Pinellas County Water Atlas Curriculum - Amazon S3 · Pinellas County Watershed Atlas Table of...

Pinellas County Water Atlas Curriculum

http://www.pinellaswateratlas.org

Pinellas County Watershed Atlas Table of Contents

(Teacher’s Guide and Student Handouts)

Elementary (intermediate)-

1. Exotic Plant Fair

2. How Healthy is Your Lake?

3. Pointless Personal Pollution

4. What Lives in a Wetland?

Middle School-

1. Clean Water Volunteers

2. Contour Map Activity

3. Developing Map Skills

4. Dimensional Analysis

5. Exploring the Watershed Atlas

A. Explore Your Watershed

B. Explore a River and Two Lakes

C. Explore Dissolved Oxygen

D. Explore Website and Research

6. Is It Healthy, or in Trouble?

7. Location Activity

8. Modeling Linear Data

9. Oral History (Dead Lady Lake, Lake Faye, & Lake Taylor)

10. Reading Statistical Tables

High School-

1. Data Analysis

2. Land Use Activity

Pinellas County Water Atlas Curriculum http://www.pinellaswateratlas.org

Elementary Grades Curriculum

Pinellas County Watershed Atlas Learning Kit

Exotic Plant Fair Teacher’s Guide

GRADE LEVEL: Intermediate Grades SUBJECT AREA/COURSE: Language Arts and Science SUNSHINE STATE STANDARDS:

• The student recognizes when a text is primarily intended to persuade. (LA.A.2.2.3) • The student uses electronic technology, including word-processing software and electronic encyclopedias to create, revise, retrieve, and verify information. (LA.B.2.2.4) • The student recognizes different techniques used in media messages and their purposes. (LA.D.2.2.3) • The student understands that a variety of messages can be conveyed through mass media. (LA.D 2.2.5) • The student knows how all animals depend on plants. (SC.F.1.2.2) • The student knows that data are collected and interpreted in order to explain an event or concept. (SC.H. 3.2.2) • The student knows ways that plants, animals, and protists interact. (SC.G.1.2.1) • The student knows that living things compete in a climatic region with other living things and that structural adaptations make them fit for an environment. (SC.G.1.2.2) • The student knows that all living things must compete for Earth’s limited resources; organisms best adapted to compete for the available resources will be successful and pass their adaptations (traits) to their offspring. (SC.G.2.2.1) • The student understands that changes in the habitat of an organism may be beneficial or harmful. (SC.G. 2.2.3)

ACADEMIC OUTCOMES/LESSON OBJECTIVES: • Students will investigate exotic plants in a science fair setting. • Students will gain an understanding of the problems created by exotic plants. • Students will be exposed to the effect that mass media messages can have on a large number of people.

BACKGROUND INFORMATION: Exotic plants are plants that have been brought to Florida by people. Some may have arrived with the first European explorers (water lettuce) and more arrive yearly. Exotic plants become invasive when the insects and other animals that eat them are not here, and they flourish. The plant may have toxins or other factors that are tolerated by species that eat them and keep them in check back home, but no Florida species are adapted to eat them. Plants are always competing for space, minerals, water, and sun. The invasives have an unfair advantage! Invasive plants may produce a toxin that keeps other plants from growing around them, creating monocultures, like the melaleuca in south Florida. The plants that should be there for a Florida habitat aren’t there and the animals have no food. They die, move away, or don’t raise any young. There may be fungi or bacteria that keep the plant in check in its home range that are missing here. Invasive aquatic species can cover the surface of the water and shade out the eelgrass that is food and shelter (substrate) for both fish and macroinvertebrates, or they can form dense growths that even fish can’t get through. Fish can’t find a place to lay eggs, and food supply is diminished. Waterways may become clogged so boats can’t get through.

Students research exotic plants and create displays to persuade others their plant is the worst of all.



Many invasive plants were first introduced as landscape plants or grown for aquariums and released into streams and lakes. Invasive plants are often spread from place to place as hitchhikers on boat trailers. In preparation for this activity, preview the exotic plants. Go to www.hillsborough.wateratlas.org > The Atlas > Lake Name > (Select a lake. Lake Thonotosassa is a good one to try.) > Ecology tab > List of Plant Species. At the top are the reports by date. Some lakes have only one report; some have none. Two sources of information are cited under “Links for More Information.” Click on them to reach the home page of each website. At the University of Florida’s IFAS Center for Aquatic and Invasive Plants home page, scroll down to the notice for four large murals .Send off for these large color murals of invasive species. (http://aquat1.ifas.ufl.edu/mural2.html) MATERIALS NEEDED: Computer with Internet access and www.hillsborough.wateratlas.org bookmarked, printer, paper, display board, markers, a variety of plant guides, real specimens if possible, tables, exit survey document. See above for the large plant murals from UF. SAFETY: Caution: students should wash hands after handling plants and not put plants in their mouths. Students should be cautioned not to release specimens of invasive or exotic species into waterways when finished. VOCABULARY: aquatic, invasive, exotic, native, species, monoculture, mass media KEY: Presentations will vary. PROCEDURE:

1. Assign or have students choose collaborative groups of 2 or 3. 2. Discuss native and non-native plants and animals. Use as an example a plant that is invasive that students may have seen, such as the air potato. 3. Direct students to choose a few lakes listed from the website. They will look for plant species that seem to be common in most of the lakes they are researching. Compile a list of many invasive plants and put this list on a large class chart. 4. Each group will choose one plant from the class list, with each having a different plant. The students will gather research on their plant using the Watershed Atlas, (Links from the Ecology Tab > Plant List), Google Web and Image features, and other research material gathered by the teacher or students. Students must give proper credit for information and/or photos used. 5. Students will create presentations that will appeal to a range of ages from first grade to adults designed to persuade the viewer that theirs is the very worst invasive plant. Student groups will prepare Science Display boards that should be visually attractive. Include pictures, live or pressed specimen if possible, clear and easy-to-read titles and captions, and some type of graphic information.



6. The students will prepare computer-generated brochures or handouts to have available at the fair. If practical, they may prepare Power Point presentations. 7. Students will present their plant in an Exotic Plant Fair and invite other classes throughout the school. Students will prepare visual media such as School TV announcements, posters placed around the school and handouts announcing the fair. 8. On the day of the fair, student pairs will set up their displays and be available to talk about the dangers of their plant as well as answer questions. 9. Upon exiting the fair, each visitor will vote for the three plants they feel create the most environmental problems. Since the majority of the participants will have little or no previous knowledge of exotic plants, their decisions will be based mainly on the student projects. This will help the students understand the importance of media appeal. 10. Students will poll the participants as they leave to see why they voted as they did. The students can place the results on a bar graph and analyze it. A sample poll is found on the next page; however, the class should write their own exit poll. 11. After the fair, the students will tally the votes and then discuss why they think the three winning plants were chosen. Did specific age groups or gender groups make similar decisions? They can analyze the data and see if the features they used in creating the board did make a difference. 12. Finally, the students will tabulate the number of people they educated over a short period of time. This will give then an idea of why mass appeal is important in getting a message across. They also need to discuss whether or not they feel the fair made a difference. Will just having a little more knowledge cause the participants to do anything about the problem?

ASSESSMENT OF STUDENTS: The presentations and discussions that follow can serve as an assessment. Teachers should use rubistar.4teachers.org/ to create a rubric for the project assessment. AUTHOR: Mary Jane Meherg, Goldsboro Elementary – Modified from the original lesson plans created for the Seminole County Watershed Atlas.


Exotic Plant Fair Handout

SAMPLE RESEARCH GUIDE

A watershed (also called a drainage basin) is an area on the land surface from which water flows, or has the potential to flow, into a stream or lake. Watersheds are naturally separated from adjacent basins by topographic divides. Therefore, watersheds can cross political boundaries such as county lines. For instance, some of the water from Hillsborough County flows into Pinellas County. In this lesson we will be examining several lakes from the Brooker Creek Watershed in Hillsborough County since water from these lakes ultimately flows into areas of northern Pinellas County. INSTRUCTIONS: Use the Hillsborough Water Atlas (www.hillsborough.wateratlas.org) to research and find the information below. To get to the information about plants go www.hillsborough.wateratlas.org > click on the “The Atlas” > choose the Brooker Creek Watershed from the drop down menu. Under the heading “Find a Specific Waterbody” click on the link and select one of the lakes. Click on the “Ecology” tab > click on the link for “List of Plant Species.”

1. Common Name: 2. Scientific Name: 3. Write a description of the plant. 4. What is the plant’s country of origin and native habitat? 5. In what type of habitat does the plant thrive in Florida? 6. What specific adaptations help this plant?

Students research exotic plants and create displays to persuade others their plant is the worst of all.



7. What type of damage is the plant doing to native plants and animals? 8. Is anything being done to stop this plant? Does the remedy have side effects? 9. Draw a detailed picture of the plant.



SAMPLE EXOTIC PLANT FAIR EXIT SURVEY

1. Male ____ Female ____ 2. What is your current grade level? ________ 3. What made you vote as you did? What is the most important reason? (Mark 1 for the most important, 2 for the next, and 3 for the next.)

________ The pictures ________ The colors used ________ Real plants to see ________ The way the whole thing looked ________ The people at the table convinced me ________ I learned that this is a bad plant. ________ Something else

4. Suppose you had an aquarium complete with fish and plants and for some reason the fish all died. You didn’t want to have an aquarium any more because you were moving. Your friend told you to throw the aquarium plants into a nearby lake to feed the fish. Would you do it? ________ Why?

Copy this survey, or make your own!


How Healthy is Your Lake? Teacher’s Guide

GRADE LEVEL: Intermediate Grades SUBJECT AREA/COURSE: Reading, Writing and Math SUNSHINE STATE STANDARDS:

• The student selects from a variety of simple strategies, including the use of phonics, word structure, context clues, self-questioning, confirming simple predictions, retelling, and using visual clues to identify words and construct meaning from various texts, illustrations, graphics, and charts. (LA.A.1.2.2) • The student reads text and determines the main idea or essential message, identifies relevant supporting details and facts, and arranges events in chronological order. (LA.A.2.2.1) • The student reads and organizes information for a variety of purposes, including making a report, conducting interviews, taking a test, and performing an authentic task. (LA.B.2.2.5) • The student recognizes the difference between fact and opinion presented in a text. (LA.B.2.2.6) • The student selects the appropriate operation to solve specific problems involving addition, subtraction, and multiplication of whole numbers, decimals, and fraction, and division of whole numbers. (MA.A.3.2.2) • The student adds, subtracts, and multiplies whole numbers, decimals, and fractions, including mixed numbers, and divides whole numbers to solve real-world problems, using appropriate methods of computing, such as mental mathematics, paper and pencil, and calculator. (MA.A.3.2.3) • The student determines range, mean, median, and mode from sets of data. (MA.E.1.2.2)

ACADEMIC OUTCOMES/LESSON OBJECTIVES: • Students will read a selection adapted from the Pinellas Watershed Atlas, written in FCAT practice format. • Students will respond to FCAT-type questions or prompts in Reading, Writing, and Math.

BACKGROUND INFORMATION: Scientists measure the level of plant nutrients in lake water as one way to determine lake health. The score for the level of nutrients is the lake’s Trophic State Index, or TSI. The different trophic states are Oligotrophic, lacking nutrients, Mesotrophic, medium amount of nutrients, Eutrophic, rich in nutrients, and Hypereutrophic, or extremely rich in nutrients. Many factors are important to the status of the lake including dissolved oxygen (DO) and biological factors, such as plants and animals found in the test sites. TEACHER WEBSITE RESOURCES:

• Sunshine State Standards can be found at http://firn.edu/doe/menu/sss.htm • Information about FCAT can be found at http://www.firn.edu/doe/sas/fcat/pdf/fcatfact.pdf • Rubric for grading FCAT writing prompts http://www.firn.edu/doe/sas/fw/fwaprubr.htm • Rubric for grading FCAT reading questions http://www.firn.edu/doe/sas/fcat/pdf/rubrcrdn.pdf • Rubric for grading FCAT math questions http://www.firn.edu/doe/sas/fcat/pdf/rubrcmat.pdf • More FCAT-Friendly Activities, visit http://pelotes.jea.com

Students practice for the FCAT while learning about water quality indicators in different lakes.

Pinellas County Watershed Atlas Learning Kit How Healthy is Your Lake? Teacher’s Guide

MATERIALS NEEDED: Internet access with www.Pinellas.wateratlas.org bookmarked and student handout pages for “How Healthy Is Your Lake?” SAFETY: N/A VOCABULARY: trophic level, nutrient, phosphorus, oligotrophic, mesotrophic, eutrophic, hypereutrophic AUTHOR: Kelley G. Weitzel – Modified from the original lesson plans created for the Seminole County Watershed Atlas PROCEDURES:

1. Preview this FCAT-Friendly activity. Photocopy student handouts. 2. Preview the Pinellas Watershed Atlas.

Go to www.Pinellas.wateratlas.org > The Atlas > Lake Name and scroll down to a lake that is near your school. Look over the General Info page and read the information on Trophic Levels.

3. After students have completed the FCAT Friendly activities, select other lakes with which your students are familiar. Visit them on the Pinellas County Watershed Atlas website. 4. Using the information learned in the FCAT practice and the Watershed Atlas, discuss the general health of the nearby lake. How healthy is your lake?

KEY: Reading 1. The lower the rating, the better the nutrient levels. So the plants won’t grow out of control. 2. c. 3. d. 4. Use rubric to score- be sure answer includes explanation of choice.

Writing Use rubric to score writing from the Pinellas County Language Arts Frameworks. Math 1. c. 2. b. 3. 60.7


How Healthy is Your Lake? Handout

FLORIDA LAKE HEALTH AND THE TROPHIC STATE INDEX How can you tell if a lake is healthy? Lakes with many different kinds of plants and animals are usually healthier than lakes with only a few different species. So one way to measure a lake’s health is to count the different kinds of organisms living there. Another method is to test samples of the lake water for plant nutrients. Nutrients like nitrogen and phosphorus are required for healthy plant growth. But too high a level of nutrients can lead to trouble. Therefore, the amount of nutrients in the water can provide clues about the lake’s health. The table below shows how a lake’s health correlates to these nutrient levels. TROPHIC STATE INDEX (TSI)

Scientific Name for Lake Health What the Name Means Trophic State Index (TSI) Florida Lake Rating

Oligotrophic Lacking nutrients 0-49 Good

Mesotrophic Some nutrients 50-60 Good

Eutrophic Rich in nutrients 61-69 Fair

Hypereutrophic Extremely rich in nutrients 70-100 Poor

A “good” TSI (Trophic State Index) reading (0-60) means that the lake has low to medium nutrient levels. In other words, there are enough nutrients for a variety of plants to grow, but not so many that the plants grow out of control. A “fair” TSI reading reflects a high level of nutrients in the lake. These nutrients may allow a few of the plant species to grow so much that they take over all of the space, pushing out the other plants and choking the waterway so boaters cannot pass. A “poor” rating means that there are far more nutrients than the lake actually needs. Lake Seminole, for example, has a “poor” rating and Lake Tarpon has a “fair” rating. How do lakes end up with too many nutrients? Fertilizers and pet waste can contribute to this situation when they wash into the lake after a strong rain. If even a few landowners use too much fertilizer on their yards, these nutrients can damage the entire water body. Community members must work together to make sure their lakes stay healthy. If you live in Pinellas County and would like to investigate the health of a lake near you, visit the Pinellas Watershed Atlas Website. Type in the name of your lake to see the lake’s TSI, its size, a photograph of the lake, and more. Check it out by visiting www.Pinellas.WaterAtlas.org.

Students practice for the FCAT while learning about water quality indicators in different lakes.



FCAT-FRIENDLY READING QUESTIONS: Short response: 1. The above article, “How Healthy is Your Lake”, describes a relationship between the TSI and lake health. Use details and information from the article to describe this relationship. ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ 2. According to the article, which of the following is a TSI range?

a) Oligotrophic b) Lacking Nutrients c) 0 – 49 d) Good

3. The article states that Lake Seminole has a “poor” rating. Which of the following represents the potential TSI range for this lake?

a) 0 – 49 b) 50 – 60 c) 61 – 69 d) 70 – 100

Short Response: 4. Assume that the author must eliminate one column from the table in this article. Decide which column could be eliminated without removing information the reader needs to understand the meaning of the Trophic State Index (TSI). Explain why you chose to eliminate this column. _______________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________



FCAT-FRIENDLY WRITING PROMPTS 1. Scientists measure lake health to make sure that people are not damaging lake ecosystems. Imagine your school’s grounds committee has to decide whether to use a lot of fertilizer on the grass next to the school’s lake for greener grass, or plant different plants that don’t need fertilizer next to the lake to keep the lake healthy. Explain which choice you think your school would make and the reasons for this choice. 2. Lakes with high levels of nutrients are often choked with plants. Imagine that you are a duckling trying to swim through the tangle of plants. Write a story about the challenges you face on your journey across the lake. 3. Lakes that rate as “poor” often have fewer plant and animal species than lakes rating as “good.” Imagine two lakes: one edged with only one kind of tall waving grass and the other with a mixture of grasses and other plants. Explain which you would find more appealing in your neighborhood. 4. When plants grow out of control they can cover the surface of a lake, blocking out sunlight. Imagine that you are a fish living in a lake being covered by plants. Write a story about the day that the sun’s light is completely blocked out. MATH QUESTIONS TSI IN PINELLAS COUNTY LAKES

Lake Name Lake Size Most recent TSI/ Rating (May 2004)

Average TSI in the Past/ Rating

Cliff Stephens Park 14 acres 53.03/ Good 61.99/ Fair

Taylor Lake 49 acres 51.91/ Good 59.07/ Good

Alligator Lake 66 acres 56.32/ Good 57.73/ Good

Lake Tarpon 2504 acres 62.45/ Fair 53.84/ Good

Lake Seminole 684 aces 79.97/ Poor 75.91/ Poor 1. Which lake shows the greatest difference between the most recent TSI rating and the average past TSI rating?

a) Lake Tarpon b) Taylor Lake c) Cliff Stephens Park Lake d) Lake Seminole



2. For the five lakes in this table, which lake represents the median TSI rating for March 2006?

a) Taylor Lake b) Alligator Lake c) Cliff Stephens Park Lake d) Lake Seminole

3. For the five lakes in this table, what was the average TSI reading for the recent readings? Be sure to show your work and round your answer to the nearest tenth. Answer:____________________________________

Pinellas County Watershed Atlas Learning Kit Pointless Personal Pollution Teacher’s Guide

GRADE LEVEL: Intermediate Grades SUBJECT AREA/COURSE: Reading, Writing and Math SUNSHINE STATE STANDARDS:

• The student reads text and determines the main idea or essential message, identifies relevant supporting details and facts, and arranges events in chronological order. (LA.A.2.2.1) • The student determines the author’s purpose in a simple text. (LA.A.2.2.2) • The student reads and organizes information for a variety of purposes, including making a report, conducting interviews, taking a test, and performing an authentic task. (LA.B.2.2.5) • The student recognizes the difference between fact and opinion presented in a text. (LA.B.2.2.6) • The student identifies and uses literary terminology appropriate to the grade level, including symbol, theme, simile, alliteration, and assonance. (LA.E.1.2.5) • The student selects the appropriate operation to solve specific problems involving addition, subtraction, and multiplication of whole numbers, decimals, and fraction, and division of whole numbers. (MA.A.3.2.2) • The student adds, subtracts, and multiplies whole numbers, decimals, and fractions, including mixed numbers, and divides whole numbers to solve real-world problems, using appropriate methods of computing, such as mental mathematics, paper and pencil, and calculator. (MA.A.3.2.3) • The student uses concrete and graphic models to develop procedures for solving problems related to measurement including length, weight, time, temperature, perimeter, area, volume, and angle. (MA.B.1.2.1)

ACADEMIC OUTCOMES/LESSON OBJECTIVES: • Students will read a selection adapted from the Pinellas Watershed Atlas, written in FCAT practice format. • Students will respond to FCAT-type questions or prompts in Reading, Writing, and Math.

DURATION: One-two days BACKGROUND INFORMATION: Point-source pollution is pollution that comes from one point--- where you can point to the source (like a pipe discharging into a stream). Most of this kind of pollution has been cleaned up since the nineteen seventies. The major pollution entering our waterways today is non-point source pollution, which comes from many sources. The major sources are the pesticides, fertilizers, and pet waste. These pollutions find their way to waterways. People can help stop this “pointless” pollution through proper use of lawn chemicals and other means. There is hidden pollution caused by the products we use or the food we eat. MATERIALS NEEDED: Internet access with www.Pinellas.WaterAtlas.org book marked and student handout pages for “Personal Pointless Pollution”. SAFETY: N/A VOCABULARY: point source pollution, non-point source pollution, nutrients, fertilizer, pesticide, herbicide, prevention

Students practice for the FCAT while learning about non-point source pollution

Pinellas County Watershed Atlas Learning Kit Pointless Personal Pollution Teacher’s Guide

AUTHOR: Kelley Weitzel – Modified from the original lesson plans created for the Seminole County Watershed Atlas KEY:

Reading

1. b. LA.E.1.2.5, Bloom’s Taxonomy Level One 2. Use the rubric for Short Response Reading Questions – 2 points LA.A.2.2.1, Bloom’s Taxonomy Level One Example of a Top-Score Response:

Ways People Cause Pollution How Pollutants Hurt the Environment

How People Can Prevent Pollution

Car oil and antifreeze drips Kills underwater plants & animals Keep car in good condition

Pesticides Make egg shells thin Reduce the use of them

Animal Waste Add minerals to the water and make algae grow too much Properly dispose of it

3. d. LA.A.2.2.2, Bloom’s Taxonomy Level Two 4. Use the rubric for Extended Response Reading Questions – 4 points LA.A.2.2.1, Bloom’s Taxonomy Level Two Example of a Top-Score Response: The article shows that the statement “Ordinary people can not do anything to prevent water pollution” is false in several ways. First, it explains that people can stop underwater animals and plants from being killed by preventing car leaks. Next, it describes how people have already protected birds like eagles by making a law stopping the use of the pesticide DDT. Finally, it shows that doing something as simple as scooping pet poop can prevent waste from getting into the water system, and it can make you a better neighbor too! There are many ways people can prevent pollution.

Writing For All – Use the rubric for FCAT – 6 points

1. LA.B.2.2.6 2. LA.B.2.2.6 3. LA.B.2.2.5 4. LA.B.2.2.5


Pointless Personal Pollution Teacher’s Guide

Math

1. Use the rubric for Short Response Math Questions – 2 points Example of a Top-Score Response: 80 lbs./cow/day x 200 cows/herd – 16,000 lbs./herd x 365 days/year = 5,840,000 pounds of waste/year 2. Use the rubric for Short Response Math Questions – 2 points MA.B.1.2.1 Example of a Top Score Response: 6,400 square feet can be surrounded by the fence. 320 ft. divided by 4 = 80 ft. 80ft x 80 feet = 6,400 square feet 3. a. MA.A.3.2.2, MA.A.3.2.3

Resources for Data in Math Section:

• “Improving Old MacDonald’s Farm – Protecting Streams from “Fruited Plains,” United States Environmental Protection Agency. http://www.epa.gov/owow/nps/nps_edu/pdf/farms.pdf, 5/10/04. • “Make the Most of Manure,” Mother Earth News – The Original Guide to Living Wisely. http://www.motherearthnews.com/menarch/archive/issues/080/080-042-01.htm, 5/10/04. • “Frequently Asked Questions about New Mexico Dairies,” Dairy Producers of New Mexico. http://www.nmdairy.org/faq1.htm, 5/10/04.

Resources: • Sunshine State Standards can be found at http://firn.edu/doe/menu/sss.htm • Information about FCAT can be found at http://www.firn.edu/doe/sas/fcat/pdf/fcatfact.pdf • Rubric for grading FCAT writing prompts http://www.firn.edu/doe/sas/fw/fwaprubr.htm • Rubric for grading FCAT reading questions http://www.firn.edu/doe/sas/fcat/pdf/rubrcrdn.pdf • Rubric for grading FCAT math questions http://www.firn.edu/doe/sas/fcat/pdf/rubrcmat.pdf


Pointless Personal Pollution Handout

WATER POLLUTION AND YOU Most people blame water pollution on big factories. They think that all pollution pours out of big pipes, dirtying nearby rivers and streams. But this kind of pollution is only part of the problem. In fact, because it flows out from a single point, this “point source” pollution is fairly easy to fix. It is much harder to deal with the pollution caused by individual people. This kind of “personal pollution” enters the world in many different ways, so it is hard to track. Each of us makes water pollution. So, it’s up to us to reduce our own pointless personal pollution. Why is this pollution “pointless”? In one way of thinking, personal pollution is “pointless” because we don’t need to make it. In another way, it is “pointless” because it does not come from a single point, like a factory pipe. So how do people cause this pointless water pollution? They don’t think about the fact that everything that goes into a storm drain or ditch washes out into a river, lake, or the ocean. People know that pouring car oil into a storm drain is bad for the environment, but what about letting your car leak oil on the driveway? When it rains, the dripped oil washes into the storm drain. And you know where it goes from there! Sometimes people also use too much weed killer and fertilizer on their yards. When it rains, these chemicals wash right into a storm drain, causing pollution. Many people know that trash can wash into a storm drain and cause problems, but they never think about the issues caused by pet droppings. All it takes is one good rain, and you know where that waste is headed! Now you know how people make personal pollution. But what problems do these pollutants cause in nature? Car oil and antifreeze can kill underwater plants and animals. Pesticides (bug-killing chemicals) can hurt animals too. For example, an old pesticide called DDT caused eagles to lay eggs with very thin shells. When the mother eagle sat on the nest, her eggs would break. Today, there is a law against using DDT. People solved that problem! But fertilizers and animal droppings cause other problems by adding too many minerals to the water. These minerals make algae plants grow like crazy, turning lakes green and slimy. So how can people stop this pointless personal pollution? They can keep their vehicles in good condition so their cars don’t leak fluids. They can read the fertilizer label, and not over fertilize! And they can choose the best time to fertilize their yards— on days when it doesn’t rain. Rain washes the fertilizer right off the yard and into the ditch. Instead, people should fertilize on dry days. Sprinklers will carry the fertilizer down to the grass roots where it should be, making the yard green. Finally, when walking Fido, people should clean up the waste so it doesn’t wash into a ditch (or get squashed on someone’s shoe!) These easy steps aren’t just decreasing water pollution; they’re making you a good neighbor. Your driveway won’t be stained and dirty; your grass still will be green and beautiful; and people can walk through your yard without stepping in animal waste. To find out more, visit the Pinellas Watershed Atlas Website at http://www.Pinellas.WaterAtlas.org, then click on Education, and scroll to the Pointless Personal Pollution document.

Students practice for the FCAT while learning about non-point source pollution



RESOURCE: “Pointless Personal Pollution,” by the Florida Department of Environmental Protection, linked on www.Pinellas.WaterAtlas.org. Visit this and other outstanding educational sites via the Pinellas Watershed Atlas Website, www.Pinellas.WaterAtlas.org > Education > Scroll down to Pointless Personal Pollution. Note that you will have to change pages when scrolling through the Educational Tools documents. READING QUESTIONS: 1. The phrase “Pointless Personal Pollution” uses the word “pointless” as a pun. Read the following sentences, quoted from the article’s first paragraph.

“In one way of thinking, personal pollution is “pointless” because we don’t need to make it. In another way, it is “pointless” because it does not come from a single point, like a factory pipe.” Based on your understanding of this quotation, circle the best definition of the word “pun?”

a. A phrase that uses opposites to make its point b. A phrase that is clever because it has two meanings c. A phrase that avoids using alliteration d. A phrase that uses quotations to strengthen a point

2. This article provides information about three different topics. First, it describes ways that people cause pollution. Second, it describes how those pollutants hurt the environment. Third, it describes how people can prevent this pollution. Based on your reading of the article, complete the following table with information about three pollution problems.

Ways People Cause Pollution How Pollutants Hurt the Environment

How People Can Prevent Pollution



3. Based on your reading of the article, with which of the following statements do you think the author would agree?

a) Most pollution is created by large factories. b) Individual people create all of the world’s water pollutants. c) Most people create pollution on purpose. d) Most people do not realize they are creating water pollution.

4. Use details from the article to prove that the following statement is false. “Ordinary people cannot do anything to prevent water pollution.” ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ WRITING PROMPTS 1. Water can be polluted by many different things. Think about a time you saw water that seemed dirty or polluted. Explain the reasons you thought the water was polluted. 2. One slogan about pollution is “If we all do a little, we can do a lot.” Think about how this statement applies to the problem of pollution. Explain the relationship between this statement and the problem of pollution. 3. Human beings cause pollution problems, and they have the power to solve these problems too. Think about a pollution problem you could improve without spending any money. Write a story about a boy or girl that tries out your solution. 4. All living things need water to survive. Think about how thirsty you feel when exercising on a hot day. Write a story about a girl or boy who is competing in a race in the middle of a hot summer afternoon.



MATH QUESTIONS Animal waste (manure) from farms is called “point source pollution” because the waste is generated at a specific location (or point)— the farm. Almost all Floridians contribute to this point source pollution, even those who don’t live on farms. How? If you drink milk, eat ice cream, or enjoy hamburgers, you are using products that come from cattle ranches. By buying and using these items, you are contributing to the pollution created there. Since most people never see the pollution they are helping to create, it is called “hidden” pollution. 1. One 1,000-pound dairy cow can produce about 80 pounds of waste (manure) each day. In one year, how much waste would a herd of 200 cows create? Assume that each cow in this herd weighs about 1,000 pounds. [Note: 1 year = 365 days.] Use the space below to show your work. 2. Animal waste runoff can be controlled by building strong walls around the manure areas. These walls prevent the waste from washing into a ditch or river. Assume that a farmer has enough materials to build 320 feet of fencing. What is the largest square area he can fence to prevent waste runoff? Be sure to show your work. [Note: Perimeter of a square = 4 x length of one side. Area of a square = (length of one side) x (length of one side)]



3. Animal manure can become a serious water pollutant when it washes into rivers and lakes. Based on the data in the table titled “1999 Manure Totals,” which of the following describes the relationship between the amount of manure produced by Beef cows and the amount produced by Dairy cows? Circle your answer.

a. Beef cows produced 1.53 times more manure than Dairy cows. b. Dairy cows produced 1.53 times more manure than Beef cows. c. Beef cows produced less than half as much manure as Dairy cows. d. Dairy cows produced less than half as much manure as Beef cows.

1999 Manure Totals

Type of Farm Animal Manure Produced in 1999

Beef cows 624 Billion Pounds

Dairy cows 409 Billion Pounds

Pigs 242 Billion Pounds

Poultry (Chickens, Turkeys, etc.) 146 Billion Pounds


What Lives in a Wetland? Teacher’s Guide

GRADE LEVEL: Intermediate grades SUBJECT AREA/COURSE: Reading, Writing (Language Arts) and Math SUNSHINE STATE STANDARDS:

• The student reads text and determines the main idea or essential message, identifies relevant supporting details and facts, and arranges events in chronological order. (LA.A.2.2.1) • The student reads and organizes information for a variety of purposes, including making a report, conducting interviews, taking a test, and performing an authentic task. (LA.B.2.2.5) • The student recognizes the difference between fact and opinion presented in a text. (LA.B.2.2.6) • The student selects the appropriate operation to solve specific problems involving addition, subtraction, and multiplication of whole numbers, decimals, and fraction, and division of whole numbers. (MA.A.3.2.2) • The student adds, subtracts, and multiplies whole numbers, decimals, and fractions, including mixed numbers, and divides whole numbers to solve real-world problems, using appropriate methods of computing, such as mental mathematics, paper and pencil, and calculator. (MA.A.3.2.3) • The student determines range, mean, median, and mode from sets of data. (MA.E.1.2.2)

ACADEMIC OUTCOMES/LESSON OBJECTIVES: • Students will read a selection adapted from the Education Watershed Atlas, written in FCAT practice form. • Students will respond to FCAT-type questions or prompts in Reading, Writing, and Math.

DURATION: One instructional period TEACHER BACKGROUND INFORMATION: Florida wetlands are varied and range from marshes that have water year-round to riverside swamps that flood almost yearly. Some low places that occasionally have standing water are important nursery grounds for amphibians because they lack predator fish that would eat eggs and young. Here, animals and plants must survive both dry and wet times. Some amphibians wait out the dry time buried in the mud. The kind of soil and the plants that are present are both used to define a wetland. The soil may be wet year-round, as in a marsh, or wet only during the rainy season. Animals and plants living in wetlands must find solutions to living in these conditions. These living creatures have adaptations for residing in wetlands. Read the students’ reading selection below for some examples of these adaptations. Visit http://www.Pinellas.wateratlas.org > Education and scroll down to Florida Wetlands, University of Florida - Wetlands Extension (http://wetlandextension.ifas.ufl.edu/). You will need to change pages to scroll to this site. Explore, and then lead your students on a guided tour of this site for a deeper understanding of wetlands.

Students practice for the FCAT while learning about Florida wetlands

Pinellas County Watershed Atlas Learning Kit What Lives in a Wetland? Teacher’s Guide

TEACHER WEBSITE RESOURCES: • Sunshine State Standards can be found at http://firn.edu/doe/menu/sss.htm • Information about FCAT can be found at http://www.firn.edu/doe/sas/fcat/pdf/fcatfact.pdf • Rubric for grading FCAT writing prompts http://www.firn.edu/doe/sas/fw/fwaprubr.htm • Rubric for grading FCAT reading questions http://www.firn.edu/doe/sas/fcat/pdf/rubrcrdn.pdf • Rubric for grading FCAT math questions http://www.firn.edu/doe/sas/fcat/pdf/rubrcmat.pdf • More FCAT-Friendly Activities, visit http://pelotes.jea.com

MATERIALS NEEDED: Internet access with www.pinellas.wateratlas.org bookmarked, student pages for “What Lives in a Wetland?”. SAFETY: N/A VOCABULARY: wetland, swamp, estuary, exotic, oxygen, mode, muck, buttress, adaptation AUTHOR: Kelley Weitzel – Modified from the original lesson plans created for the Seminole County Watershed Atlas. KEY:

Reading

1. Use the rubric for Short Response Reading Questions – 2 points LA.A.2.2.1, Bloom’s Taxonomy Level One Example of a Top-Score Response: Some wetland plants, like cypress trees, can grow roots that reach above the surface of the water. These “knees” help the trees breathe even when most of their roots are underwater. Other plants grow floating leaves so they can reach sunlight even though the rest of the plant is underwater. 2. c. LA.A.2.2.1, Bloom’s Taxonomy Level One 3. b. LA.A.2.2.1, Bloom’s Taxonomy Level One 4. Use the rubric for Extended Response Reading Questions – 4 points LA.A.2.2.5, Bloom’s Taxonomy Level Two Example of a Top-Score Response This opinion is false in three different ways. First, it says that all wetlands are the same, and the article says that there are many different kinds. Then the opinion says that all wetlands are soaking wet. But the article says that some wetlands are only wet during the rainy season. They’re probably dry during the rest of the year. Last, the opinion says that wetlands are filled with nothing but bugs. The article says that frogs, bears, panthers, manatees, and birds live in wetlands. That’s a lot more than just bugs.

Writing For All – Use the rubric for Florida Writes! – 6 points

1. LA.B.2.2.6 2. LA.B.2.2.6 3. LA.B.2.2.5 4. LA.B.2.2.5

Pinellas County Watershed Atlas Learning Kit What Lives in a Wetland? Teacher’s Guide

Math

1. c. MA.E.1.2.2 2. c. MAA.3.2.2, MA.3.2.3 3. Use the rubric for Extended Response Math Questions – 4 points MA.A.3.2.2, MA.3.2.3 Example of a Top-Score Response: 32 feet x 1 year = 2.67 feet rounded to the nearest tenth = 2.7 feet/month year 12 months month 4. c. MAA.3.2.2, MA.3.2.3

RESOURCES:

• Sunshine State Standards can be found at http://firn.edu/doe/menu/sss.htm • Information about FCAT can be found at http://www.firn.edu/doe/sas/fcat/pdf/fcatfact.pdf • Rubric for grading FCAT writing prompts http://www.firn.edu/doe/sas/fw/fwaprubr.htm • Rubric for grading FCAT reading questions http://www.firn.edu/doe/sas/fcat/pdf/rubrcrdn.pdf • Rubric for grading FCAT math questions http://www.firn.edu/doe/sas/fcat/pdf/rubrcmat.pdf


What Lives in a Wetland? Handout

WETLAND WONDERS How can you tell that a place is really a wetland? It’s not as easy as you might think. These important ecosystems come in many different forms, including estuaries, swamps, marshes, rivers, springs, and lakes. Some wetland areas are underwater throughout the year. Others are only damp and mucky during the rainy season. Some wetlands have salty water, while others have fresh water. So how can you be sure something is a wetland? Well, all wetlands have two things in common. First, they’re all wet — at least for part of the year. Second, they are full of plants and animals which are built to survive in wet habitats. Wetland plants have adapted to handling tough conditions, including poorly oxygenated soil, poor stability, and for some living in the water, low sunlight. For example, did you know plants breathe in oxygen through their roots? This causes problems in a wetland when roots are covered by water. Cypress trees deal with this problem by growing roots that stick up above the surface of the water, like snorkels. These cypress “knee” snorkels may help the roots to breathe and make the tree more stable in soggy wetland soils. Stability is also important in wetlands because soft, muddy soils cannot anchor a tree against high winds. To help hold themselves upright, many wetland tree trunks become “buttressed,” with wide, swollen bases. If you see a buttressed tree trunk, this is a clue that the area is probably wet during some part of the year. These same trunks lift wetland tree leaves high above the water’s surface to reach sunlight. Lacking this strong trunk, underwater plants must deal with the layer of water that stands between them and the sun’s rays. Lily pads have a unique solution; their leaves float up to the water’s surface where they can reach sunlight! Wetland birds and mammals have their own set of challenges to deal with, including staying warm, keeping dry, and moving effectively in a watery environment. For example, swimming underwater all day can really lower an animal’s body temperature. Manatees handle this problem by growing thick layers of fat and blubber to keep them warm. Wetland birds face another difficulty; damp feathers don’t fly very well. They’ve got to keep their feathers dry. Fish-spearing birds, like egrets, have long, skinny legs and long, thin beaks that hold their feathers well above the water. Ducks keep their feathers dry by spreading natural waterproof oils on their feathers. These birds are constantly preening – combing their feathers and keeping them well oiled - which allows them to swim as often as they like while keeping their feathers dry. All three of these animals are built for moving effectively in wetland environments. An egret’s long, thin toes help it balance on muddy shores. The duck’s webbed feet and the manatee’s broad tail help to move them through the open waters. But each of these animals must still get its head to the surface to breathe. Frogs have webbed feet like ducks, but they have an extra adaptation that helps them move effectively through water. They can breathe through their skin. That way, if frogs are underwater too long, they have a back-up plan for getting oxygen! Humans do not have blubber, webbed feet, or breathable skin to adapt them for living in or under water for prolonged periods of time. As a result, people should take safety precautions when visiting swimming areas. Remember, knowing how to swim can save your life! If you don’t already know how, learn today!

Students practice for the FCAT while learning about Florida wetlands



1. According to the article, what are two ways that plants are adapted to survive in wetland environments? ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ 2. According to the article, all wetlands have two things in common. Which of the following best describes those two things?

a. Deep fresh water throughout the year and tall white egrets b. Salty water part of the year and plants adapted to handle salt c. Water during part or all of the year and water-adapted plants and animals d. Water only during the rainy season and lily pads that float

3. If the article needed a new title, which of the following would work best?

a. Wet or Dry? b. Wetland Adaptations c. Amazing Animal Adaptations d. Cool Wetland Plants

4. People have different opinions about natural areas like wetlands. Use details from the article to prove that the following opinion is FALSE: “Wetlands are all the same – soaking wet and filled with nothing but bugs.” ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________

FCAT-FRIENDLY WRITING PROMPTS: 1. Wetland soils are often dark and oozing, and smell sulfurous like boiled eggs. Think about the kinds of soil (dirt) you’ve seen in schoolyards, neighborhoods, parks, or beaches. Write to explain how a kind of soil you’ve seen looks, feels, or smells different from wetland soils. 2. At night, Florida wetlands are filled with the sounds of frogs. Imagine that you are a frog calling as loud as you can. Write to explain what your song is saying to other frogs. 3. Florida swamps have beautiful orchid flowers, buzzing mosquitoes, and cool, still waters. Imagine that flowers, mosquitoes, and water could talk. Write a story about a conversation they might have in a Florida swamp. 4. Large mammals, including bears, panthers, and manatees, live deep inside some Florida rivers and wetlands. Imagine that you are a bear, panther, or manatee. Write a story about the first time you see a human being visiting your river or wetland. FCAT-FRIENDLY MATH QUESTIONS:



Florida Exotic Plant Introduction Dates

Exotic Plant Date Plant was Brought to Florida

Water Lettuce 1565

Skunk Vine 1897

Wild Taro 1910

Latherleaf 1930

Melaleuca 1930

Hygrophila 1945

Hydrilla 1950

1. Plants that are brought to Florida from other places are called “exotics.” These exotic plants sometimes invade wetland areas that should be filled with Florida plants. The table shows the dates that several exotic plants were introduced into Florida. Choose the date that reflects the “mode.”

a. 1565 b. 1871 c. 1930 d. 1950

2. Hygrophila plants were imported from India for use in household aquariums. These plants were released into Florida wetlands and have become a serious problem because they spread so quickly. In one year 0.1 acres of hygrophila can grow enough to cover 10 acres. If 2 acres of wetland in your neighborhood is covered by hygrophila plants now, how many acres will be covered after 1 year?

a. 20 b. 40 c. 200 d. 400



3. Latherleaf plants are invading the Florida Everglades. Stems of this plant can grow 32 feet in one year. How many feet do these plant stems grow in one month? Be sure to show your work and round your answer to the nearest tenth. 4. The water hyacinth is a floating plant that forms dense green mats across the top of the water. This plant grows very quickly. It can double its population in only eight days. If one water hyacinth invades a lake, how many hyacinth plants will there be after 8 weeks? Round your answer to the nearest whole number.

a. 32 b. 64 c. 128 d. 256


Middle School Curriculum


Clean Water Volunteers Teacher’s Guide

GRADE LEVEL: 6th-8th SUBJECT AREA/COURSE: Reading, Writing (Language Arts), and Math SUNSHINE STATE STANDARDS:

• The student identifies the author’s purpose and/or point of view in a variety of texts and uses the information to construct meaning. (LA.A.2.3.2) • The student recognizes logical, ethical, and emotional appeals in texts. (LA.A.2.3.3) • The student locates, organizes, and interprets written information for a variety of purposes, including classroom research, collaborative decision making, and performing a school or real world task. (LA.A.2.3.5) • The student selects and uses appropriate formats for writing, including narrative, persuasive, and expository formats, according to the intended audience, purpose, and occasion. (LA.B.2.3.3) • The student adds, subtracts, multiplies, and divides whole numbers, decimals, and fractions, including mixed numbers, to solve real-world problems, using appropriate methods of computing, such as mental mathematics, paper and pencil, and calculator. (MA.A.3.3.3) • The student uses algebraic problem-solving strategies to solve real-world problems involving linear equations and inequalities. (MA.D.2.3.2) • The student analyzes real-world data by applying appropriate formulas for measures of central tendency and organizing data in a quality display, using appropriate technology, including calculators and computers. (MA.E.1.3.3) • The student formulates hypotheses, designs experiments, collects and interprets data, and evaluates hypotheses by making inferences and drawing conclusions based on statistics (range, median, and mode) and tables, graphs, and charts. (MA.E.3.3.1)

ACADEMIC OUTCOMES/LESSON OBJECTIVES:

• Students will read a selection accessible from the Pinellas Watershed Atlas. • Students will respond to FCAT-type questions or prompts in Reading, Writing, and Math.

DURATION: One Instructional period. TEACHER BACKGROUND INFORMATION: Resources like the Pinellas County Watershed Atlas rely on volunteers to collect water samples, measure water levels, and participate in local cleanup activities. A primary goal is to regularly assess indicators of water quality and generate long term water quality trends so environmental problems can be identified quickly. Effective use of volunteer hours means improved health for our water bodies, our planet, and our families. TEACHER WEBSITE RESOURCES:

• Sunshine State Standards can be found at http://firn.edu/doe/menu/sss.htm • Information about FCAT can be found at http://www.firn.edu/doe/sas/fcat/pdf/fcatfact.pdf • Rubric for grading FCAT writing prompts http://www.firn.edu/doe/sas/fw/fwaprubr.htm • Rubric for grading FCAT reading questions http://www.firn.edu/doe/sas/fcat/pdf/rubrcrdn.pdf • Rubric for grading FCAT math questions http://www.firn.edu/doe/sas/fcat/pdf/rubrcmat.pdf • More FCAT-Friendly Activities, visit http://pelotes.jea.com

Students practice for the FCAT and learn about volunteer watershed clean-up and monitoring programs



MATERIALS NEEDED: Internet access with www.Pinellas.WaterAtlas.org book marked, student pages for “Clean Water Volunteers” SAFETY: N/A VOCABULARY: volunteer, resource, monitor, aquatic, wetland, campaign, conservation, erosion, sediment, watershed, biochemist, entomologist, sensitive, tolerant KEY: Reading

1. c. LA.A.2.3.2, Bloom’s Taxonomy Level Two 2. b. LA.A.2.3.3, Bloom’s Taxonomy Level One 3. c. LA.A.2.3.2, Bloom’s Taxonomy Level Two 4. Use the rubric for Extended Response Reading Questions – 4 points LA.A.2.3.5 Bloom’s Taxonomy Level Two Example of a Top-Score Response: I could organize a volunteer cleanup of the retention pond on the school grounds. First, I would research how to organize a cleanup campaign by using the two websites in the article. I would also find out if there are already cleanup teams in the area and ask for their assistance. I would ask a hardware store to donate garbage bags and plastic gloves. Then I would ask student service clubs to volunteer their time either for the cleanup or for bringing food for the celebration party afterwards. We can also get photos for the school paper like the ones in the article to make sure the whole school learns about the project.

Writing For All – Use the rubric for FCAT Writes! – 6 points

1. LA.B.2.3.3 2. LA.B.2.3.3 3. LA.B.2.3.3 4. LA.B.2.3.3



Math

1. Use the rubric for Extended Response Math Questions – 4 points MA.E.1.3.3 Example of a Top-Score Response:

Watershed Name Volunteer Coverage per square mile

Boca Ciega Bay 0

Clearwater Harbor .14

Lake Tarpon 0

Lower Tampa Bay .06

Narrows .13

Old Tampa Bay .02

Riviera Bay 0

1. a. Clearwater Harbor & b. Narrows have the best volunteer coverage. 2. Use the rubric for Short Response Math Questions – 2 points MA.E.1.3.3 Example of a Top-Score Response: The average volunteer coverage is 0.048. Average = Add together all of the volunteer coverage values and divide by 7, the total number of watersheds. The 7 watersheds that have values of less than 0.048 for volunteer coverage include Boca Ciega, Lake Tarpon, Old Tampa Bay, and Riviera. 3. b. MA.E.3.3.1



4. Use the rubric for Short Response Math Questions – 2 points MA.D.2.3.2 Example of a Top-Score Response: Recruit 2 more volunteers. Old Tampa Bay has .02 volunteer coverage with 1 volunteer. The county average is 0.048 volunteer coverage. To find out how many volunteers Old Tampa Bay would need to meet the county average, set up the following algebraic equation: 0.048 = x volunteers / 61 square miles x = 2.928 = # volunteers to meet county average. In whole people, that’s 3; also that surpasses the county average as the question stated.

PROCEDURE:

1. Preview this FCAT-Friendly activity. Print copies for your students. 2. Preview the Pinellas Watershed Atlas.

a. Go to www.Pinellas.WaterAtlas.org > The Atlas > Visit several different watershed pages from the pop-down menu. Look over the General Info including volunteers, watershed size, and land use. b. Find your school’s watershed. On the website, > Atlas > View a List of all Water bodies. If you know your watershed, choose it from the list. If not, scroll down and find the name of a lake, river, or stream near your school. Beside it, you will see the name of the watershed it is in. Click on the watershed. Click on and read “Learn more about watersheds.”

3. Have your student’s research volunteer opportunities in your area, particularly those with environmental impacts. 4. Using the information learned in the FCAT practice and the Watershed Atlas, discuss a volunteer opportunity that might be appropriate for your class.

AUTHOR: Kelley G. Weitzel – Modified from the original lesson plans created for the Seminole County Watershed Atlas.


Clean Water Volunteers Handout

JOIN A STREAM TEAM! Dive into a Clean Water Project

1. To find the reading segment, go to www.Pinellas.WaterAtlas.org > Education 2. Under General Documents and Links scroll down to and click “EPA Surf Your Watershed.” 3. Once you are on that page, look at the topics in small print at the top of the page. Click on “Wetlands, Oceans & Watersheds.” 4. Under “Protecting Our Resources” click on “Polluted Runoff Control”.” 5. Click on “Information for Students/Educators” Scroll down to “Articles and Activities for Middle school Students” > “Join a Stream Team.” 6. Read the article.

FCAT-FRIENDLY READING QUESTIONS: (circle the correct responses.) 1. The author included several photographs, illustrations, and information boxes in this article. Which of these was intended to motivate students to become volunteer water quality monitors?

a. Drawings of bugs that live in the water. b. Definitions of water quality careers. c. Photographs of students taking water samples. d. Photographs of people collecting trash.

2. Based on your reading of the article and the illustration titled “What’s Buggin’ You?”, which of the following would you expect to find in greatest number in a very polluted lake?

a. Hellgrammite, Beetle Larvae, Aquatic Worm b. Aquatic Worm, Midge, Leech c. Hellgrammite, Mayfly, Stonefly d. Beetle Larvae, Scud, Damselfly

3. What is the author’s main purpose for including two websites in this article?

a. To encourage students to become computer literate. b. To encourage students to spend more time out in nature. c. To encourage students to participate in water quality programs. d. To encourage students to better utilize recreational water activities.

Students practice for the FCAT and learn about volunteer watershed clean-up and monitoring programs



4. The article describes three ways individuals can volunteer to improve environmental water quality. Use details and information from the article to explain how you could implement ONE of these projects in your community. ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ FCAT-FRIENDLY WRITING PROMPTS: 1. A variety of volunteer activities are available for middle and high school students. Think about a volunteer activity that a group of students could work on together. Write to explain why you would choose this volunteer experience. 2. Some professions that deal with water quality include analyzing water, studying the way insects react to polluted environments, and recruiting volunteers to test water quality. Think about which of these careers would be most appropriate for you. Write to persuade your guidance counselor that this career choice is right for you. 3. During the 1998 International Coastal Cleanup, more than 40,000 cigarette butts were picked up by volunteers. Think about the trash you see regularly near your school, home, or recreation area. Write to persuade your principal to sponsor a cleanup event at one of these sites. 4. Baby mayflies usually die when their habitat becomes polluted, while other creatures, like leeches, thrive in poor quality water. Imagine that your science project detects 50% fewer mayflies in your school’s lake in 2006 than a previous study found in 2005. Write to explain how this shift in aquatic life could cause problems for your school.



FCAT-FRIENDLY MATH QUESTIONS: Assume that you’ve recently been hired to manage the volunteer program for water quality sampling in Pinellas County. Use the data in the following table, gathered from the Pinellas Water Atlas Website, to help you find answers needed in creating a regional volunteer plan.

Volunteer Watershed Data

Watershed Name

# Volunteers

in Watershed

Watershed Area in Square Miles

Volunteer Coverage

#Volunteers Square Mile

% Agricultural

Land in Watershed

% Built Lands (Residential

& Commercial) in Watershed

% Conservation

Land

Boca Ciega Bay 0 19.8 0 94 1

Clearwater Harbor 2 13.9 0 96 0

Lake Tarpon 0 35.1 3 48 23

Lower Tampa Bay 1 16 0 89 6

Narrows 2 15.3 1 90 5

Old Tampa Bay 1 61 1 75 8

Riviera Bay 0 24.2 0 82 3

1. Start your assessment by figuring out how strong your volunteer coverage is in each watershed. For the purposes of your study, the best coverage is 1 volunteer per square mile. The worst coverage is 0 volunteers per square mile. Compute the volunteer coverage for each watershed and enter it in the table above. [Note: In this study, volunteer coverage is equivalent to # of volunteers ÷ square miles. Obviously, in real life you can’t have 1/3 of a volunteer. However, since we’re dealing here with volunteer coverage, {not the specific # of volunteers} your answers for question 1 and your calculations for questions 2 and 3 may include values that are not whole numbers.]



On the lines below, write the names of the two watersheds with the best volunteer coverage. a.___________________________________________________________ b.___________________________________________________________ 2. The next step is finding out where improvement is needed. In the area below, write the names of the watersheds that have less than average volunteer coverage for Pinellas County. Be sure to show your work. [Note: As before, volunteer coverage is equivalent to # of volunteers ÷ square miles.] 3. You hope to find out why some areas have below-average volunteer levels. Based on the information in the table, is there any correlation between the volunteer coverage and the way this land is being used by the community? [Note: As before, volunteer coverage is equivalent to # of volunteer’s ÷ square miles.] Circle the correct answer.

a. The highest % of Conservation Lands correlates strongly with the best volunteer coverage. b. The highest % of Built Lands correlates weakly with the best volunteer coverage. c. The lowest % of Agricultural lands correlates strongly with the lowest volunteer coverage. d. There is no correlation between Land Use and volunteer coverage.



4) You are planning to recruit additional volunteers in watersheds with poor water quality. What is the minimum ADDITIONAL number of volunteers you would need to recruit in the Old Tampa Bay watershed so that the total volunteer coverage in that watershed surpasses the county average? Be sure to show your work or explain your thought process. [Note: Remember, while volunteer coverage can be a fraction or decimal, real people do not come in halves or thirds. Be sure that your answer for question # 4 is a whole number.]


Contour Map Activity Teacher’s Guide

GRADE LEVEL: 6th – 8th SUBJECT AREA/COURSE: Geography/History and Science SUNSHINE STATE STANDARDS:

• The student uses various map forms and other geographic representations tools and technologies to acquire, process, and report geographic information including patterns of land use, connections between places, and patterns and processes of migration and diffusion. (SS.B.1.3.1)

• The student knows that a model of something is different from the real thing, but can be used to learn something about the real thing. (SC.H.1.2.5)


• Students will select the bathymetric map for Lake Seminole. • Students will draw (free-hand) the outline of the lake and approximate the contours from the

Pinellas County Water Atlas (http://www.pinellas.wateratlas.usf.edu/). • Students will translate, key and color the maps using prior knowledge of colored physical maps.

BACKGROUND INFORMATION: Geography texts published in the 1990’s and beyond contain few, if any, contour maps; however the Annual National Geographic Geography Bee and, very likely, the coming Social Studies FCAT, require an understanding of non-colored contour maps. This lesson uses the Pinellas County Watershed Atlas contour maps as a basis for students to translate into the more familiar physical maps that show altitude. Students should be familiar with map keys and colored physical maps depicting altitude. This lesson can be completed in one, or slightly more than one, instructional period. MATERIALS NEEDED: Internet access, handout worksheet (provided), colored pencils (several shades of blue would be best). SAFETY: N/A VOCABULARY: contour, altitude, sea level KEY: Answers will vary. AUTHOR: Brad Garner – Modified from the original lesson plans created for the Seminole County Watershed Atlas.


Contour Map Activity Handout

Go to the Pinellas County Water Atlas http://www.pinellas.wateratlas.usf.edu/. Click in the Waterbody Search box, type Lake Seminole and click the arrow in the green box next to the waterbody search. Under the Waterbody Name column, click on Seminole, Lake. Click on the Hydrology tab near the top of the page. Open the bathymetry map for Lake Seminole by clicking on View Contour Map of Lake in the Bathymetric Map section. Draw the perimeter of the lake in the square below and its contours as closely as you can to the contours shown on the web page.

Lake Seminole Make a key below and color the contours to show at least three (3) depth ranges. Use colors in the blue spectrum use darker colors to represent the lower depths and lighter colors to represent the shallower depths. Make note of the altitude of the lake perimeter when coloring your key and map. ______________ to ______________ ft ______________ to ______________ ft ______________ to ______________ ft ______________ to ______________ ft ______________ to ______________ ft ______________ to ______________ ft ______________ to ______________ ft ______________ to ______________ ft


Developing Map Skills Teacher’s Guide

GRADE LEVEL: 6th -12th SUBJECT AREA/COURSE: Environmental Science, Geography, Math SUNSHINE STATE STANDARDS:

• Uses concrete and graphic models to derive formulas for finding perimeter, area, surface area, circumference, and volume of two- and three-dimensional shapes, including rectangular solids, cylinders, cones, and pyramids (MA.B.1.4) • Selects and uses direct (measured) and indirect (not measured) methods of measurement as appropriate (MA.B.2.4) • Uses a variety of maps, geographic technologies including geographic information systems (GIS) and satellite- produced imagery, and other advanced graphic representations to depict geographic problems. (SS.B.11.4.1) • Knows that technological problems often create a demand for new scientific knowledge and that new technologies make it possible for scientists to extend their research in a way that advances science knows that technological problems often create a demand for new scientific knowledge and that new technologies make it possible for scientists to extend their research in a way that advances science (SC.H.3.4.2) • Understands the advantages and disadvantages of using maps from different sources and different points of view (SS.B.1.4.1)


1. Students will be able to discuss and demonstrate how certain terms are used when working with maps. 2. Students will be able to locate objects on a map using longitude and latitude. 3. Students will be able to recognize the shape of various water bodies by analyzing the contours of the bodies of water. 4. Students will organize data in a meaningful table.

TEACHER BACKGROUND INFORMATION: The instructor should be able to use a compass. There are many books available to explain the compass terms of bearing and heading. Simple outdoor activities can be done as a pre-lab to illustrate the meaning of these terms. Locating objects on your campus would be a simple activity that could be done according to compass directions. The teacher will also need to select the study lakes on the website and obtain maps of Hillsborough and Pinellas County, Florida or appropriate USGS Quadrangle maps. The USGS Quadrangle maps are available for purchase online or from outdoor sport stores. Check to see if you have access to the newest maps. (Save older maps for land use change studies.) Assign the lakes to groups of students in an order such that the maps can be shared by student teams. MATERIALS NEEDED (STUDENTS/TEACHER): Access to computers, Internet connections with www.Hillsborough.WaterAtlas.org bookmarked, compasses (for basic skills), USGS Quadrangle maps or street maps of the study areas, copies of the student handouts.

Students use the Watershed Atlas website, compasses and USGS maps to develop map skills.


Developing Map Skills Teacher’s Guide

SAFETY: If an outdoor compass practice is included, discuss behavior and performance expectations. VOCABULARY: longitude, latitude, bearing, quadrangle map, elevation and contour intervals, degrees, minutes, and seconds AUTHOR: Brian Keyes: [email protected]. – Modified from the original lesson plans created for the Seminole County Watershed Atlas.


Developing Map Skills Handout

A watershed (also called a drainage basin) is an area on the land surface from which water flows, or has the potential to flow, into a stream or lake. Watersheds are naturally separated from adjacent basins by topographic divides. Therefore, watersheds can cross political boundaries such as county lines. For instance, some of the water from Hillsborough County flows into Pinellas County. In this lesson we will be examining several lakes from the Brooker Creek Watershed in Hillsborough County since water from these lakes ultimately flows into areas of northern Pinellas County. INSTRUCTIONS: Create a data table for your study lakes to organize the information for use and analysis. 1. Access the Hillsborough County Watershed Atlas to obtain your data. Go to www.Hillsborough.WaterAtlas.org > The Atlas > Watershed > and use the scroll-down menu to select Brooker Creek Watershed. When the General Info page appears, scroll down to FIND A SPECIFIC WATERBODY, click on the link for a list of all water bodies in this watershed. Select a lake. On the lake’s General Information page scroll to the bottom to find the latitude and longitude of the particular body of water and the USGS Quarter Quad map on which that particular body of water can be found. 2. Using the latitude and longitude figures printed on the edges of the map; locate the first lake on your list. Using the location of the second body of water, determine and record the bearing one would have to take from the first lake to get to the second lake, “as the crow flies.” Continue collecting data until all locations have been plotted. 3. Determine the change in elevation from one body of water to another. On the lake webpage, click on the Hydrology Tab (at the top of the page) and scroll down to the Bathymetric Map > Lake Elevation. An estimation may be computed by using the USGS maps. 4. Return to the lake website pages > Hydrology tab. Scroll down and view the contour maps of the bodies of water with which you worked. Create a new data table illustrating the lakes with the greatest change in depth and rank the lakes in order of their overall average depth. Rank lakes from the most shallow to the deepest.

Students use the Watershed Atlas website, compasses and USGS maps to develop map skills.


Dimensional Analysis Teacher’s Guide

Students gather data, select appropriate units of measure and convert from one system to another. GRADE LEVEL: 8th SUBJECT AREA/COURSE: Algebra I SUNSHINE STATE STANDARDS:

• The student uses direct (measured) and indirect (not measured) measures to compare a given characteristic in either metric or customary units. (MA.B.2.3.1) • The student solves problems involving units of measure and converts answers to a larger or smaller unit within either the metric or customary system. (MA.B.2.3.2) • The student selects appropriate units of measurement and determines and applies significant digits in a real-world context. (Significant digits should relate to both instrument precision and to the least precise unit of measurement.) Selects appropriate units of measurement and determines and applies significant digits in a real-world context. (Significant digits should relate to both instrument precision and to the least precise unit of measurement.) (MA.B.4.3.1)


• Students will convert units between standard and metric systems. • Students will use ratios to compare units. • Students will gather data and extrapolate information. • Students will determine units best suited to represent data.

MATERIALS NEEDED: Internet access with www.pinellas.wateratlas.org bookmarked, scientific calculator SAFETY: N/A VOCABULARY: Metric prefixes, Conversion AUTHOR: Ron Browning – Modified from the original lesson plans created for the Seminole County Watershed Atlas.


Dimensional Analysis Handout

Units are a critical part of describing every measurement. Before you can work with units mathematically, you frequently must convert from one unit to another. Dimensional analysis does not do your math for you, but it makes sure calculations are correct. After that, all you have to do is find the conversion factors and enter the numbers into a calculator. Visit www.pinellas.wateratlas.org > The Atlas >and select the drop down arrow for Lake Name and select a lake. When the General Info page comes up, look over the information available on Pinellas County’s lakes. Notice that the units used are standard units i.e., acres, feet, gallons, etc. You will find these units and convert them to the appropriate metric units using dimensional analysis. YOUR TASK Conversion to metric units is important because the scientific community uses only metric units in their measurements and journals and the use of standard measures is now limited to the U.S. and Bahrain internationally. Conversion units can be found on the Internet at www.worldwidemetric.com. But first, look at the following information on using Dimensional Analysis for converting units. Additionally, science fair projects are only accepted using metric units. WHATEVER YOU MEASURE, YOU HAVE TO USE UNITS. When something is measured, the units should be specific and labeled. For instance, if I tell you I am 16 tall, you haven't learned much about my height: your proper response would be "16 what?" If I respond 16 inches, you know that I am a very short person; on the other hand, if I tell you I am 16 feet, you can sign me up for the basketball team. The above examples are for units of length, but there are many other things that we measure, and all of them require units. For instance, time can be measured in seconds or minutes (or hours, days, etc); angles can be measured in degrees or in radians; and so on. Some units are made up of other units: for instance, you might measure the speed of a car in miles/hour. So "50 mph" means that every hour, the car travels 50 miles; very different from a car traveling 50 mi/s, for instance! No matter what is being measured, you must specify the units of measurement. SOMETIMES UNITS NEED TO BE CONVERTED. Suppose that a 60-inch man stands on the head of a 6-foot man. How tall are they together? Obviously, you cannot find the answer to this question by adding 60 to 6. The reason the answer is not 66 is that the two figures are given in different units. Before you can add the two numbers, you have to convert one of them to the units of the other. Then, when you have two numbers in the same units, you can complete the calculation.

Students gather data, select appropriate units of measure and convert from one system to another.



In order to perform this conversion, you need a conversion factor. That is, in this case, you have to know how many inches make up a foot. You probably already know the answer: 12 inches is 1 foot. So knowing that, you can perform the calculation in two steps as follows:

a. 60 inches is really 60/12 = 5 feet b. 5 feet + 6 feet = 11 feet

The second half of the calculation is easy; once all of your units are the same, calculation is simple. The difficult portion is the conversion because sometimes you have to divide, and sometimes you have to multiply. In the above example inches was converted to feet by dividing by 12. If I were going the other way, converting from feet to inches, I would have multiplied by 12. How do I figure out which to do? One way is by using common sense. I know that 60 inches can't possibly be 720 feet; there obviously have to be fewer feet than inches. However, sometimes common sense fails. For instance, if you want to convert miles/hour into meters/second, what do you multiply or divide by what? Fortunately, there is another relatively easy way to make conversions. This technique is called dimensional analysis. DIMENSIONAL ANALYSIS TELLS YOU WHAT TO MULTIPLY OR DIVIDE. Let's review the previous problem, but use dimensional analysis, just so we can introduce the method. As you recall, the interesting part of the problem was step a), where I had to convert 60 inches into feet. I knew that there are 12 inches in a foot, so common sense told me to divide by 12. Here's the dimensional analysis way: First of all, write the conversion factor as a fraction. 12 inches = 1 foot, so the conversion factor is

12 inches 1 foot *

1 foot 12 inches Because 12 inches is the same thing as 1 foot, that fraction is just like 5/5; it's equal to 1. And we can multiply by it without changing anything. So, let's try that on our 60 inches. 60 inches 1 foot 60 * = = 5 ft. 1 12 inches 12 The critical thing to note about the above equation is that the units behave like numbers do when you multiply fractions. That is, the inches on top and the inches on the bottom cancel out, leaving feet. Then all you have to worry about is the numbers.



Suppose I had written it the wrong way, like the following equation: 60 inches 12 inches in. X in. * = 60 X 12 (wrong) 1 1 foot ft. I would have immediately realized that multiplying 60 * 12 is wrong, because the units of the answer are inches*inches/feet instead of just feet. So the dimensional analysis shows me immediately that dividing is correct, and multiplying is not. Such conversions are even easier in the metric system, of course, since all the conversion factors are multiples of ten. For instance, to convert 10 km to m, you would simply write: 1000 m

10 km * = 10,000 m 1 km

At this point, you may well be asking yourself "so what?" Dimensional analysis doesn't take much time, and it isn't very difficult, but it is certainly more trouble than the common-sense method. To answer that, let's look at a more difficult unit conversion problem. Suppose that I want to convert 55 mi/hr into m/s. I know that 1 mile is 5280 feet, that 1 meter is 3.3 feet, that 1 hour is 60 minutes, and that 1 minute is 60 seconds. Now, what do I multiply, or divide, by what? This is a very tricky question, but using dimensional analysis, it becomes easy. First of all, I write all the above conversions as fractions, remembering that I might have to turn some of them upside-down.

1 mile 1 m 1 hour 1 min.

* * * 5280 ft 3.3 ft 60 min 60 sec.

Now I write out an equation to convert from miles/hour to m/s, watching the units to make sure the units will cancel out each other.

55 miles 5280 ft 3.3 ft 1 hour 1 min. 55 * 5280 * 33m * * * = (wrong)

1 hour 1 mile 1m 60 min 60 sec. 60 * 60 sec Did you follow that, and make sure that the units cancel to give us meters/second? If you did, you hopefully were not surprised by the annotation on the right: because this equation is most definitely incorrect. Do you see why? The "feet" on the top of the fractions do not cancel; so instead of being left with meters/seconds, we are left with the rather ungainly units of:

ft * ft m * s



That is most definitely not what we are looking for; which is a perfect example of how, in a complicated problem like this, dimensional analysis can prevent you from making errors. If we turn the feet/meters fraction around, we get: 55 mi 5280 ft 1 m 1 hour 1 min 55 * 5280 m

* * * = = 24.4 m/sec 1 hour 1 mile 3.3 ft 60 min 60 sec 3.3 * 60 * 60 sec

If you think that was overly difficult, try to imagine what it would have been like without dimensional analysis! You would still have had to multiply the 55, 5280, 3.3, 60, and 60, but first you would have had to figure out which to multiply and divide. And if you had made a mistake, how would you have caught it? Use the above information to make the conversion calculations for several data sets on the Watershed Atlas site. Submit your information to be complied by the class to send to scientists who collect water data. (Click on the Pinellas County icon at the top of the page to return to the home page. Select Education > Educational Documents and Links to find links to websites of agencies who test and measure the quality and quantity of our water.) You never know, your class may help bring all of the U.S. one step closer to catching up to the rest of the world’s measurement standards.


Exploring the Watershed Atlas Teacher’s Guide

ACTIVITIES INCLUDED: • Part 1: Explore Your Watershed • Part 2: Explore a River and Two Lakes • Part 3: Explore Dissolved Oxygen • Part 4: Explore Website and Research

GRADE LEVEL: 6th – 12th SUBJECT AREA/COURSE: Science SUNSHINE STATE STANDARDS:

• The student knows that conditions that exist in one system influence the conditions that exist in another system. (SC.D.1.3.3) • The student knows that the interactions of organisms with each other and with the non-living parts of their environmental result in the flow of energy and the cycling of matter throughout the system. (SC.G.1.4.1) • The student knows that accurate record keeping, openness, and replication are essential to maintaining an investigator’s credibility with other scientists and society. (SC.H.1.3.4) • The student knows that no matter who does science and mathematics or invents things, or when or where they do it, the knowledge and technology that result can eventually become available to everyone. (SC.H.3.3.6) • The student knows that computers speed up and extend people’s ability to collect, sort, and analyze data; prepare research reports; and share data and ideas with others. (SC.H.3.3.7)

ACADEMIC OUTCOMES/LESSON OBJECTIVES: • Students will be able to search a document and determine relevant information. • Students will read a graph and show relationships between variables. • Students will be able to report data in the form of a data table. • Students will be able to download data and make a graph using the data. • Students will be able to use a search engine to find information.

BACKGROUND INFORMATION: The Pinellas Watershed Atlas is a depository of scientific data and documents on the surface waters of Pinellas County, Florida. This set of four student sheets guides both teachers and students into familiarity with this rich website. Students may work at their own pace, or in pairs. The teacher may plan one Student Sheet per class period. Data is continually updated, so the information will change from year-to-year. The teacher can gain a working knowledge of how to use the Pinellas Watershed Atlas website, as well as a site-specific answer key, by working through the activities in preparation for class. Students will use Excel or another spreadsheet program to set up a data table and will search the web for information. DURATION: Four class periods MATERIALS NEEDED: Computers connected to the Internet (Internet Explorer, Netscape, Safari, etc.) with www.pinellas.wateratlas.org bookmarked, access to a printer, paper, student handouts, and highlighters. SAFETY: N/A

Students learn how to use the Watershed Atlas through a four-part series of activities.


VOCABULARY: Watershed, dissolved oxygen (DO), exotic plants, trophic state index, nutrient chemistry, macroinvertebrate EVALUATION:

• The student will complete the student handouts. • The student will complete a data table with the information on Water Quality. • The student will define the vocabulary words and use each correctly in a paragraph written about the activity.

STUDENT HANDOUT ANSWER KEY: Many questions will be site-specific or subject to change over time, so they can’t be answered in the following key. Part One: Explore Your Watershed

4. A watershed (also called a drainage basin) is an area on the land surface from which water flows, or has the potential to flow, into a stream or lake. Watersheds are naturally separated from adjacent basins by topographic divides. 5. e. Water Quality Trend shows how the quality of the water is changing over time. Water Quality Status is like a snapshot of water quality at a given time.

Part Two: Explore a River and Two Lakes

12. An exotic plant is one that is not native to Florida. People brought it here. Because it does not have the same “enemies” as it had in its home country, such as diseases and things that eat it, the exotic can out-compete native plants and change the habitat. Animals in the area can’t find food and die or move away. Aquatic exotic plants can clog the waterways so boats and even fish can’t get through. Floating exotic plants can shade the plants living on the lake or river bottom that are homes and food to aquatic animals. 14. Digital photos can be submitted by clicking on “Submit a Photo” under the Photo tab and following the directions.

Part Three: Explore Dissolved Oxygen

9. Both aquatic animals and aquatic plants depend on dissolved oxygen in the water. They can’t use the oxygen in the H2O molecules, but there are other atoms and molecules (such as oxygen) tucked in among the water molecules. Animals need to be able to take in oxygen and get rid of carbon dioxide during respiration, when they use their food for energy. Plants in the water put oxygen into the water during photosynthesis, but they use up oxygen during respiration. Decomposing organic matter uses up oxygen in the water. If the level is too low there may be a fish kill. Macroinvertebrates (invertebrates one can see with the eye) have different tolerances for available oxygen.



10. Cold liquids, including water, can hold more gas (i.e. oxygen) than can warm water. When a cold soda gets warmer, the gas (carbon dioxide) bubbles out of the liquid. 11. Summer 12. Daily fluctuations of oxygen levels are related to photosynthesis of aquatic plants. They give off oxygen during the daylight hours. Plants use oxygen for respiration and give off carbon dioxide, just like animals do. Respiration is occurring all the time, but at night the oxygen isn’t replaced by photosynthesis so the level of dissolved oxygen drops.

Part Four: Explore Website and Internet Search

6. Aquatic macroinvertebrates are critters that fish and birds feed on. Some species are indicative of poor water quality and others indicate good or excellent water quality. Other species in Florida are threatened or endangered. Some species such as mussels and crayfish are fairly reliable indicators of habitat quality. Macro means you can see it with your eye.

AUTHORS: Polly Wilson and Pat Burkett – Modified from the original lesson plans created for the Seminole County Watershed Atlas.



Explore Your Watershed Handout

INSTRUCTIONS: Go to the website: www.Pinellas.WaterAtlas.org

1. Go to The Atlas > Interactive Map. You are looking at a Watershed Map of Pinellas County. 2. Find your home or school:

a. Under “Search for” on the right side of the screen, click “an address.” b. Click inside the text box. Enter your street address > Go. Don’t type the city. c. You will go right to a map with a red star for your house or school.

3. Find your watershed: a. Use the Map Navigation Tools on the left side of the screen. Click on “Select a Watershed” button. The curser is now “loaded” with that action. b. Click on the map to bring up your watershed. You may need to make the window full screen. c. The name of the watershed is highlighted in red at the top of your screen. You are in the _____________________________________Watershed.

4. What is a watershed? 5. Find information about your watershed:

a. How big is your watershed? _______square miles b. What is the Land Use in your watershed? (Scroll down.) As of the year _____________, the land use is ________% Agriculture, __________% Built, and _________% Conservation. c. What is the land cover? As of the year _____________, the land cover is ________% Wetlands, __________% Uplands d. Rainfall is essential to the watershed. As of the date _____________, the month-to-date rainfall is _____inches, and the year-to-date rainfall is _______inches. The historic average for this month is _______inches. Click on the ten-year trend and view the graph. What is the trend of yearly rainfall in this watershed? _______________________________________________________ e. How many volunteers are active in your watershed? _________ f. Double click on the list of Water bodies (lakes and rivers) in your watershed. Select one you recognize, or one that has an interesting name. _____________________________________________________________

Part 1 of 4 in the “Exploring the Watershed Atlas” Series

. g. What is the Water Quality Index (Trophic State) for your lake? As of the year______________ The Trophic Index is: ______ h. What is the Water Clarity (Secchi Clarity) of your lake? As of the year_____________: _____ ft.


Explore Your Watershed Handout Part 1 of 4 in the “Exploring the Watershed Atlas” Series


Explore a River and Two Lakes Handout

INSTRUCTIONS: Go to the website: www.Hillsborough.WaterAtlas.org 1. Go to “The Atlas”. Read the information on the water body pages, and then go to Watershed Name >

Anclote River Watershed. a. Look for the section “Find a Specific Water body”. b. Explore the lakes associated with this watershed and pick the two with the most data. Enter each lake and fill in the table below.

Lake 1 Lake 2

Name of Water body Lake Hiawatha Lake Osceola

Latitude: Degrees, Minutes, Seconds

Longitude: Degrees, Minutes, Seconds

Surface Area in Acres

Volume in Gallons, Approximate

Latest Water Level in Feet

Historic Water Level in Feet

General Info

Trophic State Index

Limiting Nutrient

Total Nitrogen

Phosphorus Water Quality

Chlorophyll

2. Go to Water Quality > Trophic State Index > Learn more about Trophic State Index. Read the selection. 3. Go to Water Quality > Nutrient Chemistry > Learn more about Nutrient Chemistry. Read the selection. 4. Examine the table you completed on these two lakes. Explain the importance of the information you have gathered about Trophic State Index and Nutrient Chemistry to your water bodies. Compare the two lakes.


Pinellas County Watershed Atlas Learning Kit Explore a River and Two Lakes Handout

5. Complete the table below.

Lake 1 Lake 2

Lake Hiawatha Lake Osceola

Water Level, Latest Value (Date)

Water Level, Historic Range Hydrology Tab

Data has been recorded since the year:

6. Examine the hydrology data from both lakes. Compare the changes in water level for the two lakes during the same period of time. 7. Click on the Ecology Tab > List of Plant Species. Complete the table below.

Lake 1 Lake 2 Lake Hiawatha Lake Osceola

List Three Exotic Plants Found in theLatest Survey.

Number of Plant Species

Number of Exotic (Not Native) Species

Ecology Tab

Percent of Exotic Plant Species

Pinellas County Watershed Atlas Learning Kit Explore a River and Two Lakes Handout

8. Read about the exotic plants under the Links for More Information. Look at the pictures of the plants. What is an exotic plant and why are they a concern? 9. Click on History & Recreation. At some sites there are oral histories. Both of these lakes have oral histories. Pick one and read it. What did you learn about the Lake? 10. Open Photos for both lakes. How can more photos be added to the lake sites?



Explore Dissolved Oxygen Handout

INSTRUCTIONS: Go to the website: www.pinellas.wateratlas.org Go to the Research tab > Metadata. Read the Summary of Data in the Atlas to get an idea of the scope of the Watershed Atlas project. If there is known scientific data recorded about a Pinellas County water body, it is here! You will download data and make a graph to better understand the trends.

1. Go to the Data Download tab and follow the steps. Step 1 > Lake Tarpon > Next Step 2 > Water Quality (col. formatted) > Next Step 3 > Select All Stations > Next Step 4 > Five Year Date Range > Next Step 5 > Excel file > Download Data Windows: Follow the directions to download the data. Mac: Control click. Save the Excel file as Tarpon Lake Data.

2. The Excel file shows columns for many water test parameters. Scroll to the right and look at the data sets in the file. One of the most important is dissolved oxygen (DO mgl). 3. Highlight the “sample_dates” column and copy to a new worksheet (Excel Menu: insert > worksheet). Paste the dates. 4. Rename the new worksheet: Right click (Mac: Control Click) on the tab at the bottom of the sheet and rename it. 5. Return to the data sheet and select the Dissolved Oxygen (DO_mgl) data and paste this next to the date column. 6. Notice the dates are not consecutive. Before you make your graph, highlight dates and DO, then Go to Data on the toolbar and sort Column A. The DO (dissolved oxygen) will sort with the dates, and you can make your graph. 7. Use the Graph Wizard (Windows) or Chart Wizard (Mac) to make a line graph with your data. In step three be sure to include a title and label x and y units. Place the legend at the bottom of the graph and include major gridlines on both the x and the y axis. 8. Go to the Excel menu Graph (Mac: Chart) > Location > as new sheet. You can edit the graph using the Excel menu: Graph (Mac: Chart) > Chart Options. 9. Copy the graph and paste it into a Word document. Research and write a paragraph about why dissolved oxygen is so important to lakes and rivers. Use a browser (www.google.com or www.ask.com) to get information. (Hint: Use the history tab in the browser to easily switch between your page on the watershed website and your search page.)


Explore Dissolved Oxygen Handout

10. What is the relationship between dissolved oxygen and temperature? Look it up and write a second paragraph. Give details. (Hint: Look at a soda.) 11. There are many reasons for changes in dissolved oxygen in a lake. Temperature is only one reason for DO to fluctuate. However, see if you can find a broad relationship. Lake temperatures are generally higher in the summer. Use a highlighter pen and highlight the sections on the graph between June and September of each year. Do the lowest levels of Dissolved Oxygen occur in the summer or other seasons? ____________________________________________________________________

12. What would most likely cause a lake’s dissolved oxygen level to fluctuate?


Explore Website and Research Handout

INSTRUCTIONS: Go to the website: Hillsborough County Watershed Atlas (www.hillsborough.wateratlas.org) Now go to Keystone Lake. This 424-acre lake is the largest in the Brooker Creek Watershed(water from this watershed ultimately flows into areas of northern Pinellas County.) Let’s see how the water quality is. Once you are at www.hillsborough.wateratlas.org, click on “The Atlas” and choose “Keystone Lake” from the drop-down menu.

1. On the Keystone Lake page, click on the “Water Quality” tab. What is the latest overall Trophic State Index? ______________________________________________________________________ 2. What was the best value, and when did it happen? ______________________________________ 3. Click on the 10-year graph of Overall Trophic State Index and print the graph. Click on “Learn More about the Trophic State Index.” Read the information. Draw a line across the printed graph to separate values considered Good, Fair, and Poor. Use highlighters to shade those regions in the graph. Add a legend to show what each color means. 4. At the bottom and on the back of the printed graph, write a paragraph about the state of Keystone Lake during the last ten years. Give details including the category and expectations for our water bodies. 5. How does dissolved oxygen fit into the picture? Scroll down to the bottom of the screen and click on Advanced Graphing > Keystone, Lake > Water Quality > Dissolved Oxygen (DO).

a. There is a LOT of information on Keystone Lake. After all, it’s 424-acres, and has been studied for a long time! What is the earliest date mentioned in the list of sites?________ b. Select the HCEPC_WQ set that is the most recent and has the most data points > Period of Record > graph data. c. Remembering what you learned about DO, have there been times when the level of dissolved oxygen might have led to stress or even death for some aquatic organisms (living things in the water)?____________Have there been times of abundant DO?_____________

6. Fun Activity! Go to Keystone Lake (Use the entry box in the upper right-hand corner.) > Ecology >Macroinvertebrate Data > Learn More About Macroinvertebrate Data. What is a macroinvertebrate and why are they important? (Macro means you can see it without a microscope.) 7. Select one or more of the reports and highlight the name of a macroinvertebrate. Copy and then open Google (Search engine). Paste the name of the organism in the search box and try to identify it. Easy! 8. With the name of the organism pasted in the search, switch from the Web tab to the Images tab on Google and see if you can find a picture. (Open History on the browser toolbar to toggle back and forth between the Atlas and Google or open a new window.)


Pinellas County Watershed Atlas Learning Kit Explore Website and Research Handout

9. Research two or three macroinvertebrates. What kinds of macroinvertebrates are there in Keystone Lake? (Use common names with the scientific names.) 10. For extra credit, make a picture identification page of some of the macroinvertebrates found in Keystone Lake. Give proper credit for the Internet information and pictures.


Is It Healthy, or in Trouble? Teacher’s Guide

GRADE LEVEL: 6th – 8th SUBJECT AREA/COURSE: Earth Science, Life Science, Chemistry, Environmental Science SUNSHINE STATE STANDARDS:

• The student uses the scientific processes and habits of mind to solve problems. (SC.H.1.4) • The student understands most natural events occur in comprehensible consistent patterns. (SC.H.2.4) • The student understands that humans are part of an ecosystem and their activities may deliberately or inadvertently alter the equilibrium in ecosystems. (SCG.2.3.4) • The student knows that scientific knowledge is subject to modification as new information challenges prevailing theories and as new theory leads to looking at old observations in a new way. (SC.H. 1.3.1) • The student knows that a change in one or more variables may alter the outcome of an investigation. (SC.H.1.3.5)

ACADEMIC OUTCOMES/LESSON OBJECTIVES: Students will learn about water quality through: • Sharing prior knowledge • Making observations • Reading graphs • Making predictions based on observations • Testing predictions with LaMotte water chemistry kit. • Draw conclusions based on evidence gathered

BACKGROUND INFORMATION: A lake’s overall health, or Trophic State, depends on many factors (variables). One factor is the nutrient chemistry. The basic nutrient chemistry is based on total nitrogen, total phosphorous, and chlorophyll. These nutrients can be tested using different test kits. If your lake has a LAKEWATCH Volunteer, ask the volunteer to test for chlorophyll with your class. Another factor is water clarity. Water clarity can be tested using a secchi disc or a turbidity test. A third factor is dissolved oxygen. This conventional pollution is usually measured by the amount of dissolved oxygen and fecal coliform, which can also be tested. In general, lakes are categorized in four trophic states based on their nutrient levels. Oligotrophic is a fairly low nutrient lake, mesotrophic is a lake carrying a medium nutrient load, eutrophic is a lake with fairly high nutrient levels, and hypereutrophic is a lake with very high nutrient levels. Florida lakes naturally vary in their trophic states. An increase in an overall trophic level might indicate nutrient pollution from outside sources, such as agriculture or urbanization. MATERIALS NEEDED:

• Lake access • Internet access with www.pinellas.wateratlas.org bookmarked. • Test kits for nitrogen and phosphorus, distilled water, milk jugs for chemical waste. (There are no school-age tests for chlorophyll. You may want to test for other-than-nutrient factors, such as dissolved oxygen, pH, temperature, and water clarity.) • Rubber gloves • Safety glasses

Pinellas County Watershed Atlas Learning Kit Is It Healthy, or in Trouble? Teacher’s Guide

SAFETY: • Go over basic lab safety • Go over proper outdoor behavior • Go over how to properly perform the selected tests

VOCABULARY: Trophic states, variables, nutrients, limiting nutrients, nitrogen, phosphorous, chlorophyll, pollution, dissolved oxygen, fecal coliform, agriculture, urbanization, limnology KEY: Answers will vary. TEACHER PROCEDURES:

1. Have test kits ready for students to use. 2. Introduce the topic of Limnology. 3. Ask students why it is important to study freshwater ecosystems 4. Ask students how scientists can determine a lake’s health. This is where the teacher would introduce the topic of Trophic States and cover vocabulary terms. 5. Talk about natural patterns and cycles of lakes. 6. Select a lake to which students have access. 7. Pass out lab papers to students and go over procedures with them. 8. Guide students through the internet exercise. 9. When finished gathering the data on the Watershed Atlas, be ready to take the students outside. 10. Assign students into lab groups. If you have enough test kits, more than one group can test each parameter. 11. Bring students back into the classroom to finish their conclusions. 12. Compile class data. As data is shared, check to be sure data reported is logical.

AUTHOR: Lindsey Spalding – Modified from the original lesson plans created for the Seminole County Watershed Atlas.


Is It Healthy, or in Trouble? Handout

QUESTION: Can scientists make predictions about the health of a lake by observing its yearly nutrient patterns? RESEARCH DATA FOR ___________________________________ LAKE:

1. Go to www.pinellas.wateratlas.org. 2. Go to ATLAS > Lake Name and scroll down to ________________________________ LAKE. 3. Review latest values. 4. Click on the Water Quality tab on the top menu. 5. Review the different sections of water quality to become familiar with terms and numbers. 6. Go to Nutrient Chemistry. 7. Pay close attention to nitrogen, phosphorus, and chlorophyll levels. 8. Click on Graph Trend for Nitrogen. Study the data on the graph. 9. Record the range of data for the past 2 years on your data table. What is the date of the last test? 10. Do the same for phosphorous and chlorophyll; including data ranges and testing years.

IF YOU HAVE ACCESS TO A LAKE: Based on the nutrient graphs, make a prediction about the outcome of the testing you will conduct on your lake. Will current nutrient readings be in the “good” range or “needs help” range? NUTRIENT TESTING PROCEDURES:

1. Fully read the directions of your assigned test kit before starting. 2. Be sure to wear gloves, if needed. 3. Collect water sample in proper sample bottle and label. 4. Run tests on sample according to directions in the kit. 5. Record data on data table. 6. Clean up equipment and return to classroom. 7. Share data with classmates. 8. Record data shared by other lab groups. 9. Study results and write a conclusion based on your gathered evidence.

DATA TABLE: NUTRIENT LEVELS IN ______________________ LAKE, DATES: ________ TO ________ Range/Amount for Amount for 20__ Prediction for Actual Amount for Nutrient Type past year 20__ present year (date) ______ (date) ________ Range: _________ Range: ________ Total Nitrogen High: __________ High: _________ Low: __________ Low: __________ Range: _________ Range: ________ Total Phosphorus High: __________ High: _________ Low: __________ Low: __________ Range: _________ Range: _________ High: ___________ High: __________ Low: ___________ Low: __________

Students complete a table to organize water quality data, predict levels, and test for nutrient levels.


Is It Healthy, or in Trouble? Handout

CONCLUSION:

1. Based on the patterns of nutrient levels you recorded, what would you say is the trophic level of ________________________________ Lake? Explain. 2. Was there a noticeable pattern to the nutrient levels in ________________________________ Lake over the past three years? Explain. 3. Were your predictions proven or not? Explain. 4. If you saw any patterns in nutrient levels, what do you think is causing these patterns? Explain. 5. Do you think scientists can always make predictions about the health of a lake by observing its yearly nutrient patterns? Explain.


Location Activity Teacher’s Guide

GRADE LEVEL: 6th – 8th SUBJECT AREA/COURSE: Geography/History SUNSHINE STATE STANDARDS:

• The student knows the role of physical and cultural geography in shaping events. (SS.A.4.3.2) • The student knows the unique geographic and demographic characteristics that define Florida as a region. (SS.A.6.3.2) • The student understands how Florida has allocated and used resources and the consequences of those economic decisions. (SS.A.6.3.5)

ACADEMIC OUTCOMES/LESSON OBJECTIVES: • Students will locate and record the latitude and longitude of various lakes in Pinellas County. • Students will locate the lakes on a latitude/longitude grid of Pinellas County.

BACKGROUND INFORMATION: When teaching latitude and longitude, students seldom have the opportunity to work with familiar places in their own community. The opportunity to find precise locations beyond degrees is also limited. Instead, students will find and associate an approximate degree of latitude and longitude to a major city on the globe. This provides a necessary foundation to the refinement of this skill by identifying local locations (lakes) in terms of degrees, minutes and seconds in this lesson. DURATION: 1-2 instructional periods. MATERIALS NEEDED: Internet access, handout worksheet (provided). SAFETY: N/A VOCABULARY: latitude, longitude, degree, minute, second KEY:

Degrees Minutes Seconds Degrees Minutes Seconds

Latitude 27 58 56 Latitude 27 58 24 Alligator Lake Longitude -82 41 51

Cliff Stephens

Park Longitude -82 43 27

Latitude 27 59 29 Latitude 27 59 48 Beckett Lake Longitude -82 44 47

Harbor Lake Longitude -82 44 52

Latitude 27 59 28 Latitude 28 00 33 Clearview Lake

Longitude -82 45 60 Jerry Lake

Longitude -82 45 26

Latitude 28 00 16 Latitude 27 58 36 Lake Chautauqua Longitude -82 43 21

Moccasin Lake Longitude -82 43 42


Location Activity Teacher’s Guide

Use the following quiz in a Game Show Format, enter it in an online quiz program (ex.- http://quizstar.4teachers.org/ free for K-12 teachers), or print the quiz out. The answers are with the questions in the parenthesis. ABSOLUTE LOCATION AND RELATIVE LOCATION Before beginning this quiz, students will need to complete the activity worksheet using the information on www.Pinellas.WaterAtlas.org. Use your completed Location Activity to answer the following quiz. There will be a total of 10 questions to test your understanding of relative location and absolute location using latitude and longitude. 1. Which lake is located at 27 degrees 59 minutes 29 seconds N Latitude? Harbor Lake, Beckett Lake, Moccasin Lake (2) 2. Which lake is located farthest north? Jerry Lake, Lake Chautauqua, Beckett Lake (1) 3. Which lake is located farthest east? Alligator Lake, Cliff Stephens Park Lake, Harbor Lake (1) 4. What is the latitude of Alligator Lake? 27 degrees, 58 minutes, 24 seconds N 27 degrees, 58 minutes, 56 seconds N 28 degrees, 00 minutes, 16 seconds N (2) 5. Which two lakes are closest to each other? Clearview Lake and Lake Chautauqua, Alligator Lake and Moccasin Lake, Beckett Lake and Harbor Lake (3) 6. What lake is located 1 minute 37 seconds north of Cliff Stephens Park Lake? Jerry Lake, Lake Chautauqua, Alligator Lake (1) 7. Which lake is located 3 minutes east of Harbor Lake? Lake Chautauqua, Alligator Lake, Cliff Stephens Park Lake (2) 8. Which lake is located farthest from Alligator Lake? Lake Chautauqua, Jerry Lake, Harbor Lake (2) 9. Which lake is located farthest west? Clearview Lake, Jerry Lake, Alligator Lake (1) 10. Which lake is located farthest south? Cliff Stephens Park Lake, Alligator Lake, Moccasin Lake (1)


Location Activity Handout

PART 1: Using your geography dictionary or on-line resources, define the following terms: Latitude: ________________________________________________________________________________________ ________________________________________________________________________________________ Longitude: ________________________________________________________________________________________ ________________________________________________________________________________________ Absolute Location: ________________________________________________________________________________________ ________________________________________________________________________________________ Relative Location: ________________________________________________________________________________________ ________________________________________________________________________________________ PART 2: Go to www.Pinellas.WaterAtlas.org. Click on Atlas. Type the lake names from the table below in the text box that is located in the upper right of the page and press ENTER. On the General Information web page, find the absolute location of the following lakes in degrees, minutes, and seconds.

Degrees Minutes Seconds Degrees Minutes Seconds

Latitude Latitude Alligator Lake Longitude

Cliff Stephens

Park Longitude

Latitude Latitude Beckett

Lake Longitude

Harbor Lake

Longitude

Latitude Latitude Clearview

Lake Longitude

Jerry LakeLongitude

Latitude Latitude Lake

Chautauqua Longitude

Moccasin Lake

Longitude


Location Activity Handout

PART 3: Using the grid below, plot the locations of the above lakes. (Guide numbers in minutes.)

28° 00' 30” 28° 00’ 00” 27° 59’ 30” 27° 59’ 00” 27° 58’ 30” 27° 58’ 00”


High School Curriculum


Modeling Linear Data Teacher’s Guide

GRADE LEVEL: 8th SUBJECT AREA/COURSE: Algebra I SUNSHINE STATE STANDARDS:

• The student describes, analyzes, and generalizes a wide variety of patterns, relations and functions. (MA.D.1.3) • The student identifies patterns and makes predictions from an orderly display of data using concepts of probability and statistics. (MA.E.2.3) • The student understands and uses the tools of data analysis for managing information. (MA.E.1.3) • The student uses, expressions, equations, inequalities, graphs, and formulas to represent and interpret situations. (MA.D.2.3)

ACADEMIC OUTCOMES/LESSON OBJECTIVES: • Students will analyze graphical data to determine tendencies. • Students will compare variables to determine relationships. • Students will gather data and extrapolate information. • Students will determine equations that describe given data.

TEACHER INFORMATION: Preview the student activity. Use Lake Seminole first, and then explore to find lakes in your area that have the data available to illustrate the graphing lesson. Some lakes have water levels controlled, so they will not make appropriate graphs. You may want to have a selection of graphs on transparencies for class discussion after students have made graphs. MATERIALS NEEDED: Graph Paper, Internet access with www.Pinellas.WaterAtlas.org bookmarked, overhead projector, transparencies. SAFETY: N/A VOCABULARY: Slope, Intercept, line of best fit. AUTHOR: Ron Browning - Modified from the original lesson plans created for the Seminole County Watershed Atlas.


Modeling Linear Data Handout

INTRODUCTION: Data can be used both interpretively and speculatively. In this exercise the data given in graphical and tabular form will be used to produce a “Line of Best Fit” that will be used to speculate about future data. This speculation can be used to direct future experiments and inquiries to best suit the needs of the researchers. First visit www.Pinellas.WaterAtlas.org > The Atlas > Lake Name (Select Lake Seminole to start). From the General Info page for the lake select the Hydrology Tab > Scroll down and click on Data Download. Your lake name is in the text box. Select > Next, then select Water Quality. You will see a selection of data sets gathered at different sites on the lake by different agencies. Select B26-S10/Legacy-Pinellas > Next > select Date Range and enter the dates: 02/01/1997 and 12/11/2002> Excel File >follow the online prompts to download an Excel file of water quality data. (Mac: press Control Click for download options.) You have downloaded a LOT of data! Now we will use this data to create a new table. In your new table, enter the first date and reading from the data. Continue making your data table with the data about one month apart. (i.e., February 26, March, 26, etc.) Use the graphing tool in your spreadsheet program to make a graph. THE TASK: Select a time period that shows a linear correlation and draw a line of best fit. Determine the water level based on your line for the following year. Repeat the process for five more lakes using the same time interval from your first graph. Calculate and compare the slope for the five lines. Do the lakes show similar trends? If so, why? If not, why not? EXAMPLE:

0

0.25

0.5

0.75

1

1.25

1.5

1.75

2

2.25

2.5

1/21

/98

2/21

/98

3/21

/98

4/21

/98

5/21

/98

6/21

/98

7/21

/98

8/21

/98

9/21

/98

10/2

1/98

11/2

1/98

12/2

1/98

1/21

/99

2/21

/99

3/21

/99

4/21

/99

5/21

/99

6/21

/99

7/21

/99

Da te

Secc

hi D

epth

(ft.)

Make tables and graphs in order to interpret data and speculate about future events.


Modeling Linear Data Handout

In the example above, a line of best fit is drawn. Two points can be selected and a slope determined. With the points and a slope an equation may be written. (See below)

Δy 0.65 – 1.08 slope = = = -0.00198 ft/day = -.723 ft/year

Δx 217 Dates are converted into days and the equation of the line can be written. Y = .00198x + 1.6344


Oral History Teacher’s Guide

GRADE LEVEL: 6th – 8th SUBJECT AREA/COURSE: Language Arts/Reading SUNSHINE STATE STANDARDS:

• The student uses the reading process effectively. (LA.A.1.3) • The student uses a variety of strategies to analyze words and texts, draw conclusions, use context and word structure clues, and recognize organizational patterns. (LA.A.1.3.2) • The student uses strategies to clarify meaning. (LA.A.1.3.2.4) • The student constructs meaning from a wide range of texts. (LA.A.2.3) • The student determines the main idea or essential message in a text and identifies relevant details and facts and patterns of organization. (LA.A.2.3.1) • The student identifies the author’s purpose and/or point of view in a variety of texts and uses the information to construct meaning. (LA.A.2.3.2) • The student recognizes logical, ethical, and emotional appeals in texts. (LA.A.2.3.3)

ACADEMIC OUTCOMES/LESSON OBJECTIVES: • Students will read passages from the Watershed Atlas oral histories and answer questions similar to FCAT Test questions.

BACKGROUND INFORMATION: Students will be reading passages in oral histories from Lake Taylor, Lake Faye, and Dead Lady Lake prior to completing the activities. In order to open the Oral Histories, go to www.Hillsborough.WaterAtlas.org > The Atlas > dropdown menu and select the lake’s name> History and Recreation tab > Oral History narrative. Preview the readings as well as the pictures under the Photo tab. Oral histories serve as primary sources of information, and can provide information on the lakes with a historical perspective. DURATION: 1 instructional period. MATERIALS NEEDED: Internet access with www.Hillsborough.WaterAtlas.org bookmarked, handout worksheets SAFETY: N/A VOCABULARY: included in context KEY: Dead Lady Lake: 1. b, 2. c, 3. c, 4. Response describing negative impacts of Veterans Expressway. Lake Faye: 1. d, 2. b, 3. d, 4. Support from article that describes water quality changes. Lake Taylor : 1. a, 2. c, 3. a, 4. Support from article that explains how carp are used. AUTHOR: Brad Garner / [email protected] – Modified from the original lesson plans created for the Seminole County Watershed Atlas.


Oral Histories: Lake Faye Handout

Introduction

A watershed (also called a drainage basin) is an area on the land surface from which water flows, or has the potential to flow, into a stream or lake. Watersheds are naturally separated from adjacent basins by topographic divides. Therefore, watersheds can cross political boundaries such as county lines. For instance, some of the water from Hillsborough County flows into Pinellas County. In this lesson we will be reading about a lake from the Brooker Creek Watershed in Hillsborough County since water from this watershed ultimately flows into areas of northern Pinellas County and Lake Tarpon. Instructions Go to www.Hillsborough.WaterAtlas.org and type ‘Lake Faye’ in the search box located in the upper right section of the page. Go to the History and Recreation tab and read the oral history. Answer the following questions by circling the answer/ giving a short response. LAKE FAYE 1. According to the article, Ellie Coflin family has seen many types of wildlife on Lake Faye except:

a. fox. b. deer. c. bobcats. d. great blue heron.

2. Read the following passage from the narrative and then answer the question that follow:

“Lake Faye also goes by the name Rebel Lake, the name originally given to it by Ellie and Emmette when the first moved in.”

The word “originally” most probably means: a. best b. first c. excitedly d. happily

3. Ellie most likely feels disappointed in the disappearance of wildlife around the lake because:

a. they are beautiful. b. she is lonely. c. it makes the lake healthier. d. their environment is being destroyed.

4. Explain why the water quality of Lake Faye has changed of the last few years. Support your response with words and phrases from the article.

Pinellas County Watershed Atlas Learning Kit Reading Statistical Tables Teacher’s Guide

GRADE LEVEL: 6th- 8th SUBJECT AREA/COURSE: Reading, Science, Math SUNSHINE STATE STANDARDS:

• The student locates, organizes, and interprets written information for a variety of purposes, including classroom research, collaborative decision making, and performing a school or real world task (LA .A.2.3.5) • understands and applies the concepts of range and central tendency (mean, median, and mode). (MA.E.1.3.2) • knows that accurate record keeping, openness, and replication are essential to maintaining an investigator's credibility with other scientists and society. (SC.H.1.3.4)

ACADEMIC OUTCOMES/LESSON OBJECTIVES: • Students will be able to complete a data table using the information on the watershed atlas. • Students will be able to examine data and locate information. • Students will be able answer questions relating to the data on the table.

BACKGROUND INFORMATION: Statistical tables are used to show trends and patterns. They organize and categorize information under specific headings. Horizontal lines are called rows and vertical lines of information are called columns. To read a statistical table, look at the title, then look at the headings. Using the categories at the top and left side of the table, read across a row and down a column to locate specific information. MATERIALS NEEDED: Access to www.Hillsborough.WaterAtlas.org, Reading Statistical Tables handout, paper for answers. SAFETY: N/A VOCABULARY: categorize, statistical, trophic state index, oligotrophic, mesotrophic, eutrophic, hyperotrophic AUTHOR: Polly H. Wilson – Modified from the original lesson plans created for the Seminole County Watershed Atlas. KEY: please see next page

Students will compile and utilize a statistical table using website data.

Pinellas County Watershed Atlas Learning Kit Reading Statistical Tables Teacher’s Guide

Note that the values below are for March 2006. The last two columns are subject to change.

Lakes Surface Area

in Acres Mean Depth in

Feet Maximum

Depth in Feet Trophic State

Impaired or OK?

1 Lake Alice 91 9 25 24.1 OK

2 Buck Lake 32 9 23 69.6 IMP

3 Lake Calm 113 10 28 26.7 IMP

4 Crescent Lake 55 13 32 41.1 IMP

5 Island Ford Lake 87 11 20 47.1 OK

6 Juanta Lake 22 9 21 59.7 IMP

7 Keystone Lake 424 10 28 44.2 OK

8 Little Moon 11 10 20 62.8 OK

9 Mound Lake 74 3 26 31.4 IMP

10 Lake Taylor 45 9 21 43.2 OK

3. a. Crescent Lake has the greatest mean depth at 13 feet b. Mound Lake has the least mean depth at 3 feet. c. Mean depth is an average of many depth readings throughout the lake. 4. Oligotrophic = 10, Mesotrophic = 3, Eutrophic = 1, Hypereutrophic = 1. 5. To determine water quality, the Trophic State Index (nutrient load) over a period of time is considered as well as dissolved oxygen, bacteria, plants and animals in the water. If the water can’t support fishing and swimming, it is impaired. Water quality depends on many things including Tropic States. 6. The mode is the section with the most lakes in it. For the trophic table, the mode is Oligotrophic.


Reading Statistical Tables Handout

INSTRUCTIONS:

A watershed (also called a drainage basin) is an area on the land surface from which water flows, or has the potential to flow, into a stream or lake. Watersheds are naturally separated from adjacent basins by topographic divides. Therefore, watersheds can cross political boundaries such as county lines. For instance, some of the water from Hillsborough County flows into Pinellas County. In this lesson we will be examining several lakes from the Brooker Creek Watershed in Hillsborough County since water from these lakes ultimately flows into areas of northern Pinellas County.

1. Go to the website: www.Hillsborough.WaterAtlas.org. Open the ATLAS. Go to the first lake on your list. Use links in the website to define and learn the vocabulary terms and what the trophic state index means. 2. Complete the data table. Use the search box to move from lake to lake on the website. 3. a.Which has the greatest mean depth? b.The least mean depth? c.What does mean depth tell you?

DESCRIPTIVE DATA ON LAKES IN THE HILLSBOROUGH WATERSHED ATLAS:

Lakes Surface Area

in Acres Mean Depth in

Feet Maximum

Depth in Feet Trophic State

Impaired or OK?

1 Lake Alice

2 Buck Lake

3 Lake Calm

4 Crescent Lake

5 Island Ford Lake

6 Juanta Lake

7 Keystone Lake

8 Little Moon

9 Mound Lake

10 Lake Taylor

Students will compile and utilize a statistical table using website data.


Reading Statistical Tables Handout

4. Tally the number of lakes according to the historic average of the Trophic State Index in the tables in the boxes below. If the lake is Impaired, write “Imp.” instead of a tally mark.

Good Fair Poor

Oligotrophic 0-49 Mesotrophic 50-60 Eutrophic 61-69 Hypereutrophic 70-100

5. How can a lake in the Good section be impaired? If you found an impaired lake, go to that lake and click on the IMPAIRED icon. What other factors are considered when a lake is considered impaired? Read the information. Click on the graph icon and read the graph. 6. There are four trophic states. Which is the mode for the lakes in the table?


Data Analysis Teacher’s Guide

GRADE LEVEL: 9th – 12th SUBJECT AREA/COURSE: Chemistry, Environmental Science SUNSHINE STATE STANDARDS:

• The student uses the scientific processes and habits of mind to solve problems. (SC.H.1.4) • The student understands that most natural events occur in comprehensible, consistent patterns. (SC.H.2.4) • The student understands that science, technology, and society are interwoven and interdependent. (SC.H.3.4)

ACADEMIC OUTCOMES/LESSON OBJECTIVES: • Students will create a data table using the atlas website and spreadsheet and word processing programs. • Students will calculate the mean value of water quality data from the website. • Students will determine the effect of outliers on the mean. • Students will determine the quality of water for a given lake by analyzing three different mean values.

TEACHER BACKGROUND INFORMATION: Practice the student activity using Lake Tarpon, then explore the web pages of lakes near your school to see which will fit your needs. Not all lakes will have data for dissolved oxygen and for nitrogen (mixed) for the same period of time. You may want your students to start with Lake Tarpon, since it matches the example graph, or begin with nearby lakes you have selected. Fecal coliform is used in the table as an example of pollution. Not all lakes will have this information for all dates. Access this information through the Advanced Graphing Tool or the Data Download found either at the bottom of the Water Quality page for each lake or under Research in the main menu. Add it to the list of parameters if data is available. You may want to choose different water quality parameters. Check to be sure there are values recorded for the lake and time period you select. MATERIALS NEEDED: Internet access with a bookmark for www.pinellas.wateratlas.org, Word and Excel or equivalent programs. SAFETY: N/A VOCABULARY: parameter, mean, average, outlier AUTHOR: Trent Daniel – Modified from the original lesson plans created for the Seminole County Watershed Atlas.

Students analyze downloaded data using statistical analysis, tables and graphs.


Data Analysis Handout

In order to analyze data in large data sets it is often useful to calculate a number that summarizes the data. The most well-known and useful example is the average or mean value. MEASURES OF CENTRAL TENDENCY Measures of Central Tendency are statistics you calculate if you want to represent a group of data by a single value. This value may also be referred to as the expected or the most-likely value. The most common measure of central tendency is the mean, or average value. To calculate the mean, add up all of your values divided by the number of values:

Mean = (X1 + X2 + X3 + … Xn) / n Where

Xi = the value of your chemical parameter n = the total number of values

The Mean is a useful measure of central tendency, but is very sensitive to unusually large or small values (called outliers). For example, the following is a typical data set for fecal chloroform, a type of bacteria, at a sampling station:

Date Fecal

Coliform (#/100ml)

1/2/1998 50 1/9/1998 40 1/16/1998 90 1/23/1998 500 1/30/1998 80

The Mean of these values is (50 + 40 + 90 + 500 + 80) / 5 or 152 #/100ml. This would be a clear violation of the Class A water quality standard of 100 #/100ml. However, if you remove the largest value (500) the Mean becomes (50 + 40 + 90 + 80)/4, or 65 #/100ml. This Mean value would pass Class A standards. Given all of the possibilities for measurement error, sampling handling error, and natural variability, you don't want your conclusions to be so heavily influenced by a single odd sample; the value of 500 #/100ml might be the result of sample contamination or just an unusually polluted parcel of water.


Data Analysis Handout

Here is an example of Dissolved Oxygen values for Lake Tarpon in Pinellas County graphed over a 2-year period.

2-Year Time Series Plot of Dissolved Oxygen for Lake Tarpon. (Graph represents average daily values)

It’s Your Turn MATERIALS: Internet access, Excel or equivalent spreadsheet program PROCEDURE:

1. Go to www.pinellas.wateratlas.org > Research > Advanced Graphing Tool. 2. Follow these steps:

a. Select a water body (Start with Lake Tarpon) b. Select Water Quality Data. c. Select one of the following water quality parameters: Nitrogen (mixed), or Dissolved Oxygen (DO). d. Select a station or stations that have recent data. e. Select a 2-year data range. f. Graph it.

Pinellas County Watershed Atlas Learning Kit Data Analysis Handout

3. After creating the graph, cut and paste it into a word document. 4. Label/Title the graph. 5. Create a table denoting the date and water quality parameter. 6. Calculate the mean value for the water quality data. Show all work. Label units. Circle final answer. 7. Are there any outliers? If yes, recalculate the mean without the outlier value(s). 8. How do outliers affect data interpretation? 9. Get together with another classmate who has the other water quality data (i.e. if you did nitrogen, find a student who did dissolved oxygen). Discuss the quality of your lake based on both calculated means and graphs. Write a summary description of what you have determined.


Land Use Activity Teacher’s Guide

GRADE LEVEL: 9th - 12th SUBJECT AREA/COURSE: Biology, Geography, Environmental Science SUNSHINE STATE STANDARDS:

• Knows that the world ecosystems are shaped by physical factors that limit their productivity. (SC.G.2.4.4) • Understands that the amount of life any environment can support is limited and human activities can change the flow of energy and reduce the fertility of the earth. (SC.G.2.4.5) • Knows the ways in which humans today are placing their environmental support systems at risk. (SC.G.2.4.6) • Understands the global impact of human changes in the physical environment. (SS.B.2.4.4)

ACADEMIC OUTCOMES/LESSON OBJECTIVES: • Students will be able to compare the various watersheds of Pinellas County, Florida as to how the land in that watershed is used. • Students will be able to determine if the use of the lands of the watershed have impacted the watershed in either a positive or negative way.

TEACHER RESEARCH: Develop a lesson on land use planning. Discuss how governments determine how land is to be used. A discussion of zoning would be appropriate. Teachers should also research the sources of nutrients listed in the water atlas as to their impact on the environment. This lesson can be completed in one or slightly more than one instructional period. MATERIALS NEEDED: Access to the website on the Internet SAFETY: N/A VOCABULARY: zoning, agriculture, urban, rural, conservation, property tax AUTHOR: Brian Keyes [email protected] – Modified from the original lesson plans created for the Seminole County Watershed Atlas.

Students will examine possible correlations between land use patterns and water pollution.


Land Use Activity Handout

Students will examine possible correlations between land use patterns and water pollution. INSTRUCTIONS:

1. Access the website www.Pinellas.WaterAtlas.org, go to THE ATLAS and choose a watershed. 2. Look for the section called LAND USE and LAND COVER. Create a bar or pie chart illustrating how land in this watershed is utilized. 3. Under FIND A SPECIFIC WATERBODY click on the link for a list of all water bodies in this watershed. 4. Select two (or more) lakes and find the TROPHIC STATE INDEX for each. 5. Repeat steps 1-4 with two other watersheds. 6. Use this data to rank in order, from high to low, the watersheds and their specific land use parameters. 5. Now compare by watershed the trophic index of the chosen lakes the same way. 6. Construct bar or pie graphs in this comparison using the terms of the web site.

QUESTIONS: 1. Is there a relationship between dissolved oxygen, fecal bacteria, and the % of agricultural land in the watersheds?

• Dissolved Oxygen (DO) and fecal coliform data can be accessed through www.Pinellas.WaterAtlas.org > Research tab > Data Download.

• To find information on dissolved oxygen, fecal bacteria, and other factors, click on RESEARCH DOCUMENTS and METADATA for SCIENTISTS. Select either ADVANCED GRAPHING or DOWNLOAD DATA. These tools are also found under the WATER QUALITY tab on Lake web pages.

• Follow the directions. Use the back arrow to select a different parameter. Not all lakes will have data on all parameters. Select the water quality data in columns and on an Excel Spreadsheet. Either create the graphs in Excel, or return to the Research Documents page and download graphs of data locations with dates that have the information you seek.

2. Is there a relationship between trophic index and the percentage of built lands in the watershed? 3. Is the overall health of the watershed related to a high percentage of land being conserved? 4. Investigate the number of lakes in a particular watershed. Is there a correlation between the number of bodies of water and the overall health of the watershed?

Pinellas County Water Atlas http://www.pinellaswateratlas.org

http://wateratlas.org

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