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Water Watch

Water Watch. History. Originated in Grand Traverse Area in 1995 Grand Traverse Regional Math Science Center Watershed Center Grand Traverse Bay Grades 5-12 Choose a river near their classroom Measure water quality Global Rivers Environmental Education Network (GREEN) Chemical Tests

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Water Watch

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  1. Water Watch

  2. History • Originated in Grand Traverse Area in 1995 • Grand Traverse Regional Math Science Center • Watershed Center Grand Traverse Bay • Grades 5-12 • Choose a river near their classroom • Measure water quality • Global Rivers Environmental Education Network (GREEN) • Chemical Tests • Biological Tests • Score (0 – 100)

  3. Schedule • Teacher Training – Friday, April 13, 2012 TBAISD Administration Building • Water Testing – Monday, April 23, 2012 (Sunday, April 22 is Earth Day) • Student Congress – Friday, May 18, 2012 Hagerty Center, Traverse City

  4. Testing Sites

  5. Chemical/Physical Tests • Dissolved Oxygen / BOD • pH • Nitrate • Phosphate • Turbidity • Temperature Change

  6. Biological Tests • Coliform Bacteria • Benthic Macroinvertebrates

  7. Q-value Recording the Data

  8. Q-value Recording the Data

  9. Q-value

  10. Benthic Macroinvertebrates

  11. Benthic Macroinvertebrates • Grouped according to “pollution tolerance”

  12. Teacher Training

  13. Student Congress

  14. Student Congress – Displays of Student Work

  15. Student Congress – Displays of Student Work

  16. Student Congress 8:30 – 9:30 Registration & Set Up Displays 9:30 Welcome & Opening Remarks 9:45 Keynote Address 10:15 – 11:30 Morning Break-Out Sessions (12) 11:30 – 12:15 Lunch & Viewing Displays 12:15 – 1:30 Afternoon Break-Out Sessions (12) 1:45 Closing Remarks, Wrap up 2:00 Buses Load Up & Head Home

  17. Student Congress – Breakout Sessions (12 +/-) • Field Trip: Wastewater Treatment Plant

  18. Student Congress – Breakout Sessions • Field Trip: Drinking Water Treatment Plant

  19. Student Congress – Breakout Sessions • Field Trip: Traverse City Light & Power Wind Turbine

  20. Student Congress – Breakout Sessions • Field Trip: Fate of the Boardman River Dams

  21. Student Congress – Breakout Sessions • U.S. Fish & Wildlife Service – Jordan River Fish Hatchery

  22. Student Congress – Breakout Sessions • Watershed Center – Storm Drain Pollution

  23. Student Congress – Breakout Sessions • Wings of Wonder

  24. Student Congress – Breakout Sessions • Fly Casting

  25. Student Congress – Breakout Sessions • Fly Tying

  26. Connections to the Curriculum Sixth Grade: Ecosystems L.OL.06.51 Classify organisms (producers, consumers, and decomposers) based on their source of energy for growth and development. L.OL.06.52 Distinguish between the ways in which consumers and decomposers obtain energy. L.EC.06.11 List examples of populations, communities, and ecosystems including the Great Lakes region. L.EC.06.21 Describe common patterns of relationships between and among populations (competition, parasitism, symbiosis, predator/prey). L.EC.06.22 Explain how two populations of organisms can be mutually beneficial and how that can lead to interdependency. L.EC.06.23 Predict how changes in one population might affect other populations based upon their relationships in the food web. L.EC.06.31 Identify the living (biotic) and nonliving (abiotic) components of an ecosystem. L.EC.06.32 Identify the factors in an ecosystem that influence changes in population size. L.EC.06.41 Describe how human beings are part of the ecosystem of the Earth and that human activity can purposefully, or accidentally, alter the balance in ecosystems. L.EC.06.42 Predict possible consequences of overpopulation of organisms, including humans, (for example: species extinction, resource depletion, climate change, pollution).

  27. Connections to the Curriculum Seventh Grade: Physical and Chemical Properties and Changes in Matter P.PM.07.11 Classify substances by their chemical properties (flammability, pH, acid-base indicators, reactivity). P.CM.07.21 Identify evidence of chemical change through color, gas formation, solid formation, and temperature change. P.CM.07.22 Compare and contrast the chemical properties of a new substance with the original after a chemical change. P.CM.07.23 Describe the physical properties and chemical properties of the products and reactants in a chemical change. Seventh Grade: Fluid Earth Systems and Human Activities E.ES.07.41 Explain how human activities (surface mining, deforestation, overpopulation, construction and urban development, farming, dams, landfills, and restoring natural areas) change the surface of the Earth and affect the survival of organisms. E.ES.07.81 Explain the water cycle and describe how evaporation, transpiration, condensation, cloud formation, precipitation, infiltration, surface runoff, ground water, and absorption occur within the cycle. E.ES.07.82 Analyze the flow of water between the components of a watershed, including surface features (lakes, streams, rivers, wetlands) and groundwater.

  28. Connections to the Curriculum Middle School Inquiry Process, Analysis, Communication & Reflection: S.IP.07.11 Generate scientific questions based on observations, investigations, and research. S.IP.07.12 Design and conduct scientific investigations. S.IP.07.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens, thermometer, models, sieves, microscopes, hot plates, pH meters) appropriate to scientific investigations. S.IP.07.14 Use metric measurement devices in an investigation. S.IP.07.15 Construct charts and graphs from data and observations. S.IP.07.16 Identify patterns in data. S.IA.07.11 Analyze information from data tables and graphs to answer scientific questions. S.IA.07.12 Evaluate data, claims, and personal knowledge through collaborative science discourse. S.IA.17.13 Communicate and defend findings of observations and investigations. S.IA.07.14 Draw conclusions from sets of data from multiple trials of a scientific investigation to draw conclusions. S.RS.07.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.

  29. Connections to the Curriculum Biology Unit 7: Ecosystems The chemical elements that make up the molecules of living things pass through food webs and are combined and recombined in different ways. At each link in an ecosystem, some energy is stored in newly made structures, but much is dissipated into the environment as heat. Continual input of energy from sunlight keeps the process going. B3.2A Identify how energy is stored in an ecosystem. B3.2B Describe energy transfer through an ecosystem, accounting for energy lost to the environment as heat. B3.2C Draw the flow of energy through an ecosystem. Predict changes in the food web when one or more organisms are removed. As matter cycles and energy flows through different levels of organization of living systems—cells, organs, organisms, and communities—and between living systems and the physical environment, chemical elements are recombined in different ways. Each recombination results in storage and dissipation of energy into the environment as heat. Matter and energy are conserved in each change. B3.3A Use a food web to identify and distinguish producers, consumers, and decomposers and explain the transfer of energy through trophic levels. B3.3b Describe environmental processes (e.g., the carbon and nitrogen cycles) and their role in processing matter crucial for sustaining life.

  30. Connections to the Curriculum Earth Science Unit 10: Resources and Environmental Challenges Movement of matter and its component elements, through and between Earth’s systems, is driven by Earth’s internal and external sources of energy. E2.2B Identify differences in the origin and use of renewable and nonrenewable sources of energy. E2.2e Explain how energy changes form through Earth systems. E2.2f Explain how elements exist in different compounds and states as they move from one reservoir to another. The Earth provides resources that are used to sustain human affairs. The supply of nonrenewable natural resources is limited and their extraction and use can release elements and compounds into Earth systems. They affect air and water quality, ecosystems,… Plans for land use and long-term development must include an understanding of the interactions between Earth systems and human activities. E2.4A Describe renewable and nonrenewable sources of energy for human consumption, compare their effects on the environment, and include overall costs and benefits. E2.4B Explain how the impact of human activities on the environment can be understood through the analysis of interactions between the four Earth systems. E2.4d Describe the life cycle of a product, including the resources, production, packaging, transportation, disposal, and pollution.

  31. Connections to the Curriculum Chemistry Unit 6: Equations and Stoichiometry

  32. Connections to Science Practices & Concepts Dimension 1: Scientific and Engineering Practices 1. Asking questions 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics, information and computer technology, and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information Dimension 2: Crosscutting Concepts 1. Patterns. 2. Cause and effect: Mechanism and explanation. 3. Scale, proportion, and quantity. 4. Systems and system models. 5. Energy and matter: Flows, cycles, and conservation. 6. Structure and function. 7. Stability and change.

  33. Sharing Our Data – Moodle Site www.tbaisd.k12.mi.us

  34. Sharing Our Data – Moodle Site

  35. Sharing Our Data – Moodle Site

  36. May, 2011 • 2008: 8 Schools, 297 students • 2009: 7 Schools, 275 students • 2010: 8 Schools, 209 students • 2011: 3 Schools, about 50-60 students ???

  37. Questions: • After 15 years, has “Water Watch” run its course? • Does Water Watch need to be downsized? • Fewer local field trips • Fewer break-out sessions • Is Spring a bad time of year? • Would Water Watch in Fall be better? • Should Water Watch become a Biennial Event (every 2 years)? • Other Ideas or Suggestions?

  38. Contact Information Tom Wessels, Water Watch Coordinator PO Box 6020 1101 Red Drive Traverse City, MI 49696-6020 231-922-7875 twessels@tbaisd.k12.mi.us

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