This learning module is designed for 9-12 grade students in an environment science based course. It explores the concepts of the water cycle and water pollution as well as dead zones.
This learning module will address the following topics:
The target audience for this module is high school students enrolled in an environmental science class or unit.
The following objectives will be met:
After completing this learning module, students will be able to
The following Next Generation Science Standards are met:
HS-ESS2-5 Earth's Systems Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
HS-ESS3-1 Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
Most of you have probably been learning about the water cycle or hydrologic cycle since elementary school.
The water cycle describes the movement of water in, around, and above the earth. The water cycle directly related to water pollution. As water moves through the water cycle, pollutants are carried with the water or left behind in a water source at certain points.
The major events within the water cycle are:
Evaporation: water moving from a liquid to a gaseous state
Condensation: water moving from a gaseous to a liquid state, forming clouds or fog
Percipitation: water falling from the atmosphere to the ground in the form of rain, slow, etc
Transpiration: water evaporated through plants
Surface Run-off: water that falls on the surface of the earth and makes its way to rivers, lakes or streams
Comment: When did you first learn about the water cycle? Why is the water cycle neccessary to life on earth? How does water pollution play a part in the water cycle?
Purpose:
This section is designed to gauge student knowledge of the water cycle and review relevant terms that may have been previously learned.
Content Standards:
HS-ESS2-5 Earth's Systems Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
Teaching Tips:
Begin the learning module with a overview of what will be covered throughout the lesson. Encourage students to share their background knowledge through comments and interact with each other by commenting on other posts.
Pollutants can come from natural sources or be added to the environment by humans.
Pollutants are categorized into two groups:
Point-Source: pollutants that come from a single source, such as a drainage pipe
Nonpoint Source: pollutants that come from a wide area through run-off
The type of pollutant we will be focusing on in this module is nutrient pollution. Nutrient pollution is caused by excess nutrients, typically nitrogen and phosphorus, carried by surface run-off into a waterway. This run-off can occur from fertilizers applied to farm fields, golf courses, and residential homes, or human or animal waste. When excess nitrogen gets into the water source, a chain of events can occur with very negative results.
Comment: Would nutrient pollution typically be point-source or non-point source pollution? Explain why in two sentences. Think of a water source near your home or school. What are two potential pollutants to this water source? Respond to another person's comment by telling them what type of pollutant (point source or nonpoint source) they described.
Purpose:
The purpose of this section is to familairize students with water pollution. Here they will gain understanding of nutrient pollution, which is crucial to understanding the concept of eutrophication leading to the dead zone.
Content Standards:
HS-ESS3-1 Earth and Human Activity
Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
Tips:
Once students have made comments and replied to other comments, choose a few to go over as a class. Discuss the various water pollutants mentioned and why they would be point source or nonpoint source.
By the end of this section, students need to have a firm grasp of nonpoint source pollution and nutrient pollution to be successful in later sections.
Watersheds are areas of land that drain into the same water source. Often, pollution that occurs in one area of a watershed can lead to pollution in the rest of the watershed due to nonpoint source pollution.
Go to the following link and read the information:
https://water.usgs.gov/edu/watershed.html
Comment: Research the watershed that our school is located in. Find some facts about the health of our watershed. Does water travel beyond our watershed into larger bodies of water? How big of a geographic area does our watershed cover? Read the other comments and respond to two others that provided information that you did not.
Purpose:
The purpose of this section is to get the students to consider how water systems are connected and how water pollution can have far reaching effects.
Tips:
Some students may struggle with finding information about their own watershed. Find a few resources in advance to provide to students if needed. Encourage students to read each others comments to gain more information about their watershed.
The largest watershed in the US is the Mississippi River Watershed. Most of the central United States drain into the Mississippi 5. which discharges into the Gulf of Mexico.
Because of the actions of the water cycle, this means that a great deal of nonpoint source pollution ends up in the Gulf each year.
The fertilizers used across the United States can run-off into the Mississippi leading to excess Nitrogen and Phosphorus in the Gulf. This leads to a phenomenon known as Eutrophication. Read the graphic below to understand the steps of eutrophication.
Watch this video to better understand the process of eutrophication and dead zones.
The Dead Zone in the Gulf of Mexico is one of the largest Dead Zones in the world. The impacts of the dead zone are far reaching and affect most of the gulf shore states.
Comment:
How do you think the dead zone affects the Gulf Shore economy? Explain at least two possible ways.
Purpose:
In this sections, students put together the concepts previously discussed. The topics of the water cycle, water pollution, and watersheds are connected into the phenomenom known as the dead zone.
Content Standards:
HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
Tips:
This is a crucial point in this learning module that combines all the topics together. Be sure to review the process of eutrophication as a class at the end of this segment to ensure all students have a firm understanding of the step by step process.
Go to the following link and read the information provided:
Comment: How reliant are the gulf shore states on the Gulf for their economies?
How is the dead zone be detrimental to the economy of the gulf?
Ask another poster a question about their comment. If you recieve a question, answer back.
Purpose: The purpose of this segment is to have students grasp the impacts of water pollution beyond the water source itself. Students should think critically about how the dead zone impacts the states it surrounds and beyond.
Content Standards:
HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
Tips: Encourage students to create a diaglouge through comments on this segment. There are multiple avenues to explore within this lesson. If students are struggling, have a discussion about the various industries that are present in the gulf shore states and how they may be affected.
The dead zone is caused by surface run-off. There are methods that can be put into place to minimize surface run-off.
Cover Crops:
Cover crops are low cost crops planted in a field after one year's crop is harvested and before the next year's crop is planted. These crops prevent run-off by covering bare soil and hold nitrogen and other nutrients in the soil to prevent leaching.
Rotational Grazing:
Rotational grazing is done on livestock pastures to maintain the grass and other forages at a healthy level. This is done by seperating a larger pasture into sections and only allowing the animal to graze on each section for a limitied period of time. Once that section has been grazed, the animals are rotated to the next section. This maintain a healthy grass cover across the pastureland. The grass cover helps prevent run-off and hold nutrients in the soil.
Buffer Strips:
Buffer strips are sections of land next to a waterway with well-maintained, permanent vegetation. The buffer strips may be next to a field, pasture, or residential area. The purpose of the buffer strip is to capture any nutrients that may run-off the adjacent area.
Comment:
If there are ways to prevent pollution from surface run-off, why aren’t these practices always used? Choose one of the above practices and explain the costs or disadvantages to that practice from the viewpoint of a producer, consumer, or both. Provide feedback to one other poster on their explaination of one of these practices.
Purpose: This section helps students begin to think about ways that human impacts can be minimized. This is the background information they will need to complete their community project.
Content Standards:
HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
Tips: It is important for students to evaluate the strengths and weaknesses of these methods and understand that none are complete solutions.
Now that you are well-informed about the Dead Zone and its various causes, you are going to create an educational program to help reduce the effects of nutrient pollution in your community.
You will create one of the following:
Your project should include the following information:
You will share your educational tool with two other people and ask them to provide feedback on the rubric. Then you should make changes to your project and submit the final draft for grading.
Now that you are well informed about the Dead Zone and its various causes, you are going to create an educational program to help reduce the effects of nutrient pollution in your community. Imagine you work for an enviornmental agency in your community. This agency is presenting to a group of community members about the importance of reducing nutrient pollution. Your job is to create an educational, visual document for this presentation.
You will create one of the following:
Your project should include the following information:
Refer to your rubric for more detailed information on the requried elements.
You will share your educational tool with two other people and ask them to provide feedback on the rubric. Then you should make changes to your project and submit the final draft for grading.
Purpose: This project will allow students to demonstrate the knowledge they have gained throughout this learning module. They should combine the concepts they have learned into one cohesive educational tool.
Tips: Go over the rubric with the class before the students begin work and answer any questions the students may have. Assign students works to review and allow adequate time for feedback and revisions.
Reflection:
Now that everyone has completed their project, take time to view all of your classmates' work.
Comment: In your opinion, what are the three best ideas on how to reduce nutrient pollution in your community? How has this project helped you better understand the water cycle and water pollution? How can actions in your own community, affect the well-being of ecosystems and communities as far away as the Gulf of Mexico?
Survey: Complete the linked survey about this learning module.
http://extras.cgscholar.com/cgsurvey/securesurvey/depid/58b8b6ff0cf267084867b802
Purpose: The purpose of reflection is to allow students time to look over their classmates' work and tie together all the components of this learning module.
Tips: Either have students complete the reflections on their own time or go through all the projects as a group, allowing each student to share.
https://pmm.nasa.gov/education/water-cycle
http://slideplayer.com/slide/2777659/
https://water.usgs.gov/edu/watershed.html
https://www.youtube.com/watch?v=AxaWXWd2pw4
http://www.bbc.co.uk/schools/gcsebitesize/science/edexcel/problems_in_environment/pollutionrev4.shtml
http://www.gulfhypoxia.net/News/default.asp?XMLFilename=200806261656.xml
http://www.ctic.purdue.edu/CTIC%20HOME/PARTNERS%20MAGAZINE/Archived%20Issues/June%202010%20Issue/Cover%20Crops%20Work%20with%20Various%20Crop%20Production%20Systems/
http://www.helmsdalecompany.co.uk/fishing_report/index.php?ac=list&cat=0&m=10&y=2013