Unit 2: Water Quality - SEED Home | SEED School …seed.vic.gov.au/Resources/seed/242_water unit 3...
Transcript of Unit 2: Water Quality - SEED Home | SEED School …seed.vic.gov.au/Resources/seed/242_water unit 3...
Water Unit 3 Water Quality VELS 4 Created by Waterwatch, North East Catchment Management Authority March 2009 -updated June 2011 Page 1 of 39
Unit 3: Water Quality
Level 4 – (Grades 5 & 6)
If based on inquiry learning or Blooms
Activity Duration Page
Keywords & Definitions 2-3
Create & Analyse
1. Introducing Water Quality 1 hour 3-5
Understand & Analyse 2. A Pollution Story Part 1: Creating a Story Part 2: Reviewing the terms
Part 1: > 3 hours Part 2: 30 minutes
6 -10
Apply & Understand 3. ‘Run of the River’ Board Game Part 1: 2x 1 hour Part 2: 2 hours Part 3: 1 hour
11- 14
Analyse & Evaluate 4. Exploring Salinity Part 1: Fresh and Salty Part 2: Salinity in NE Victoria Part 3: Salinity and Planta
Part 1: 45 minutes Part 2: 1 hour Part 3: 2-3 hours (total over 2 weeks)
15-20
Analyse & Evaluate 5. Testing the Waters Part 1: Getting started Part 2: Preparing for a site visit Part 3: Arriving at the site Part 4: Interpretation
Part 1: 1-1.5 hours Part 2: 30 minutes Part 3: 1.5 hours Part 4: 45 minutes
21-27
Analyse & Evaluate 6. The Search for Water Bugs Part 1: Bug Hunt Part 2: Getting to know your bug! Part 3: Reviewing your Bug Search Part 4: Macro-invertebrate extension activities
Part 1: 1-1.5 hours Part 2: 30-40 minutes Part 3: 1.5 hours Part 4: > 3 hours
28-33
VELS 33-38
TOTAL: Approx: 25 hours
Unit Overview This unit follows on from Unit 2: Catchments and will look at how our waterways can be affected by pollutants. It will also cover how human impacts have contributed to sediment loads, salts, nutrients and toxic chemicals in our waterways. Students will gain an insight into ways we can assess the water quality of our catchment by examining the various physical/chemical and biological characteristics of a local stream. For further information and support please contact North East Waterwatch.
Did you know? The diversity of land uses in the North East means that waterways are increasingly in danger of becoming contaminated, particularly with nutrients and sediments that play a major role in the growth of blue-green algal blooms. One of our major roles is to promote practices to protect and improve water quality in the Region. (North East Catchment Management Authority, Annual Report. For more information go to www.necma.vic.gov.au)
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Background Water quality is highly variable, from place to place and from time to time, even within a particular river system. It is dependent on many factors, both natural and as a consequence of human activities. Rainwater is by no means pure, and when it reaches the earth its quality is further affected by the soils, rocks and vegetation over and through which it passes.
Keywords & Definitions
Overview: The following keywords & definitions will be explored throughout this unit. In order for students to become familiar with the terminology the keywords and their definitions can be used as ‘words of the week’. Have students write out the keywords and definitions and put them up in the classroom or write them on the board for easy reference.
Algal Bloom: A condition which occurs when excessive nutrient levels and other physical and chemical conditions facilitate rapid growth of algae. Algal blooms may cause changes in the water colour, smell and toxicity. The decay of algal bloom may reduce dissolved oxygen levels in the water
Aquatic: Pertaining to water; a plant or animal that lives in the water, whether it be freshwater, seawater or brackish (a combination of both)
Catchment: The region which drains all the rainfall, other than that removed by evaporation, into a stream, which then carries the water to the sea or the lake.
Dissolved Oxygen: Oxygen dissolved in water. Essential for plants and animals to be able to survive in the water. Low dissolved oxygen levels are harmful to aquatic species.
Electrical Conductivity: Measure of a materials ability to conduct an electric current. Used as an indicator of salt in aquatic ecosystems as the saltier the water, the more conductive it is.
Environmental flow: Water flow required to maintain rivers in a healthy condition.
Estuary: A semi-enclosed coastal water body where salt from the open sea mixes with freshwater in a river.
Floodplain: Flat area of land adjacent to a stream that is covered by flood waters periodically.
Fish barrier: An artificial obstacle in a river that halts or delays fish migration.
Groundwater: All subsurface water, generally occupying the pores and crevices of rock and soil.
Habitat: An area in which a specific plant or animal naturally lives, grows and reproduces; the area that provides a plant or animal with adequate food, water, shelter and living space.
Introduced species: Species of plants or animals living in areas where they do not naturally occur. May have been deliberately or accidentally moved to an area by humans.
Levee Bank: A raised embankment along the edge of a river channel.
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Macro-invertebrate: An invertebrate (animal without a backbone) that is visible to the naked eye.
Native species: Organisms (plants & animals) originally living or growing in a certain place
Nutrients: Substances required for the growth of plants e.g. nitrogen and phosphorus
Organic material: Any material which originated as a living organism (i.e. moss, compost, manure)
pH: pH is a measure of how acid or alkaline the water is on a scale of 1-14 with 1 being the most acidic (e.g. battery acid) and 14 being the most alkaline (e.g. bleach)
Phosphorus: Nutrient level in the water. Phosphorous occurs naturally in water habitats but too much can lead to uncontrolled plant growth and algal blooms
Regulated River: River system where the flow of a river is controlled by releasing water from large dams or weirs.
Riparian zone: The area between a river or stream and the surrounding land.
Run-off: Water from rainfall or melting snow travelling flowing over land.
Salinity: The concentration of ions dissolved in the water
Sediment loads: The deposition or settling out of suspended soil particles from the water column
Stormwater: Rainwater that runs off roofs, roads, car parks, gardens and footpaths into stormwater drains and flow into our creeks, rivers and bays
Turbidity: Turbidity is an indicator of water clarity.
Unregulated River: A river system where no major dams or weirs have been built on a river to assist in the supply or extraction of water
Water table: The upper surface of the groundwater
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Activity One: Introducing Water Quality
Overview: This activity will introduce students to the concept of water quality using De Bono’s Six Thinking Hats. This
activity is useful at the start of the unit to gauge how much your students know about the topic and
identify learning areas that could be built on throughout the term. It is recommended that you contact
North East Waterwatch prior to delivering this unit of work with your class so they can assist you with
further information and background material.
Duration 1 hour
Equipment: Butchers paper
Activity Sheet 1: What do you know about Water Quality (page 5)
Waterwatch Schools Method Manual
Clip board
Student workbooks
Access to the Stormwater Education Manual produced by Waterwatch Victoria & City of Greater Geelong http://www.vic.waterwatch.org.au/education-resources/196/
Access to the internet
Activity: 1. Introduce your students to the concept of water quality by listing the various terms from the
glossary on page 2 on the board.
2. Students can then use the internet, books or other resources to find out what the terms mean.
Some great websites to help include:
a) http://www.necma.vic.gov.au/
b) http://www.vic.waterwatch.org.au/
c) http://www.nrw.qld.gov.au/education/teachers/catchment
d) http:///www.landlearn.net.au
e) http://kids.mdbc.gov.au/
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3. Now that your students are familiar with some of the terminology you can deliver this activity
using one of two organisational options:
a) Divide a piece of paper in six sections and work through each of De Bono’s Hats
individually (refer below to Activity Sheet 1).
b) Alternatively, divide the room into six stations and ask the students to split into six
groups and consider the topic of water quality using each of the hats.
4. Depending on which organisational option you go with, have your students record their
findings on the butcher’s paper or in their workbooks.
5. Be sure to rotate your class at regular intervals around the room so that each of the sub topics
can be covered.
6. Have each of the groups present the results to the whole class once completed.
7. Use the butcher’s paper to record the results and paste these results around the room for
review at a later stage.
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Activity Sheet 1: What do you know about Water Quality?
White Hat (Facts)
Why do you think water quality is important?
What is the difference between ‘healthy’ and ‘unhealthy’ water quality?
How do you think water quality can affect human health?
Red Hat (Feelings &
hunches)
How do you feel about the health of the water in your area? Do you think your local community is looking after the water quality in your area? Is good water quality important to you and your family?
Yellow Hat (Positive, sunny
hat)
What observations have you made at your local waterway that might be helping to improve the water quality? Why is vegetation important to water quality?
Black Hat (Caution, weak
points)
What human activities do you think might impact on water quality? What type of pollution in your town may impact on the quality of the water? What water quality issues do you think exist in North East Victoria?
Green Hat (Creative,
alternatives)
What crazy ideas do you have about improving or maintaining water quality in your area?
Blue Hat (What have I
learned?)
How can we measure the quality of the water? What can be done to improve the quality of the water?
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Activity Two: A Pollution Story Activity has been adapted from the Stormwater Education Manual, 2002
Overview: This activity will build on what students have already researched in relation to pollution. Students will have
an opportunity to write a story adapted to the local area that tells a tale about pollution. At various stages
in the story, students can role play or provide or observe simulations of pollutants.
Duration:
Part 1: > 3 hours
Part 2: 30 minutes
Equipment: Activity Sheet 2: Story pieces below (page 8-9)
Sample materials to help demonstrate the pollutants to be used in the story including:
- Colored dye to represent polluted water
- Small bits of plastic and paper to represent litter
- Grass clippings
- Sand
- Mud
- Chocolate lollies to represent dog droppings
Activity Sheet 3: Word Find (page 10)
Activity:
Part 1: Creating a story
1. Using the information on Activity Sheet 2 (page 8-9): Story Pieces - get your students to create their
own story based on your local area. They can include as many or as few of the items from the story
pieces as they wish. The story can be completed in any format (written/performance/pictures)
2. This activity can be completed in small groups or as an individual activity – whatever you prefer.
3. If students do work in small groups encourage them at various stages to;
- role play parts and/or
- observe demonstrations by the teacher of pollutants entering our waterways
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4. Although some of the terminology used in the Activity Sheet Story Pieces may not be familiar to
your students, encourage them to focus on those words they are familiar with and are interested in
learning more about.
5. Once the stories have been completed get your students to present these to the class, using
suitable demonstrations to illustrate water pollution.
Activity Sheet 2: Story Pieces
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Part 2: Reviewing the terms
Following on from the activity above get your students to review what they have learned by finding the words from the activity below. Most of the terminology is relevant to the North East and should help you with the revision of some of the terms used in the story that they created. This will help to identify and clarify any areas that may have been unclear to your students.
Activity Sheet 2: Story Pieces continued
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Activity Sheet 3: Word Find
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Activity Three: ‘Run of the River’ Board Game
Overview:
** If your school doesn’t have a copy of the ‘Run of the River’ Board game please contact North East Waterwatch for your FREE copy
This activity will help demonstrate and build on some of the concepts covered in the previous activities.
Students can build on their understanding of pollutants in our waterways and consider good and poor
behaviour. The activity introduces the ‘Run of the River’ board game which was developed by Waterwatch
Victoria in 2006. It not only illustrates a river flowing from its mountain headwaters to the river mouth but
also addresses some of the impacts of human activity around and along the river.
Duration: Part 1: 3 x1 hour sessions
Part 2: > 2 Hours
Part 3: 1 Hour
Equipment: ‘Run of the River’ Board Game cylinder - this includes all
the relevant parts to the game as well as a copy of the instructions
Teacher notes (It is highly recommended that students play Level 1 of the game in year 5/6)
Butchers paper
Student workbooks
Activity:
Part 1: Pre-game activity
1. Spend some time reading the Run of the River Teachers notes before you proceed with this game. It
is important that you have a good understanding of how the game is played before you introduce it
to your students. Refer to the notes and information at the link to get a good understanding of
what is expected of you and your students.
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2. Using the game instructions and glossary included in the Teachers Notes and the terms and
definitions listed at this start of this unit make sure your students have some understanding of the
following terms:
- Aquatic
- Estuary
- Groundwater
- Levee bank
- Macro-invertebrates
- Exotic and native species
- Regulated river
- Unregulated river
3. It may be a good idea to write these terms on some butchers paper or have students record them
in their workbooks and paste them around the room so that when your class is playing the game
they can refer to these notes.
4. Once your students are familiar with the terminology ask them to select and research a river health
theme illustrated in the board game. These themes include the following:
a) River Life: Students select one type of the river life forms illustrated in the board game (e.g.
Dragonfly, Water Boatman, River Red gum, Platypus, Heron). Students could consider what type of
river habitat this plant/animal requires and how it is affected by the amount of available water
flow:
- Is the preferred habitat deep water, shallow water or river bank?
- What does it eat and what eats it?
- How does it cope with drought/flood?
- How do dams or weirs affect its lifecycle or survival ability?
b) Native fish: Students select one of the following fish species to research and investigate how
they may be affected by river flows and river health:
- Murray Cod
- Australian Grayling (South Victoria)
- Golden Perch/Yellowbelly
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c) River Users: Students select one of the following agencies/groups of people interested in rivers
and discuss their connection with rivers and/or water use. Students could consider ways they use
rivers and how this can affect the health of our waterways:
Part 2: Playing the game
1. Review the Teacher/Leader Instructions again and explain to your class in detail how to play the
game.
2. Organise your class into teams of players.
3. Each game cylinder has all the components needed to play the game, including instructions, dice
and tokens.
4. Ensure each group has assigned a water banker for their team and a climate scenario for the game;
Normal/Drought/Flood
5. Encourage all groups to refer to the Run of the River teacher notes for further information on each
of these scenarios and to gain more information.
6. Get your groups to start playing the game - encourage them to have discussions as they play and to
help each other with some of the terminology if needed.
7. Once all groups have completed a round of the board, get them to pack up the game.
Farmers
Irrigators
Industry
Dept. of Sustainability and Environment
Dept. of Primary Industries
Water Authority
Catchment Management Authority
Local Government
Environment Protection Authority
Waterwatch Facilitator
Waterwatch community monitor
Local Landcare Group
Town Residents
School students
Canoeists
Recreationists
Tourism Operators
Environment Group
Indigenous Group
Land Developers
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8. Bring your class back together as a group again and discuss the results/findings. Some of the
following points might assist you:
What were some of the features of a healthy river that were demonstrated in the game?
What were some of the impacts on people if their local river was unhealthy?
What were some of the ways that the rivers are affected by human activities?
In the game, what were some of the ways that rivers are being repaired or protected?
9. Discuss with your students some of the issues raised by the game of balancing the demands of
human uses of water and the impacts on the waterway.
Part 3: Post Game Activities
1. Following the game students can build on what they have learned by selecting a theme from the
game and researching it. This will help make the connection between some of the themes raised in
the game and provoke discussion amongst the class. Some ideas include:
River Life: Students could identify as many of the animals and plants illustrated on the board
game as they can, using field guides. Students choose one of the species and describe the river
conditions it needs for a healthy habitat and successful breeding. Different students could
select different species. A full list of species illustrated on the board game is provided on the
cover of the Teacher/Leader Instruction book
Communities and Rivers: The game introduces the concept of the importance of river health
and water quality. Students could discuss the consequences and difficulties if river users
upstream pollute or use most of the water before it reaches users downstream. What are the
potential impacts on the waterway and the people downstream?
River Health: The board game focuses on the importance of a river’s flow for its ecological
health. Discuss how environmental water reserves can improve the health of our waterways.
What else might we need to do to maintain or restore healthy waterways? (e.g. reduce water
use, undertake complementary actions such as land and riparian management, reduction of
nutrient input, improve fish passages, improve habitat by re-snagging etc.).
2. Get students to write their responses in their workbooks. Explain that they will not be tested on
these answers and it is just to get them thinking about the game and what they have learned from
the activity.
3. To encourage this discussion ask your students to select one area that they have recorded to share
with the class, without repeating what has previously been said. Write the points up on the
butcher’s paper or on the board and add to this next time you play the game.
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Activity Four: Exploring Salinity This activity has been adapted from the Wimmera Catchment Management Authority education resource ‘Fresh & Salty’ and the North Central Catchment Management Authority’s ‘Environmental Education Resource – Salinity’.
Overview:
This activity is an extension of the previous water quality activities and looks into more detail at the issue of
salinity and its impact on the environment. Salinity is simply the presence of soluble salts in soils and
waterways. Salts are substances such as common table salt (sodium chloride NaCl), limestone (calcium
carbonate CaCO3) and many others. They are picked up by the water as it runs over and through the rocks
and soils of the catchment. Low levels of these salts are vital to the growth of aquatic plants and animals
but high levels can cause problems for aquatic life and for human uses such as crop irrigation. Increasing
salinity is a serious issue affecting our waterways, soils, vegetation, landscapes and biodiversity. Impacts
have led to declines in fish and invertebrate populations, riparian vegetation and losses to land productivity
and recreation areas.
Duration:
Part 1: 30-45 minutes (DVD runs for approximately 8 minutes).
Part 2: 1 hour
Part 3: 2-3 hours (total over a 2 week period)
Part 1: Fresh & Salty
Equipment:
Fresh and Salty DVD (available to loan from Waterwatch North East)
Background
The Fresh & Salty DVD was created by the Wimmera Catchment Management Authority and artists from
Regional Arts Victoria with support from the Bureau of Rural Sciences. This informative and entertaining
short film injects humour and animation into this serious issue. The use of animated puppetry captures
imaginations and facilitates a connection to and understanding of the subject.
1. Introduce the issue of salinity in Australia and view the Fresh & Salty DVD (running time for the film
is approximately 8 minutes)
2. Follow up with a class discussion of some of the terms and concepts covered in the film.
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Some suggestions include:
What type of river life is affected by increased salinity? - Macroinvertebrates, fish, birds,
platypus, plants etc.
What is ground water? - When it rains water can run-off the surface of the land into streams
and rivers, be used by plants or soak into the ground below the root zone of plants to become
part of the ground water system.
What is the watertable? – The upper surface of the groundwater.
What happens when trees are removed? Trees act like pumps, drawing water up through their
roots. When deep-rooted vegetation such as trees are removed the amount of water that
moves past the root zone into the ground water system increases causing the watertable to
rise, bringing salts from deep in the earth to the surface. This salt is then washed into our
waterways causing salinity problems.
Part 2: Salinity in North East Victoria
In the Fresh and Salty DVD students learned about salinity in the
Wimmera region of Victoria. Issues with salinity in Victoria are
widespread and not just restricted to this area. Over 2300 hectares of
land in north east Victoria are currently known to be affected by
salinity.
How does salt get into our water?
Salts are a natural component of all landscapes and in Victoria are
derived from 3 main sources:
Many areas were covered by an inland sea that retreated around
10 million years ago leaving salt in the sediments
Salt from the sea is carried inland by strong winds and rain
Soils and rocks naturally contain salts that are dissolved by rainfall and transported by water
The salinity problem has been accelerated by altering the land for urban development and agriculture
including the large scale removal of trees and irrigation practices which have caused the watertable to rise
bringing salt to the surface. Salinity is still on the increase for example in Everton and Rutherglen less than 1
hectare of salinity affected land was known in the early 1980s compared to over 20 hectares today. The salt
affects crops and is eventually flushed into the river causing salinity problems.
Dead trees in a saline drainage line
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Measuring Salinity
The amount of salt in our waterways is tested by measuring the electrical conductivity (EC)
which is how easily the water will conduct an electrical current. The more salt, the more
conductive the water. The EC is measured with a salinity meter in microSiemens per
centimeter (µS/cm) and recorded as EC units.
Equipment:
Table 2: Waterwatch results
Table 3: Upper limits for water salinity
Graph paper
Regional maps
Procedure:
Using the water salinity data provided in Table 2 complete some or all of the following tasks:
1. Use a regional map to locate the towns listed.
2. Choose a town located near you and a graph type (eg bar chart or scatter plot) to display 3 years of
results (Graph 1 is an example bar chart on page 19)
Compare salinity levels with the upper limits for water salinity (Table 3)
Are there any patterns you can identify?
Why might salinity fluctuate over time?
3. Display EC results for each location using one year and graph type (Graph 2 is an example bar chart
on page 19)
What relationships are there between creek/town and EC readings?
Why might salinity levels fluctuate between different areas?
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Table 2 Waterwatch Salinity Results This information was collected over several years by the North East Waterwatch program. Local community groups and individuals involved in Waterwatch monitor water quality of local waterways. Salinity in water is measured as electrical conductivity and recorded in EC units. Saline water has a higher EC than fresh water.
Creek/River Town 2008 2009 2010
Whorouly Creek Whorouly 427 540 825
Rocky Waterholes Creek Springhurst 277 610 150
Yackandandah Creek Yackandandah 110 120 109
Corr Creek Cheshunt 50 42 62
House Creek Wodonga 300 277 260
Barwidgee Creek Mudgegonga 130 165 125
Ovens River Junction Wangaratta 55 50 54
Note: Data in the table above is the value at which 75% of the years monthly observations fall below (75th
percentile).
Table 3 Upper limits for water salinity μS/cm Uses EC units
Rain 10
Apricots/Peaches 330
Citrus/grapevines 370
Permanent pasture (ryegrass & clover) 800
Desirable upper limit for drinking water 830
Pears 900
Apples 1000
Macroinvertebrates are negatively impacted 1500
Freshwater fish eggs and juveniles are negatively impacted 2000
Tomatoes, sweet corn (maize) 2300
Perennial ryegrass 2300
Lucerne 2400
Poultry, pigs 4100
Wheat 4000
Adult freshwater fish tolerance
Dairy cattle 5400
Lactating ewes/weaned lambs 6000
Horses 7800
Beef cattle 11,400
Dry sheep 15,700
Sea water 50,000
Dead Sea 550,000
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Graph 1: Example of a bar chart of salinity levels at one location over 3 years.
Graph 2: Example of a bar chart of salinity levels at numerous locations in one year.
0
100
200
300
400
500
600
700
800
900
2008 2009 2010
Salin
ity
(EC
un
its)
Year
Salinity levels at Whorouly Creek
0
50
100
150
200
250
300
350
400
450
Salin
ity
(EC
un
its)
Salinity levels in North East Victorian waterways in 2008
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Part 3: The effect of salinity on plants Conduct a simple science experiment to investigate the effect of salinity on seed germination and plant
growth over a 2 week period. This experiment will help students to understand how salinity can affect
cropping and agriculture in North East Victoria.
Equipment:
Fast growing seeds eg: Bean, radish, alfalfa or barley seeds
Table salt
Teaspoon
Distilled water (available from supermarkets)
Four 2L containers for water samples with varying
levels of salt
Dish for growing seeds
Cotton wool
Labels for water containers and seed dishes
EC (salinity) meter
Procedure:
1. Prepare water samples and labels. Use the EC meter to measure and record the salinity level of
each sample:
Tap water – no salt added (Tap water)
Distilled water – no salt added (Distilled water)
Distilled water – 2 teaspoons of salt added (Slightly salty water)
Distilled water – 10 teaspoons of salt added (Extremely salty water)
2. Make a bed of cotton wool on the bottom of each growing dish and label each dish with the
appropriate water sample salinity level.
3. Spread seeds (not too thickly) across the cotton wool on each dish (each dish should have the same
type and number of seeds)
4. Add the appropriate sample water to each dish to moisten the cotton wool
Image by Chamaron Garden
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5. Place the seed dishes in a warm, safe place with access to sunlight
6. Check the dishes each day and water with the appropriate water solution as necessary to keep the
cotton wool moist
7. Observe the seeds each day for 2 weeks and record the number of germinated seeds and height of
plant growth. You may wish to record what you see:
In a table
By drawing labelled pictures
Taking photographs
Producing a bar graph to compare results for each sample
A combination of these
8. Discuss the results or have students write up a scientific report detailing
1. The aim of the experiment
2. The materials and methods used
3. The results
4. A discussion of the results:
What effect does salt have on seed germination?
What are the implications for farmers in salt affected areas?
How might native plants, animals and ecosystems be affected by salinity?
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Activity Five: Testing the Waters
Overview: Now that your students are familiar with different types of pollutants, impacts and sources, they will have
an opportunity to apply some of this knowledge and collect water quality information at your local
waterway. The water quality data collected during this activity will help create an overall picture of river
health in your local area. You may wish to share your discoveries and compare findings with other schools
in the region to gain a better understanding of the health of waterways in the north east catchment area.
Duration: Part 1: 1.5 hours
Part 2: 30 minutes
Part 3: 1.5 hours
Part 4: 45 minutes
Equipment:
Waterwatch can provide assistance with ordering or lending equipment and obtaining grants to purchase a Waterwatch monitoring kit. Please contact us for further information.
Waterwatch Monitoring Kit
Cut out a set of cards for each group from Table 1
Waterwatch Schools Methods Manual
Waterwatch Instruction Manual
Waterwatch Monitoring Plan (please contact North East Waterwatch to develop a 12 month monitoring plan for your class.)
OH&S checklist, page 4 from Waterwatch Schools Methods Manual
Water Sample bottle
Waste water bottle
School Record sheet and clipboard
Pen
Access to the internet
Gumboots or appropriate footwear
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Part 1: Getting started!
1. Contact North East Waterwatch to notify them of your interest in this activity.
2. Explain to your students that they are going to investigate where or if pollution exists in your
waterway and identify the sources/causes of this pollution.
3. Before beginning encourage your students to have a discussion about what water quality issues
might be relevant to your immediate area, based on the knowledge gained from the previous
activities.
4. Working with your local Waterwatch Facilitator, identify which waterway would be best to monitor
and which water quality parameters your class would like to investigate.
5. Using the information included in the Schools Methods Manual and Waterwatch NE Methods
Manual get your students to review the tests you wish to conduct by getting them to match the
cards in the Table 1. Print off the cards, (one set for each group) and have them shuffle them up
and then match the equipment with the test and the meaning.
6. Once you have discussed as a group and agreed on the order, have your students record this
information in their workbooks so they can refer to this throughout the year.
7. Once you, your students and the Waterwatch Facilitator have decided which tests you would like to
conduct record all this information on the Waterwach Schools Monitoring plan.
8. Once all other information has been finalised as a class send a copy to Waterwatch and retain a
copy for your own records – you are now ready to start monitoring!
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Table 1: Water Quality Tests
Equipment Test What it measures How to measure it
Turbidity
How clear the water is
A turbidity tube
Water Temperature
How hot or cold the water is
A temperature probe or thermometer
pH
How acid or alkaline the water is
A pH meter or pH strips
Conductivity
How much salt is in the water
A salinity meter
Dissolved Oxygen
How much oxygen is in the water for plants and
animals
A chemical test to measure the colour change of the water
Phosphorus
The nutrient level of the water
A chemical test using a colour change chart to
read results
Macro-invertebrates
Diversity of bugs in the water
Dip nets, plastic trays, identification key and a
record sheet
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Part 2: Preparing for your site visit 1. Before proceeding at this point it is important to discuss the Occupational, Health & Safety issues with
your students – what are the risks of a site visit and what precautions do they need to take when at the
site? All this information is included in the Waterwatch Schools Method Manual - simply tick off the
OH&S checklist.
2. Break your class into small monitoring groups, ideally groups of 3-4 depending on how much
equipment you have to share around.
3. Ensure that all the students in each group have a role to play:
1x Scribe – is responsible for writing down all the results on the record sheet and any other
comments that may be relevant
1x Reader of instructions – will closely follow the Instruction Manual and direct the tasks that need
to be undertaken
One person to conduct each of the tests (3-5) – with guidance from the reader this person will
follow instructions and conduct one of the tests
1x timer - responsible for timing the tests, if required
Distribute the kits and ensure each group has a waste bottle, water bottle, school record sheet,
clipboard and pen.
4. Distribute the kits and ensure each group has a water sample bottle, waste water bottle, school record
sheet, clipboard and pen
5. Get each group to go through the Methods Manual and discuss the procedures with their group
Part 3: Arriving at your site 1. Contact NE Waterwatch to identify any current monitoring sites in your area to compare data.
2. Once you arrive at your site, find a safe and accessible spot for your groups to be placed. It is a good
idea to spread each group along the bank, allocating a different section of the stream for each group to
monitor.
3. Firstly ensure all water sample bottles are rinsed twice prior to collecting the sample; this avoids any
contamination from previous testing.
4. Get students to take the sample upstream from where they are standing to avoid disturbance and from
the middle of the creek - (middle means halfway between the sides of both banks and halfway between
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the top and the bottom of the water.) In some instances this may not be possible but try to sample as
far from the bank as possible using the extension pole if available.
5. Samples should not be taken from:
- Non-flowing water near the stream edge
- The surface of the water
6. Once the water samples have been collected have the groups reform and students gather and conduct
their tests closely following the Waterwatch Schools Methods Manual and instructions inside the kit
7. The scribe will need to clearly record the results on the Schools Record Sheet provided and any other
observations/comments made during the testing
8. Once all testing has been completed ensure all the equipment is clean and returned back into the kit
Part 4: Interpretation of Results 1. Once you have returned back to the classroom you will need to get your students to record your
results again on the Schools Record Sheet either electronically or by filling in the hard copy and
posting it to Waterwatch. (Please note teachers must verify results before the record sheet is sent
into Waterwatch)
2. Once your record sheet has been posted to Waterwatch use the chart below to discuss results as a
class for each of the tests conducted. Ask your students what the results may indicate and what
this might mean for the water quality (excellent/very poor etc.).
3. Print out the Interpretation Chart (Table 1 below) and stick it on the wall in your classroom. Get
your students to cut out the fish from the chart below and stick them into the relevant section of
the table, depending on the results collected from your testing.
4. Each term or each time you conduct your monitoring encourage groups to record their results in
their workbooks. This way they can keep track of any changes throughout the year and use this
information at the end of the project to compare the health of the water.
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Excellent Good Fair Poor Very Poor
Excellent Good Fair Poor Very Poor
Excellent Good Fair Poor Very Poor
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Table 1: Data Interpretation Chart
Place the relevant fish in the
appropriate square, to give you an
indication of the water quality
Excellent
Good
Fair Poor Very Poor
Amount of oxygen in the water (%)
80—110
Between 70-80
or 110-130
Between 50-70
or 130-150
Between 40-50
or 150-160
Less than 40 more than 160
Phosphorus (mg/L)
Less than 0.008
Less than 0.025
Less than 0.050
Less than 0.1
More than 0.1
Turbidity (N.T.U)
Less than 15
Less than 18
Less than 20
Less than 30
More than 30
Salinity (E.C)
Less than 30
Less than 100
Less than 500
Less than 750
More than 750
pH (units)
6.0-7.0 5.5-6 or
less than 8.0 8.0-8.5
5.0-5.5 or 8.5-9.0
Lower than 5.0 higher than 9.0
Water Unit 3 Water Quality VELS 4 Created by Waterwatch, North East Catchment Management Authority March 2009 -updated June 2011 Page 29 of 39
Activity Five: The Search for Water Bugs! This Activity has been adapted from the Sydney Water and CSIRO’s Double Helix bug guide and the Catchment Capers Resource, Goulburn Broken Waterwatch project.
Overview: This activity is best delivered with assistance from North East Waterwatch and follows on from the previous
water quality monitoring activity. Macro-invertebrate (water bug) sampling compliments other water
quality tests because it can detect the presence of most environmental stresses and provide general
indications about the type of pollutant in the water. By following this activity students will be able to
conduct sampling which will demonstrate the variety and number of macro-invertebrates found in the
water.
Duration: Part 1: 1.5 hours
Part 2: 1 hour
Part 3: 1.5 hours
Equipment: Dip net - challenge students to come up with ideas and designs for these. Simple nets may be made
using a frame and pole with stocking or shade cloth material or even butterfly nets.
White plastic tray or container for sorting
Hand lens/microscope
Schools Record Sheet and pen
Macro-invertebrate Identification Chart -copies can be provided by Waterwatch NE or print your own from here
Plastic spoons
Ice cube trays for sorting bugs
Gumboots
Gloves
Butchers paper
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Part 1: The Bug Hunt! 1. Following the Waterwatch Schools Method Manual review the OH&S checklist again for this
activity.
2. Get your students to help collect and organise the monitoring equipment needed for the bug
sampling session and make your way to the site. (Some of this equipment may be borrowed from
North East Waterwatch upon request.)
3. Upon arriving at the site, point out any risks that may be associated with accessing the water.
4. Distribute the equipment amongst your small groups and remind them that the idea is to sample as
many ‘habitats’ as possible. Some bugs live on the water surface, some in the water itself, others
on or in the bottom of the river or creek, in the surrounding vegetation or amongst the rocks.
5. Use your dip net to catch some of the freshwater animals near the reeds, from the surface of the
water and under rocks.
6. Place the contents into 4 cm of clean water in the white tray.
7. Get your students to study the animal with a magnifying lens and try to identify it using the Macro-
invertebrate Identification Chart.
8. Circle each bug on the chart that you find. If you find something that doesn’t appear in the chart
make a sketch of it and record that sketch on your record sheet
9. Count how many types of bugs you find and record the number of each type found. You can now
return all your bugs carefully into the water and get your students to rinse the trays.
10. Use the Schools Record Sheet to work out the sensitivity of the most dominant bug found. This will
give your class a simple but good indication of the water quality at your site.
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Part 2: Getting to know your bug!
1. Based on the information found at your local waterway students can now get to know their bugs by
doing a little more research.
2. Working in their small groups get each group to decide on the most dominant bug found. Using
macroinvertebrate identification keys and books (available from Waterwatch) have students
identify the bug based on the way it looked, the size and the color. This activity is a great way of
reviewing what was found and identifying some of the body parts of each of the bugs.
3. Once they have decided on the components of the bug they may now research it in further detail
or use plasticine to make a real life model of the bug. Suggestions and more information on this
activity can be accessed from the resource Bugasaurus Explorus (copies available for loan from
Waterwatch).
Part 3: Reviewing your bug search!
1. Once you have completed your research into the bugs ask your students to consider the following
by using De Bono’s six thinking hats.
2. You could use one of two organisational options for this activity – one may be to divide a piece of
paper in six sections based on the information in Table 1. Alternatively you could divide the room
into six stations and ask the students to split into six groups and consider the topic.
3. Rotate your class at regular intervals so that each of the sub topics can be covered and once you
have worked through the activity get each group to write their results on some butchers paper and
stick it around the room for review at a later date.
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Table 1: De Bonos Six thinking Hats
Topic: Macro-invertebrates
White Hat
(Facts)
What type of bugs did you find in your stream and what does this tell us about the quality of the water?
From your results what was the dominant species found in the water and what sensitivity level are these bugs?
Were there any other findings from the bug survey that is important to mention?
Red Hat
(Feeling & hunches)
How do you feel about the number of bugs found in your stream?
What do you feel might help to improve the bug life?
What habitat do you think the bugs liked the best? (reeds, bottom of water, surface of water?)
Yellow Hat
(Positive, sunny hat)
Do you think it is good to have bugs in the water?
What good habitat was provided for the bugs at your stream?
Why is the water quality good?
Black Hat
(Caution, weak points)
Why is pollution bad for the bugs in the water?
What pollution was obvious at the site and how might this affect the bugs in the water?
What problems do you think we could face if we take or remove vegetation from the area?
Green Hat
(Creative, alternatives)
Can you think of some way we could record your results so that you can share them with the whole school?
Can you think of something creative or crazy we can do to increase our bugs in the water?
Blue Hat
(What have I learned?)
How has your thinking changed about bugs in the water?
What do you think the next step for us to improve the habitat for the bugs?
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Part 4: Macro-invertebrate extension activities (Adapted from Sustaining River Life. A years K-12 curriculum and activities guide for teachers and natural resource managers. T. Rucosky Noakes and B Phillips (eds). 2010)
1. Macro-Invertebrate worksheet (see following page)
Print out copies of the worksheet and distribute to students
Ensure copies of the Waterwatch Macro-invertebrate Identification Chart and other macro-invertebrate ID resources (available from Waterwatch) are available for students to refer to.
This illustration shows the correct colouring for the macro-invertebrate worksheet
2. Macro Media
Encourage students to further explore the importance of macroinvertebrates in their catchment and their role as water quality indicators using any type of art medium
Possible ideas include creating:
o a poster
o a mural
o a short story
o a film or animation
o a song
o a play or performance
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Macro-Invertebrate worksheet (Adapted from Sustaining River Life. 2010)
1. Fill in the blanks to name these animals (use macro-invertebrate identification resources to help)
2. Colour the very pollution tolerant creature bbrroowwnn
3. Colour the very pollution sensitive animal ggrreeeenn
4. Colour the round-bodied arachnid rreedd
5. Colour the crustacean bblluuee
6. Colour the tiny animal which feeds using filters on its large antennae ppuurrppllee
7. Colour the animal that builds its own shelter yyeellllooww
C_ _D_ _ _L_ _ _ RV_ _
_ _B_Y
_A_T_ _ M_ _ _
M _ _ _ L _ NY_ _ _
F_ _ S_W_ _ _ _ _N_ _ _ W_ _ _ _ FL_ _
Water Unit 3 Water Quality VELS 4 Created by Waterwatch, North East Catchment Management Authority March 2009 -updated June 2011 Page 35 of 39
Unit 3 Water Quality
LEVEL 4: VELS LINKS
Activity Description of Activity
Links to VELS DOMAIN: Dimensions
1. Introduction
to water quality
Debono’s six hats on water quality.
INTERPERSONAL DEVELOPMENT: Working in teams
Working in team, students are provided with opportunities to complete tasks of varying length and complexity. CIVICS AND CITIZENSHIP: Community engagement
Students demonstrate understanding that there are different viewpoints in an issue SCIENCE: Science at work
Students describe how sustainable practises have been developed and/or applied in their local environment THINKING: Reasoning, processing and inquiry
Students develop their own questions for investigation and collect relevant information from a range of sources
Students use the information they collect to develop concepts
2. A Pollution
Story
Use knowledge of pollution to create a story (written, acted, drawn etc) from a specific pollution topic and adapt to local area. Identify the issue – the cause, the effect and possible solutions
DESIGN, CREATIVITY & TECHNOLOGY: Investigating and designing.
Students develop step-by-step plans for production and use a variety of production techniques, tools and materials THINKING: Reflection, evaluation and metacognition
Students use the information they collect to develop concepts, solve problems or inform decision making Creativity
Students use creative thinking strategies to generate imaginative solutions when solving problems COMMUNICATION: Presenting
Students develop their skills in organising ideas and information logically and clearly
Students identify features of an effective presentation and adapt elements of their own presentations to reflect them
Using provided criteria, they evaluate the effectiveness of their own and others’ presentations SCIENCE: Knowledge and Understanding
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Activity Description of Activity
Links to VELS DOMAIN: Dimensions
Students explain change in terms of cause and effect and identify the characteristics of physical and chemical changes Science at work
Students describe how sustainable practices have been developed and/or are applied in their local environment GEOGRAPHY: Geographical knowledge and understanding
Students explore how humans effect the Australian environment
Students recommend ways of protecting environmentally sensitive areas in a sustainable way
THE ARTS: Creating and Making
Students independently and collaboratively experiment with and apply a range of skills, techniques and processes using a range of media, materials, equipment and technologies to plan, develop, refine, make and present art works
They investigate a range of sources to generate ideas and manipulate arts elements, principles and /or conventions in a range of arts disciplines and forms as they explore the potential of ideas
In their arts works, they communicate ideas and understandings about themselves and others, incorporating influences from their own and other cultures and times
They evaluate the effectiveness of their arts works and make changes to realise intended aims
They consider purpose and suitability when they plan and prepare arts works for presentation to a variety of audiences ENGLISH: Writing
Students produce a variety of texts for different purposes using structure and features of language appropriate tot the purpose, audience and context of the writing
Speaking and Listening
Students plan, rehearse and make presentations for different purposes CIVICS AND CITIZENSHIP: Community Engagement
Students present a point of view on a significant current issue and include recommendations about actions that individuals and government can take to resolve issues.
INTERDISCIPLINARY DEVELOPMENT: Working in Teams
Students work effectively in different teams and take on a variety of roles to complete tasks of varying length and complexity
Students provide feedback to others and evaluate their own and the team’s performance
Water Unit 3 Water Quality VELS 4 Created by Waterwatch, North East Catchment Management Authority March 2009 -updated June 2011 Page 37 of 39
Activity Description of Activity
Links to VELS DOMAIN: Dimensions
3. Run of the River
Understanding of catchment terminology and playing game to increase understanding of a healthy river; impact of humans and protection of waterways
GEOGRAPHY: Geographical knowledge and understanding
Students explore how humans have affected the Australian environment
Students recommend ways of protecting environmentally sensitive areas in a sustainable way THINKING: Reflection, evaluation and metacognition
Students use the information collected to develop concepts, solve problems or inform decision making
SCIENCE: Knowledge and Understanding
Students explain change in terms of cause and effect
Students identify and explain the relationships that exist within and between food chains in the environment
COMMUNICATIONS: Listening, viewing and responding
Students develop interpretations of content and provide reasons for them Presenting
Students summarise and organise ideas and information, logically and clearly in a range of presentations ICT: ICT for communicating
Students use recommended search engines and refine their search strategies to locate information quickly INTERPERSONAL DEVELOPMENT: Working in Teams
Students work effectively in teams and take on a variety of roles to complete tasks
4. Testing the
waters
Understand, demonstrate and participate in Waterwatch sampling methods
THINKING: Reasoning, processing and inquiry
Students use the information collected to develop concepts, solve problems or inform decision making COMMUNICATION: Listening, viewing and responding
Students ask clarifying questions about ideas and information they listen to and view
They develop interpretations of the content and provide reasons for them SCIENCE: Knowledge and Understanding
Students identify and explain the relationships that exist within and between food chains in the environment Science at work
Students analyse a range of science-related local issues and describe the relevance of science to their environment
Students describe the purpose of experiments they undertake, and relate this to the nature of the data that is collected
They use diagrams and symbols to explain procedures used when reporting on their investigations
Students approach data collection systematically, and analyse data qualitatively
They use a range of simple measuring instruments and materials, and demonstrate understanding of the personal responsibility in using them
They identify and describe safety requirements and procedures associated with experiments and the use of standard
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Activity Description of Activity
Links to VELS DOMAIN: Dimensions
equipment
Students use the terms ‘relationships’ and ‘cause and effect’ when discussing and drawing conclusions from the data they collect
INTERPERSONAL DEVELOPMENT: Working in Teams
Students work effectively in teams and take on a variety of roles to complete tasks
Students accept responsibility for their role and tasks MATHEMEATICS: Measurement, Chance and Data
Students measure as accurately as needed for the purpose of the activity
They present data in appropriate displays Working Mathematically
Students recognise and investigate the use of mathematics in real situations
5. Search for
Water Bugs
Collect and identify water bugs using internet. Understand the different features of water bugs and how they live in their aquatic environment
SCIENCE: Science at work
Students explain how sustainable practices have been developed and are applied in their local environment
Students design their own simple experiments to collect data and draw conclusions
Students describe the purpose of experiments they undertake, and relate this to the nature of the data that is collected
Students design and build simple models and write and account of the science that is central to the explanation of the model
They use diagrams and symbols to explain procedures used when reporting on their investigations
Students approach data collection systematically, and analyse data qualitatively
They use a range of simple measuring instruments and materials, and demonstrate understanding of the personal responsibility in using them
They identify and describe safety requirements and procedures associated with experiments and the use of standard equipment
Students use the terms ‘relationships’ and ‘cause and effect’ when discussing and drawing conclusions from the data they collect
COMMUNICATION: Listening, viewing and responding
Students develop interpretations of the content and provide reasons for them
Students explain why peers may develop alternative interpretations INFORMATION AND COMMUNICATIONS TECHNOLOGY: ICT for visual thinking
Students apply ICT tools to represent and explore processes, patterns and cause-and-effect relationships
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Activity Description of Activity
Links to VELS DOMAIN: Dimensions
Student use ICT tools and techniques that support the organisation and analysis of concepts, issues and ideas and that allow relationships to be identified and inferences drawn from them
ICT for Creating
Students use design tools to represent how solutions will be produced and the layout of information products
Students select relevant techniques for minimising the time taken to process data, and apply conventions and techniques that improve the appearance of the finished product
THINKING: Reasoning, processing and inquiry
Students use the information they collect to develop concepts, solve problems or inform decision making
They develop reasoned arguments using supporting evidence Reflection, evaluation and metacognition
Students articulate their thinking processes
INTERPERSONAL DEVELOPMENT: Working in Teams
Students work effectively in teams and take on a variety of roles to complete tasks of varying length and complexity