Water Smart Connections: Teacher’s Guide

8/9/2019 Water Smart Connections: Teachers Guide

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WaterSmart

ConnectionsTOPICWater Quality

TeachersGuide

A publication of theSouthwest Florida Water Management District

for grades 412


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This information will be made available in accessible formats upon request. Please contact the CommunicationsDepartment at (352) 796-7211 or 1-800-423-1476 (FL only), ext. 4757; TDD only at 1-800-231-6103 (FL only).

Dear Teacher,Thank you or participating inWater Smart Connections. The

goal o the Water Smart Connections program is to educatechildren about our areas water resources and what steps they

can take to protect these precious resources or the uture.The subject o this booklet is water quality.Although we recognize our basic need or water, the

connections between what we do every day at home, inschool and in the community sometimes seem distant romthe quality o our water.

The Southwest Florida Water Management District(SWFWMD) is protecting our water resources in many ways.Some o those ways include purchasing lands, conductingwater quality studies, restoring habitats, controlling aquaticplants and, perhaps most important, educating children and

adults about water resources. The SWFWMD is working hardto ensure that each o us has clean water to drink, now and inthe uture.

This teachers guide was written in a ormat to encouragethe teacher to be an inormation acilitator, not just aninormation provider. The activities are hands-on, lettingstudents construct their own knowledge through experience.

We have included evaluation suggestions to assist youin determining how much your students have learned.Correlations to Sunshine State Standards are at the end othis teachers guide. The standards have been correlatedaccording to grade levels 35, 68 and 912 or yourconvenience. The standards covered in each unit are based onthe student reading the inormation presented in the bookletand completing the related activities included in this guide.

We encourage you to complete all the activities and readings.When you have completed the program, please ll out

the short evaluation orm located at the end o this teachersguide and return it to the SWFWMD. In addition, we wouldappreciate receiving some examples o your students work.

Thank you or your interest in the Water Smart Connections

program. I you need additional inormation or resourcesor your class, please call us at 1-800-423-1476, ext. 4757.You can also order materials online at WaterMatters.org/publications/.

VISKH 02/09


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CONTENTS

UNIT 1

Why Is Water So Important? Pg 1

UNIT 2 Watersheds & Ecosystems Pg 2

UNIT 3 Pollution Sources & Their Effects Pg 4

UNIT 4Stormwater Runoff Pg 5

UNIT 5 Water Quality Management Pg 5

Sunshine State Standards Pg 7

Activity Sheets Pg 9

Answer Keys Pg 13

Water Smart

ConnectionsTOPICWater Quality


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UNIT 1Why Is Water

So Important?

1

ACTIVITY 1.1: WATER BASICS

OBJECTIVESThe student will:

1. Dene why water is important.2. Explain how a drop o water goes through changes.3. Describe who needs water.4. Explain where water comes rom.

MATERIALS chalkboard or chart paper

DIRECTIONSUsing a word web, the teacher will be able to preassess students prior knowledge owater.

1. Write the word water on the board or chart paper or everyone to see.2. Tell the students to think about the word or one minute.3. Ask the students to tell you what they know about water, recording their answers on

a word web (see example on page 2).

Possible words to include:living things solidriver liquidgas evaporationclouds condensationprecipitation runo

pollution conservationlakes wetlandsaquier

Ask the following questions: Whyiswaterimportant? Whoneedswater? Wheredoeswatercomefrom? Whatiswaterquality?

Answers will vary, but this embedded assessment will give the teacher a starting point orteaching the Water Smart Connections booklet by providing inormation about

students prior water knowledge, and may help highlight any discrepancies ormisconceptions students may have. Ask students to list words they associate with water.Place these words on chart paper in the orm o a web. The graphic organizer can thenbe displayed (and even added to) in the room as uture reerence or the activities.EVALUATION

A notebook will be helpul in the nal evaluation. Ask the students to draw their ownword web or water and have them put it in their notebook. Also include a three-minute

ree writing about what students would like to know about water.


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living things pollutionwater

forms

hydrologiccycle

chemicals

nutrients

plants

animals

heavy metals

bacteria

solid gas

liquid

evaporation sun

runoffrain

Word Web

ACTIVITY 2.1: WATERSHEDS

OBJECTIVES

The student will:1. Describe a watershed.2. Eectively communicate how watersheds are altered by people.3. Identiy how a watershed connects living things.

MATERIALS WatershedBoundariesblacklinemaster(p.10) overheadprojector

DIRECTIONS1. Make an overhead using the blackline master o the watersheds in southwest Florida

(see page 10 in this guide).2. Place the map on the overhead projector.3. Have each student locate their home, school or community.4. Trace how water might enter the watershed in the students community.

Ask the following questions: Inwhatwatersheddoyoulive? Whatwouldhappenifahurricanehitcloseby? Whathappenswhenrainwashesfertilizerintoanearbywaterbody? Whydoesascientistneedtoknowinformationaboutwatersheds? Whatmightascientistdowiththisinformation?

EVALUATIONDraw a map o your schoolyard. Use arrows to show the direction water fows or drainswhen it rains. Show high and low areas, locations o buildings, ponds, parking lots, playareas, landscaping, etc.

UNIT 2Watersheds & Ecosystems

2 continued on next page


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3

ACTIVITY 2.2: ECOSYSTEMS


1. Dene an ecosystem.2. Explain the interrelationship between living things and the environment.

3. Describe the dierence between living (biotic) and nonliving (abiotic) parts o anecosystem.

MATERIALSEcosystem Activity Sheet blackline master (p. 11)

DIRECTIONS1. Have students break up in groups o our or ve.2. Make copies o page 11 in this guide, labeled Ecosystem Activity Sheet, or each

group.3. Explain to students about biotic and abiotic parts o the environment.

(Bioticwouldincludeplantsandanimals,includinghumans.Abioticwouldincludesoil, air, water, temperature, light, etc.)

4. Have students list things in their environment as either biotic or abiotic.5. Ask students how these biotic or abiotic things aect them.

Ask the following questions: Whatevidencedoyouhavethatbioticandabioticthingsaffecthumans? Howwouldyouexplaintherelationshipbetweenbioticandabioticthings?

EVALUATIONHave students investigate their schoolyard and describe the types o ecosystems that arepresent.

ACTIVITY 2.3: SURFACE WATER ANDGROUNDWATER CONNECTIONS

OBJECTIVESThe student will:1. Dene the dierence between surace water and ground water.2. Explain the Floridan aquier system.3. Predict an outcome o what happens during the percolation o water through the

ground into aquier systems.

MATERIALS sand pottingsoil smallpebbles threesmallpapercupsforeachgroup bluecoloring beakerforwater

DIRECTIONS1. Divide the students into groups o our. One student will be the recorder.

2. Put a small pencil hole in the bottom o the paper cups and give three cups to eachgroup. Place approximately 300 milliliters o water in each groups beaker. Add a ewdrops o blue coloring to the water.

3. Each group should label the paper cups one through three and ll the rst cup withapproximately one inch o sand. Place one inch o potting soil in the second cup andone inch o pebbles in the third cup.

4. Place the cups with the sand, soil and pebbles over a larger cup or bowl. Pourapproximately 100 milliliters o water into each cup.

5. Assign each student a specic task:Student 1 place sand in cup one and add water.

Student 2 place soil in cup two and add water.Student 3 place pebbles in cup three and add water.Student 4 record these results on the Data Collection Chart (page 9 o thisguide).

continued on next page


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UNIT 3Pollution Sources &

Their Effects

4

Ask the following questions: Howlongdidthewatertaketopercolatethrougheachmaterial? Didthecolorofthewaterchange? Why? Whichmaterialtookthelongestforthewatertogothrough?

EVALUATION

Students should draw and label a picture o the hydrologic cycle, emphasizinggroundwater and surace water systems.

ACTIVITY 3.1: UNDERSTANDING POLLUTION


1. Eectively describe the dierent types o water pollutants and their damagingeects.

2. Demonstrate an understanding o the dierence between point- and nonpoint-source pollution.

MATERIALS pencils paper

DIRECTIONS1. Provide the ollowing Writing Challenges or students.2. Explain to students that these writing prompts are similar to items included on the

Florida Comprehensive Assessment Test (FCAT).3. Ask students to write an extended response to each o these prompts.

Writing Challenge #1Many dierent types o pollution can aect the quality o our surace waters. Describe atleast three types o pollution and their damaging eects.

Writing Challenge #2Two main sources o pollution are point- and nonpoint-source pollution. Explain thedierence between these two sources and include examples to support your answer.

EVALUATIONAnswers to extended response items:

1. Answers should demonstrate an understanding o the dierent pollutants and their

eects as described in the booklet.2. The response should include a clear comparison and examples o point- andnonpoint-source pollution.


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UNIT 5Water QualityManagement

UNIT 4Stormwater Runoff

5

ACTIVITY 4.1: STORM WATER AWARENESS

OBJECTIVES

The student will be able to:1. Describe Floridas primary source o water pollution stormwater runo.2. Explain the problems stormwater runo creates.3. Describe what happens to rainall during urbanization.

DIRECTIONS1. Divide the class into groups o three or our.2. Have each group create an inomercial about how a community can decrease the

amount o stormwater runo.3. These inomercials could include billboards, newspaper ads, radio, television or other

types. Radio or television spots should be three minutes in length.

EVALUATION:Have the students evaluate the other groups on their inomercial. Criteria could include:

VocabularyCreativityClarity o the messagePositive eect on the audienceAccuracy o acts


ACTIVITY 5.1: WHAT CAN WE DO?

OBJECTIVESThe students will be able to:

1. Demonstrate ways to preserve the quality o water.2. Create a conservation plan or their amilies and put it in their notebook.

MATERIALS pencils paper/notebook

DIRECTIONS

1. List on a sheet o paper how the school and/or class could conserve water andreduce pollution.

2. List ways students amilies could conserve water and reduce pollution.


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EVALUATIONStudents should now have amiliarity with water quality issues in our area and ideas abouthow they and their amilies can prevent water pollution.

ACTIVITY 5.2: SUMMARY SHEET

OBJECTIVESThe students should be able to:1. Demonstrate knowledge o vocabulary ound in Water Smart Connections.2. Match water-related images with overarching concepts.

MATERIALS SummarySheetblacklinemaster(p.12) pencils

DIRECTIONSMake copies o the Summary Sheet or each student. Have them complete the activity.

EVALUATIONStudents should be able to match each image with the concept it represents.

ACTIVITY 5.3: NATURE POEMS

OBJECTIVESThe students should:

1. Utilize vocabulary ound in Water Smart Connections.2. Understand various parts o speech.

3. Create a poem based on their newly acquired knowledge.MATERIALS pencils paper

DIRECTIONSHave the students develop a poem about water.

(a) The rst line should have one word that is a noun.(b) The second line should have two adjective words.(c) The third line should contain three adverbs.

(d) The ourth line should contain an antonym.ExampleDropClear, coldSwimming, sliding, racingFlood

or

PollutionOrganic, nutrients, sedimentSettling, inecting, nondrinkingCleanliness

EVALUATIONStudents should be able to create a water-related poem using the parts o speech asdirected.


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7

UNIT 1: Why Is Water So Important?Grades 35Science: The Nature o Matter, SC.A.1.2; Processes that Shape the Earth, SC.D.1.2,SC.D.2.2; Processes o Lie, SC.F.1.2; How Living Things Interact with Their Environment,SC.G.1.2, SC.G.2.2; The Nature o Science, SC.H.1.2. Social Studies: Economics, SS.D.1.2.Language Arts:Reading,LA.A.1.2,LA.A.2.2;Writing,LA.B.2.2.

Grades 68Science: The Nature o Matter, SC.A.1.3; Processes that Shape the Earth, SC.D.1.3,SC.D.2.3; Processes o Lie, SC.F.1.3; How Living Things Interact with Their Environment,SC.G.1.3, SC.G.2.3; The Nature o Science, SC.H.1.3. Social Studies: Economics, SS.D.1.3.Language Arts:Reading,LA.A.1.3,LA.A.2.3;Writing,LA.B.2.3.

Grades 912

Science: The Nature o Matter, SC.A.1.4; Processes that Shape the Earth, SC.D.1.4,SC.D.2.4; Processes o Lie, SC.F.1.4; How Living Things Interact with Their Environment,SC.G.1.4, SC.G.2.4; The Nature o Science, SC.H.1.4. Social Studies: Economics, SS.D.1.4.Language Arts:Reading,LA.A.1.4,LA.A.2.4;Writing,LA.B.2.4.

UNIT 2: Watersheds & EcosystemsGrades 35Science: Processes that Shape the Earth, SC.D.1.2, SC.D.2.2; Processes o Lie, SC.F.1.2;How Living Things Interact with Their Environment, SC.G.1.2, SC.G.2.2; The Natureo Science, SC.H.1.2. Social Studies:People,Places,andEnvironments,SS.B.1.2;

Government and the Citizen, SS.C.1.2. Language Arts: Reading, LA.A.1.2, LA.A.2.2;Writing,LA.B.2.2.Mathematics:Measurement,MA.B.1.2.

Grades 68Science: Processes that Shape the Earth, SC.D.1.3, SC.D.2.3; Processes o Lie, SC.F.1.3;How Living Things Interact with Their Environment, SC.G.1.3, SC.G.2.3; The Natureo Science, SC.H.1.3. Social Studies:People,Places,andEnvironments,SS.B.1.3;Government and the Citizen, SS.C.1.3. Language Arts: Reading, LA.A.1.3, LA.A.2.3;Writing,LA.B.2.3.Mathematics:Measurement,MA.B.1.3.

Grades 912

Science: Processes that Shape the Earth, SC.D.1.4, SC.D.2.4; Processes o Lie, SC.F.1.4;How Living Things Interact with Their Environment, SC.G.1.4, SC.G.2.4; The Natureo Science, SC.H.1.4. Social Studies:People,Places,andEnvironments,SS.B.1.4;Government and the Citizen, SS.C.1.4. Language Arts: Reading, LA.A.1.4, LA.A.2.4;Writing,LA.B.2.4.Mathematics: Measurement,MA.B.1.4.

UNIT 3: Pollution Sources & Their EffectsGrades 35Science: The Nature o Matter, SC.A.1.2; Processes that Shape the Earth, SC.D.1.2,

SC.D.2.2; How Living Things Interact with Their Environment, SC.G.1.2, SC.G.2.2; TheNature o Science, SC.H.1.2. Social Studies: Government and the Citizen, SS.C.1.2.Language Arts:Reading,LA.A.1.2,LA.A.2.2;Writing,LA.B.1.2,LA.B.2.2.

Grades 68Science: The Nature o Matter, SC.A.1.3; Processes that Shape the Earth, SC.D.1.3,SC.D.2.3; How Living Things Interact with Their Environment, SC.G.1.3, SC.G.2.3; TheNature o Science, SC.H.1.3. Social Studies: Government and the Citizen, SS.C.1.3.Language Arts:Reading,LA.A.1.3,LA.A.2.3;Writing,LA.B.1.3,LA.B.2.3.

Grades 912

Science: The Nature o Matter, SC.A.1.4; Processes that Shape the Earth, SC.D.1.4,SC.D.2.4; How Living Things Interact with Their Environment, SC.G.1.4, SC.G.2.4; TheNature o Science, SC.H.1.4. Social Studies: Government and the Citizen, SS.C.1.4.Language Arts:Reading,LA.A.1.4,LA.A.2.4;Writing,LA.B.1.4,LA.B.2.4.

Sunshine State Standards



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UNIT 4: Stormwater RunoffGrades 35Science: The Nature o Matter, SC.A.1.2; Processes that Shape the Earth, SC.D.1.2,SC.D.2.2; How Living Things Interact with Their Environment, SC.G.1.2, SC.G.2.2; TheNature o Science, SC.H.1.2. Social Studies: Government and the Citizen, SS.C.1.2.Language Arts:Reading,LA.A.1.2,LA.A.2.2;Writing,LA.B.1.2,LA.B.2.2.

Grades 68Science: The Nature o Matter, SC.A.1.3; Processes that Shape the Earth, SC.D.1.3,SC.D.2.3; How Living Things Interact with Their Environment, SC.G.1.3, SC.G.2.3; TheNature o Science, SC.H.1.3. Social Studies: Government and the Citizen, SS.C.1.3.Language Arts:Reading,LA.A.1.3,LA.A.2.3;Writing,LA.B.1.3,LA.B.2.3.

Grades 912Science: Processes that Shape the Earth, SC.D.2.4; How Living Things Interact with TheirEnvironment, SC.G.1.4, SC.G.2.4. Social Studies: Government and the Citizen, SS.C.1.4.Language Arts:Reading,LA.A.1.4,LA.A.2.4;Writing,LA.B.2.4;Listening,Viewing,andSpeaking, LA.C.3.4. The Arts: Theatre, TH.A.1.4.

UNIT 5: Water Quality ManagementGrades 35Science: Processes that Shape the Earth, SC.D.2.2; How Living Things Interact with TheirEnvironment, SC.G.1.2, SC.G.2.2. Social Studies: Government and the Citizen, SS.C.1.2,SS.C.2.2; Economics, SS.D.1.2. Language Arts: Reading, LA.A.1.2, LA.A.2.2; Writing,LA.B.2.2.Mathematics:Measurement,MA.B.1.2.

Grades 68Science: Processes that Shape the Earth, SC.D.2.3; How Living Things Interact with TheirEnvironment, SC.G.1.3, SC.G.2.3. Social Studies: Government and the Citizen, SS.C.1.3,SS.C.2.3; Economics, SS.D.1.3. Language Arts: Reading, LA.A.1.3, LA.A.2.3; Writing,LA.B.2.3.Mathematics:Measurement,MA.B.1.3.

Grades 912Science: Processes that Shape the Earth, SC.D.2.4; How Living Things Interact with TheirEnvironment, SC.G.1.4, SC.G.2.4. Social Studies: Government and the Citizen, SS.C.1.4,SS.C.2.4; Economics, SS.D.1.4. Language Arts: Reading, LA.A.1.4, LA.A.2.4; Writing,LA.B.2.4.Mathematics:Measurement,MA.B.1.4.

8


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Time To Percolate Through

Change In Color + yes - no

soil

sand

pebbles

Which substance took the longest to percolate?

Why?

Did the color change?

Why?

DATA COLLECTION CHART

SURFACE WATER ANDGROUNDWATER CONNECTIONS

9

Activity Sheets


13/19

L E V Y

M A R I O N

C I T R U S

L A K E

S U M T E R

H E R N A N D O

P A S C O

P I N E L L A S

P O L K

S A R A S O T A

H A R D E E

D E S O T O

C H A R L O T T E

H I G H L A N D S

H I L L S B O R O U G H

M A N A T E E

N

S

W E

2

1

34

5

6

8 9

7

11

10

10

SOUTHWEST FLORIDA WATERMANAGEMENT DISTRICT

Watershed Boundaries

1 Withlacoochee River

2 Springs Coast

3 Hillsborough River

4 TampaBay/AncloteRiver5 Alaa River

6 Little Manatee River

7 Manatee River

8 Southern Coastal

9 Myakka River

10 Lake Wales Ridge11 Peace River


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ECOSYSTEM ACTIVITY SHEET

ECOSYSTEMS

Biotic Abiotic

11


15/19

12

SUMMARY SHEET

WHAT I LEARNED

Directions:Draw a line rom the word to the matching picture below.

condensation

transpiration

ground water(aquifer)

energy

pollution

conservation

AQUIFER

LAND SURFACE


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CheckYour

Knowledge

2

1

10

9

4

3

8

1

6

711

5

12

1. Extra rain that doesn't soak intothe ground (2 words)

2. A chemical that is put on plants tokill bugs

3. Soil particles4. A chemical that is used to kill weeds

5. To make something unusable orunhealthy

6. A chemical that is put on plants tomake them grow faster

7. The Southwest WaterManagement District

8. Point- pollution is easyto recognize

9. These are found in fertilizers10. Stormwater runoff is a type of

11. Food byproducts are a kind ofpollution

12. We need water

ABOUT WATER POLLUTION

WITH THE FOLLOWINGCROSSWORD PUZZLE

S

T

O

R

M

W

A

T

E

R

P

E

S

T

I

C

I

D

N

U

T

R

E

N

T

S OURC

E

C L EN

F L O RDA

HE RB I

C IDE

E DIM

NT

L LUT I

ON

P

C

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A

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A

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13

Answer Keysor activities on pages 16 and 17 o the

Water Smart Connections student book


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AnswersStudent Booklet, page 17

14

Find the Hidden

Message AboutFloridas Waters

1 = A

2 = B3 = C

4 = D

5 = E

6 = F

7 = G

8 = H

9 = I

.

19 20 15 18 13 23 1 20 5 18

S T O R M W A T E R

18 21 14 15 6 6 9 19 20 8 5

R U N O F F I S T H E

23 1 20 5 18 19

W A T E R S

13 1 10 15 18 19 15 21 18 3 5

M A J O R S O U R C E

15 6 16 15 12 12 21 20 9 15 14

O F P O L L U T I O N

15 6 6 12 15 18 9 4 1

O F F L O R I D A

10 = J

11 = K12 = L

13 = M

14 = N

15 = O

16 = P

17 = Q

18 = R

19 = S

20 = T21 = U

22 = V

23 = W

24 = X

25 = Y

26 = Z


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4 = Strongly agree 3 = Agree 2 = Disagree

1 = Strongly disagree 0 = No opinion

1. The activities fulfilled their descriptions and objectives.

4 3 2 1 0

2. The activities were relevant to my needs.

4 3 2 1 0

3. The materials were user-friendly.

4 3 2 1 0

4. How did you use the materials in your classroom?

5. Number of students that participated in this program:

Grade:6. Is this a good resource for you to use?

7. Suggestions and comments:

If you would like to receive a class set of water conservation temporarytattoos for returning this survey, please provide the following information:

Teachers name:

School name:

School address:

City, state, ZIP:

County:

Your comments are important to us. Please take a few minutes tocomplete the following evaluation. Remove this page and return to theSouthwest Florida Water Management District. No postage necessary. Youmay also fax to (352) 754-6883. Visit the SWFWMDs web site atWaterMatters.org for more information on resources for teachers.

TeacherEvaluation


19/19

COM

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BROOKSVILLE,FL34

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Documents

Water Smart Connections: Teacher’s Guide