CORE QUESTION: How does nonpoint source pollution affect natural resources?
OVERVIEW: "A watershed is the area of land where all
of the water that is under it or drains off of it goes
into the same place. They cross county, state and national
boundaries. No matter where you are, you're in a watershed."
(http://www.epa.gov/win/what.html) Students will investigate
the importance and the location of their own watershed.
They will also create an action plan on how to protect
their local watershed.
TIME REQUIRED: Ongoing, but at least one week of forty-five minute periods.
SUGGESTED GRADE LEVEL: Grades 7 - 12
INTERDISCIPLINARY CONNECTIONS:
- Social Studies: Students will be able to investigate environmental law and policies involving nonpoint
source pollution. Students will attend a local town council meeting.
- English: Students will be able to compose outlines and presentations for their action plan on protecting their watershed.
- Science: Students will discuss urban and agricultural runoff as sources of nonpoint source pollution.
- Technology: Students will search various Internet sites to investigate nonpoint source pollution.
CORE CONTENT STANDARDS:
- Standard 5.4: All Students Will Develop An Understanding Of
Technology As An Application Of Scientific Principles
Descriptive Statement: Understanding the unique interdependence
of science and technology is an important goal of
science education. This standard is an attempt to
show students how the application of scientific knowledge
can be used to improve the human condition and how
technological development affects the quality of life.
- Standard 5.12: All Students Will Develop An Understanding Of
The Environment As A System Of Interdependent Components
Affected By Human Activity And Natural Phenomena Descriptive
Statement: Creating an awareness of the need to protect
and preserve natural resources is a goal of science
education. This standard calls for students to develop
knowledge of environmental issues, including management
of natural resources, production and use of energy,
waste management, and the interdependence of ecosystems.
STRATEGIES:
Day 1: Warm-up activity: Why do people brush their long-haired pets?
Defining watersheds through visuals: Have students crumble a
piece of white paper and then pull it apart to make
a mountain-like structure. They should tape the four
corners down to a larger piece of construction paper
and then using a water-soluble blue marker color in
all of the ridges of the white paper. Ask the students
to mark with a circle with a different colored permanent
marker where they would build their home on the mountain
and then walk around with a misting water bottle to
demonstrate rain coming down on their landmass. The
colors will run down the ridges and illustrate the concept
of a watershed. Ask the students to then define what
a watershed is and also describe what happened to their
mansion based on where they placed it. Why is nonpoint
source pollution problematic for watersheds?
Day 2: The students will research the location of their
own watershed. Begin by visiting the EPA's website Surf
Your Watershed and click on the link to locate the local watershed(s).
Investigation questions for the students: What counties are involved
in your watershed? Are there other watersheds located
near your watershed? How many rivers, streams, lakes
and aquifers are located within your watershed? What
larger ecosystem is your watershed a part of and what
are the general environmental concerns of that ecosystem?
Day 3: Investigation questions for the students: Are there
any Superfund Sites in your watershed? What are they
and what does this mean for your watershed? What conditions
currently exist in your watershed? In what areas are
your watershed vulnerable? Summarize in a chart the
condition and vulnerability indicators for your watershed(s).
Day 4: Students should visit the Scorecard
website to determine the status of your local air, water and land.
Investigation questions for the students: Is there anyone polluting
your community? Create a list of the major offenders
and discuss how they are polluting the environment.
Day 5: What can you do to protect your local watershed?
Develop a strategy with a group of 4-5 students on how
you could work locally to preserve your local watershed
(examples could include beach sweeps, drought-resistant
gardens, educational/awareness programs for the community).
Teachers should look for local watershed grant projects
and have students participate in actual projects.
REFERENCES:
MATERIALS:
- Internet-ready computer lab
- E-mail accounts for all students
- Attendance at a city council meeting to understand environmental commissions
- The teacher should investigate the links on this page
to understand the problems associated with their watershed
prior to students beginning their research.
ASSESSMENT:
- Completion of charts and lists from investigations
- Quiz on defining watersheds and their importance
- Action plan - appropriateness and feasibility
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