Real Time Data

Human Impacts—Real Time Data

Summary: How is water quality inland related to water quality located downstream? Much real time or near-real-time data collected by scientists and remote sensing equipment are posted online. In this focus area, students access some of these tools to answer questions about water quality.

Concepts to teach: Water quality, real time data, inquiry, downstream

Goals: Students access and interpret water quality data in the classroom using the internet and remote sensing tools. They use the data to answer questions about how water quality inland influences water quality in Oregon’s aquatic, estuarine and marine ecosystems.

Standards:
H.3S.1, H.3S.2, H.3S.3

Specific Objectives:

  1. Gain experience working with real time data.
  2. Address/answer a water quality inquiry using real time data.
  3. Explain how inland and coastal water quality is connected.

Activity Links and Resources:

  • NOAA Estuary Education – Focusing on estuaries, these curriculum modules feature hands-on learning, experiments, field work and data explorations.
  • NANOOS—Collect and interpret real time water quality data from ocean observing buoys. Some buoys are located well up the Columbia River, so students are able to conduct an inquiry to compare and contrast aquatic, estuarine and ocean water quality data.
    • Rhythms of Our Coastal Waters interactive online exhibit leads students through real-time data collection and assessment in Yaquina Bay, Newport.
  • Surfrider’s Blue Water Task Force website—Search for near-real-time data of bacterial counts on beaches.
  • Oregon Beach Monitoring Program—Search this DEQ site for fecal bacteria (enterococcus) counts for selected coastal recreation waters in Oregon.
  • Compare StreamWebs data from different sites in the watershed and throughout Oregon.
  • Using Real-time Data—This guide from Oregon Sea Grant contains links to a host of internet sites that have real-time information that will enhance tradition classroom lessons. With these resources your students can use real-time data to investigate earth systems.

Assessment:

  • Students prepare a scientific lab report that describes the procedures and outcome of their investigation using real-time data.
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Huntington Beach Case Study

Human Impacts—Huntington Beach Case Study

Summary: When bacterial concentration measurements in coastal waters exceed levels considered safe for recreation, beaches may be closed to protect the public. In this case study, students follow the story of a bacterial contamination problem in Huntington Beach, California

Concepts to teach: Bacterial contamination, sewage treatment outflow, water quality regulation

Goals: Students recognize that determining the entity responsible for causing a real life water quality problem can be confusing and complex. Scientific evidence is used to better understand the problem and come up with management solutions.

Standards:
H.4D.3, H.4D.6
SS.HS.SA.01, SS.HS.SA.02, SS.HS.SA.03, SS.HS.SA.04, SS.HS.SA.05, SS.HS.SA.06

Specific Objectives:

  1. Identify multiple potential sources for the bacteria found on Huntington Beach.
  2. Use scientific data to describe why or why not a given potential source is responsible for the contamination.
  3. Describe what resource managers need to know in order to make effective decisions.

Activity Links and Resources:

  • Bacterial Contamination on Beaches—These detailed lesson plans from independent oceanographer Cynthia Cudaback tells the story of bacterial contamination in Huntington Beach, California. Students progressively analyze data to try to figure out the source of contamination and possible remedies.
    • Teachers or students may use this model as a framework for telling similar local story.
    • Debate/discussion/role play: Students play the role of a given stakeholder, and must use available scientific evidence to make recommendations to the sanitation district Board of Control.
  • Testing the Waters—NRDC report on the status of Oregon’s recreational water testing program, released June 2011
  • Caffeinated Coastal Waters —Portland State University reports on a NOAA funded study that found elevated levels of caffeine in Oregon coastal waters, although not necessarily where expected
  • See the Real Time Data topic guide for ways to collect data about bacterial counts on Oregon beaches

Assessment:

  • Assessments included in the Bacterial Contamination on Beaches lesson plans.
  • Identify and characterize a local water quality issue that, like the Huntington Beach example, involves a variety of stakeholders and decision points.
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Nonpoint Source Pollution

Human Impacts—Nonpoint Source Pollution

Summary: Nonpoint source pollution (NSP) comes from many diffuse sources, and is a leading cause of water quality problems in the U.S.. In this topic guide, students identify different types of NSP and their effects on water quality.

Concepts to teach: Nonpoint source pollution, runoff, point source pollution, toxins, biomagnification, eutrophication

Goals: Students learn about many sources and impacts of nonpoint source pollution and their impact on local and distant waters. They identify how personal behavior and community practices can contribute to nonpoint source pollution.

Standards:
H.2E.4, H.3S.1, H.3S.2, H.3S.3

Specific Objectives:

  1. Identify the difference between point and nonpoint source pollution, and give examples of each.
  2. Conduct an inquiry to determine the effects of a type of nonpoint source pollution on water quality.
  3. Describe how local nonpoint source pollution affects ocean health.

Activity Links and Resources:

  • Nonpoint Source Pollution tutorial—This extensive resource from the NOAA ocean service education pages provides definitions, history, methods used to detect nonpoint source pollutants, and ways to assess and reduce their damaging effects on the environment.
  • StreamWebs—This OSU Extension student stewardship network provides open-source, web-based tools for watershed data management, analysis and networking for teachers and students. Use the provided data sheets and protocols to determine the extent to which nonpoint source pollution and other human impacts may affect local stream health. Compare data within a stream, and to other student studies posted on the StreamWebs website.
    • Water Quality Data: Measure and compare temperature, dissolved oxygen, pH, and turbidity in nearby stream(s).
    • Macroinvertebrate Data: Assess stream health based on the types and numbers of macroinvertebrates found.
  • US Environmental Protection Agency:
    • Nonpoint Source Fact Sheets
    • After the Storm—30 minute video co-produced by EPA and The Weather Channel, with supporting resources
    • Tracking Pollution—a Hazardous Whodunit classroom worksheet and teachers guide. Students make a topographic map and use it to predict ground water flow and investigate the most likely source of ground water contamination.
    • EPA’s Enviromapper—This website provides access to several EPA databases to provide information about environmental activities that may affect air, water and land anywhere in the U.S. See which facilities in your zip code have permits to discharge wastewater into rivers.
  • Excess nutrients
  • NOAA Ocean Explorer curriculum

Assessment:

  • Publish water quality data on the StreamWebs website and compare findings to results found by other classrooms.
  • Complete the worksheet in the Tracking Pollution activity.
  • Reflective assessment ideas included in the Traveling Nitrogen activity.
  • Describe how local water quality issues affect ocean health.
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Wastewater Management

Human Use of Resources—Wastewater Management

Summary: Where does dirty water go when it leaves your home? This topic guide focuses on wastewater movement and treatment in municipal areas.

Concepts to teach: Storm water, wastewater, water treatment plant, septic system

Goals: Students recognize that water is an important resource used by humans, and that wastewater must be managed in order to conserve resources and to prevent harmful contaminants from escaping into the environment. They learn about various engineering solutions to wastewater management, including sewer systems, water treatment facilities, and septic systems.

Standards:
H.4D.1

Specific Objectives:

  1. Describe the difference between sewer lines and stormwater lines.
  2. Trace the route toilet water takes after it is flushed, and explain what happens to the water at each stage along its route.
  3. Illustrate how a septic tank works.

Activity Links and Resources:

  • Review the Water Use topic guide from the Land and Water Use focus area in this module
  • Contact your local city planning department or soil and water conservation districts for maps of local sewer lines. For example:
  • Invite a wastewater expert to the classroom, or take a field trip to a wastewater treatment facility.
  • Virtual tours of wastewater treatment plants in locations outside the Pacific Northwest are also available:
  • The Story of Dryville from USGS—Water management in a fictional, growing town.
  • The Water Project lists a variety of education activities for Grades 9-12. Activities include online tutorials, instructions for building models, etc.

Assessment:

  • Discuss differences between sewer lines and stormwater lines.
  • Trace the route toilet water takes after it is flushed, and explain what happens to the water at each stage along its route.
  • Using a drawing or model, describe how a septic tank works.
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Stormwater Pathways

Place—Stormwater Pathways

Summary: Where does rainwater go after it hits the ground? In this topic guide, students find out where stormwater around their school or other local area goes, and what environmental contaminants might get picked up along the way.

Concepts to teach: Stormwater, storm drains, sewer system

Goals: Students work with storm drain maps to ground-truth their location and function, and determine pathways for stormwater in the local area. They also identify potential pollutants that could contaminate stormwater.

Standards:
HS.3S.1, HS.4D.5
SS.HS.GE.04, SS.HS.GE.07

Specific Objectives:

  1. Use storm drain map to determine where local storm water ends up.
  2. Identify potential sources of stormwater contaminants in a local area.

Activity Links and Resources:

  • Contact your local city planning department or soil and water conservation districts for maps of storm drains around the schoolyard. Remember to ask them for a KEY to go along with the map! Examples:
  • Discuss the function of stormdrains and the underlying engineering principles that allow them to function effectively. Invite a city engineer to the classroom for further information and discussion.
  • Trace the route stormwater takes from the schoolyard to its outflow site. Discuss how and the extent to which the stormwater may reach aquatic and marine ecosystems.
  • Take the maps outside and locate the drains, their contents, and the direction stormwater (if any) is running inside the drain. Survey the area round storm drains for potential contaminants to stormwater, including: sediment, sewage, oil, nutrients, toxins, etc.
    • Note any discrepancies between the maps and student direct observations, and if necessary, report problems to the city or other authorities
    • Remove debris that may be clogging storm drains or gutters.
    • Visit the drains in dry and wet weather conditions.
  • Survey the area round storm drains for potential contaminants to stormwater, including: sediment, sewage, oil, nutrients, toxins, etc.
  • Create a Quest that traces the pathways stormwater takes when it falls on and around your school. Example: Taft Stormwater Quest

Assessment:

  • Probe: Rain on the Parking Lot—The purpose of this OCEP probe is to elicit students’ ideas about how rainwater interacts with impervious surfaces.
  • On a map, trace the route stormwater takes from the schoolyard to its outflow site, and then determine the ways in which the outflow is connected to larger bodies of water and the ocean.
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Stop the Invasion

Stewardship—Stop the Invasion

Summary: Aquatic invasive species are a big problem, but there are actions students can take that make a difference. Whether through mapping and reporting invasive species, participating in invasive species removal projects, or through educating the public, students help stop the spread of invasive species.

Concepts to teach: Invasive species, early detection rapid response, community service

Goals: Students are empowered to help stop the spread of invasive species.

Standards:
S6.3S.2, S7.3S.2, S8.3S.2

Specific Objectives:

  1. Make and carry out a plan of action to address a particular type of invasive species present in the local area.
  2. Work with other organizations in the community to address invasive species issues.

Activity Links and Resources:

  • Review the Invasive Species Impacts topic guide
  • WISE project examples—Search this website to see how various WISE teachers have conducted field stewardship projects with students. See examples of early reporting data forms.
  • Get involved with an ongoing invasive species stewardship project by contacting a local organization to see what volunteer opportunities might be available.
    • The SOLVE Invasive Plants page links to current volunteer projects available and guidance for starting new projects
    • Search OWEB to find your local watershed council
  • Share surveys and maps of invasive species occurrence with land managers, city officials, and through invasive species reporting websites.
  • Oregon Coast Quests
    • Make a Quest similar to the D River Invasive Species Quest (now retired)
    • Students convey what they have learned about local invasive species and prevention through an interpretive walking guide for the public.

Assessment:

  • Describe an effective way to reduce the spread or impact of an invasive species found in the local environment.
  • Search for examples of student work samples on the right side of the Invasive Species 101 website.
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Landscaping Projects

Stewardship—Landscaping Projects

Summary: In the previous topic guides, students learned about the human impacts affecting land and water ecosystems. In this topic guide, students take action to improve or restore a local area to improve the health of the ecosystem.

Concepts to teach: Ecosystem, habitat, stewardship, sustainability, invasive species, erosion

Goals: Students plan improvements to a local outdoor area that will improve the health of the ecosystem by reducing erosion, turbidity, water waste, the spread of invasive species, or other similar impacts. Students carry out the project and plan for its sustainability over time.

Standards:
S6.2L.2, S6.4D.1, S6.4D.2
S7.4D.1, S7.4D.2
S8.4D1, S8.4D.2, S8.4D.3

Specific Objectives:

  1. Work with school and/or local officials to identify a restoration/enhancement project that will improve the health of the ecosystem.
  2. Devise a budget and work plan for the activity.
  3. Assess and report impacts from the project to the community.

Activity Links and Resources:

Assessment:

  • Identify a local restoration/enhancement project and describe how its implementation will improve the health of the ecosystem.
  • Present a budget and work plan for the restoration/enhancement project.
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Invasive Species Impacts

Human Impacts—Invasive Species Impacts

Summary: The Oregon Sea Grant Extension WISE Program (Watershed and Invasive Species Education) provides teacher resources for teaching about invasive species in Oregon. WISE teachers have created, tested and posted their lesson plans online, and we highlight some of those projects in this focus area.

Concepts to teach: Invasive species

Goals: Students learn to recognize examples of aquatic invasive species and understand the impact these invaders have on the health of the environment.

Standards:
S6.2L.2

Specific Objectives:

  1. Identify several invasive species in the local community.
  2. Explain the ecological and financial impact invasive species have in Oregon.

Activity Links and Resources:

Assessment:

  • Use or develop formative assessment probes to gauge student understanding about the water cycle. The following probes from Uncovering Student Ideas in Science, vol. 2 could be applied or modified (to obtain Uncovering Student Ideas in Science publications or access sample chapters, visit the NSTA website):
    • Habitat Change—explores student understanding of how animal populations are affected when habitats are changed. Consider modifying this instrument to address student understanding of how competition from invasive species can affect native populations.
  • Example of assessment questions prior to a field trip: Field Trip Preassessment
  • Research and describe the impact an invasive species has on the local environment.
  • Search for examples of student work samples on the right side of the Invasive Species 101 website.
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How Do Trees Affect Erosion?

Human Impacts—How Do Trees Affect Erosion?

Summary: Students explore the concept of erosion and how it impacts environments. They also discover how trees and other factors affect erosion.

Concepts to teach: Erosion, impervious surfaces, turbidity, models, scientific inquiry

Goals: Students use a model to discover how trees help prevent erosion and turbidity.

Standards:
S6.3S1, S6.3S2
S7.2E.4, S7.3S1, S7.3S2
S8.3S1, S8.3S2

Specific Objectives:

  1. Engage in scientific inquiry by conducting an experiment in the classroom.
  2. Define erosion and its effects on nearby land and water ecosystems.
  3. Determine under what circumstances erosion is likely to occur.

Activity Links and Resources:

  • How Do Trees Affect Erosion?
    • This lesson plan from soundsalmonsolutions.org in Washington outlines the classroom experiment and includes a worksheet and answer key.
    • Lincoln County teachers in the Oregon Coast Aquatic and Marine Science Partnership (OCAMP) used this experiment for a peer-to-peer teaching activity among 6th and 3rd graders. See their presentation that includes teaching objectives, techniques and student assessments.
  • Resources concerning the potential effects of changing turbidity, stream flow and temperature on aquatic species
  • Erosion Inquiry—Students conduct a simple experiment that explores the types of conditions under which erosion occurs in the school yard.

Assessment:

  • Use or develop formative assessment probes to gauge student understanding about the water cycle. The following probes from Uncovering Student Ideas in Science, vol. 1 could be applied or modified (to obtain Uncovering Student Ideas in Science publications or access sample chapters, visit the NSTA website):
    • Beach sand—the purpose of this probe is to elicit students’ ideas about weathering, erosion, deposition, and landforms. It may be used as is, or modified to better relate to a similar concept found in the schoolyard habitat (pebble size in streams, for example).
  • Probe: Rain on the Parking Lot—the purpose of this probe is to elicit students’ ideas about how rainwater interacts with impervious surfaces.
  • Worksheet included in the How Do Trees Affect Erosion? lesson plan.
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Local Habitat Assessment

Human Impacts—Local Habitat Assessment

Summary: Students explore their schoolyard or other local site to determine how human activity may have impacts on animal habitats, animal populations, and/or plant populations.

Concepts to teach: Habitat, adaptation, scientific inquiry, erosion, invasive species

Goals: Students will apply their knowledge about land use to their local outdoor site, and assess the real or potential impact of human land use on native species.

Standards:
S6.3S1, S6.3S2
S7.3S1, S7.3S2
S8.3S1, S8.3S2

Specific Objectives:

  1. Categorize components of a local land area based on the degree to which the land is in a natural or disturbed state.
  2. Determine the habitat requirements for a local species found on the site.
  3. Collect field data that relates species abundance to habitat type.

Activity Links and Resources:

  • Refer to studies of habitats in the Coastal Ecology and Ecosystems Module: Macrointertebrate Topic Guide
  • Habitat Inquiry—Students conduct a simple experiment that relates habitat type to species abundance in the school yard.
  • Use historic maps, photographs, and interviews with community elders and other experts to determine local changes that have occurred to the site over time.
  • Oregon Coast Quests
    • Yaquina Head Tale of Two Hills Quest—This self-guided place-based activity located in Newport tells the story of land use changes at Yaquina Head over 100 years. Featured human impacts include burning, livestock grazing, rock quarrying, golfing, residential development, and modern electrical towers.
    • Make a Quest or other interpretive guide that features the human impacts that students have identified in their local field site.

Assessment:

  • Use or develop formative assessment probes to gauge student understanding about the water cycle. The following probes from Uncovering Student Ideas in Science, vol. 2 could be applied or modified (to obtain Uncovering Student Ideas in Science publications or access sample chapters, visit the NSTA website):
    • Habitat Change—explores student understanding of how animal populations are affected when habitats are changed.
  • Probe: Rain on the Parking Lot—the purpose of this OCEP probe is to elicit students’ ideas about how rainwater interacts with impervious surfaces.
  • Select an organism living in the study site and identify its habitat requirements.
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