WATERSHED MODEL

Version for printing

Grades: 3-12, adults

Group Size: 15 or less ideal to stand around model

Location: Inside or Outside

Length: 30 minutes plus if using supplemental activities

Classroom needs:

Table for each model
Water nearby
Black/white board (optional)

Materials

Enviroscape Models (including pollutants/water bottles/buffers)
Supplementary pictures of Erosion,

Non-point source pollution, algae blooms

Soil Touch Box
Learning Results
Assessment activities for each child
Teacher Evaluation Form

Overview & Objectives

Each of us lives in a watershed. A watershed is all of the land that drains into a specific water body, which may include lakes, rivers and streams. After this presentation, students should be able to:

relate why it is important to protect our water resources
understand the concept of watersheds and how stormwater runoff flows across the earth
understand the concept of non-point source pollution and how human activities contribute to its effects
explain actions we can take in our daily lives that will help promote clean water and reduce non-point source pollution

The watershed model presentation can be a fun, dynamic tool for your classroom. A thorough, inspiring presentation, combined with pre- and post-presentation supporting materials, can be an important component of your water science curriculum. This outline is intended to show the full range of activities and discussion that can be used with the watershed model presentation. It can be tailored to specific needs. Also, not all concepts are appropriate or necessary for all grade levels. The outline is a general guide to the presentation possibilities, NOT a list of what is covered at each presentation.

Maine Learning Results Alignment

ELEMENTARY GRADES 3-4

Science and Technology

B. Ecology

4. Investigate the connection between major living and non-living components of a local ecosystem.

F. The Earth

4. Illustrate how water and other substances go through a cyclic process of change in the environment.

K. Scientific Reasoning

3. Draw conclusions about observations

6. Practice and apply simple logic, intuitive thinking, and brainstorming

M. Implications of science and technology

4. Explain practices for conservation in daily life, based on recognition that renewable and non-renewable resources have limits.

Social Studies - Geography

B. Human Interaction with Environments

3. Use a variety of materials and geographic tools to explain how the physical environment supports and constrains human activities.

MIDDLE GRADES 5-8

Science and Technology

B. Ecology

5. Describe various mechanisms found in the natural world for transporting living and non-living matter and the results of such movements.

M. Implications of Science and Technology

3. Describe an individual's biological and other impacts on an environmental system.

6. Give examples of actions which may have expected or unexpected consequences that may be positive, negative or both.

7. Explain the connections between industry, natural resources, population and economic development.

SECONDARY GRADES 9-12

Science and Technology

B. Ecology

4 Analyze the impact of human and other activities on the type and pace of change in ecosystems.

L. Communication

5. Critique models, stating how they do and do not effectively represent the real phenomenon.

M. Implications of science and technology

2. Demonstrate the importance of resource management, controlling environmental impacts and maintaining natural ecosystems.

Social Studies - Geography

B. Human Interaction with the Environments

1. Explain factors which shape places and regions over time.

Introduction

Optional: Administer pre-assessment or do one of pre activities listed at the end of this lesson plan.

Review simple Rules:

a. Hand raising – one person speaks at a time.

b. Do not touch models until asked

c. Participation is key in this brainstorming discussion.

The Model

1. Ask students what they observe on the model

a. Land use: farm, golf course, construction site, forest (logging area), parking lot, roads

b. Structures: houses, wastewater treatment plant, factory, barn

c. Animals, Cars/other vehicles, Lake, Stream

d. Well, storm drain

e. Colors: Brown – soil, Green – grass, Gray – road/parking lot, Blue – Water, White

rocks

f. Note the quality of the water in the lake/ocean.

g. Why do we care about clean water? What do we use it for?

1. drinking

2. washing, cleaning, bathing

3. recreation – boating, swimming, fishing

2. What is pollution? (Something that causes harm or damage. Even something that is good, such as a nutrient necessary for living organisms like phosphorus, can cause damage when it gets into the natural environment in abnormal amounts.)

3. What pollutants do you think could be the result of some of the human activities or land uses on our model? (As students answer the questions appropriately offer them the pollutants to sprinkle on the model. Be sure each student has the chance to participate.)

a. Fertilizer (green Kool-Aid) - possibly on the fields on the farm, on residential lawns and on the golf course.

b. Pesticides (orange/red Kool-Aid - possibly on the fields on the farm, on residential lawns and on the golf course.

c. Soil (cocoa powder) - possibly on the fields on the farm, on the construction site, on the deforested mountain and in the roadside ditches. What is erosion? (Show pictures) How could soil in lakes or streams pollute the water? Could cause turbidity or murkiness of the water, cause a raise in temperature, cover the natural substrate, alter fish habitats so that it is harder for fish to lay eggs, feed or breath through gills (soil acts as abrasive). ALSO, soil particles act as little magnets, for other pollutants to stick to and get washed along with the soil in stormwater (example: phosphorus!)

d. Oil/gas/mixture (thick cocoa and water mixture) – possibly leaking oil or gas from improperly maintained vehicles or residue from someone trying to change their own oil. Can also use this mixture to represent animal waste – from the farm animals as well as possible residential animals such as dogs. (show picture) Also can use this mixture to represent pollution that could be present as a result of industrial effluent from the factory, a break in the pipe at the sewage treatment plant, a malfunction in a residential septic tank, household cleaners improperly disposed of at home, etc.

e. Litter (pieces of paper) – litter thrown from cars along the roads, etc.

f. Air Pollution (Orange Kool-Aid) – possibly from vehicle exhaust, residential chimney smoke, factory stack smoke, etc. Ask students how pollutants might get into the air and how these pollutants might come back down to the earth. If necessary, review Water Cycle and Evaporation, Condensation and Precipitation.

4. Ask the students these questions:

a. What do you think about how the land and water look after the pollutants are added?

b. Does our watershed really look like this? Does this represent “real life?”

5. Then it RAINS! Hand out water bottles and have each student spray quickly 10 times. Rules for the bottles may be as such:

a. Spray down at the model, not across it

b. Limited number of sprays and then pass bottle to next student

c. Spray on your side of the model, as pollutants may stain clothes

d. Observe what happens to the lake as it rains and rains.

6. Talk about the lake – What happened? Would you now want to drink, swim, boat or live on this lake?

a. Rain becomes stormwater and can wash pollutants away from their original locations but remember, away is never away! Describe the watershed concept. All the rain that falls within this watershed drains to the lake/ocean.

b. Could this also represent an algae bloom? Discuss the role of phosphorus if age appropriate and show pictures of algae blooms.

c. Out of all of the pollutants that washed into the lake, what do you think the number one pollutant is to Maine Lakes, Rivers and Streams? (Optional use a Soil Touch box or bag filled with soil. It is best to ask the students to keep their answer silent and line up to learn the answer without letting the others know what your felt in the touch box/bag so it is a surprise to each student.)

d. Introduce the concept of Point Source Pollution (such as any pollution that might come from one point at the factory or Sewer Treatment Plant) versus Non Point Source Pollution (all of the rest of the pollution that happened on our model, that does not come from one point. Non-point Source Pollution is generally the type of pollution that all of us can work to prevent!)

7. Drain the polluted water and wipe up the excess “pollution” from the basin of the lake. Then replace the stopper and refill the lake with clean water. Tell the students that since this is a model I am going to give you a second chance.

8. Discuss what can be done to stop NPS pollution – what can we do? You could hand out the DEP publication 8 Simple Steps to Clean water. Here are some possible answers and actions.

a. Vegetated buffers! (Show pictures) Have students use felt, sponges and trees to make a vegetated buffer between the edge of the farmer's field and the lake. Make sure to discuss the importance of a buffer with different levels. Emphasize the job of buffers with by using the monikers “Stop the Drops” (raindrops) and “Slow the Flow”.

b. Fence animals out of water sources/contain manure (show picture)

c. Reduce excessive clearing of land – plant trees and other vegetation in areas with bare soil to reduce erosion.

d. Encourage family, friends and neighbors, the farmer and the golf course to reduce excessive pesticide/fertilizer use or use more organic, safer alternatives.

e. Make sure the construction site has a temporary measure in place BEFORE they start digging up the earth. Could use Silt Fence, which we have a representation of in the model, or more current solutions such as a berm of Erosion Control Mix or an Erosion Control Sock that is full of mulch and seed.f. Encourage family and neighbors to maintain septic systems (show picture).

g. Make sure towns people dispose of chemicals properly.

h. Encourage the town to have a land use plan that helps protect the lake.

i. Talk with local lake associations/land planners about ways they could help

9. Ask students if they need to add more pollutants. Repeat the rain process and observe the difference in the water quality.

Summary/Review

Quick Assessment Questions to ask Students:

1. Who polluted the water?

2. What is one thing that you can either do or encourage others to do to prevent Nonpoint Source Pollution? Can discuss "8 Simple Steps to Clean Water" brochure and poster together.

3. What is the number one pollutant to Maine's Lakes, Rivers and Streams?

4. Do you live in a watershed?

Pre or Post Activities

Introduce Watershed Concept: Crumpled Paper Activity

MATERIALS: card stock or used manila folders, washable markers, colored pencils or crayons

1. Each student or pair of students receives the materials.

2. Demonstrate first and then instruct students to crumple gently pull the paper out by the four corners, without smoothing the paper entirely. Allow the cardstock to form peaks and valleys like a mountainous relief map.

4. Use a blue washable marker to mark the high points. Ask what are these?? (The hillsl or mountaintops, the ridges.)

5. Next, use a yellow washable marker to mark the low points – the valleys.

6. Use colored pencils to draw where you would like your house to be on the land, add roads, forests etc.

7. Use a water-filled spray bottle to spray the cardstock paper “model” with water. Ask participants to observe the direction of water flow. Ask students to describe what happened?

8. Show ridges that define each individual watershed on the paper model. A lake is in the bottom of the “bowl” created by the mountain ridges. There are mini-watersheds all around us – puddles that form in depressions on the ground (their must be higher ground that gives the puddle its shape) and even water fountains can be thought of as a watershed since the water doesn't flow off the sides!

9. Emphasize that water falling on a mountain top will flow down into one or more watersheds, introducing neighboring watersheds concept as well as watersheds within other watersheds.

10. No matter where you are on this piece of land (paper) you are in a watershed. Likewise, no matter where you are on earth, you are in a watershed!

Identify Local Watersheds: Delineating Watersheds using Topographic Maps

1. Pick a waterbody that you would like to delineate (or define) the watershed.

2. Mark the high points around the waterbody with an X.

3. Connect the X marks along the highest altitudes to create the ridgeline that delineates the watershed of the waterbody.

4. Which lakes/rivers/streams/ponds are in the local watershed?

Post Assessment Activities

1. “All About Watersheds” Postcard. Ask students to draw, write or both what they learned about watersheds and water pollution during the lesson. Students can address these postcards to the presenter, their parents, the town mayor, state officials or even the president. Guiding questions and example scenarios are available on the supplemental worksheet – “Postcard/Journal Assessment”.

2. Various Worksheets are available such as: "Find the Problem" search, Watershed Scramble, Watershed Word Search, What's wrong with this picture? Activity (US. EPA)

3. Lingo Bingo

4. Rainy Day Hike (Project WET)

5. Journaling (as part of existing journals, if they use journaling as part of their class evaluation)

Watershed Model Glossary

ALGAE – tiny, floating plants that use photosynthesis to create food and oxygen.

ALGAE/ALGAL BLOOM – excessive growth of algae caused by too much nutrient input

BACTERIA – microscopic organisms that can be harmful when released into the water

BEST MANAGEMENT PRACTICE (BMP) – Practices that are put in place to help reduce NPS pollutant loads into a water body. OR, practical solutions that are put in place to help to prevent or stop potential or existing NPS pollution problems.

BUFFER/BUFFER STRIP – a strip or group of plants located downslope of potential runoff. These can filter runoff and absorb nutrients

EROSION – the gradual wearing down of land by water, wind or snowmelt

EVAPORATION – the process by which water becomes vapor in the atmosphere

FOOD CHAIN – shows how different organisms (plants & animals) relate to each other

GROUNDWATER – the water beneath the surface of the ground. Water in springs or wells

LAND USE – activities occurring on a particular area surrounding a water body. Land use can include but isn't limited to urban, agriculture, industry, forestry, and mining.

NON-POINT SOURCE POLLUTION (NPS) – pollution that originates from many different sources that often result from everyday human activities like gardening and lawn care, pesticide use, improper septic system maintenance, construction, etc. As it flows over the land, it picks up pollutants and deposits them into a body of water.

NUTRIENT – an element that serves as food or provides nourishment to plants or animals

OXYGEN – a gas that fish and other animals need in order to survive. In lakes it is found in high concentration in the coldest deepest water.

PHOSPHORUS – a nutrient attached to soil particles. It can cause algae blooms when it gets into lakes in large amounts.

POINT-SOURCE POLLUTION – pollution that enters water from a specific source such as factories or treatment facilities.

PRECIPITATION – another word for rain, hail, sleet or snow

RUNOFF – water that flows across the land's surface, does not soak into the ground, and eventually runs into bodies of water

SEDIMENT – the material suspended in or carried by water that settles out when the water slows down (may be nutrients or dirt/soil)

SOIL – the number one pollutant to Maine's lakes and rivers. May also be called DIRT.

STORMDRAIN - a grate or opening in the gutter where stormwater goes. In most places the water flows to a waterbody. In a few cities this water does go to a sewage treatment plant, but most cities are disconnecting the stormdrain from the sewer.

STORMWATER - rain that flows over the ground, picking up pollutants.

SURFACE WATER – water that is on the surface of the earth (in lakes, streams, rivers, oceans, etc.)

WATERSHED – the land area from which all water drains from the land into a common water body.

USE WATER WISELY!

Adapted by Cameron Parker and Jessica Lincoln, Maine DEP/AmeriCorps Educators 2002.

Adapted by Tamara Whitmore, Maine DEP/AmeriCorps Educator 2006.

Lesson plans