Environmental Science Activities

Get A Clue

Objectives:

Students will:
- assess the water quality of a sample through chemical means
- identify macroinvertebrates found in a water sample
- assess the environmental quality of a water sample based on the presence of certain organisms
- understand that all living things are affected by the environment


Materials:

• kick or dip net 
• white plastic sheet (to observe macroinvertbrates) 
• tweezers or forceps 
• eyedroppers 
• magnifying lens 
• buckets with water 
• ice cube trays or shallow pans 
• internet connection or printed keys 
• data sheets or paper 
• pencils 
• optional: microscopes and slides 
• water quality test kits 

Background:

Students will use the information collected from the water sample to make a statement about the quality of the water in the sampling area. 

The presence or absence of certain organisms, or indicator species, reveals much about the quality of the water.  Some macroinvertebrates are extremely sensitive to changes in water quality and are found in large amounts, in waters that are generally clean, or unpolluted by organic wastes and have more oxygen. Other macroinvertebrates are not sensitive to pollution; therefore if a large number of these organisms are found in a sample, it would serve as an indicator of poor water quality. 

Procedure:

1.  Obtain a water sample from the designated sampling area.

2.  Have students perform that water quality tests that have been selected as part of the project.  Make sure that the students are comfortable with the testing kits prior to the first "sampling experience".  The better the comfort level, usually, the more accurate the results.

3.  Have the students use a dip net or kick net to obtain macroinvertebrate samples from the designated testing area. (Please see the Macroinvertebrates page from the Take A Dip Project for more information).

4.  Have students compare the results of the chemical and the biological sampling.

 
Assessment:

• Is there a relationship between Dissolved Oxygen levels and the types of plants, animal, or other organisms you observed in the water? If so, describe the relationship.
• Do you think that your water source is a good environment for organisms to survive based on pH levels?  Why or why not?
• Is there a relationship between Turbidity level and the type and variety of organisms observed in the water? If so, describe the relationship.
• Did any of your results indicate poor or good water quality? If so, which ones? Explain your reasoning.
• Are any of your results not what you expected them to be? Which ones? Explain your reasoning.
• Is the water used for drinking water? For recreation? Based on the results of your testing, would you use the water for swimming or recreating? Explain.

Storm Drain Stenciling

Objectives:

Students will:
- understand the importance of keeping storm drains clean
- gain a sense of environmental stewardship

Materials:

• stencils (kits available to order)
• environmentally "friendly" paints
• paint brushes
• paper towels
• local government permission

Background:

We have all seen storm drains on the sides of roads, quickly draining water off the road during rain storms.  But is water the only substance going "down the drain"?  Unfortunately, the answer is no.  Environmental scientists have found that substances such as motor oil, litter, fertilizers, pesticides, animal waste, and other contaminants are routinely flushed down storm drains along with the water.  

Traditionally, water systems simply diverted the storm overflow into a local waterbody, receiving little to no treatment.  This eventually leads to an undesirable impact on the receiving waterbody.  Some communities have addressed this issue by redesigning the sewer system to divert the water to a treatment facility, but this is an extremely expensive process.

What is the answer?  A much less expensive option is for all the residents of a community to become educated about the issue, and participate in the solution by carefully following directions when applying pesticides or fertilizers to lawns, by using biodegradable products when at all possible, cleaning up pet wastes, and to urge local governments to create recycling centers for paints, paint cleaners, used motor oil, batteries, and other household toxic items.  This will not solve the problem completely, but will cut back the impact made on our environment.

What can students do the help?  Many organizations sponsor "Storm Drain Stenciling Activities", that include students either using a kit provided by an organization, or creating a stencil with a friendly message reminding passers-by, not to discard items into storm drains.

Procedure:

*If at all possible, choose a dry, relatively cool, sunny day.   If paint is applied on a rainy day, it is possible that the stormwater will wash your paint down the drain.   Also, try to avoid windy days as spray paint can drift onto nearby cars.  Remember that the surface being painted should be dry and warm.*

1.  Obtain local government permission to stencil the community's storm drains.

2.  Clean the area to be painted with a wire brush and whisk broom to sweep dirt away from drain area so paint will adhere.

3.  Position stencil next to (not over) the storm drain inlet where message will be most visible. Avoid areas where dirt and leaves will collect and cover the message. 

4.  Place a shield, such as a cardboard box with bottom cut out, over the stencil to prevent drifting paint overspray (especially near parked cars).

5.  Spray paint the message, taking care the paint doesn't go down the drain. Two light coats are better than a thick single coat.

6.  Make sure to leave the area clean and free of excess paint.

* Stenciled messages last for approximately two years on a paved surface.*


Assessment:

Design brochures and/or posters explaining the importance of keeping storm drains clean to raise public awareness and possibly assist with the painting activity.

Reference

Earthwater Stencils
 

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