Luents ]lave On Tile Watershed?
![Luents ]lave On Tile Watershed?](/img2/58/color-me-a-watershed.webp)
What might make a watershed blue., or brown.,, or green? Grade I.evel "Middle School, High School Subject AreasEnvironmental Science, Math,History/Anthropdogy DurationPreparation time: Option 1:10minutes; Option 2:10 minutes;Option 3:10 minutesActivi time: Option 1:40 minutes;Option 2:50 minutes; Option 3:40 minutes SettingClassroom SkillsGathering information (calculating);Analyzing (comparing); Interpreting(identifying cause and effect) Charting the CoursePrior to this activity, students shouldhave a general understanding ofwatersheds (" River Talk" and "SeeingWatersheds"). "Blue River" helpsstudents understand how watermoves in a watershed. In "Just Passinglhrough," students compare runofffrom different surfaces, In "Color Mea Watershed," students learn howdevelopment affects a watershed."Sum of the Parts" helps studentsrecognize how downstream users areaffected by runoff in a watershed. Vocabularydischarge, watershed, runoff, development, land use, drainage basin, surfaceWater, ground water, GeographicInformation Systems (GIS), tributas’,floodplain, streamflow, cubic feet persecond (cfs), cubic meters per second(fins), erosion, stream sediment load,storm WaterV Stll]1111aryThrough interpretation of maps,students observe how developmentcan affect a watershed.ObjectivesStudeots wilhrecognize that population grmvth rodsettlement cause changes io land ose.analyze how land nse variations in an, atershed can affect tire runoff of water.Materials’ Maps arldphotographs ofcornrnlolit);past and plvsent (optional)Copies of MapsA, 13 aad COption 1:Colored perlcilsOptions 2 aud 3:CalcolatorCopies of Orarts ( BackgroundResoorce iuanagers and policyntakers nsetnaps to nronitor land use changes that couldcontribute to increased an’,mmts of ruiroffflowing if, to a river. ast amotm!s of publicattd private time, energy and money havebeen iovested in research projects designedto collect land use data. Land uses that aremonitored include but are not limited to:urban (residential land, parks and businesses); agricolture (pastores and graiu,fi’oit and vegetable production); industry;transportatioo systems (roads, railroads andtrails); and public lauds (refnges, parks andmonnotents).Land use changes can have a significaotimpact on a regioo’s water resmnves.Streams, lakes and other bodies of watercollect water draioed from tire surroundinglaird area, called a watershed or drainagebasio. After periods of p cipitation orduring snmvmelt, surface water is captoredby the soil and vegetation, stored iu groundwater and in plaots, and slmvly released intothe collectiotr site (e.g., a stream).Making ConnectionsLearoing about tire past refines onr cnrreot erspectives and helps ns plan for tirefuture. Historical, sequeutial maps providegraphic ioterpretations of watershed history.By comparing past and current land usepractices, students cao recognize trends indevelopment; this knowledge can help themappreciate the importance of watershednlanagement.Snolynlelt is captured by the soil andt,egetation and slowly released itltOcollection sites such as stremns.Prelect WEt Curriculum and Activity Guide, Generation 2.0 2011 Prelect WET Foundation
Color Me a WatershedResource nanagers are developing andusing Geographic Information Systems(GIS) to store data and generate land usemaps electronically. Although the processof collecting the data is tedious work, theease of generatiug nsable maps and mapm,erlays is significant. For example, a watermanager could generate a orap that showsa rivec’s watershed aud major tributaries,its floodplains and the locations of urban&veilings (homes anal busioesses) todisplay areas likely to be impacted byfloods. This infornration is valnable to localgm,ern meuts, planners, realtors, bankers,homeowners and others. Tlds map cmddalso be compared to sinrilar land use mapsfrom 10, 20 or 30 },ears ago.One waybasins is by measuring streamflow.Detemining how much water is discharged by awatershed imolves measuring tbe amount of water (volume) that flows past a certain pointover a period of time (velocity). Streamflowis measured in cnbic feet per second (ds) orcubic meters per second (cms).By ureasuring the a nount of water flou’ingthrough a stream channel over a periodof}’ears, scientists cakulate average streamflow.Wheu streamflow changes significantly fromits nornral quantities, watershed managersilwestigate reasons for this auomaly. Theamount of water discharged by a watershedis influenced by soil couditions, vegetativecpveriugs and hunran settlemeot patterns.Wetlands, forests and prairies capture andstore more water than paved muds andparking lots. Consequently, urbau areas willhave more r nnoff than areas covered withvegetation.Water managers carefolly assess landuse changes and set development policyaccordiogl): For example, iu areas tbat aresusceptible to erosion, incorporating soilconservation measures (e.g., planting covercrops on farmlaud aud establishing grassedwaterways) can significautly reduce erosionand stream sediment load. Managers maydesignatelands so susceptible to erosion thatlandowners are required to plant vegetationon theur, in urban areas,local governmentsmay set aside natural areas to serve a filtersfor storm-water runoff, based on runoffdataand stream water-quality problems. In eachsituation, using maps to understand past andp sent land use helps water mauaget betterpredict futnre problems."2A 7.5 minute map ofZiolisville, hldiana, fi’om the USGS, shows la),ers ofiqformation,inchlding: satellite imagery qf the Earth, roads, u,ateru,a),s, elm,ation and topography.240Color ,eaWatersh d 1995 2011 pm ectWEl Foundation andCound! for EnvironmentalEducationWET Curriculum and Activi Guide, Generation 2,0 2011 Pro ect WET Foundation
Color Me a WatmshedThe ActivityProvide studeuts with copies of hlps A, Baud C. Explain that theyrepresent aerial views of a watershedtahen at different times. To simpfifymap interpretation, tfic borders of thewatershed coincide with tim edges of tilegrid. h’t addition, the outlines of variousland areas (e.g., wetlands, forests) alignwitfi grid lines.A4aps aud GPS (global positio;dngsystems) ace used to mmlitoe lard usechanges.ProcedureWarm UpWhat did the ]aod and watce]ook like50 or 100 ),ears ago aronnd cities likeLos Angeles, California; Portland,Oregon; Miimeapolis, Mimaesota;Houston, Texas; Chicago, lllioois;New Orleaos, Louisiaoa; Mialni,Florida; New "lbrk City, New York; orx,H, rshington, D.C? How fits growthchanged each region?Ask students to imagine theirconlnlonity 1130 ),ears ago. They maywant to refer to old pfiotographsor nmvs stories. Was the school inexistence? What happeaed wbeu waterfell oa tfie ground then, compared touow?If a body of water is uear the school,would its appearance and conditionhave been altered over the years?Tell studeots that maps cao teach osabout the past and possibly answerqoestions such as these.Followiog al three options forinterpretiog clmnges in tile watershedpresented on the maps. Tfie first optionmay be nmre appropriate for youogerstudents bnt caa help all studentscomplete Optious 2 and 3. Stodentsshoold be able to mtdtiply and calculatepercentages to complete the second andthird optioos.Option 1I. Tell studeuts to look at Maps A, B,and C. Explain that they representchanges iu this land over a 100-yearperiod. Have studeuts look at thekey for each map. Instrnct theiuto designate each land areawith adifferent color (e.g., color all forestareas green). They should use thestone color sdieme for all maps.2. When students finish coloring,have thenr compare tire sizes of thedifferent areas on each map audamong lnaps. Ask them to cmnpareplaut covet and land use practicesin each of these periods. They maynote chauges in croplands, forests,geasslands, wetland , nrbanlanduses, etc,3.Discuss one or more of the followingquestious:What happens to the amount offorested land as you go fl’om Map Ato Map C?Which map fias tfic nmst land devotedto ]roman settlelnents?Where are most of tile humansettlements located?What effect might these hmnaa settleluents ]lave on tile watershed?X%uld you have lrandled developmentdiffereotly?Option 21. Have stodeuts determiue theIandarea of each map. Each onit io the gridrepresents 1 square kilometer; there are360 sqnalx kilometers (or 360,000,000mO on each map.2. For eachmap, bavestudentsdetermine how much area isoccnpled by each type of landcoverage (e.g., forest, wetland audfarmlaod . Responses cao be guessesor exact calculations. For example, forMap A, 17 of the grid units are occopiedby wetlands. By dividing 17 by tfietotal nmuber of units (360), stodentsshould calcolate that 4.7% of the landarea is wetlaods. The anmunt of landallotted to wetlands, forests, etc. willchange for each map, but the amouot ofstream coverage (111 squares or 30.8%)will remain constaot. Students shmddrecord tfieir answers in the Area ofLand Coverage chart.NOTE: blest watcrsfied calcnlatioosemploy standard measnrenaeots: inchesand cnbic feet per second (cl ). Hon’ever, to l:acilitate students’ compotatioos,metric measurenlents are used here.3. Tellstndents that lhewatershedhas received 5 cm (0,05 m) of rain.(Although rain does not normallyfall evenly over a large area, assumethat the 5 cm of rain fell evenly overtim eutire watershed.) By convertingboth the rainfall aud the land areato meters, students can calculate theamount of water (lU ) that fell on theland; 18,000,000 m of rain 1 11 on tfiewatershed (0.05 m x 360,000,000 m 18,000,000 m0.0f this 18,000,000 m ofrain, 5,550,000 m landed on the stream(111,000,000 nta x 0.05 m - 5,550,00 m0. This migfit seem like a largeqoaotity of n,ater, bet if 5 cm of rain did-- . projectWETCurrJculumandActivityGu[de, Generation2.0 201l ProjectWETFoundation241
Color Me a WatershedANSWER KEY:Area of Land CoverageMapA100 years agoM pCentLand 8111fltll evenly on a watershed of this size,the streaot would receive this vohune ofwater. (NOTE: 100 cnt - l m; 1,000,0001112- t kol2.)4. Askstudents to estinrate the atnountof water that would be drained fromthe land iuto the streanr. Tell studeotsthat for the watershed represented byMap A, 2,767,500 n? of trio was ronoff(i.e., the water flowed iuto the streamand did uot soak ioto the grouod, didnot evaporate aud was not used byplants or auiutals). (Rnuoffvolumes amprovided iu the aoswerKO, bdow. inOption 3, students cau calcnlate runofffor each land area.)5. Discuss changes iu l, nd coveragerepresented in Mupsa thrmtgh 17, Askstodents if they think the aniount ofrouoff woold iucrease or decrease.242Map B50 years agoTell students that dten 12,450,000 n?of rain fell on the land represented byMap A, 2,767,500 m was runoff. ForMap B, 3,102,500 n9 was runoff. Forthe Map C, 4,797,500 m was runoff.Discuss the following questions inadditiolr to those listed in Option 1.Which absorbs more water, concrete orfm st (or wetlands or grasslands). Wltich map represents the watershedthat is able to captore and store theotost water?What probleuts conld arise if waterruos qoickly over sorface material, rather than moviog slowly orsoakiog io?]tow ntight the water qnality of thestreaor be affected by changes inthe watershed?6930.811130.8Option 3Have students deternfilre bow the figuresin Option 2 were obtaiued, hF fire chartVolume of Rain attd Volume of Ruuoff,each laird area has been assigned a proportion of the water that is not absorbed or thatrtms offits surface. Using the ioformationfrom this dtart and from the Area of LandCoverage chart, have stodents calcolate theautount of water cadr land area does notabsorb. For example, for tire forested laudin Map A, 189 km2 1,000,000 m-’/km 189,000,000 m2 of laod. Moltiply this by theautount of raiufidl (189,000,000 m x 0.05nt 9,450,000 m ). Since 20 perceut of therainfall was ruooff, 1,890,000 m of waterdrained iuto the stream front the forestedland (9,450,000 n? .20).NOTE: The figures for percent ruuoff arebased on hypothetical data, To deterufiuehow moch water is absorbed by surfacematerial, one needs to kuow soil type andtextnre, slope, vegetation, intensity of raiufall, etc. In additiou, ntany farms aud nrbanareas practice water conservation measnresthat help retailt water and prevent it fl’omstreamiog over fire surface. The informationin the chart is intended ooly for practice andcomparisons. ], Co or He a Watershed 1995. 201l Project WET Foundation and Coundl for Environmental Education , ’ . Project WET Curriculum and Activity Guide, Generation 2.0 0 2011 Project WET Foundation
Color Me a WatmSheEI ,NSWER KEY:Volurne of Rain and Volume of RunoffLand coverageand % runoffrunoffands10% runoffrodsrunoffsidentia])0% runoffcnltural30% runoffvolume ill3Map CPresentMap B50 years agoMapA100 years agorunoffIll volumem runoffill volumerunoff9.45 x 10 )9,450,000(1.89 x 10k)1,890,000(8.1 xlO )8,100,0000.11 x10 )1,110,000(5.55 x I0o)5,550,000(1.11 x10 )1,110,000(1.0 x 106)1,000,000(.85 x 10 )(.7 X 106)700,000( 65 x 10 )650,000(.07 X 106)70,000(.03 x I 0 )30,000(.0325 X 10032,500(.3 x I 0 )300,000(.25 x I0 )850,000(.1 x / 0 )100,000(.425 xl0 42,500(.65x10 )650,000(.585x10s585,000(I. 65 x I 0 )1,650,000(.5 x 10 )500,000Total runoffTotal runoff plusstream discharge(5,550,000 m )250,000(.0125 x I0 )12,500(I .485 x I 0 )1,485,000 .9 x 106)2,900,000(2.61 x I0 )2,610,000(.15 x 10 )150,000(I .35 x 106) (.405 x 10 )1,350,000405,0003.45 x 10 )3,450,0002,767,5003,102,b004,797,500(8.32 x 106)8,317,500(8.652 x 10 )8,652,500(10.347 x 10 )10,347,500(1.035 x 10 )1,035,000L Have stodents SUmlnarize lrow changesin the land affect tire quantity andquality of ruuof in a watershed.Discuss land use practices ill tirecommuuity aud how they may affectwater discharge in the watershed.Take students on a walking tour arouudthe school and communit} and noteareas that contribute to or reduce stormrunoff. (For example, parking lots,paved roads and sidewalks promoterunoff; parks, wetlands and treescapture water.)Students could attend a public meetingin which changes ill land use for theircommunity are being discussed.If students were to draw a lbnrth nrapof the saute area 100)’ears in 0re thtnre,hoe,’ would it appear? lave students plan a city thatcontributes positively to a watershed.The), should coutact city planners orconduct library researdE to supporttlreir projectious.r,o :,t 3 ProjectWET Reading ComerCarlseu,Williana S., Nancy M. Trauturau n,and the Environmental Inquiry Team. 2004.l fitershed Dy tamics. Arlington,VA: NSTAPress.By studyiug watersheds, students arehelped to develop [eseaecb skills andintegrate these in a relevant way.Desonie, Dana. 2008. Geosphere. New York,NY: Chelsea House.The enviroumental consequencesare exalnined when maffs land usechanges natural landscapes into humanlandscapes.r Me a Watershed 1995, 20 ProiectWEr Foundation and Coundl for Environmental Education
Color Me a WatershedDobsou, Clive, and Gregor Gilpiu Beck.1999. Waterdteds: A Practical IInudbaok forItealthy liqtte : %ronto, ON: Firefly Books,Inc.This book iotrodoces the concepts ofwatersheds aud progresses to wetlaudecosystems aod ecology.Eales, Philip. 2007. Map: Satellite. New York,Dorliog Kiudersley, Ioc.Gathered together in a siogle bookare satellite inrages flom all over theworld showing Atvtic ice, ozone deplelion, seasoual changes, natoral andmanmade featores.Edwards, Margaret, Brad Wilfiamsou andIrwin Slesnick. 1997. Deforestation. Arliogton, VA: NSTA Press.Usiug aerial photographs and otherhistorical records, exanriue the lossof forest land iu Washingtou State’sOlympic Peniosula.ExtensionsHave studeuts explore changes iu theirOWII comululllt }; Soarces of historical aodcorreut uraps ii clode the Natural ResonrceConservation Service, tire Bureau of LandManagement, the U.S.D.A. Forest Service, theU.S. Geological Survey or a local poblic worksdepartmeut. Sometiores, libraries conta0rhistorical, band-drawn maps flom the170% to the 1900s. Resource people in theseagencies or the conmmuity will also haveinformatioo aud perspectives aboot past,present aud folore water nse.Studelrts l lay waut to conduct a moreaccurate analysis of the degree to whichdifferent sarface areas are permeableto water, Contact conservatiou ageucies orexteosiou agents io the coouniu/ity to learohow different soil types affect runoff.Have students research and discuss newideas related to devdopnrelr t and r nllofl;Exaurples iudude permeable pavemelrt, rainSilverstein, Alvin,Virgioia B. Silversteingardens, greeo roofs and bioeugioeeringand Laura Silve teia Nunn. 2009. Floods.Berkeley Heights, RJ: Enslow Pablisbers, hrc. (e.g., planting vegetation to a stoce erodiugstreaur banks).This hook discusses bow a raio stororcan toru iato a raging flood and IrowStadents Call use conrpater teclurolscientists study these storms io anog}’ to i rcrease their understanding ofeffort to help comnmaities preparegeographical features throngh Geographic In formation Systenrs (GIS). Au exampleAssesslrlerltis ArcView, a courputer program that enablesHave studeots:learuers to investigate GIS files, hffornratioocourpare land area occopied by farms,abont ArcView aud other progralns cao betowns rod natoral areas in a watershedobtaiued via the Iuternet.doriug differeot time perio& (Options 1aud 2).describe bow sorface ranoffis influeucedby dranges iu laod use (Option 2).calcnlate quaotities of ronoff ffonMiffercot laird areas io a watershed (Option 3).design a city plan that regulates urbanruooff (Wrup Up).244Teacher ResourcesBooksAlibraodi, Marsha. 2003. GIS iu the ClasstOOth: Usitg Geographic Iufornlation S)’st nsin Sockd Studies and Environmental Science.Portsmouth, NII: IIeiuemaoo Publishing.Carlsen, William S., Naocy M. Traotmaonand The Euvirooureotal hrquiry Team. 2004.Wutershed Dynamics (Teacher’s Editioa).Arlington,VA: Natioual Science TeacherAssociation.Some chapters are flee dowoloads from theNSTA resoorce website: http://learaiogcenter.nsta.o,g/Soukhonre,Jeuoife ; Graham Peaslee, CarlVan Faaseu and William Statema. 2009.lFaterdled Investigations: 12 Labs for HighSdlooIScience. Arlingtou,VA: NationalScieuce %acber Association,JournalsEfliu, James aud Amy L, Sbeaffer 2006."Service-Learniog io Watershed-BasedIuitiatives: Keys to Educatioo for Sustaioability io Geography?" Joarnal of Geography,105 (1), 33-44.Eskrootchi, Rogheyeh aud Reza G. Oskrochi.2010.’ Stttdy of tire Efficacy of ProjectBased Learning hrtegrated with CourpoterBased Sinrolation--STELLAT EducationalTedntolog), . SocieO; 13 ( 1 ), 236-245.Ronran, Harry "g 2010."Developiog aWatershed Cballenge?’ Technology Teadl ; 69(5), 1o-]2.Shepardson, Daoiel R, Bryau Wee, MichellePrid@ Lauren Scbelleoberger and JoaHarbin: 2007."What is a \Vatershed?Implications of Studeat Cooceptions forEnviroomeutal Science Edocation and tireNatioual Scieoce Edocation StandardsYScience Education, 91 (4), 554 578.\ /, 1 .1 ] Cdor MeaWatershed 995,20H fioff
Student Copy Page PART I (I of I) ( Color Me a Watershed--ChallisName:Date:Chart for Option 2:Area of Land CoverageMap A100 years agoLand coveragekm2IVlap CPresentMap B50 years uralStreamChart for Option 3:Volume of Rain and Volume of RunoffMapA100 years agoLand coverageand % runoffvolumem3runoffm Map B50 years agovolumem3runoffru3Map CPresentvolumein3runoffm Forest20% runoffGrasslands10% runoffWetlands5% runoffResidential90% runoffAgricultural30% runoffTotal runofffTotal runoff plus strem’n discharge(5,550,000 m )WET Curriculum andA fivity(3urde. Oeneradon 2,0 2011 i),oject WET Foundation245
Color Me a Watershed--Map AStudent Copy Page PART I (1 of 3)Map A:100 Years RALSTREAM246
Color Me aWatershedMapStudent Copy Page PART I (2 of 3) ( Map B:50 Years A
Through interpretation of maps, students observe how development can affect a watershed. Objectives Studeots wilh recognize that population grmvth rod settlement cause changes io land ose. analyze how land nse variations in a n, atershed can affect tire runoff of water. Materials ’ Maps ar
Three separate watershed assessments were performed to guide the development of a watershed management plan for the North Branch Park River: 1) a Baseline Watershed Assessment, 2) a Watershed Field Assessment, and 3) a Land Use Regulatory Review. The Baseline Watershed Assessment evaluates the existing environmental and land use conditions in
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Watershed, a watershed that flows toward the Columbia River. In this way, one watershed is artificially connected to several other watersheds at once. The watershed of surface flow, the watershed where domestic water originates, and the watershed where wastewater goes
Baseline Watershed Assessment North Branch Park River Watershed Connecticut Department of Environmental Protection July 2010 146 Hartford Road Manchester, Connecticut 06040 In Cooperation With: Farmington River Watershed Association Park River Watershed Revitalization Initiative
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