7 th Grade Science. Recognize and explain the impact of a changing human population on the use of natural resources and environmental quality.

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1 STATE SCIENCE STANDARDS: 6 th, 7 th, 8 th Grade Skills and Processes 1.0.B.1 Review data from a simple experiment, summarize the data, and construct a logical argument about the cause-and-effect relationships in the experiment. 1.0.D.1 Analyze the value and the limitations of different types of models in explaining real things and processes. 6 th Grade Science 6.0.A.1.c Identify and describe how natural processes may be affected by human activities. 3.0 D.1.e Describe ways in which changes in environmental conditions can affect the survival of individual organisms and entire species. 7 th Grade Science 6.0.A.1 8 th Grade Science 6.0.B.1 Recognize and explain the impact of a changing human population on the use of natural resources and environmental quality. Recognize and explain how human activities can accelerate or magnify many naturally occurring changes. GOAL STATEMENT: Students will develop an understanding of ways in which the activities of humans can cause nonpoint pollution within a watershed. OBJECTIVES: Students will create a landscape model and add residential, business, and agricultural development areas. Students will add nonpoint source pollutants to their model and observe the effects of precipitation on pollutants. Students will identify possible effects of nonpoint pollutants within the bay watershed and research strategies to reduce nonpoint pollution. REQUIRED MATERIALS: Chesapeake Bay Watershed Map (1 per student) Student Data Sheet worksheet (1 per student) Aluminum foil 6 feet of thin foil or 3 feet of heavy duty foil per group Plastic tub about 12 x 18 x 6 deep, one per group Permanent markers Copies of development icons sheet

2 Scissors REQUIRED MATERIALS (continued): Transparent tape or double-sided tape Small jars or beakers, 14 total if shared by class (additional sets can be made for each group) Sets of laminated icons to be used for labeling pollutant jars (enclosed) Pollutant substances see suggested pollutants table Small spoons or forceps for solid pollutants and small droppers for liquid pollutants Small spray bottles (1 per group) AMOUNT OF TIME TO ALLOW: 70 minutes. Extension activities will take additional time.

3 Most people think the main factor influencing water quality is point source pollution, which is singlesource pollution from a major disaster like an oil tanker spill or oil well leak. However, non-point sources of pollution are by far the major sources of pollution to bodies of water. This is because small amounts of pollutants scattered over a watershed can all end up concentrated in one area and dramatically alter water quality. Non-point pollutants can include topsoil, plant matter, fertilizer, solid waste or trash, herbicides and pesticides, industrial air pollutants, animal waste, soaps or detergents, antifreeze, leaking sewage, acid mine drainage, acid rain, motor oil, and other miscellaneous pollutants. These pollutants can be transported by rain, wind, and gravity. Maryland farmers are playing a key role in helping protect and preserve the Chesapeake Bay. With close to two million acres of land devoted to agriculture, farming activities can have a direct impact on water quality throughout the state. Farmers use best management practices (BMPs) to maintain farm production, manage nutrients, control soil erosion, and safeguard water quality. One management practice is developing and following a nutrient management plan, which is a science-based document that helps farmers manage crop nutrients and animal waste more efficiently in order to protect water quality in streams, rivers, and the Chesapeake Bay. These plans are required by law for all agricultural land used to produce plants, food, feed, fiber, animals, or other agricultural products. Farmers are required to update their nutrient management plans at least once every three years or when changes are made to their operations. In addition, farmers who apply their own nutrients (fertilizer and manures) are required to obtain an applicator voucher and attend a continuing education program on nutrient application once every three years. To control pests (such as insects), most farmers use an approach called integrated pest management (IPM). Through the IPM approach, farmers evaluate and tailor pest management systems to reduce crop and environmental damages and only implement strategies if the pest reaches a threatening level. Pesticide use by farmers is regulated; farmers must obtain and maintain a license in order to apply pesticide and herbicides and keep records of their applications. Farmers are help to control soil erosion by using a variety of BMPs including: no-till methods of soil preparation, rotating crops on an annual basis, planting cover crops during the off growing season, planting grass or other vegetation to protect eroding areas, planting buffers of shrubs and grass next to waterways and having natural drainage ways be maintained with grass, having manure storage and animal composting structures, and keeping animals out of streams. Farmers playing a vital part in protecting the Bay, but farmers aren t the only ones responsible for reducing pollution. It is important that everyone is careful in his or her daily life to minimize the amount of pollutants that he or she contributes to the environment.

4 10 minutes Ask students what they already know about the Chesapeake Bay watershed. Discuss ideas. Show students a map of the Chesapeake Bay watershed that highlights the parts of each state New York, Pennsylvania, Maryland, Delaware, Virginia, West Virginia, and D.C. Explain that the Chesapeake Bay watershed covers an area of 64,000 square miles. More than 16 million people live in the watershed, and our actions can have positive or negative effects on the bay s water quality. 30 minutes Directions: Divide students into groups of 2 4. Distribute copies of the watershed model directions. Steps to follow: Carefully explain the watershed model directions (see activity directions sheet): 1. Groups will create a landscape out of aluminum foil (be sure it fits into the plastic pan). They will use permanent markers to trace all areas that could represent lakes or ponds and trace the paths of all possible major rivers. 2. Groups will develop the land by using the laminated icons that represent houses, businesses, parking lots, and farms and taping them onto the foil. They may also draw additional development features by using permanent markers. 3. Groups will decide what types of pollutants might occur in the various areas of the model. They can use spoons or droppers to add solid and liquid pollutants that the teacher has provided. They don t need to use all pollutants, just those that make sense based on the development in their model. (Note: To simplify the activity, in place of the pollutant items you might want to use water-based markers to represent pollutants. You can have students color the foil next to the appropriate icons and use a different color for each area.) 4. Someone from each group will rain on the landscape by using a spray bottle filled about a quarter of the way with water. Students should observe the flow of water in the landscape and the movement of pollutants. Allow groups to complete the activity. Monitor their progress and ensure that they are following the directions correctly. 30 minutes Allow students to answer the analysis/conclusion questions within their groups. Have each group show its model to the class and describe three things: (1) the topography (shape) of the landscape the group designed, (2) the group s land development technique, and (3) how the water and pollutants moved and whether or not they ended up in different watersheds. Use the questions from the activity to guide a class discussion. What effects did rainfall have on the different areas in your model? What happened to the different types of pollutants? Did the same thing happen to all of the pollutants? How does this model compare to real life?

5 Explain that this activity demonstrates the problem of nonpoint source pollutants that enter watersheds and can eventually end up in the Chesapeake Bay or other bodies of water. Ask Why do you think they are called nonpoint pollutants? Guide discussion to the concept that pollutants in small amounts from all over the watershed can be transported by rain, wind, and gravity. Many of them eventually end up in major bodies of water such as the Chesapeake Bay, and they can have negative effects on animal and plant life. Some substances such as plant matter (i.e. leaves, twigs, etc.) are natural pollutants and are generally not as much of a concern as human-related pollutants. Most people think that the main factor influencing water quality is point source pollution, singlesource pollution from major disasters such as the Exxon Valdez tanker oil spill or the Gulf of Mexico oil well leak. Actually, the opposite is true: Each year, nonpoint source pollutants in the United States are by far the major sources of pollution to bodies of water. Small amounts of pollutants scattered over the Chesapeake Bay s 64,000 square mile watershed can all end up concentrated in the bay and dramatically alter water quality. It is important to emphasize that everyone must be careful in his or her daily life and be sure to minimize the amount of pollutants that he or she contributes to the environment. To help students understand the concept in greater depth, have them complete the Extension activity. Assign each group one or more of the potential pollutants shown in the pollutant table. Have groups research (1) the sources of the pollutants, (2) possible effects of the pollutants, and (3) techniques to reduce pollutant entry into waterways. Groups can start with Chesapeake Bay Foundation website, < (click on water quality issues). They might also want to consult other sites such the Environmental Protection Agency website, < Allow groups to present their findings to the class. They might choose to use visual aids such as posters, PowerPoint presentations, charts, etc. Finally, as a class compile a list of simple things everyone can do to reduce pollution. Format the list nicely and distribute it to students to take home and share with their families. On a weekly or monthly basis, check in with students to see if they and their families are following the pollution reduction strategies contained in the list developed by the class. Which strategies are easy to follow? Which are difficult to follow? Suggest to students that stream monitoring and stream cleanup are excellent service learning projects. Encourage them to get involved in a local watershed restoration group if they are interested in learning more about local issues. Student service activities also provide a good connection to local 4- H or FFA clubs and projects. The teacher might want to contact the local University of Maryland Extension office and speak with the 4-H educator about collaborative community service and/ or public speaking opportunities for students.

6 There are many careers associated with water quality. Water quality specialist - This person monitors human-made and natural bodies of water and tests samples of for contaminants. Environmental health inspector - This person travels to various locations and looks for signs of damage due to pollution. He or she notifies property owners of violations and reports violations to state agencies. Aquatic biologist - This person studies animals and plants that live in bodies of water. He or she often works together with water quality specialists to determine if water quality is suitable for aquatic organisms. Other careers are important for water quality even if we don t normally associate them with the Bay. Waste management specialist - This person designs landfills and develops processes for collecting and disposing of solid waste (trash) so that it does not harm waterways. Sewage treatment specialist - This person develops processes for treatment of sewage and reduces the amount of pollution from sewage that enters waterways. Nutrient management specialists - This person develops plans for farmers that help reduce pollution from agricultural practices. One option for the instructor is to share information about these careers with the class. Another option is to ask the class to identify careers that might be related to water quality. If students generate the list, they might know people who work in those career fields and be able to share information about various job duties or provide guest speakers who can visit the class. A pre/post test should be completed with the lesson plan. Student understanding of concepts can also be evaluated through class discussion as well as through evaluation of completed activity data sheets. Analysis/ conclusion questions that are answered incorrectly by a large number of students should be addressed in a follow-up discussion. Chesapeake Bay Foundation, < Environmental Protection Agency, < EPA Water Quality Careers, <water.epa.gov/aboutow/careers/> Bay Health, <

7 Name: Date: Period: Activity Directions Background: A watershed is the entire area of land from which water drains to enter a body of water such as the Chesapeake Bay. If you imagine a shed with a peaked roof, each side of the roof represents a different watershed because it sends water in a different direction. The Chesapeake Bay Watershed is very large, covering thousands of square miles: Water entering the bay originates in six states and Washington, DC! Directions: 1. CREATING A LANDSCAPE WITH WATERSHEDS Use a sheet of heavy duty aluminum foil or a double-layer of thin foil to create a landscape with mountains, hills, valleys, rivers and lakes, and/or flat land. Make sure that your landform fits inside the plastic pan you have been given. Use a permanent marker to outline areas that look like they could represent lakes or ponds. Next, trace the paths of major rivers that are visible in your landscape. Discuss: How many different watersheds do you think your landform contains? How do you know? 2. DEVELOPING THE LAND Cut out small icons (see icon sheet) and tape them to your model in areas that you think would be good for. Businesses and parking lots Housing developments Farms Other features you would like to add (schools, hospitals, landfills, etc.) You can use permanent markers to draw these areas pieces of paper or directly on the foil. 3. POLLUTING THE LAND Add small amounts of the solid and liquid pollutants that your group has been given to the places on your model where they might be found in real life. Housing developments (pollutants include lawn fertilizers, herbicides, and other substances used in/around homes.)

8 Name: Date: Period: Businesses and parking lots (pollutants include oil and other chemicals that may leak from cars onto the pavement. Farms (pollutants include fertilizers and pesticides used on farmland, manure, and soil eroding from fields.) Now you have finished DEVELOPING and POLLUTING the landscape you created. 4. OBSERVING THE MOVEMENT OF POLLUTANTS Using a spray bottle filled with water, GENTLY rain over your landform for about one minute and observe what happens to the various pollutants. 5. What did you learn? Answer the Analysis/Conclusion questions on your Data sheet to show what you learned from this activity. Would you like to know about the current health of the Bay? Go to: < to find out! This website also has health ratings of the major rivers in the Bay watershed.

9 Suggested pollutants for the watershed activity: Pollutants (dry) Topsoil Plant Matter Farm Fertilizer Lawn Fertilizer Solid Waste (trash) Pesticide or Herbicide (powdered) Industrial Air Pollutants Substance Used in Model dry, powdered soil crushed leaves corn starch or baking soda corn starch or baking soda paper, foam, etc. ginger, nutmeg, cinnamon, etc. Pepper Pollutants (wet) Animal Waste Soaps and Detergents Antifreeze Leaking Sewage Acid Mine Drainage Acid Rain (from auto exhaust and factories) Motor Oil Substance Used in Model muddy water, coffee, or tea dilute dish detergent green colored water or Gatorade colored water with corn starch added vinegar with food coloring Vinegar cooking oil or corn syrup

10 Name: Date: Period: Student Data Sheet CREATING A LANDSCAPE WITH WATERSHEDS How many watersheds does your landscape have? How do you know? DEVELOPING THE LAND What strategies did your group use while planning the development? Did everyone agree? Why or why not? OBSERVING THE MOVEMENT OF POLLUTANTS Describe what you observed during the period of rainfall. ANALYSIS AND CONCLUSION QUESTIONS 1. What effects did rainfall have on the different areas in your model? 2. What happened to the different types of pollutants? Did the same thing happen to all of them? 3. This activity demonstrates the problem of NONPOINT POLLUTANTS that enter watersheds and can eventually end up in the Chesapeake Bay. Why do you think they are called nonpoint pollutants? 4. What kinds of short-term problems might be caused by pollutants entering the bay? Long-term problems? 5. What are some things that people could do to reduce the volume of pollutants that end up in the bay?

11 Name: Date: Period:

12 Housing Developments Businesses and Parking Lots Farms You might also want to draw other features such as schools and hospitals on the model with a permanent marker.

13 Topsoil Plant Matter Farm Fertilizer Lawn Fertilizer Solid Waste (Trash) Pesticide or Herbicide Industrial Air Pollutants Animal Waste Soaps and Detergents

14 Antifreeze Leaking Sewage Acid Mine Drainage Motor Oil Acid Rain (from auto exhaust and factories) Miscellaneous Pollutants

15 PRE-Evaluation: Do You Get My (Non) Point? Modeling Pollution in a Watershed 1. How old are you? 3. Are you.(select ALL that apply.) African American/Black Asian Other Native American/Alaskan Native Hispanic/Latino White Native Hawaiian/Other Pacific Islander 4. What type of school do you go to? (Select one.) Public school Private school Religious school (Catholic, etc.) Home school Your Science and Agriculture Opinions and Knowledge 2. Are you.(select one.) A Boy Strongly Disagree Disagree A Girl 5. BEFORE going through the AGsploration Program, please circle the degree to which you agree or disagree with the following statements. Agree I like science I feel that Maryland agriculture is a part of science Science is useful for solving everyday problems Strongly Agree Maryland agriculture is beneficial to me, my family, and my community. When I graduate from high school, I would like to have a job in agricultural science I can name three jobs in the agriculture industry BEFORE going through the AGsploration Program, please circle your knowledge level about the topics listed below. None Low Medium High Maryland agriculture Chesapeake Bay watershed Natural resources Non-point pollution Point-source pollution Water quality Very High

16 POST-Evaluation: Do You Get My (Non) Point? Modeling Pollution in a Watershed Your Science and Agriculture Opinions and Knowledge 5. AFTER going through the AGsploration Program, please circle the degree to which you agree or disagree with the following statements. Strongly Disagree Disagree Agree I like science I feel that Maryland agriculture is a part of science Science is useful for solving everyday problems Strongly Agree Maryland agriculture is beneficial to me, my family, and my community. When I graduate from high school, I would like to have a job in agricultural science I can name three jobs in the agriculture industry AFTER going through the AGsploration Program, please circle your knowledge level about the topics listed below. None Low Medium High Maryland agriculture Chesapeake Bay watershed Natural resources Non-point pollution Point-source pollution Water quality As a result of participating in this activity, tell one new thing you will try or one thing you will find information about. Very High

17 SUPPLEMENTAL - Evaluation: Do You Get My (Non) Point? Modeling Pollution in a Watershed Directions: If you are teaching more than one lesson plan in one day, you may attach this to the pre/post evaluation form for the other lesson you are teaching. Please have the student fill out these during the pre and post evaluation times. In addition, only have the student fill out the post evaluation questions Q5 Q7 at the completion of all lessons. PRE-Evaluation BEFORE going through the AGsploration Program, please circle your knowledge level about the topics listed below. None Low Medium High Very High Maryland agriculture Chesapeake Bay watershed Natural resources Non-point pollution Point-source pollution Water quality POST-Evaluation AFTER going through the AGsploration Program, please circle your knowledge level about the topics listed below. None Low Medium High Maryland agriculture Chesapeake Bay watershed Natural resources Non-point pollution Point-source pollution Water quality Very High