i louise nelson monroe -...

6

CATHERINE E. MATTHEWS

Abstract. A professional school and university collabora-tion enables elementary students and their teachers toexplore hydrology concepts and realize the beneficial func-tions of wetlands. Hands-on experiences involve young stu-dents in determining water quality at field sites after layingthe groundwork with activities related to the hydrologiccycle, cleaning up polluted water, and the nature of wet-lands themselves.

Key words: groundwater, hydrology, surface water, watercycle, wetlands

lementary school kids love mud, water, and ickywater creatures. Capitalizing on this interest is apretty easy thing for a teacher to do, but it takes

planning and organization to do so safely and to providemaximum leaming opportunities. Students of all ages needto leam about the nature of hydrology, the functions of localwetlands, and global water quality issues. Learning fromdirect experience is a way to tie these appealing and impor-tant entities together. As a classroom teacher, I was able toaccomplish this several years ago and have been able to usemy experience to enrich my teaching ever since.

anc

CATHERINE E. MATTHEWS is an associate professor in theDepartment of Curriculum and Instruction at the University ofNorth Carolina at Greensboro where she specializes in K-12 sci-ence education. Her interests include inquiry-oriented scienceinstruction and environmental education. She has written articlesfor Science & Children, Science Scope, The Science Teacher, andScience Activities.

LOUISE NELSON MONROE is a National Board certifiedteacher in the Advanced Learners Program (academically gifted)for the Guilford County North Carolina Public Schools. She hasbeen an elementary school teacherfor t'venty-nine years. She is acertified environmental educator in the state of North Carolinaand has written educational materials for Carson-Dellosa Pub-lishing and essays for Triad STYLE.

I LOUISE NELSON MONROE

Background InformationHydrology is simply the study of water. Hydrology may

be defined as the study of the earth's water in the atmos-phere, on the planet's surface, and underground, and itincludes water's properties, distribution, circulation, andcharacteristics. Water flows above the earth as surface waterand below it as ground water. Precipitation that runs overland in creeks and rivers is called surface water. Most sur-face water is a result of precipitation. Precipitation that per-colates through soils becomes known as ground water.These waters are connected and interrelated, thus makingthe water cycle. However, with students, surface water is themost easily accessible for observations and sampling.

Although the nature of hydrology itself is the main con-cept that you want students to understand after these studies,you also want them to realize the impact of humans on nat-ural water cycles, consider ways to halt the pollution thatdisrupts food webs, and recognize the valuable services pro-vided by wetlands in actually undoing some of our damage.

The Year-long ExperiencePutting the plan together for this professional/school/uni-

versity partnership in hydrology was an effort of universityscience educators, public school teachers, and professionalhydrologists with the United States Geological Survey(USGS) National Water Quality Assessment Program. Themission of this organization is to assess the quality of ournation's water resources. Experienced teachers and preserviceeducation majors teamed up for a year-long training to under-stand the relevance of hydrology to their roles as elementaryteachers and to find ways to impart this information to youngstudents.

Under the terms of a grant, we were provided with class-room posters about types of wetlands, wastewater treatment,water use, groundwater, and water quality. USGS expertstook us to two representative public wetland areas that we

13

14 SCIENCE ACTIVITIES

would later use with our own students. (If we had wanted tovisit privately owned property, written permission from thelandowner would have been required.) We became familiarwith waders, field guides, notebooks, seines (large fishingnets), dip nets, and collecting containers, and we learned to

conduct some simple tests for water quality. The grants alsoprovided HACH kits, which we used to analyze samplesfrom both sites for chemicals such as nitrate, sulfate, andchloride, as well as dissolved oxygen, and we also were ableto observe the practicing professional hydrologists using

Discover: The Water Cycle I

Materials1. Transparency of the

water cycle and onepaper copy of it foreach student

2. One quart size plasticfood storage bag withzipper closure for eachstudent

3.1/2 cup tiny aquariumgravel for each student

4. Black permanent markersfor students to share inpairs or small groups

5. Masking tape6. Water source

Make1. Each student will tape the

water cycle diagram to thedesk and then tape a stor-age bag over it.

2. Students will trace thecomponent steps ontotheir bags as the teachertraces and reviews thesteps in the water cyclealoud at the overheadprojector.

3. Students place the smallgravel into the bags.

4. Students add about onecup of water to each bagand seal it tightly.

Do1. Tape sealed food storage

bags to the classroomwindowpanes with themasking tape.

2. Have students identify,define, and locate therelevant key words thatare on the bags, such asprecipitation and con-densation.

3. Have students checkmounted bags daily andrecord observations in ajournal for about twoweeks. Compare obser-vations among the class,especially if windowshave different exposuresto the sun.

ExplanationThe water cycle is a con-

tinuous process whereby theearth's water is recycledthrough the steps of accu-mulation, evaporation, con-densation, precipitation,percolation, and transpira-tion. The cycle dependsupon the sun's energy totransform water from liquidto vapor. This takes placewhen energy heats the watermolecules enough to makethem vibrate and moveabout vigorously. The waterthus changes state andbecomes a gas.

FIGURE 2. The water cycle.

Water Tests IPhosphate and Nitrate Levels: (S)* conduct tests on small samples of water from the wetland sites to determine levels ofthese nutrients using components of a commercial water quality test kit. (T)* pours chemical reagents due to inhalation risk.Then students time and observe color changes.pH for Acidity or Alkalinity: (S) wear goggles and protective gloves to test water with pH paper or an acid rain test kit. Stu-dents record the pH values on the field report form.Dissolved Oxygen: (S) wear goggles to collect and test water samples from the wetland sites for dissolved oxygen using acommercial water quality test kit. For repeated tests, conduct them at the same place and same time of day.Turbidity: (S) make a measurement device to submerge in a stream or pond from a white plastic picnic plate or a Frisbee helddown by a fishing weight. Make a slit in the middle of the plate and secure a 4-5 ft. tape measure with permanent bonding glueor a hot glue gun so that the zero point is at the slit. Glue the fishing weight to the bottom of the plate or Frisbee. Use water-proof paint to color one half of the plate's top surface black. This turbidity gauge is lowered into the water until it is no longervisible. (S) record this depth.Temperature: (S) use a lab or aquarium thermometer to take and record the water temperature at several locations at the wet-land sites. Let the thermometer stay in place for a minute or more at each location.Rate of flow: (S) measure off 10 ft. by the side of the streambed. Set a tennis ball in the water at the beginning point, thenrelease the ball and begin a stopwatch or note the time on a watch with a second hand that the ball reaches the end point.Record the time of the ball's travel and determine the rate of feet per second.

FIGURE 1. Water tests. *(S) stands for students and (T) stands for teacher.

Vol. 41 , No. 2

SCIENCE ACTIVITIES 15

I IMaterials

1. Black 35mm film canisterwith cover for each simu-lated pollutant in step #3

2. A large open plastic (see-through) storage box,about half full of cleanwater

3. Various substances:* brown leaves = trees in

fall* canned spinach = nitrates* crumbs, paper bits =

picnickers* corn oil = boat oil* baking soda = farm

pesticide* vinegar = acid rain runoff* foil bits = litter from

boaters* baking powder = chemi-

cal dump* mud = leaky sewer pipes* loose soil = eroded soil* soap = leaky drainage

pipes/phosphates* lemon juice = emissions

from electric powerplant

Make1. Prepare and label the film

canisters as entities identi-fying the various pollutantsand sources.

2. Write a scenario or readthe following: By theshores of Silver Lake livesome residents who haveproblems with their drainsand their sewage system.A nearby farmer usesdeadly bug sprays to helphis crops. An electricplant and a chemical fac-tory are nearby. On prettydays, boaters use SilverLake for waterskiing andfishing. Families like topicnic on the shore. Afterheavy rains, trees loseleaves and soil washesinto the lake.

Do1. Present the "lake" (plastic

storage box) and havestudents suggest wayspeople and wildlife uselakes such as this. Passout the canisters to thestudents who will portraythe polluting characters inthe story. As the taleunfolds, have studentsdump the contents oftheir canisters into thepristine "lake."

2. Have students describethe effects of such pollu-tion on people and ani-mals that live in or nearthe "lake."

3. Discuss what actionspeople might take to pre-vent some or nearly allof the pollution that tookplace in the story.

ExplanationThe choices that people

make in industry, socialbehavior, agriculturalpractice, household main-tenance, and the likeimpact the environment.

Some of the examplesgiven will lend themselvesto a consideration of pH.You could sample thequality of the water byusing the same chemicaltests that you would use ata wetland site. Check forpH, nitrates, and phos-phates before the first visi-tor or hazard enters the"lake," as well as at thestory's end.

FIGURE 3. Muddying the water: Surface water pollution.

Author Louise Monroe and student measure streamwidth from bank to bank.

Diana, Shawn, and Katryse look through aquatic sam-ple for macroinvertebrate specimens to examine onplastic tray.

Summer 2004

Discover: Muddying the Water: Surface Water Pollution


Discover: Cleaning the Waters: Filtration

Materials1. One gallon water mixed

with tea from openedone quart-sized tea bag

2. For each group of four,a wide-mouthed plasticcontainer about one pintin volume and 2" ormore in radius

3. For each group, a set ofhousehold materialssuch as kitchen sponge,cheesecloth, paper cof-fee filters, cotton balls,mesh vegetable bag,pebbles, or marbles

1. Set up trays or areasaround room for eachgroup of four to invent theirown best water filter for themixed tea water.

2. Provide scratch paper forsketching ideas and solu-tions to the problem.

Do1. Describe a situation in

which our reservoir hasbeen contaminated withsolid particles of foreignmatter. For the water tobe clean enough to use,each set of students hasbeen hired to perfect afiltration device.

2. Set a time limit of abouttwenty minutes and askeach group to outlinethe sequence of clean-ing materials theywould use to share withthe local water boardafter each is tested.

3. Pour the water evenlyand in equal quantityover each filter. Discussthe results with students.

ExplanationMunicipalities operate

wastewater treatmentplants as well as watertreatment plants to assurecitizens of a safe publicwater supply for house-hold use. This simulationoffers an example of suchfiltration as well as amodel of the natural filtra-tion provided by a wet-land. Metaphors can bedrawn by comparing thecleaning materials used inthis activity to the livingand nonliving parts of awetland system. Thisactivity makes a goodconnection to wetlandmetaphors (see Figure 6).

FIGURE 4. Cleaning the waters: Filtration.

< .- -H ............

Teacher Louise Monroe helps students sift debris innet to locate macroinvertebrate specimens.

conductance meters. Because these and other tests can beused to evaluate the overall health of a body of water, wemonitored physical characteristics of each wetland site,including collecting data on turbidity and pH of the water.

(See Figure 1, Simple Water Tests, for brief explanations oftests that can be performed for each characteristic.) To deter-mine the overall health of the site, we used nets to collectsamples of macroinvertebrate organisms and compared thesamples by taxa on the basis of pollution sensitivity.

Follow-up trips for elementary school students from pub-lic schools were scheduled to let the younger children havemany of the same experiences we had. At each participatingschool, one teacher, known as a Hydrologist-in-Residence,was provided with a substitute teacher, freeing her to returnto the wetland sites with each of the other classes from herschool throughout the year.

As Hydrologist-in-Residence, I took care of the measur-ing, testing, and collecting equipment; scheduled the datesand transportation for each class visit; and conducted one ormore explanatory sessions at my school mini-pond for eachgroup before doing the wetlands field trip. I demonstratedthe testing procedures through an actual comparison ofschool tap water to the water in the mini-pond at my school.I then explained the features, functions, and purposes of thefield trip itself. Over 150 students participated that first yearfrom my school alone, and more than one hundred studentsrepeat the class work and field experience annually since

Vol. 41 , No. 2


Materials1. Illustrations or maga-

zine pictures ofmuskrats, red-wingedblackbirds, mallardducks, raccoons, catfish,nutria, marsh wrens,humans, beavers, cat-tails, and the sun

2. Sturdy card stock tagson which to glue pic-tures (label on theopposite side)

3. Pins or yarn strings tohold tags to students'clothing

4. A ball of thick yarn to bestretched from student tostudent

Make1. Make or find pictures to

illustrate the various factorsin a life web involving thecattail (see materials).

2. One tag per student.Repeat species as needed,with two cattails for everyother plant or animal.

Do1. Provide illustrated tags

to students and havethem describe everythingthey know about thesubject of the tag.

2. Have students form acircle around the pupilwho is the sun. He orshe holds the ball ofyarn.

3. Solicit ideas of waysmembers of the circleneed or provide for theneeds of each other. If asuggestion is accepted,that student gets the ballnext, trailing the yarnfrom the person whohad it last.

3. Select an organism toremove because ofsome factor (e.g., ducksbecause raccoons atetheir eggs). Ask studentsto tell the effects of thisloss on the rest of theweb.

Explanation

The cattail plants thatgrow in marshy wetlandsare a source of food andshelter for wetlandswildlife and some humansas well. Humans,muskrats, beaver, andwaterfowl use the cattailfor food. Waterfowl andaquatic animals find shel-ters among cattails. Water-fowl, fish, and red-wingedblackbirds nest in andbelow them. Sun andwater are part of the webbecause life depends uponthem. The simulationshould indicate that thelife forms benefit fromone another.

FIGURE 5. Cattail web of life.

that first effort seven years ago. Cooperation between theschools led us to test, sample, and submit data to the USGSmonthly for further evaluation. Data from every class visitwere added to a school hydrology database as well. Aschanges were noted, the students generated hypothesesabout causes and potential consequences of the fluctuationsof the various tests conducted.

Preparing for the Field Trip

In preparation for the elementary school trips, the teach-ers and their university intems planned appropriate sciencelessons for the various grade levels involved. Classes con-sidered hydrology, including the biology of the wetlandsites. Every class became acquainted with the localmacroinvertebrates, aquatic birds, and amphibians of theirarea. (Note that you may or may not find all these kinds ofanimals in your area.) A colony of beavers was active at oneof the sites, so beavers and their adaptations were included

as well. Teachers chose high quality children's trade litera-ture, relevant poetry and songs, graphic organizers, andother writing opportunities to integrate literacy curriculumcomponents. Literature suggestions and teacher resourcescan be found in the bibliography at the end of this article.

Selecting categories of hydrology according to develop-mental levels and curriculum responsibilities, each class-room teacher used hands-on activities to further students'understanding of hydrology. Typically, a class inside theschool building will explore water cycle concepts (see Fig-ure 2, The Water Cycle); issues of water contamination andpollution (see Figure 3, Muddying the Water; and Figure 4,Cleaning the Waters); and food web relationships (see Fig-ure 5, Cattail Web of Life) before setting out on a wetlandssite visit. Sometimes, though, the activity is even moreapplicable at the site itself. Figure 6, Metaphors in the Wet-land, gains more impetus when the comparisons are madeto visible living organisms and the water itself. Inside or

I Discoverm. Cattail Web of Life I

Summer 2004


Discover: Metaphors in the Wetland I

Materials1. Collection of household

objects such as sponge,sieve or strainer, eggbeater or whisk, antacidtablet, breakfast cereal,small pillow or doll bed,soap, coffee filter, andplastic model wetlandanimals

2. Cloth drawstring bag orpillowcase (a mysterybag) to hold the itemslisted above

3. Chart paper and mark-ers or chalk/whiteboardand chalk or markersfor recording studentideas

4. Poster of a wetland area

Make

1. Fill cloth bag with house-hold materials that repre-sent the plants, animals,and functions of wetlands.

2. Prepare chart paper orchalkboard to record stu-dents' comments. Create aweb of interactions orinterdependencies usingstudents' ideas.

Do

1. Display a poster of aninhabited wetland area.Point out some of theplants and animals.

2. Introduce the mysterybag, saying it holdsmany items we use athome that serve us asmuch as parts of thewetlands serve livingthings there.

3. Record conclusionsmade by students asthey think of metaphoricconnections between theobjects and the wetland.

Explanation

Aspects of a wetlandcompare to householditems. A wetland collectsrunoff water as does asponge. Wetlands providefood for animals just ascereal is a food for us.Wetlands mix nutrientsand oxygen in the waterjust as an egg beatermixes fluids. Wetlandsstrain silt and pollutantsjust as a sieve separatesseeds from fruit for us.Wetlands neutralize toxinslike an antacid neutralizesacid in our stomachs. Wet-lands clean the environ-ment in these ways just assoap cleans us.

FIGURE 6. Metaphors in the wetland

Discover: Precipitation and Condensation I

Materials1. Plastic soft drink bottle

(2 liter) cut off at top2. Aluminum foil to make

snug new lid for bottle3. 1 cup clean pebbles4. Very hot water5. Plastic food wrap6. Ice cubes7. Rubber band to encircle

bottle

Make1. Prepare snug concave lid

from foil for open end ofcut bottle.

2. Set the pebbles in thebottom of the bottle.

3. Have hot water and aquart of ice cubes ready.

4. Cut off a piece of plasticfood wrap to go over foillid and added ice cubes.

Do1. Teacher pours very hot

water over the pebbles tocover them.

2. Teacher sets foil lid firmlyover top of bottle and fillswith ice.

3. Cover ice and lid withplastic food wrap andsecure with rubberband.

WhyWhen the hot water

evaporates, it becomesvapor that moves upinside the bottle until itmeets the foil and ice. Thevapor condenses andbecomes water again, thenstarts to fall as precipita-tion. The falling waterwill collect in the hot peb-bles and reheat to start thecycle over again.

FIGURE 7. Precipitation and condensation.

out, it is ideal to have as many adults as possible to coach,observe, and set things up for success. Collaborationbetween professional hydrologists, working educators, andpreservice university education students can benefit all

facets of the educational spectrum in such an arrangement.Teachers conducted precipitation and condensation

demonstrations (see Figure 7, Precipitation and Condensa-tion). Some teachers explored the adhesive and cohesive

Vol. 41, No. 2


Materials1. Several clean food cans,

such as soup cans, withlids removed and the samenumber of same-sizedholes punched into thebottom of each can

2. Water available to filleach empty can equally(approximately 2 cupsper can)

3. Plastic rulers4. Stopwatch or watch with

second hand to timedraining process

5. Clipboard, pencil, andpaper to record results atdifferent locations inschool yard or at wet-lands site

Make1. Prepare clean, dry soup

cans and punch holes tomatch. Fix one can to beplaced in each spot onschool grounds that has adifferent type of soil orground cover.

2. Divide students into teamsby the number of sitesyou will be testing, atleast three per site. Nameeach team by soil or vege-tation type, such ascement sidewalk, asphaltparking lot, grassy lawn,evergreen bed, rocky spot,gravel drive, and sandyflower bed.

Do1. Lead a discussion about

what students haveobserved when they havepassed outside the schoolon rainy days. How doesrain water move on theschool grounds? Wheredoes the rain collect andwhere does it run off?

2. Have one student fromeach team hold its canfirmly over a spot at itssite while another stu-dent pours the designatedamount of water into thecan. Other team membersobserve and time howlong it takes for the canto empty. If the can doesnot empty, then studentsmeasure the depth of thewater in the can.

3. Share reports and discusspossible explanations fordifferences.

Explanation

The hydrologic cyclecarries water from theearth's surface into theatmosphere when tran-spired or evaporated. Itprecipitates down to theearth again as rain, snow,sleet, or hail. This waterruns off into our streamsand is absorbed into thesoil. It gets into spacesbetween rocks or collectsin the sea. Movementdown under the earth'ssurface is calledpercolation.

The soils with spacesbetween rock, sand, orgravel particles take inwater better than hard,solid surfaces do. Vegeta-tion helps keep the soilloose, so the grass andplant beds should take thewater well. Unyieldingsurfaces hold the water,and students can measurewhat stays back.

FIGURE 8. Percolation.

properties of water as well as related the percolation ofwater to the percolation of coffee (see Figure 8, Percola-tion). Teachers sometimes included experiments investigat-ing transpiration and evaporation (see Figure 9, Transpira-tion and Evaporation) and demonstrations of cloudformation (see Figure 10, Cloud Formation).

The classes addressed safety concems such as hot watertemperatures during these indoor experiments and demonstra-tions. Students discussed and recorded their observations anddiscoveries about the behavior of water. Sometimes this tookthe form of a concept map around the central focus of hydrol-ogy. The younger students conducted research and experi-ments based upon their own KWL charts, including K(knowledge), W (what they wonder), L (leaming that answerstheir own questions).

The Save our Streams Web site (www.saveourstreams.org)has the following materials that will be useful in wetland trips:

Diana, Kiin, and Katryse examine specimen. Dianauses key to identify class of macroinvertebrate forpollution tolerance.

Discover: Percolation I

Summer 2004


I Discover: Transpiration and Evaporation I

Materials1. Transpiration:

* One 10 oz clear glasstumbler per pair ofstudents

* Access to living grass inthe out-of-doors

2. Evaporation:* One open plastic

container per group of 4students (all containersidentical size and depth)

* Equal amounts of tapwater in each container

* Plastic ruler for eachgroup to measure depth

3. Writing materials to drawand record observations

Make1. Locate likely areas on the

school lawn for groups ofstudents to gather andobserve for about twentyminutes on a clear day.

2. Select several flat surfacesaround the classroom witha range of exposures to thesun. These places should beout of range for most likelyaccidental upsets. Make aseries of graphs, one foreach location, to recordwater depth over a series often school days.

Do

1. Students in small groupsgather at their out-door spots, and theteacher turns the cleardrinking glass over apatch of thick, healthygrass. Students waitand discuss any changesthat occur Share reportsafter glasses are pickedup and class resumes.

2. Measuring carefully,students set out equalamounts of tap water inidentical containers. Havegroups of students mea-sure the water in contain-ers daily and recordamounts on graphs forabout two weeks. Com-pare measurementsaround the room, espe-cially if locations havedifferent exposures to thesun or to heating fixtures.Have students discussresults.

ExplanationWater becomes a gas if

it evaporates because ofheat of the sun. Water alsoevaporates if excess wateris given off by greenplants in a process knownas transpiration. The firstactivity collects evidenceof transpiration when thecool glass causes vaporemitted by the grass tocondense and become vis-ible. The second activityproves the loss of liquidwater to evaporation bymeasuring quantities overtime.

FIGURE 9. Transpiration and evaporation.

(]) data collection sheets including stream study samplerecord and assessment forms at http://www.people.virginia.edu/-sos-iwla/Stream-Study/Methods/Form.HTML (2) anaquatic macroinvertebrates identification key at http://www.people.virginia.edu/-sos-iwla/Stream-Study/Key/MacroKey-Intro.HTML (3) a list of sampling materials and equipmentneeded at http://www.people.virginia.edu/-sos-iwla/Stream-Study/Methods/Materials.HTML and (4) wetlands fact sheets,videos, posters, and a science project guide for students athttp://www.iwla.org/sos/, which is the Izaak Walton League'sNational Save our Streams Program Web site.

WAetland Experiences

During the initial year of the hydrology focus, we hadspecific requirements for the USGS field form. These datarequirements included information such as bank vegeta-tion, stream channel width, bankful channel depth, variousqualitative descriptions of habitat, and a list of animals

and plants observed at each site. Even afterward, however,we used the same field report format that comprised bothvisual observations of conditions and particular tests ormeasurements.

Students conducted most of the chemical tests except thepouring of chemical reagents. Because the small powderpackets posed an inhalation hazard, an adult performed thistask. Students conducted the mixing, timing, and compari-son of the tested sample to the appropriate color wheel todetermine the level of the chemical constituent present. Foryounger students, we restricted the chemical tests to twolikely culprits from runoff: nitrogen and phosphorous. Highconcentrations of nitrates and phosphates are evidence ofexcessive or untimely fertilizing of local lawns and gardens.Phosphorous is also found in household detergents andcleaning products. The children were familiar with thesecommon products and could connect the idea of carelessuse or overuse to their own experiences at home.

Vol. 41, No. 2


Materials1. Large glass jar2.Plastic bag of ice to fit

over jar top3. A sheet of stiff black

paper as tall as the jar4. Flashlight5. Two dusty chalkboard

erasers6. Matches for teacher use7. Hot water

Make1. Tape the black paper to the

back of the jar so you can-not see through it.

2. Warm enough water to fillthe jar about 1/3 full ofwater.

3. Set the erasers near theflashlight.

4. Prepare the bag of ice andkeep it cold.

g ~Do1. Dim the classroom lights.

Have one student clap theerasers together while asecond student shines theflashlight into the dust"cloud."

2. Fill the jar 1/3 full of hotwater. Light one matchand hold it over the jaropening. After a fewseconds, drop the matchinto the jar and cover thetop of the jar with the bagof ice. Observe the insideof the jar against the darkpaper background. A"cloud" of water vaporwill form around thesmoke in the air.

ExplanationWater vapor that enters

the atmosphere throughtranspiration by plants orevaporation of water thathas accumulated on theearth's surface adheres toparticles of matter in theair and forms clouds.When the invisible watervapor in the air does this,the visible droplets or icecrystals that are formedbecome clouds.

The chalk dust particlesare similar to dust or saltparticles that help formclouds. The evaporatingmoisture from the jar con-denses upon the particlesof smoke.

FIGURE 10. Cloud formation.

FIGURE 11. Minimal start-up supplies and equipment.

Students conducted measurements of stream flow, streamdepth, and temperature, as well as turbidity and pH. Wetook safety precautions to assure steady footing for thesetasks. Students entered their observations and findings on

the field form and determined a water quality index valuefor the macroinvertebrates that were netted. The wvater qual-ity index is a value that is computed based on the numbersand kinds of invertebrates found. Certain invertebrates are

Materials* A class set of rubber boots* A water quality or acid rain testing kit* 5 aquatic dip nets* 5 shallow, sturdy white plastic boxes* Hand lenses* Tweezers* Probes for looking at macroinvertebrates (one set for each group of four students)* I adult pair of waders (chest waders work best for deeper water)* A kitchen timer* Stopwatch* Tennis ball* 25' tape measure

Discover: Cloud Formation I

I Minimal start-up supplies and equipment:

Summer 2004

N


indicative of water quality because they survive only in spe-cific conditions. Students identify and count the number ofinvertebrates found and record that data. They then use asimple formula to compute water quality, which can rangefrom excellent to poor. A simple water quality rating formcan be found online at http://www.people.virginia.edu/-sos-iwla/Stream-Study/Methods/Form.HTML. We adultswere truly as entranced with the crayfish, backswimmers,water boatmen, leeches, snails, and other specimens as thestudents were.

Conclusion

Connecting the physical nature of water and its cycles tolife in the wetlands in this fashion combines and integrateshydrology with biology beautifully. Students share both rele-vant classroom experiences and field adventures, activelybonding their learning. As an individual, speaking not onlyfrom a teaching perspective, I will always be grateful for bothmy first and my continuing opportunities to swamp aroundoutdoors, borrowed waders and all, with interested and excit-ed children. We all love seeing ducks, geese, herons, red-winged blackbirds, turtles, frog eggs, fish, tadpoles, rabbits,and countless nifty, crawling creatures. We had fun, indoorsand out, every time, and all are richer for the experience.

If you want to set up an ongoing monitoring of a local wet-land site, funding might be obtained from the state or countywater or land conservation bureau, or through a city adminis-tration. Advice and assistance may be obtained through yourlocal Stream Watch organization or county extension agency.Faculty members at a nearby university or a high school mayalso be able to help. For a list of starter equipment to get your

students out mucking around in the out-of-doors see Figure11, Minimal Start-up Supplies and Equipment.

Bibliography

Children's Literature Suggestions

Archambault, J.. and B. Martin, Jr. 1988. Listen to the Rain. NewYork: Henry Holt and Company.

Chase, E. 1993. Waters. Ontario, Canada: North Winds Press.Fleming, D. 1993. In the small. small pond. New York: Henry Holt

and Company.Kalan, R. 1978. Rain. New York: Scholastic.Kalan, R. 1981. Jump, frog, jump! New York: Greenwillow Books.Serfozo, M. 1990. Rain talk. New York: Scholastic.Stone, L. 1983. Pond life: A new true book. New York: Children's

Press.Tressault, A. 1990. Rain drop splash. New York: Scholastic.Resources for TeachersBraus, J. (Ed.). 1989. Ranger Rick's naturescope: Wading into

wetlands. Washington, DC: National Wildlife Federation.Council for Environmental Education. 1992. Project WILD Aquat-

ic Activity Education Guide. Gaithersburg. MD: Project WILD.Environmental Concern and The Watercourse. 1995. WOW! The Won-

ders of Wetlands. St. Michaels, MD: Environmental Concern, Inc.Reid, G. 1997. Pond Life. New York: Golden Press.The Watercourse and Western Regional Environmental Education

Council Project. 1995. Project WET. Bozeman, MT.

Acknowledgement: The authors wish to thank Mr. TimothyB. Spruill and Mr. Doug Harned, hydrologists with the U.S. Geological Survey in Raleigh, North Carolina for theirassistance in the field and in the classroom. The authorsacknowledge that their familiarity with the subject comespartly from their wide use of previously published environ-mental education materials.

Vol. 41, No. 2

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TITLE: Hands-On HydrologySOURCE: Sci Act 41 no2 Summ 2004

WN: 0420200749002

The magazine publisher is the copyright holder of this article and itis reproduced with permission. Further reproduction of this article inviolation of the copyright is prohibited. To contact the publisher:http://www.heldref.org/

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