollution.
(Biogeochemical cycling).(Biogeochemical cycling).

Provides habitat for many animals andProvides habitat for many animals and
plants.plants.

• Activity! Wetland vs. Parking Lot.
– Use a book to place two glass slides so they
create a ramp.
– Wrap one in a paper towel.
– Place 100 drops on each.
– Record your observations of each in journal

• Questions
–What were your results?
–What is demonstrated in this experiment?
–Should we protect wetlands, Why or why
not?

• Questions

• Questions
–Answer: The glass slide with the paper
towel (wetland) absorbed much more
water than the just the glass slide
(urban) area.

• Questions

• Questions
–Answer: That wetlands serve a purpose
in the prevention of floods.

• Questions
not?

• Questions
not?
–Answer: Wetlands should be protected
for all of the valuable things they do.
Many wetlands are protected for this
reason.

• Questions
not?
–Answer: Wetlands should be protected
for all of the valuable things they do.
Many wetlands are protected for this
reason.
Wetlands and flood control. Learn more at…
http://water.epa.gov/type/wetlands/flood.cfm

New Area of Focus: Flood PreventionNew Area of Focus: Flood Prevention

• Natural Levee: A long ridge formed by
deposits of sediment alongside a river
channel.

Artificial levee: An embankment raised toArtificial levee: An embankment raised to
prevent a river from overflowing.prevent a river from overflowing.

• Humans create levees to protect land from
the damage caused by flooding.
–Some Nile Levees are 1000’s of years old

The types of leveesThe types of levees
--
--
--
--
--

Mainline: Levees that lie along theMainline: Levees that lie along the
mainstream and tributaries.mainstream and tributaries.

Mainline: Levees that lie along theMainline: Levees that lie along the
mainstream and tributaries.mainstream and tributaries.
Some areas near
river should flood

Ring Levees: Levees that completelyRing Levees: Levees that completely
encircle or “ring”.encircle or “ring”.

Setback Levees:Setback Levees:

Setback Levees: Levees that back-upSetback Levees: Levees that back-up
existing levees. They are further awayexisting levees. They are further away
from the existing levee.from the existing levee.

Sublevees: These are behind levees toSublevees: These are behind levees to
prevent water from damaging the leveeprevent water from damaging the levee
when it overflows.when it overflows.

Spur levees: A barrier that projects intoSpur levees: A barrier that projects into
the stream to prevent water current fromthe stream to prevent water current from
slamming a levee. Not a true levee.slamming a levee. Not a true levee.

Stabilizing rocks on river bank to preventStabilizing rocks on river bank to prevent
erosion / river changing course.erosion / river changing course.

• If a levee fails, the flooding it causes is
very destructive.

• Which towns are going to have the most
flood damage?

• Answer: Towns C and D will have the
worst flood damage.

• Using levees prevents water from spreading
into the floodplain.
–This makes the flooding worse
downstream.

• Activity! Levee Construction Team

– The class will be divided into groups of four
students.

students.
– Each group becomes a construction firm and
presents a proposal to construct a levee to
the class.

students.
– Each group becomes a construction firm and
presents a proposal to construct a levee to
the class.
Types of Levees. Learn more at…
http://www.mvm.usace.army.mil/floodcontrol/levees/levees.
asp

• Activity! Levee Proposal
– Sketch the following picture in your journal.

• Activity! Levee Proposal
– Record where the town suffers the most
damage.
– We will be recreating a great flood event using
a miniature of the town.

• Where did you observe the areas of
concern that may need bank stabilization
and or levee construction?

Example

Mainline levee system

• Activity! Flood Proposal
– Read information about levees from packet.
– Assign roles
• Spokesperson: Presents company name, gives a
quick sales pitch of plan.
• Fluvial Geologist: Discusses where team observed
the most damage to the town.
• Engineer: Discusses proposal of where flood
prevention measures will occur. You only have a
limited amount of resources (next slide / yellow
bars).
• Team leader: Makes sure everything gets done well.
Answers questions at end, discusses budget.

• Some PowerPoint advice!
– You should have a presentation that is backed
up by important slides.
• Don’t use PowerPoint as a crutch for not knowing your
content.

– Involve people. I need two volunteers, one
boy and one girl to read the next slide.

PowerPoint advice: You should…

PowerPoint advice: You should… KISS
Or read the next slide together.

• PowerPoint advice: “KISS”
–Keep
–It
–Simple
–Silly

• PowerPoint Advice:
– Cheesy Effects do not help your presentation.
– Waiting for information is a waste of time.
– Animations can take away from your
presentation.
– Wait! I’m not finished reading this. Where is it
going? I’m not ready yet! “Arrrgh, I hate
animations!”

How is this color combination?
Do you want to sit through 25
slides of Twinkie Yellow? Be smart
about your color choice. “Keep it
Simple”

I really enjoy this background color and font
style. I also wanted to make a pretty font.
Black and white is so boring!
Is this font to small?
Is this Font to
Big?

• Some PowerPoint advice
– Visuals are more important than words.
– This is a picture of a tornado forming.

– Visuals are more important than words.
– This is a picture of a tornado forming.
Note – Cyclonic formation

– Keep the presentation interactive with your
audience. The presentation is about the
audience, not you! Challenge them!
“WOW!” “Thanks for
showing me how to make
a tornado in a bottle
instead of a boring
slideshow.”

– Only a few words per slide.
– NO Paragraphs! NO Reading!
– NO Copy and Paste. It’s cheating and
boring.
– Tornado Formation
– A tornado is a violently rotating column of air in contact with and extending between a cloud (often a
thunderstorm cloud) and the surface of the earth. Winds in most tornadoes blow at 100 mph or less, but
in the most violent, and least frequent, wind speeds can exceed 250 mph.
– Tornadoes, often nicknamed "twisters," typically track along the ground for a few miles or less and are
less than 100 yards wide, though some monsters can remain in contact with the earth for well over fifty
miles and exceed one mile in width.
– Several conditions are required for the development of tornadoes and the thunderstorm clouds with which
most tornadoes are associated. Abundant low level moisture is necessary to contribute to the
development of a thunderstorm, and a "trigger" (perhaps a cold front or other low level zone of converging
winds) is needed to lift the moist air aloft.
– Once the air begins to rise and becomes saturated it will continue rising to great heights and produce a
thunderstorm cloud, if the atmosphere is unstable. An unstable atmosphere is one where the temperature
decreases rapidly with height.
– Atmospheric instability can also occur when dry air overlays moist air near the earth's surface. Finally,
tornadoes usually form in areas where winds at all levels of the atmosphere are not only strong, but also
turn with height in a clockwise, or veering, direction.
– Tornadoes can appear as a traditional funnel shape, or in a slender rope-like form. Some have a
churning, smoky look to them, and others contain "multiple vortices" - small, individual tornadoes rotating
around a common center. Even others may be nearly invisible, with only swirling dust or debris at ground
level as the only indication of the tornado's presence.

• The template will be provided shortly for your
levee proposal.
– Don’t make your presentation PowerPointless.

Tutorial on to use PowerPoint to
scribble / shapes / move the
yellow lines below to create your
levee proposal.

Dam: A barrier constructed across aDam: A barrier constructed across a
waterway to control the flow or raise thewaterway to control the flow or raise the
level of water.level of water.

Importance of DamsImportance of Dams
--
--
--
--
--
--

Control FloodsControl Floods..

Generate Power.Generate Power.

Provide clean drinking waterProvide clean drinking water

Improve navigation.Improve navigation.

Recreation.Recreation.

Industrial uses.Industrial uses.

Agricultural use / irrigation.Agricultural use / irrigation.

Hydroelectric power is a renewable andHydroelectric power is a renewable and
clean source of energy.clean source of energy.

Hydroelectric power is a renewable andHydroelectric power is a renewable and
clean source of energy.clean source of energy.
Benefits of dams. Learn more at…
http://bbmb.gov.in/english/benefit_large_dam.asp

• Hydroelectric power make up approximately 30
percent of the generating capacity in the U.S.

• Largest Dam in the World: The Three
Gorges Dam in China.

Three Gorges Dam. Environmental Disaster. Learn
more at…
http://www.scientificamerican.com/article.cfm?
id=chinas-three-gorges-dam-disaster

Some archeological
treasures were lost.

Some archeological
treasures were lost
and people displaced.

• Activity! Aswan Dam Case Study.
– Please answer the questions after reading the
handout.
The Aswan Dam, 20 years later in the Mediterranean Sea Ecosystem
http://ocean.tamu.edu/Quarterdeck/QD3.1/Elsayed/elsayed.html

Lock: A device for raising and loweringLock: A device for raising and lowering
boats between stretches of water ofboats between stretches of water of
different levels.different levels.

• Write three sentences in the past tense
describing how a lock system works.
– Use the animation below to help you.

• Answer: A lock system works by having a
fixed chamber that can raise or lower a boat
by filling or draining the chamber with water.

• Lock system for The Three Gorges Dam in
China.

• How does a hydroelectric dam work?

• Answer: The water has potential energy
(position), and creates kinetic energy
(motion). This motion spins a turbine which
can generate electricity.

• Activity! Indentifying the parts of a
hydroelectric dam.

River Penstock Powerlines
Intake Reservoir Turbine
Generator Powerhouse

““Oh-No!”Oh-No!”
““We are goingWe are going
to do it again.”to do it again.”

• What is the name for the circled term?

• Answer: Reservoir

• Answer: River

• Answer: Intake

• Answer: Dam

• Answer: Powerhouse

• Answer: Powerhouse
How a Hydroelectric Dam works. Learn more at…
http://ga.water.usgs.gov/edu/hyhowworks.html

• Recommended Video! History Channel
Modern Marvels on Dams.
– http://www.youtube.com/watch?v=MwTISnePb5M
– Comes with worksheet to be completed during the
video.

Dams can also disrupt ecosystems, spoilDams can also disrupt ecosystems, spoil
the flow of great natural rivers, andthe flow of great natural rivers, and
displace human populations.displace human populations.

Dams can also disrupt ecosystems, spoilDams can also disrupt ecosystems, spoil
the flow of great natural rivers, andthe flow of great natural rivers, and
displace human populations.displace human populations.
Learn more about the positives and negatives of
dams at…
http://ijolite.geology.uiuc.edu/05sprgclass/geo49
7/class%2013%20/big%20dams.htm

• Activity! The Dam Debate.
– You will role play, write, and present a persuasive
speech about a dam proposal in a small town.

• Activity: Dam Debate Project / Speech
– Each student will pick a character randomly.
• Card tells if you are for or against dam.
• Gender isn’t important, just change name.
– Students prepare a short speech in character
about dam.
– We will have a town meeting to discuss the
possible dam.

• These are a few of the roles that you will
have to become.
• (The people at the town meeting)

have to become.
– Pay attention because you will be given time
to trade your role to a peer.

have to become.
• Pay attention because you will be given
time to trade your role to a peer.
• Gender doesn’t matter, just change first
name of card picked (Jim  Jill)

• Mayor Ferguson:
Town Mayor
• (For Dam)
– Will bring the town
$ (development).
– More jobs to the
town people.
– More tax revenue.

• Harold Jingles:
Town Local
• (Against Dam)
– Doesn’t want
development of
town.
– Enjoys the natural
environment.
– Likes the simple life
of a small town.

• Ginger Snapps:
• Store Owner
• (For Dam)
– The dam will bring
increased profit to
her general store.
– She will hire more
people.
– Provide more
services to the
town.

• Allen Story:
• Historical Home
Ownwer
• (Against Dam)
– Owns a home
from the 1700’s,
historical
importance,
– Doesn’t want to
see reservoir flood
his home.
– Won’t relocate.

• E. Conomy
• Business Woman
• (For Dam)
– Has big business
plans for the town.
– Increase in land
values.
– Working closely
with mayor.

• Jumping Salmon:
• Tribal Leader
• (Against Dam)
– Destruction of
culturally important
land.
– Subsistence for his
people.
– Destruction of the
environment.

• Carla Dean Minium
• Housing Developer
• (For Dam)
– Plans on
developing
Lakeside housing.
– Money and jobs for
town.
– Increase in tourism
to town.

• T. M. Burr
• Logger
• (Against Dam)
– Damming the river will
ruin destroy valuable
timber land.
– Compensation offered
is not enough.
– Many plants and
animals will be lost /
productive land
submerged.

• Jill Handy:
• Unemployed
• (For Dam)
– Needs a job which
will be offered from
construction.
– More money to the
town and for the
schools.
– More tax revenue to
build better roads in
town.

• Cye N. Tist:
• Biologist
• (Against Dam)
– Destruction of river
ecosystem
– To discuss
problems of dam to
river environment.

• Cody
• Fishing Guide
• (Against Dam)
– Guides for salmon
on the river and will
lose business.
– Loss of business
Increase in tourism
to town.

• Jill Weeters
• Wakeboarder
• (For Dam)
– Looking to go pro
in wake boarding
and the lake will
provide recreation
opportunities for
boaters.
– Increase in tourism
to the town.

• Owen Lars
• Whitewater
Kayaker
• (Against Dam)
– Loss of awesome
whitewater river.
– Loss of tourism
– Loss of recreation.

• O. L. Slick
• Boat Store Owner
(For Dam)
– New Lake will
increases business
and tourism to
town.
– More boating
opportunities.
– Has plans with
mayor for local
marina.

• I. M. Floaten
• Rafting Guide
(Against Dam)
ruin his business.
– Loss of money and
jobs from tourism
decrease.
– Last great whitewater
opportunity in area.

• Rick Culture
• Farmer
• (For Dam)
– New Lake will
provide irrigation
for his crops year
round.
– Increase in food
production and
profit.

• Simple Simon
• Organic Farmer
• (Against Dam)
– Loss of nutrient
rich flood waters
means the use of
expensive
fertilizers.
– Decrease in
organic food and
animal production.

• Alotta Powers
• Spokesperson for
Electrical
Company
• (For Dam)
– Increase in electricity
production
– Decrease in electrical
cost to town.
– Less Blackouts.
– More jobs and growth
opportunities.

• Art Vandeleigh
• Ornithologist / Bird
Watcher
• (Against Dam)
– Nesting Eagles rely
on river for survival.
– Eagles are on
endangered species
list.
– River ecosystem is
better for birds than
reservoir.

• Mrs. Fletcher
• Senior Citizen
• (For Dam)
provide low cost electricity.
– Wants to the see the town
grow because it is difficult
having to drive long
distances for services and
goods.
– Remembers the Flooding
that destroyed town (1921).
– Her son needs a job.

• Patty Meadows
• Archeologist
• (Against Dam)
flood important
archeological sites.
– Permanent loss of
knowledge.

• Jacob House
• Developer
• (For Dam)
provide a lake which will
increase land value.
– Lakeside houses that will be
built will increase tax
revenue, more services for
town.
– Working closely with the
mayor.
– More construction jobs will
be needed.

• Linda Dripper
• Director of Water
Quality
• (For Dam)
provide a lake which will
provide a clean source of
drinking water.
– No more water bans.
– Decrease in water bills,
cleaner, and tastier water.

• Margaret East
• Town Local
• (Againt Dam)
– The large dam and
unsightly powerlines will
take away from the
aesthetic value of the town.
– The river is part of the
towns place and should be
protected.
– She remembers playing in
the river when she was
younger.

• Harvey West
• Angry Town Local
• (For Dam)
– Damming the river will help
the town get out of debt.
– Increase in housing market
and more jobs
– Angry at people who oppose
growth.

• Harvey West
• Angry Town Local
• (For Dam)
– Damming the river will help
the town get out of debt.
– Increase in housing market
and more jobs.

• Bobbie Law Keeper
• Local Police Chief
• (Against Dam)
– He is the only officer in
the town. Increased
traffic to town +
hundreds of new
workers may cause
problems.
– Needs more staff,
more vehicles
(marine), and more
money if this happens.
– The town isn’t ready
yet.

• Dr. Sidney Jones
• School Principal
• (Against Dam)
– Current school is to
small to accommodate
rapid increase in
students.
– New School will need
to be created +
increase in staff.
– Money will be needed
to build a new school.
– The town isn’t ready
yet.

• Dr. Gina Reynolds
• Engineer
• (Against Dam)
– The core material that
is being proposed for
the dam is not ideal.
– The layout of the land,
lack of proposed
spillway, and history of
major floods events
puts people and
property at risk.

• Dr. Tom Feeley
• Engineer
• (For Dam)
– The planned earthen
gravity dam is
perfectly safe.
– Many safety measures
in the construction
process will be used.

• Make Your Own
• Career ___________
• (Against Dam)
• -
• -
• -

• Make Your Own
• Career ___________
• (For Dam)
• -
• -
• -

• Preparing for your speech.

• Preparing for your speech
– This is scary if you are not prepared.

This speech is
a waste of time.

Did he prepare at
all for this project?

I look engaged
but I’m just faking..

This is just opinion, he
has no facts.

Oh Brother, I should have
prepared a better speech.

• Welcome
– Town People, Press, Businesses
• Introduction
– Who you are?
– Why are you here? (For or Against Dam / Thesis)
• Body Paragraph
– Discuss your most important reason (for/against) the dam, relate
to who you are.
– Discuss a few secondary reasons,
• Conclusion
– Bring argument together (Quick Summary)
– Offer solutions
– Reinforce your main argument
– Thank people for listening and urge them to vote (for/against)
– Reminders: Be persuasive, provoke emotion, convince audience
to take action. Back up conclusions with facts.
Reminder: Be persuasive, provoke
emotion, convince audience to take
action. Back up conclusions with
facts, cite these facts.
Ex.) A World Environment Report
(2005) found that reservoirs from
dams have a significant impact on
global biodiversity.

• Welcome
– Town People, Press, Businesses
• Introduction
– Who you are?
– Why are you here? (For or Against Dam / Thesis)
• Body Paragraph
– Discuss your most important reason (for/against) the dam, relate
to who you are.
– Discuss a few secondary reasons,
• Conclusion
– Bring argument together (Quick Summary)
– Offer solutions
– Reinforce your main argument
– Thank people for listening and urge them to vote (for/against)
– Reminders: Be persuasive, provoke emotion, convince audience
to take action. Back up conclusions with facts.

• Complete this question between
presentations.
– List the person and their reason for being for or
against the dam.

• Try and figure out the picture beneath the
boxes.
– When you think you know, raise your hand.
You only get one guess.

• You can now record information in the
white space and then neatly color the
pictures.

• “AYE” Advance Your Exploration ELA and
Literacy Opportunity Worksheet
– Visit some of the many provided links or..
– Articles can be found at (w/ membership to
NABT and NSTA)
• http://www.nabt.org/websites/institution/index.php?
p=1
• http://learningcenter.nsta.org/browse_journals.aspx?
journal=tstPlease visit at least one of the
“learn more” educational links
provided in this unit and
complete this worksheet

• “AYE” Advance Your Exploration ELA and
Literacy Opportunity Worksheet
– Visit some of the many provided links or..
– Articles can be found at (w/ membership to and
NSTA)
• http://www.sciencedaily.com/
• http://www.sciencemag.org/
• http://learningcenter.nsta.org/browse_journals.aspx?
journal=tst

• This PowerPoint is only small part of my Rivers,
Lakes, and Water Quality Unit.
– This unit includes a four part 2,150 slide PowerPoint
roadmap.
– 13 page bundled homework, modified version, 8
pages of lesson notes, built-in visual quizzes, review
game, 23 video links, hands-on activities with
instructions and questions, crossword, rubrics,
projects, answer keys, readings, materials list,
curriculum guide, and much more.
– http://sciencepowerpoint.com/River_and_Water_Quali
ty_Unit.htm

Areas of Focus within The Rivers and Water Quality Unit:
Watersheds, Rivers of the United States, Sections of a River, Parts of
River (Vocabulary), Stream Order, Erosion and Deposition, Water
Quality, Chemical Properties of Water, Bio-Indicators of Water Quality
(EPT richness), Physical Properties of Water Quality, Rivers and
Flooding, Factors that Control Flooding, Types of Flooding, Tsunami’s,
Wetlands, Flood Prevention, Levees, Dams and Ecosystem, Importance
of Dams, Impacts of Dams, Hydropower, Parts of Dam, Salmon (Life
Cycle), Systems of Help Salmon, Fish (General), Layering in a Lake,
Lake Turnover, Nutrients and Lakes.
Full Unit can be found at…
http://sciencepowerpoint.com/River_and_Water_Quality_Unit.h
tm

http://www.teacherspay
teachers.com/Product/P
hysical-Science-
Curriculum-596485
http://www.teachersp
ayteachers.com/Produ
ct/Life-Science-
Curriculum-601267
http://www.teachersp
ayteachers.com/Produ
ct/Earth-Science-
Curriculum-590950

• Please visit the links below to learn more
about each of the units in this curriculum
– These units take me about four years to complete
with my students in grades 5-10.
Earth Science Units Extended Tour Link and Curriculum Guide
Geology Topics Unit http://sciencepowerpoint.com/Geology_Unit.html
Astronomy Topics Unit http://sciencepowerpoint.com/Astronomy_Unit.html
Weather and Climate Unit http://sciencepowerpoint.com/Weather_Climate_Unit.html
Soil Science, Weathering, More http://sciencepowerpoint.com/Soil_and_Glaciers_Unit.html
Water Unit http://sciencepowerpoint.com/Water_Molecule_Unit.html
Rivers Unit http://sciencepowerpoint.com/River_and_Water_Quality_Unit.html
= Easier = More Difficult = Most Difficult
5th
– 7th
grade 6th
– 8th
grade 8th
– 10th
grade

Physical Science Units Extended Tour Link and Curriculum Guide
Science Skills Unit http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Metric_Methods.
html
Motion and Machines Unit http://sciencepowerpoint.com/Newtons_Laws_Motion_Machines_Unit.html
Matter, Energy, Envs. Unit http://sciencepowerpoint.com/Energy_Topics_Unit.html
Atoms and Periodic Table Unit http://sciencepowerpoint.com/Atoms_Periodic_Table_of_Elements_Unit.html
Life Science Units Extended Tour Link and Curriculum Guide
Human Body / Health Topics
http://sciencepowerpoint.com/Human_Body_Systems_and_Health_Topics_Unit.html
DNA and Genetics Unit http://sciencepowerpoint.com/DNA_Genetics_Unit.html
Cell Biology Unit http://sciencepowerpoint.com/Cellular_Biology_Unit.html
Infectious Diseases Unit http://sciencepowerpoint.com/Infectious_Diseases_Unit.html
Taxonomy and Classification Unit http://sciencepowerpoint.com/Taxonomy_Classification_Unit.html
Evolution / Natural Selection Unit http://sciencepowerpoint.com/Evolution_Natural_Selection_Unit.html
Botany Topics Unit http://sciencepowerpoint.com/Plant_Botany_Unit.html
Ecology Feeding Levels Unit http://sciencepowerpoint.com/Ecology_Feeding_Levels_Unit.htm
Ecology Interactions Unit http://sciencepowerpoint.com/Ecology_Interactions_Unit.html
Ecology Abiotic Factors Unit http://sciencepowerpoint.com/Ecology_Abiotic_Factors_Unit.html

• The entire four year curriculum can be found
at... http://sciencepowerpoint.com/ Please feel
free to contact me with any questions you may
have. Thank you for your interest in this
curriculum.
Sincerely,
Ryan Murphy M.Ed

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