2

Introduction

The Northwest Minnesota Water Festival began in 2001 and

was held at Old Mill State Park. Since then, Red Lake, Kittson, Marshall, West Polk, Pen-

nington, East Polk, Mahnomen , and Norman Soil and Water Conservation Districts

(SWCD) have hosted this event each year. They receive help from local conservation or-

ganizations such as Department of Natural Resources, Watershed Districts, Interna-

tional Water Institute, Pheasants Forever, Natural Resources Conservation Services,

Minnesota Board of Water and Soil Resources, Minnesota Department Health and

many others. At this event, area fourth graders take part in interactive learning sta-

tions all about water resources.

Welcome to the 2020 Northwest Minnesota Water Festival!

The stations look a little different this year. Each station will have a video and an activi-

ty that will help illustrate one of our topics. The topics this year include: watersheds,

water quality, ground water, flooding, aquatic invasive species, aquatic life, the water

cycle, and fish printing.

We’re excited you’ve decided to join us this year for some watery fun. What are we

waiting for? Let’s dive in!

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Table of Contents

Introduction ................................................. 2

Station 1) Watersheds .............................. 4

Station 2) Water Quality ........................ 14

Station 3) Ground Water ....................... 16

Station 4) Flooding ................................... 19

Station 5) AIS .............................................. 21

Station 6) Aquatic Life ............................ 22

Station 7) Water Cycle ............................ 24

Station 8) Fish Printing .......................... 32

Resources .................................................... 35

4

Station 1

Watersheds

Related video link:

https://youtu.be/6mqf5v6BnX0

“Watersheds are the places we call home, where we work and where we play. Every-

one relies on water and other natural resources to exist. What you and others do on

the land impacts the quality and quantity of water and our other natural re-

sources.” (Copyright 2020 Conservation Technology Information Center)

What is a Watershed?

5

Station 1

Supplies Needed: Newspaper (place on table)

Washable Markers

Spray Bottle (filled with Water)

Tape

2 pieces White Cardstock Paper –or– Plain Scrap Paper

Notebook

Watersheds

Set-Up Experiment #1: Follow instructions to set up the experiment

1. Crumple up a piece of paper, then slightly smooth it back out. It should still be crumpled, showing small ridges (high points) and valleys (low points).

2. Imagine that this paper is a section of land. Find the ridgelines (the tops of the fold-lines).

3. Use a washable blue marker (not permanent) to color along the ridgelines on your “land”.

4. Slightly crumple your paper landform by pushing in the edges. Tape each edge of your landform to the newspaper on the surface you are working on so it won’t flat-ten out when it gets “rained on”. (Does it look like the exam-ple above on the right?)

Make Your Prediction: You are going to “rain” on your landform. Answer the following questions be-fore conducting the experiment. 1. What do you think will happen to your land when it “rains”? 2. What will happen to the blue ridge lines you colored? 3. Where will the “rainwater” travel?

Activity: Making a Paper Watershed Model

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Station 1

Watersheds

Run the Experiment: Follow below to conduct the experiment.

1. Use a spray bottle of water to create a “rainstorm” over your land. You want to create gentle sprays of mist. Make it rain by spraying your model with water until small puddles form in the low areas.

2. Observe what happens after every misting. Notice how the water flows from the high points to the low points.

3. As your “rainfall” accumulates, observe the pathways where the excess “rainfall” travels.

Record Your Observations: Write down your

observations about what happened (Use words

and pictures).

Activity: Making a Paper Watershed Model Continued:

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Station 1

Watersheds

Activity: Making a Paper Watershed Model Cont’d:

Study Your Data and Draw Conclusions: Answer the following ques-

tions to study and draw conclusions about your data.

1. Explain how your predictions were or were not accurate.

2. How did the “rainfall” travel over your land?

3. Where did the water collect? Explain why this happened.

4. Find an area on your land where water collected. This is a lake, and you get to name it! My lake is Lake ______.

5. Look for the major stream running into your lake. Name this stream as well. My stream is called _____.

6. This stream may have several tributaries (small streams which run into the larger stream). How many does your stream have?

7. With your finger, trace your stream all the way back up to where it starts at the top of the ridge. (This should be a path of blue ink.) When you reach the top, this is the edge of the watershed for your stream and lake.

8. Trace the entire edge of your watershed with your finger, by following the ridge-line. This will be some-thing like tracing the edge of a bowl.

9. Draw a picture of your watershed. Label your stream and lake on your picture.

10. How many other wa-tersheds can you find on your “land”?

11. How would you define the word “watershed”?

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Station 1

Watersheds

Activity: Making a Paper Watershed Model Cont’d:

Set-Up Experiment #2: Follow the instructions below to set up

the second experiment

1. On a new sheet of paper, use the color key below to draw some

ways people use the land. Include: a house/community, farm crops

& animals), factory, forests, beaches, and streets/highways.

2. Crumple up the piece of paper, then slightly smooth it back out in the same way

you did the first one.

3. Using the washable blue marker (not permanent), markers once again add the fol-

lowing features to the crumpled cardstock: creeks, rivers, ponds, lakes, an ocean,

etc. Remember that creeks and rivers eventually flow to larger bodies of water

such as ponds, lakes and oceans found in

the lower points of a watershed. Use the

same washable blue marker to trace the

ridgelines on this crumpled paper.

4. Slightly crumple your paper landform

again by pushing in the edges. Tape

each edge of your landform to the sur-

Use this color: To Represent: What might be on this land that you wouldn’t want in the water?

Brown Farms

Red Landfills / Factories

Black Houses / Streets

Green Forests / Wetlands

Yellow Beaches

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Station 1

Watersheds

Activity: Making a Paper Watershed Model Cont’d:

Make Your Prediction: Make predictions about what you think will happen when you “rain” on your land this time.

Run the Experiment: Gently mist your new land with water from your spray bottle. Observe what happens, and how the water travels.

Record Your Observations: Write down your observations about what hap-pened (Use words and pictures).

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Station 1

Watersheds

Activity: Making a Paper Watershed Model Cont’d:

Study Your Data and Draw Conclusions: Answer the following questions to study and draw conclusions about your data.

1. What happened in your second experiment?

2. What do you think the colors could represent in real life?

Brown = __________ Red = __________ Black = __________

Green = __________ Yellow = __________

3. Where were the colors in the end?

4. Where are you in this watershed? What kinds of pollution do you think you add to the watershed?

Making a watershed model was adapted from the following:

• National Association of Conservation Districts (NACD) nacdnet.org Stewardship & Education © 2018

• Alice Ferguson Foundation, Hard Bargain Farm Environmental Center http://fergusonfoundation.org/teacher_resources/crumpled_paper.pdf

Copyright © 2018 Alice Ferguson Foundation. 2001 Bryan Point Road, Accokeek, Maryland 20607. webmail@fergusonfoundation.org

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Station 1

Watersheds

Why Should You Care About Your Watershed?

Minnesota’s lakes, rivers, streams, wetlands, and groundwater are valuable public resources. They provide drinking water, recreational and tourism opportunities, wildlife habitat, water for agriculture and industrial uses, and more. Protecting our water resources will also protect human health, our ecosystems, and Minnesota’s economy.

Minnesotans get their drinking water from both surface waters and groundwater. Though it is treated before we consume it, some types of contamination are still a challenge.

(https://www.pca.state.mn.us/water/why-you-should-care-about-water-quality )

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Station 1

Watersheds

Why Should You Care About Your Watershed?

Minnesota is a headwaters state. We send water south in the Mississippi River, north in the Red River, and east from the St. Louis River and Lake Superior. If our waters are contaminated, we are contributing to the water quality problems of our neighbors, too. In addition, we are leaving a pollution legacy that our children and grandchildren will have to address. It takes years and years to improve water quality once it has degraded.

(https://www.pca.state.mn.us/water/why-you-should-care-about-water-quality )

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Station 1

Watersheds

Discussion Questions: What is a watershed?

What is the name of the

watershed where you live?

https://www.pca.state.mn.us/

water/watersheds

What is the largest watershed in

the United States?

What are two of your favorite

things to do in your watershed?

What are two of your favorite

places to go in your watershed?

Name a few pollutants that can

harm the watershed.

What are a few ways that YOU

can help protect your watersheds?

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Station 2

Supplies Needed:

Printed instructions

Clear drinking glass

Tap water

Flour

Water Quality This activity will give you the chance to be a water quality

scientist. Transparency is a measurement of how far you can see

through the water, or the clarity of the water. Turbidity, is the

opposite of transparency: a measure of how hard it is to see

through water.

You will see how transparency changes when “sediment” is added.

You will use the Secchi disk pattern on this page to measure

transparency. The activity is also described near the end of the

video at the link near the bottom of this page.

Activity Description:

Step 1: Fill a clear glass with water and place it over the Secchi disk pattern that is shown on this page.

Step 2: Can you see the pattern clearly? Because your tap water is very clean, the pattern should be

easy to see. If you can see the pattern clearly, your water has high transparency (low turbidity).

Step 3: Take a pinch of flour and stir it into the glass of water. This will be your “sediment.” It is okay to

get creative and add other things, but flour works really well because it stays suspended in the water.

Step 4: Now, can you see the Secchi disk? Is it just a blurry shadow at the bottom? Can you see it at all?

Step 5: If you can see the disk, try stirring in another pinch of flour and try again to see the disk.

Step 6: If you can’t see the disk, try pouring out a little of the water at a time until you can barely see

the disk. As you pour water, you are also removing some of the

“sediment” that blocks your view of the Secchi disk.

Step 7: If it is hard to see the Secchi disk, or you can only see it through

a little bit of water, your water has low transparency (high turbidity).

The flour (or other stuff) increased turbidity and made it harder to see

through the water. This low transparency water could be bad for fish

and bugs.

Secchi Disk Pattern

Related Video Link: https://www.youtube.com/watch?

v=RzQRPhBCXHE&feature=youtu.be

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Station 2 Water Quality

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Station 3

Supplies Needed:

Computer

Quiz

Crossword

Pen/Pencil

Groundwater

Description of Groundwater

Groundwater is the water found underground in

the cracks and spaces in soil, sand and rock. It is

stored in and moves slowly through geologic

formations of soil, sand and rocks called aquifers.

Station Direction:

Step 1: Watch video links

Step 2: Complete attached groundwater quiz

Step 3: Complete groundwater crossword puzzle

Related Video Links:

https://www.youtube.com/watch?v=8mfBomrw0rs—Related to crossword/quiz

https://www.youtube.com/watch?v=NPVZ6mVEVBo— Groundwater Model

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Station 3 Groundwater

Word Bank: Groundwater, Surface Water,

Evaporation, Infiltration, Condensation, Hy-

drologic Cycle, Porosity, Permeability, Precipi-

tation

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Station 3

Ground Water

Ground Water Quiz

1) Most groundwater is present in underground lakes and cave systems.

a) True b) False

2) What is the name given to the void spaces between grains of sediment?

a) Permeables b) Whorls c) Pores d) Vesicles

3) What is the term that represents the percentage of sediment that is made up of spaces between the grains?

a) Porosity b) Aquifer c) Water table d) Permeability

4) A beaker is filled with 500 ml of coarse well-rounded sand. Water is poured into the beaker until it reaches the top of

the sand. Predict which of the following values best predicts approximately how much water was added to the beaker.

a) 60 ml b) 120 ml c) 180 ml d) 240 ml

5) What is the source for most groundwater resources in the US?

a) Limestone cave systems b) Fractured rocks c) Sand and gravel

6) Which earth material has the greatest permeability?

a) Clay b) Sand c) Basalt d) Gravel

7) What is groundwater?

a) Water in contact with the ground surface.

b) Water on or below the ground surface.

c) Water below the ground surface.

8) How would the porosity and permeability values be changed as sand is converted to sandstone?

a) Porosity would increase, permeability would decrease

b) Porosity would decrease, permeability would increase

c) Both would increase

d) Both would decrease

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Station 4

Flooding

Supplies Needed:

Plastic paint tray

with small hole

punched in deeper

part, at bottom edge

and near the center

(water will flow out of

here)

3-4 Rectangular

household sponges

2 Glasses or cups

(about 16 ounces/ea)

Water

Activity Description:

For this activity the teacher will need to perform the demonstration. See Station 4 Teacher’s Discussion Guide.

Step 1:

Set the tray on a stable, level surface (you may need to place something under the shallow end so the

tray is tipped slightly). Explain the tray represents the watershed and the hole is where all the water

drains into a river. The sponges are wetlands.

Step 2:

Place all your sponges in the tray (they should be a little moist, get them wet then wring them out).

This represents the watershed before wetlands were lost to development, draining for cropland, road

construction, etc.

Step 3:

Fill one cup with water (the “rain” cup) and have one person pour the water into the tray at the top of

the “watershed” while another holds an empty cup (the “river” cup) under the hole to catch any water

draining out. Observe how fast the water runs out and how much water is in the “river” cup vs. how

much was in the “rain” cup.

Related Video Link:

https://www.youtube.com/watch?v=QyA5PBqSdfc&feature=emb_logo

Description of Flooding: Did you know that wetlands can affect flooding that happens sometimes

miles away? Wetlands act like sponges in their watershed. Rain that falls

into a wetland, or that flows in over land or via a stream, gets “soaked up”

or trapped by the wetland. Some water will soak into the ground and

enter the groundwater, some will evaporate, and some will be released

slowly to continue its way to a lake or river. By trapping some of the water

and releasing the rest more slowly, downstream rivers don’t rise as high or

as fast after a large rain event. When we lose wetlands, there isn’t

anything to stop or slow the rush and flooding can become worse.

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Activity Description Continued:

Step 4:

Wring out all the sponges. Put them back in the tray but take away one sponge (you had a wetland

filled to build a housing development or drained to make cropland). Empty the “river” cup and refill

the “rain” cup and repeat the exercise, again observing how fast the water runs out and how much

gets collected.

Step 5:

Repeat, removing one sponge at a time until you do the exercise with no sponges in the tray (i.e. all

your wetlands were filled or drained). Discuss what you observed as sponges were removed in terms

of how fast the river cup filled and how full it got. What impact did the sponge “wetlands” have on

flooding?

Bonus exercise:

Soak some of your sponges and don’t wring them out (you’ve had a lot of rain recently). Put them in

the tray. Start again with a full rain cup and empty river cup and repeat the exercise. Compare to the

earlier exercise with the same number of sponges. Discuss what changed and why (the wetlands

were full and couldn’t take any more water so flooding still occurred). Discuss if restoring more wet-

lands in the watershed could have made a difference (i.e. more storage capacity).

Station 4

Flooding

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Station 5

Supplies Needed:

Writing Utensil (Pen,

Crayon, Markers,

Paint, Etc.)

Paper or poster

board

Aquatic Invasive Species

Description of Aquatic

Invasive Species: Aquatic Invasive Species or AIS are plants

or animals that comes from somewhere

outside of Minnesota, and causes harm in

our lakes and rivers.

Activity Description:

Do you remember watching a cowboy movie on TV and seeing the old

west “Wanted” posters? Cowboys who had committed crimes like

stealing horses or robbing banks would find their faces and

descriptions on a “Wanted” poster so sheriffs and the townspeople could be on the lookout for them.

Here’s a chance for you to create an “UNWANTED” poster for an Aquatic Invasive Species (AIS). They

aren’t stealing horses or robbing banks, but they are causing damage to Minnesota’s lakes and rivers. We don’t want them in Minnesota, so let’s create an “UNWANTED” poster to let the townspeople know that they should keep a lookout.

Step 1:

At the top of your poster write “UNWANTED”

Step 2:

Below the “UNWANTED” heading, write the name of an AIS plant or animal for which we should all be

on the lookout, and below that, draw a picture of it.

Step 3:

Next, describe what your AIS plant or animal looks like so we know how to identify it.

Step 4:

Finally, write down a good reason for why your plant or animal is “UNWANTED.”

Step 5:

Hang up your poster so everyone knows that AIS plants and animals are UNWANTED!

Related Video Link:

https://www.dnr.state.mn.us/CICOtraining/index.html

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Station 6

Aquatic Life

Wetland Discoveries: Why are wetlands so wonderful?

*Wetlands help prevent flooding.

*Wetlands provide food, water, and shelter for hundreds of wildlife species year-round.

*Wetlands offer great places to hunt, fish, watch wildlife, and learn about nature.

*Plants that grow in and around wetlands filter out chemicals and other pollutants that could poison

underground water supplies.

*Wetlands provide drinking water and grow lush grasses for livestock.

PART 1 - Video I invite you to watch this short video of students like yourselves as they explore a wetland in neigh-boring North Dakota. The wetland habitat and wildlife in northwest Minnesota is very similar to that in this video.

Related Video Link: Supplies Needed:

• Clear drinking glass, jar or container

• Pencil

• Notebook

*Optional Items: magnifying glass

https://

drive.google.com/file/

d/181p_fniol8TLXtUrAz

eYsCwlL--ZffZl/view

PART 2 - Activity Now it’s your turn to make your own discoveries.

Step 1:

Find a wetland, pond, or puddle near your home or school.

Step 2:

Using your clear glass or jar, scoop up a sample of the water. Set it in a dry, level place where you can closely observe it.

Step 3:

In your notebook, record how many different things you see swimming around in your jar, and take time to make a sketch of at least 2 of the critters. Record other details about them, like how they move, are they near the top of the water, at the bottom or in the middle? Think about where these crit-ters are in food chain – are they at the top or the bottom?

Step 4:

When your done recording your observations, carefully return your sample back to where you collected it from.

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Station 6

Aquatic Life

A Wetlands offer great places to hunt, fish,

watch wildlife, and learn about nature.

B Wetlands help prevent flooding. Like the

tiny holes in a sponge, each wetland holds wa-

ter and releases it slowly.

C Wetlands provide drinking water and

grow lush grasses for livestock.

D Wetlands provide FOOD, WATER, &

SHELTER for hundreds of wildlife species year

round. These include insects, fish, reptiles, am-

phibians, birds, mammals and YOU!

E Wetlands are important nurseries for

fish, frogs, insects, certain birds and many

other kinds of wildlife.

F Plants that grow in and around wetlands

filter out chemicals and other pollutants that

could poison underground water supplies.

PART 3 – Wetland Metaphor Activity

Put the correct letter in the box next to the

picture that matches the description.

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Station 7

Supplies Needed:

Coloring Materials (colored pencils or markers)

Rainbow Pony Beads

Translucent Pony Beads

Fuzzy Sticks (aka pipe cleaners)

The Water Cycle Bracelet

Description of the Water Cycle Activity:

This activity uses 8 beads to represent different parts of

the water cycle (red, yellow, green, black, purple, white,

clear light blue, and clear dark blue). The beads are used

to show unique paths the water takes through different

states (solid, liquid, and vapor) as it moves throughout

the Earth’s systems (oceans, atmosphere, ground water,

rain, streams, etc.).

Activity Description:

Step 1: (Optional) Watch the video of the book Water Dance by Thomas Locker. It is a great simple introduction of the water cycle. We will provide a more in-depth explanation later in our instructional video.

Step 2: Hand out the Video Worksheet (two sided) to each student and have them answer the questions as they follow along with the instructional video (link)

Step 3: Pause the video when indicated and hand out supplies for the bracelet to each student. They all should get one fuzzy stick and 8 beads ( 1 of each color: Red, Yellow, Green, Black, White, Purple, Clear light Blue, and Clear dark Blue)

Step 4: After the video, Have each student write down their individual water journey on the included worksheet. Tell them it will take some thinking and creativity to get from step to step.

Step 5: (Optional) Ask the students if their water journey was easy to figure out and have them switch around their beads, so that they follow the Water Cycle steps in an easier way. Each student will have a unique water journey, but sometimes the steps just need to be corrected. There are included flash cards and work sheets to help them understand the water cycle steps and vocab.

Related Video Links:

https://youtu.be/nStJYUfc9jw—Main Video

https://www.youtube.com/watch?v=qHPqIQzkrHM—Optional Pre-video-

Additional Worksheets: Flash Cards

Water Cycle Wisdom

Word Find

25

Station 7

The Water Cycle Bracelet -

Video Worksheet: side 1 1. What is another name for the water cycle?

2. How does the water cycle begin?

3. True or False - The water you used to brush your teeth this morning could have been drank by a dino-

saur MANY years ago.

4. What are the 4 terms related to the Water Cycle?

1. ____________________

2. ____________________

3._____________________

4. _____________________

5. What does each color bead represent?

Yellow_______________

Clear Light Blue __________________

Red ______________

Purple______________

Black______________

Clear Dark Blue_____________

White _____________

Green _____________

6. Complete the worksheet on the back after watching the video.

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Station 7

The Water Cycle Bracelet -

Video Worksheet: side 2

Directions-

1. Color each bead the same as the order you placed them onto your bracelet.

2. Then, write out the steps of your water cycle. Be creative, make a story about how your water made it to each step. Make sure to include the vocab words at the step they belong in.

1. ______________________________________________________________

2. ______________________________________________________________

3. ______________________________________________________________

4. ______________________________________________________________

5. ______________________________________________________________

6. ______________________________________________________________

7. ______________________________________________________________

8. ______________________________________________________________

27

Station 7

The Water Cycle Bracelet - Water Cycle Wisdom: Worksheet

Collection Evaporation

Condensation Precipitation

Name ____________________________

Water Cycle Wisdom

Cut out and insert the correct picture into each stage of the water cycle. Glue down the pictures when finished.

28

Station 7

The Water Cycle Bracelet - Water Cycle Wisdom: Pictures

29

Station 7

The Water Cycle Bracelet - Water Cycle Flash Cards: Page 1

Use these cards to understand the water cycle. Place in different orders to see how the cy-cle works.

Vocab-

Evaporation: When the sun heats the water in the lakes, streams, oceans, etc. some of it turns to gas (aka water vapor). The water vapor is invisible and super light causing it to rise into the air unseen.

Condensation: When the water vapor hits the cold air high up in the sky, it turns back into water droplets and collects in clouds.

Precipitation: When too many water droplets form in a cloud, the cloud gets heavy and the water falls back to the earth in the form of rain, hail, sleet, or snow.

Collection: When the water falls back to earth, it may fall back into the streams, lakes,

oceans, etc. or it may fall on the land. When it falls on the land, it either soaks into the

earth for plants to drink or runs over the soil and back into the bodies of water and the

cycle begins all over again.

Evaporation

Condensation

30

Station 7 The Water Cycle Bracelet - Water Cycle Flash Cards: Page 2

Precipitation

Collection

31

Station 7

The Water Cycle Bracelet - Word Search

Clouds Collection Condensation

Evaporation Humans Lakes Plants

Precipitation Rain Water Vapor

32

Supplies Needed:

Coloring Supplies

(Crayons, Markers)

Pencil

Test Your Knowledge

Worksheet

Fish Print

Foam Fish Sticker

Fish Printing (Gyotaku)

Activity Description:

Video Links:

Play Video 1. https://ed.ted.com/lessons/gyotaku-the-ancient-

japanese-art-of-printing-fish-k-erica-dodge

Play Video 2. https://www.youtube.com/watch?v=BZHIQVy_774

Picture by: DigiPub / J.G. Wang No Changes Licensed under: https://creativecommons.org/

licenses/by-sa/2.0/deed.en

Gyotaku Art Exhibit Picture courtesy of the Catalina Island Museum

• Find the “Test Your Knowledge” worksheet in your activity packet. Using the outline above, research and answer the 7 questions on the worksheet. After completing the worksheet, color the picture of the fish included in your activity packet us-ing crayons or markers to create a Gyotaku of your very own.

• Stick the foam fish sticker to the front of your homework folder.

Station 8

Description of Fish Printing (Gyotaku):

Gyotaku is a traditional form of Japanese art that dates back to the 1800’s. It was a way for fishermen to keep a record of the size and species of the fish they caught. They would apply non-toxic black ink to one side of a freshly caught fish, then cover the fish with rice paper and rub to create an exact image of the fish. Using non-toxic ink served two purposes:

1. It recorded on paper the exact size and species of the fish they caught.

2. Since the ink was non-toxic, the fish could be washed and eaten later.

The prints were incredibly life like. When done properly they retained all the subtle patterns and textures of the fish. The relatively simple black ink prints later developed into colorful art silhouettes that are displayed in museums around the world today.

33

Fish Printing (Gyotaku)

Station 8

TEST YOUR KNOWLEDGE

1. The respiratory organs of a fish are called

_______________________________.

2. The __________________________________________ is a group of sense organs that can detect movement,

vibration, and pressure gradients in the water.

3. This fin stabilizes the fish while swimming. ________________________________

4. Another name for the tail. This fin is used for forward momentum and speed.

___________________________________

5. Located on the top of the fish, this fin stabilizes the fish and helps with turns and stops.

__________________________

6. This fin is in front of the anal fin. It helps to balance the fish, keep it level, and prevents it from

rolling side to side. ____________________________

7. This fin controls the directional movement (up and down or side-to-side) of the fish.

_____________________________

DID YOU KNOW….

*There are over 34,000 different species of fish in the world.

*The largest fish is the whale shark that can grow up to 40 feet

long and the smallest fish is the Paedocypris progenetica which

measures less than 1/3 of an inch.

*Fish sometimes sit on their pelvic fins to rest.

34

35

Playlist of all the YouTube videos included in this

packet: https://www.youtube.com/playlist?

list=PLdPkDOef52sTV9t0Fa6K40rxsdgwf8LMC

Additional Links / Resources / Activities:

https://www.discoverwater.org/blue-traveler/

https://www.discoverwater.org/

https://iwinst.org/mesmerize/watershed-education/

https://caringforourwatersheds.com/games/

https://www.teachengineering.org/sprinkles/view/cub_catchwater

https://d3dqsm2futmewz.cloudfront.net/docs/explorers/lesson-plans-new/Urban-

Watershed-Walk.pdf

https://www.bing.com/videos/search?q=what+is+a+watershed%

3f&&view=detail&mid=C6330E57B43566A41452C6330E57B43566A41452&rvsmi

d=5E9A8A695E44AA390D755E9A8A695E44AA390D75&FORM=VDMCNR

https://www.pca.state.mn.us/water/what-watershed

https://www.pca.state.mn.us/hows-the-water

https://www.pca.state.mn.us/water/watersheds

https://www.dnr.state.mn.us/watersheds/map.html

https://www.neefusa.org/nature/water/lesson-1-watershed-

basics

https://fergusonfoundation.org/hbf-kids-zone/ways-of-a-

watershed/

https://www.bing.com/videos/search?q=what+is+a+watershed?

&view=detail&mmscn=vwll&mid=FAF8B7DC62E1975B8915FAF8B7DC62E1975B8

915&FORM=VRRTAP

https://mywaterway.epa.gov/community

https://www.epa.gov/hwp

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