ESTUARY-NET CURRICULUM SAMPLES
LEVEL TWO

ACTIVITY 1: UNDERSTAND YOUR WATERSHED

PART A: WHAT IS THE QUESTION?
Testing samples
Activity Objective: Students will understand the relationship between upstream influences in their watershed and their watershed's estuary. They will identify the information needed and the resources necessary to address a potential watershed question.
Estuary-Net Outcome Connection:
High schools will form a partnership with their local officials, state Coastal Zone Management programs, and National Estuarine Research Reserves to work collaboratively in solving non-point source pollution problems in estuaries and watersheds.
Students will be able to use the scientific process to test a hypothesis, and will understand how science and the process of science contributes to decision-making.
Students will understand their connection to and the importance of estuaries and the impact upland activities have on these systems.
Time Needed: 1 class period.
Materials: Chart paper, computer.
Procedure:
    1. As a class, create a concept map showing the relationship between upstream influences and problems in the watershed and estuary. Discuss possible study questions or monitoring objectives.
        ex. Upstream Inputs: freshwater, nutrients, sediment, bacteria, chemicals, pollutants.
        Question: Are there bacteria that cause a negative influence in the watershed?
         
    1. They will create a list of variables that might influence the problem and develop a question they wish to investigate by examining one of those variables.
        2. ex. Variable: nitrates, phosphates, E. coli
        Question: What sources, such as septic systems, are most likely to contribute excessive E. coli bacteria during spring flooding?
         
    2. Teacher and class will discuss and list the objectives of the project (investigating the question). The objectives should be clearly stated, communicating the nature and depth of the problem, and they should be achievable within the limitations of time, budget and accessibility of sites. The refined study question is an outgrowth of the objective.
    3. Based on the objectives and the limitations discussed, teacher and class will refine their watershed question and brainstorm methods to answer that question. The class will decide by consensus the variable they will sample for and the method they will use.
          4. ex. Variable: E. coli
          Question: Under what circumstances does the septic system at the campground contribute E. coli to the watershed system?
          Method: Generate a testable hypothesis to address this question.
           
    4. Students will submit their question and proposed hypothesis to other schools in their regon and download questions developed by other regional schools.
    5. Teacher and class will identify commonalities in these regional questions and discuss which variables might have the greatest influence on their study question.
TEACHER'S NOTE: It is important that all regional schools come to a consensus on the variables to be monitored. In order to compare between sites in a region, it is suggested that all schools measure dissolved oxygen (DO), temperature, salinity, pH, depth, and turbidity. Classes may investigate different questions, but should keep in mind other questions being studied regionally and how those questions will support or enhance their investigations.   

PART B: MAPPING YOUR WATERSHED

Activity Objective: Students will create a land use map of their watershed. They will identify access points to that watershed that are suitable sites for investigating their watershed question and the equipment needed for their investigation.
Estuary-Net Outcome Connection:
High schools will form a partnership with their local officials, state Coastal Zone Management programs, and National Estuarine Research Reserves to work collaboratively in solving non-point source pollution problems in estuaries and watersheds.
Students will understand water quality and the variables that contribute to water quality.
Students will understand their connection to and the importance of estuaries and the impact upland activities have on these systems.
Students will understand how to use telecommunications and the benefit of telecommunications networking to collaborate in problem-solving.
Time Needed: 4 class periods.
Materials: USGS maps for your watershed, other land use and zoning maps (soil, plant communities, etc.), mylar the size of your watershed map, cardboard the size of your map, field sheets and equipment lists, watershed data table, computer, and telecommunications software.
Procedure:
TEACHERS NOTE: Your regional watershed coordinator will provide the USGS maps, aerial photos if available, and other land use maps.
      1. Using USGS topographic maps that encompass your watershed, locate the body of water nearest your town. Follow that waterbody downstream until you reach the ocean. Next, locate the major river in your watershed and the upstream ends of all channels that flow into your river.
      2. Draw a line that includes all of the branches or tributaries of your stream or river and the topographic highs that form the divides that drain into your river. This is your watershed.
      3. The class will identify access points to their watershed that are suitable for investigating their watershed problem.
      4. Make sure that the access points to proposed study sites are clearly identified.
      5. After the base map has been completed, divide students into groups. Groups will complete mylar overlays showing soil type, plant communities, and other land use categories.
      6. One group should examine the field sheets, equipment, and lab lists in this level to determine the needs of their stream survey. This group should also create a master field and lab equipment list, keeping in mind the need for replication of samples and sites.
      7. Students compile the above information in the form of a report and send it to the listserve. The report should take a form that can become a part of needed metadata and your Quality Assurance Project Plan.
      8. Refine report after reviewed by your watershed coordinator.
      9. FTP final report to collaborating sites.
Continue on to the sample of LEVEL II Activity 3.3 - What Lives Here?
Return to LEVEL I Activity 4 - Share The Data or Curriculum Activities.

  Please return to the Estuary-Net Home Page if you wish to request more information about the Estuary-Net Project.


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