Christine Anne Royce, Ed.D.

Shippensburg University, PA

2017-2018 NSTA President Elect

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Twitter @caroyce #NSTA17 @NSTA

Understanding the Chesapeake

Watershed Through

Investigations and Literature

Goals

• Engage participants in investigations that

explore concepts of water, watersheds, and

water quality for use in an elementary classroom

that highlight selected standards from the

NGSS.

• Provide literature based connections to include

nonfiction, fiction, and poetry examples that can

be paired with the activities for integrated

learning opportunities

Chesapeake Bay Watershed

9 Major River Watersheds Feed the Chesapeake

NY, PA, MD, WV, DE, VA, DC

Technology Working?

• Flyover https://svs.gsfc.nasa.gov/3472

The Snowy Day

• He picked up a handful of snow – and

another and still another. He packed it

round and firm and put the snowball in

his pocket for tomorrow. Then he went

into his warm house….

• He told his mother all about his

adventure while she took off his wet

socks. And he thought and thought

and thought about them.

• Before he got into his bed he looked in

his pocket. His pocket was empty.

The snowball wasn’t there. He felt

very sad.

Prior

Knowledge

Where Did the Water Go?

• Asking questions and

engaging in the scientific

practices.

• Evaporation is not

specifically addressed in

the NGSS at the K-5 level.

• The water cycle will

ultimately come up at this

level even and is

mentioned in the NGSS K-

5 standards.

When and How to Introduce?

Man’s Impact

• http://water.usgs.g

ov/edu/sq3.html

• K-ESS3-3. Communicate

solutions that will reduce the

impact of humans on the land,

water, air, and/or other living

things in the local

environment.*

Log from: Teach Engineering Resources for K-12

My Own Impact

I statements….

• I statements help students make specific

decisions about their impact on the

environment.

• Simply create a bulletin board with

individual student water droplets that

include the statement….

– I can reduce my water usage by…….

– And allow the students to complete the

statement.

K-ESS3.C: Human Impacts on Earth Systems - Things that people do to live comfortably can affect the world around

them. But they can make choices that reduce their impacts on the land, water, air, and other living things.

K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living

things in the local environment.*

I will turn the water off while I brush my

teeth!

Where is Our Water?

2-ESS2-3. Obtain information to identify where water is found on Earth and that it can be solid or liquid.

How much water?

5-ESS2-2. Describe and graph the

amounts and percentages of water

and fresh water in various

reservoirs to provide evidence

about the distribution of water on

Earth.

Earth’s Total Water

Supply

Earth’s Total Freshwater

Supply

972 mL Ocean (saltwater)

28 mL Freshwater

1,000 mL Total Water on

Earth

23.0 mL Icecaps and

glaciers

4.0 mL Ground water

0.7 mL surface water

0.3 mL water in air and

soil

28.0 mL Total freshwater

on Earth

1 liter = 1,000 mL• Conduct Demonstration or

Allow Students to Conduct

Activity

• Discuss how much water

is available.

• Create graphic that

represents distribution

• Identify local sources of

water and types

What is the water cycle?

• Water Cycle Journey

Game

• Stations

• Roll the die at each

station to determine

where you go next

• Record journey

• Write story or

Illustrate Cycle

Quick Foldable for Learning

What are ground water

contaminants?

A chemical plant sits along a branch of the Kanawha River in

South Charleston, West Virginia, site of a recent coal slurry spill.

Serial Dilutions

• Nine drops of water in each

spot.

• Top left spot is #1 and then

numbered sequentially through

#12

• Put one drop of food color in

Spot #1, mix with toothpick.

This represents 1/10th

concentration

• Using clean eye dropper, move

one from #1 to #2 (clean

dropper) – this is 1/100th.

• Continue dilution.

1:10

.1

1:100

.01

Arsenic

Lead

1:1,000

.001

1:10,000

.0001

1/100,000

.00001

1/1,000,000

.000001

1/10,000,000

.0000001

1/1,00000,000

1/10,000,000 1/100,000,000 1/1,000,000,00

0

1/10,000,000,0

00

Acceptable Levels

Contaminant Level

ppm

Potential Health Effects Source

Arsenic 0.01 Circulatory disorders, skin

disorders, cancer

Runoff from orchards,

electronics plants, natural

deposits

Flouride 4.0 Bone disease Water additive, fertilizer

discharge

Lead 0.015 Developmental delay, kidney

problems

Corrosion of household

plumbing

Toluene 1 Nervous system, kidney or

liver problems

Discharge from petroleum

factories

http://water.epa.gov/drink/contaminants/upload/mcl-2.pdf

Return to the Chesapeake

http://www.virginia.edu/vpr/sustain/BayGame/thebay/

http://www.chesapeakequarterly.net/V11N4/side1/

Tributaries

• Only about half of the water in the Bay

comes from the ocean.

• The rest comes from the 64,000

square mile watershed, which extends

approximately 524 miles from

Cooperstown, New York to Norfolk,

Virginia.

• Most sewer drains don't go to the

sewage plant—polluted runoff from

your street runs into local waters and

ultimately to the Bay.

http://www.cbf.org/about-the-bay/10-things-you-didnt-know-about-the-

chesapeake-bay.html

Drainage patterns

Western part of PASouth Central South Eastern

Crumpled Paper Watershed

http://fergusonfoundation.org/teac

her_resources/crumpled_paper.p

df

2-ESS2-2. Develop a model to represent the shapes and kinds of land and bodies of water in an area.

How does your water go?

• Drainage patterns

– Dendritic

– Radial

– Rectangular

– Parallel

– Trellis

Additional Resources

Water Cycle

• Interactive Water Cycle – can select individual parts for the different stages

http://www.epa.gov/safewater/kids/flash/flash_watercycle.html

• Coloring page on the water cycle

http://water.epa.gov/learn/kids/drinkingwater/upload/graphic_grades_k-3_watercycle.pdf

• Coloring book http://www.epa.gov/safewater/kids/pdfs/activity_grades_k-3_activitybook.pdf

• Posters for parts of the water cycle http://www.kidzone.ws/water/cactivity2.htm

• Interactive game http://apps.southeastwater.com.au/games/education_kidsroom_wcactivity.asp

• Possible for older students: http://kids.earth.nasa.gov/droplet.html

• Readers Theater Water Cycle http://www.enchantedlearning.com/rt/weather/watercycle.shtml

• Animation of the Water Cycle http://www.youtube.com/watch?v=WWe1BQWGv18

Additional Children’s Literature

• Out Wet World – Sneed Collard

• Water Dance – Thomas Locker

• A Drop of Water: A Book of Science and Wonder – Walter Wick

• Water Music – Jane Yolen

• Flush: Treating Wastewater – Karen Mueller Coombs

Chesapeake Specific

• Chesapeake Bay Game Simulation

http://www.virginia.edu/vpr/sustain/BayGame/about/

• Info on Chesapeake Bay Airshed

• http://www.chesapeakequarterly.net/V11N4/side1/

• USGS Water Science School

https://water.usgs.gov/edu/watershed.html

• Flyover and Visualization

• https://svs.gsfc.nasa.gov/3472

Thank You

Contact Information:

Christine Anne Royce, Ed.D.

caroyce@aol.com

http://bit.ly/2hGsh0Xhttp://webspace.ship.edu/caroyc/Chesapeake_Watershed.html