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[|Community Mapping.doc] [|Water Quality Testing.doc] [|Grading Rubric.doc] [|Water Quality Testing Lesson Plan.xls]



Welcome to the collaborative wikispace between Peabody Middle School in Petersburg, VA and Henderson Middle School in Richmond, VA! The page was developed during the week long Urban Teachers' Institute at J. Sargent Reynolds Community College in June 2008. Deborah Mansour (Henderson), McKinley Perry (Peabody) and Brecora Broner (Peabody) constructed this Environmental Science project to not only be SOL based, to satisfy the requirements of the Institute and to earn graduate credit through Virginia Commonwealth University, but more importantly to successfully engage our students in learning about their environment and community using sound scientific research methods and technology.

Our project consists of initial classroom learning about the unique properties and characteristics of water and its role in the natural and human-made environment, biotic and abiotic factors of an ecosystem, management of renewable resources, and the Chesapeake Bay watershed. We will take a field trip to our local stream where we will be sampling and collecting invertebrate organisms to qualitatively assess the stream's water quality along with quantitatively measuring and testing the water for pH, dissolved oxygen, temperature, turbidity, nitrates and phosphorus. Once we have collected our data, we will post the classroom data here for our sister schools to view, to conduct data analyses, and to use for comparative studies.

Our project correlates with a significant number of SOLs:


 * __Grade 6__**

**6.1** The student will plan and conduct investigations in which a) observations are made involving fine discrimination between similar objects and organisms; b) a classification system is developed based on multiple attributes; c) precise and approximate measurements are recorded; d) scale models are used to estimate distance, volume, and quantity; e) hypotheses are stated in ways that identify the independent (manipulated) and dependent (responding) variables; f) a method is devised to test the validity of predictions and inferences; g) one variable is manipulated over time, using many repeated trials; h) data are collected, recorded, analyzed, and reported using appropriate metric measurements; i) data are organized and communicated through graphical representation (graphs, charts, and diagrams); j) models are designed to explain a sequence; and k) an understanding of the nature of science is developed and reinforced. e) the origin and occurrence of water on Earth; f) the importance of water for agriculture, power generation, and public health; and g) the importance of protecting and maintaining water resources.
 * 6.5** The student will investigate and understand the unique properties and characteristics of water and its roles in the natural and human-made environment. Key concepts include
 * 6.7** The student will investigate and understand the natural processes and human interactions that affect watershed systems. Key concepts include a) the health of ecosystems and the abiotic factors of a watershed; b) the location and structure of Virginia’s regional watershed systems; c) divides, tributaries, river systems, and river and stream processes; d) wetlands; e) estuaries; f) major conservation, health, and safety issues associated with watersheds; and g) water monitoring and analysis using field equipment including hand-held technology.
 * 6.9** The student will investigate and understand public policy decisions relating to the environment. Key concepts include a) management of renewable resources (water, air, soil, plant life, animal life)


 * __Grade 7__**

**LS.1** The student will plan and conduct investigations in which a) data are organized into tables showing repeated trials and means; b) variables are defined; c) metric units (SI—International System of Units) are used; d) models are constructed to illustrate and explain phenomena; e) sources of experimental error are identified; f) dependent variables, independent variables, and constants are identified; g) variables are controlled to test hypotheses, and trials are repeated; h) continuous line graphs are constructed, interpreted, and used to make predictions; i) interpretations from a set of data are evaluated and defended; and j) an understanding of the nature of science is developed and reinforced.

**LS.4** The student will investigate and understand that the basic needs of organisms must be met in order to carry out life processes. Key concepts include a) plant needs (light, water, gases, and nutrients); b) animal needs (food, water, gases, shelter, space); and c) factors that influence life processes. c) complex relationships within terrestrial, freshwater, and marine ecosystems
 * LS.7** The student will investigate and understand that organisms within an ecosystem are dependent on one another and on nonliving components of the environment. Key concepts include a) the carbon, water, and nitrogen cycles;
 * LS.10** The student will investigate and understand how organisms adapt to biotic and abiotic factors in an ecosystem. Key concepts include a) differences between ecosystems and biomes; b) characteristics of land, marine, and freshwater ecosystems; and c) adaptations that enable organisms to survive within a specific ecosystem.

**LS.11** The student will investigate and understand that ecosystems, communities, populations, and organisms are dynamic and change over time (daily, seasonal, and long term). Key concepts include b) factors that increase or decrease population size Key concepts include d) population disturbances and factors that threaten or enhance species survival; and e) environmental issues (water supply, air quality, energy production, and waste management)
 * LS.12** The student will investigate and understand the relationships between ecosystem dynamics and human activity.


 * __The Field Trip Lesson Plan__**

**Goals for the Lesson**  **Materials Needed** 
 * Use community mapping to understand the local environment and to use GIS technology
 * Students will be able to accurately follow directions and complete water testing.
 * Students will be able to identify differences in the water quality of a stream.
 * Students will be able to collect aquatic insects and identify them using the chart and pictures and come up with an index value.
 * Students will be able to identify causes of changes and pollution in the water of a stream.
 * ArcGIS software on computer
 * water testing kits
 * thermometer suited for use in a stream
 * students who have waders or clothing suitable for wading in streams
 * gathering nets for catching aquatic insects
 * sieves, white dishpans, magnifying glasses
 * worksheets for recording information and clipboards
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">plastic jug for used water-testing chemicals
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">USGS "[|Monitoring Our Rivers and Streams]"
 * [|Biotic Index Card]<span style="FONT-FAMILY: Arial, Helvetica, sans-serif">and key to orders of aquatic insects

<span style="FONT-FAMILY: Arial, Helvetica, sans-serif">**Introduction** <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Community mapping is an integrative approach to understanding the environment around us. It is important to be aware of the resoucres in the community and how we affect them. GIS is the technology of choice to bring community mapping into a digital format. We will be using the data and maps generated in ArcGIS to focus on our study of a local stream and the quality of its water. <span style="FONT-FAMILY: Arial, Helvetica, sans-serif"> Water quality is something that we should all be concerned with. Water is the most basic element needed for life to exist. Streams, in particular, are homes to countless kinds of wildlife, fish, and aquatic plants. They also give us a place for boating, swimming and fishing. Many streams having headwaters in forested areas are of fairly high quality near their source. However, as streams meander along their paths to rivers, bays and oceans, they are impacted (usually negatively) by humans. We are going to test the quality of the Brickhouse Run stream near its source and downstream after it has been impacted in various ways. We can then hopefully identify some of the causes of changes in the stream (if there are any) and come up with some ways to prevent water quality damage which ultimately affects our Chesapeake Bay watershed.



<span style="FONT-FAMILY: Arial, Helvetica, sans-serif">**Lesson -** **//labsheet at the top of the wiki//** <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">//Class period before going to the stream// <span style="FONT-FAMILY: Arial, Helvetica, sans-serif"> Determine which students will be doing what tests. Divide them into groups so that everyone has at least one job (Principal Investigator & Timekeeper, Materials Manager, and Data Collector). Have the students who will be doing the water quality testing practice on tap water. This will give them some practice following the directions included in each testing kit and you can address any problems ahead of time. Review with students how to use the insect collecting equipment and review the aquatic insect key and biotic index card. Explain that the aquatic insects are divided up into 3 classes. Class I is the group that is most sensitive to pollution. Class III insects are the most pollution tolerant. Therefore the more insects found in the stream from Class I and II, the higher the quality of the stream. The lower the quality of the stream, the fewer the Class I and II insects, because they cannot live in that environment. Review the formula on the biotic index card and how to use it. <span style="FONT-FAMILY: Arial, Helvetica, sans-serif"> //Visiting the stream and testing// <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Take the students to the stream near its headwaters and get them started on their testing. (Everyone should know what to do from yesterday.) Stress safety making sure that nobody gets hurt getting in and out of the stream. Also make sure that all used chemicals are deposited in the plastic jug (which should be labeled "toxic"). Make sure they record all of their information. Monitor the students to be sure that they are performing the tests correctly. Especially work with the students doing the biotic index helping them to ID the insects and let them know when they have enough to count them. Collecting a total of 15-20 insects should be plenty for accuracy. After making sure all of the data is collected, load all of the equipment and head for the second testing site, which should be downstream of possible polluting areas. <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Repeat all testing at the second site having the same students do the same testing. They may want to do something different, but results will be most accurate if the same ones do the same tests. Have students record all data collected. After gathering all the data and gathering up all the equipment, have all the groups share their information with each other so everyone has all of the information. They can then use the data to answer the questions on the labsheet. <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">//Reviewing labsheet// <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">The correct answers to the questions on the labsheet will vary with the results of the water testing and the area you live in. The pH and alkalinity may increase if the stream flows from a shale area into a limestone area. It may also change if there is some type of industry that can impact it. The temperature will most likely increase downstream, especially if the stream moves from a forested area into an open area where the sun can warm it. If the stream flows into a small dam and across an over a spillway, the temperature will also rise. This rise in temperature affects the wildlife in the stream. Trout, especially native trout, are sensitive to higher stream temperatures and this concerns many people. Students may be able to suggest planting trees and brush to shade the streams to help with this problem. <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">If the stream flows through agricultural areas, the nitrates may be high. Students should be able to point our fertilizers as possible sources for this. They may also be able to suggest some things farmers can do to prevent this pollution. These can include using buffer strips, avoiding over-fertilizing, avoid spreading of manure on frozen ground, and using grassed waterways. <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">The biotic index, then, uses nature only to gauge the quality of the stream. You will most likely see a reduction in the biotic index. After answering the questions, the students should be able to see why the reduction happened. <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">**Conclusion** <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">"This concludes testing our stream. Hopefully you can see that we do impact the quality of our streams. The biotic index alone showed that we do cause a change in the species of organisms present by our activity. I also hope that you see some of the specific causes of water quality problems and that you will do your part to minimize stream impairment."

Students will post their group data on a collective classroom chart and class data will be generated and then posted on this wiki. <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">**Evaluation**
 * 1) <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Have students complete the labsheet after taking the water quality samples, answering all the questions.
 * 2) <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Collect and evaluate.
 * 3) <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Discuss problems encountered in collecting data and what the data actually show.
 * 4) <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Come up with possible solutions to the problems identified in #3. Think about your own contributions to the problem and solution.
 * 5) <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Reflect on this project, what you learned about yourself, your community and the environment from completing the project and what it meant to you to learn science in this context.

<span style="FONT-FAMILY: Arial, Helvetica, sans-serif">**References** <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Over, James I., Northern Bedford High School/ Agriculture, Water Quality Survey, The Pennsylvania State University. Swistock, Bryan and Sanford S. Smith (2001). //[|From the Woods: Watersheds].// University Park, Pa.: The Pennsylvania State University. <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Sharpe, William E., William G. Kimmel, and Anthony R. Buda. [|//Biotic Index//]//.//


 * Water Quality Testing Data Table**

(°C)** ||= **Turbidity (NTU)** ||= **Nitrates (ppm)** ||= **Phosphorus (ppm)** ||
 * = **Sampling Date** ||= **Sampling Time** ||= **Sampling Location** ||= **School Name** ||= **Teacher Name** ||= **Class Name** ||= **pH** ||= **Dissolved Oxygen (mg/L)** ||= **Temperature


 * Invertebrate Organism Data Table**

(Common)** ||= **Number of different Taxa** ||= **Class (I, II, III)** ||= **Quantitative Biotic Index** * ||= **Qualitative Biotic Index ˆ** ||
 * = **Sampling Date** ||= **Sampling Time** ||= **Sampling Location** ||= **School Name** ||= **Teacher Name** ||= **Class Name** ||= **Organism Name

ˆQualitative Biotic Index
 * Quantitative Biotic Index = 2(# different Class I organisms) + (# different Class II organisms)
 * = Clean Streams ||= Moderate Pollution ||= Gross Pollution ||
 * = 10 or greater ||= 3 - 9 ||= 0 - 2 ||