This lesson plan was provided by Wendy Herdman, 4-H Extension Agent
Overview
Environmental education and stewardship education have been identified as issues that need to be addressed in our Northern Neck community. Northumberland and Lancaster Counties are situated on the Potomac and Rappahannock Rivers and the Chesapeake Bay. Our community sees first-hand the impacts of human activities on a beloved natural resource. Impacts include a declining seafood industry, polluted water that limits recreational use, loss of biodiversity, and increasing restrictions on the consumption of local seafood.
4-H Fishing Fun was offered during the summer of 2006. The program included a full day charter fishing trip on the Chesapeake Bay. In addition to a few hours of fishing, hands-on lessons included boat safety, fishing history of our community, navigation using GPS, maps and charts, water quality, fish habits and needs, and fish anatomy and id. Through this experiential learning opportunity, young people will understand the connection between human activity, water quality and biodiversity in the bay.
SOL's Addressed:
Science
4.1 The student will plan and conduct investigations in which
f) data are displayed using bar and basic line graphs;
4.5 The student will investigate and understand how plants and animals in an ecosystem interact with one another and the nonliving environment. Key concepts include
d) habitats and niches
f) influence of human activity on ecosystems.
4.8 The student will investigate and understand important Virginia natural resources. Key concepts include
a) watershed and water resources;
b) animals and plants;
5.1 The student will plan and conduct investigations in which
d) accurate measurements are made using basic tools (thermometer, meter stick, balance,graduated cylinder);
e) data are collected, recorded, and reported using the appropriate graphical representation (graphs, charts, diagrams);
h) an understanding of the nature of science is developed and reinforced.
5.6 The student will investigate and understand characteristics of the ocean environment. Key concepts include
b) physical characteristics (depth, salinity, major currents); and
c) biological characteristics (ecosystems).
5.7 The student will investigate and understand how the Earth's surface is constantly changing. Key concepts include
f) human impact.
6.1 The student will plan and conduct investigations in which
g) one variable is manipulated over time, using many repeated trials;
h) data are collected, recorded, analyzed, and reported using appropriate metric measurements;
k) an understanding of the nature of science is developed and reinforced
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
g) the importance of protecting and maintaining water resources.
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;
f) major conservation, health, and safety issues associated with watersheds; nd
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, plants, animal life);
b) the mitigation of land-use and environmental hazards through preventive measures; and
c) cost/benefit tradeoffs in conservation policies.
Math
4.11 The student will
a) estimate and measure length, using actual measuring devices, and describe the results in both metric and U.S. Customary units, including part of an inch (1/2, 1/4, and 1/8), inches, feet, yards, millimeters, centimeters, and meters;
5.11 The student will choose an appropriate measuring device and unit of measure to solve problems involving measurement of
a) length part of an inch (1/2, 1/4, and 1/8), inches, feet, yards, miles, millimeters, centimeters, meters, and kilometers;
e) temperature Celsius and Fahrenheit units.
6.9 The student will compare and convert units of measure for length, area, weight/mass, and volume within the U.S. Customary system and the metric system and estimate conversions between units in each system:
a) length part of an inch (1/2, 1/4, and 1/8), inches, feet, yards, miles, millimeters, centimeters, meters, and kilometers;
Time needed
45 minutes for water quality slide show and game
30 minutes for sampling
Goal and objectives:
To improve youth's understanding of water quality
Students will be able to define turbidity and what affects turbidity.
Students will measure depth at which secchi disk disappears in water and depth at which it reappears and calculate a secchi reading.
Students will draw conclusions as to why there are differences in turbidity in different locations.
Materials needed
Secchi disk disk, weight, 48 foot string
Meter stick
Data sheets
Pencils
Description
Discuss water quality and indicators of water quality using Barry Fox's "What do you know about water quality?" slide show and games.
Turbidity is a word that describes the clarity or clearness of water. A secchi (pronounced SECK-key) disk is used to measure turbidity. A weighted secchi disk is attached to a measured or graduated line and is lowered into water until it disappears. The depth that it disappears should be recorded. After noting the depth at which the disk disappeared, the disk should be slowly raised until it is visible again. The depth at which the disk is again visible is recorded. The two depths (disappearance and reappearance) should be averaged to determine the Secchi reading.
Data will be collected and Secchi readings will be calculated. Students can compare readings from different locations: marina, creek, river, bay.
Procedure
Make sure the secchi disk is securely attached to line. If the line is not graduated, mark it in 1 foot increments with indelible marker or waterproof tape. Weight disk if using in moving water.
Lower secchi disk into the water and record the depth at which the disk "disappears" in the water. Grab the line at the water's surface to determine the distance to the disk.
Lower the disk into the water again until it disappears. Slowly raise the disk and record the depth at which the disk "reappears" in the water. Grab the line at the water's surface to determine the distance to the disk.
Repeat measurements in different locations marina, creek, bay.
Calculations
The Secchi reading is the average of the depth of disappearance and reappearance.
Conclusion
Compare readings taken in different locations. Draw conclusions about the differences and what causes them.
Use the "What do you know about water quality?" program from Barry Fox to learn about water quality and water quality indicators and test your knowledge using the games included.
The "enviroscape" is an activity that can show the relation between human activities and water quality.
Resources
Water Quality Indicators, An introduction to water quality indicators, what they mean and how they are measured. (Contact Barry Fox, bfox@vsu.edu)
What do you know about water quality? - Virginia 4-H Marine/Aquatic Education Program Barry Fox, bfox@vsu.edu