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Speak Out
Objectives:
Students will:
- assess the water quality in their community
- compose a letter to a congressperson regarding water quality issues
Materials:
- computers with internet access
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Background:
The Global Water Sampling Project gives students the opportunity to compare samples of
fresh water from all over the world. In this activity, students will
learn more about local
water conditions and those of other places by utilizing an EPA website and
sharing conclusions, concerns, and solutions
with legislators.
Procedure:
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1. Have the students look at the condition of the local watershed by going
to Surf Your Local Watershed and
enter the zip code.
2. Once the students are on the page for the local watershed:
- Click on "Environmental Profile" and choose
" Index
of Watershed Indicators".
- Click on " Condition and Vulnerability Indicator Graphs"
and find water quality data about the local area.
- One graph shows current conditions
and the other indicates where future problems are likely to occur.
- If you mouse over the graphics, a
description of the parameter will appear.
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3. Working in small groups, students should use the information on the graphs to determine where the greatest
areas of concern are for the local watershed.
- What are the biggest threats to the quality of
water
today?
- What do you think will be the most serious water problem in the next decade?
- Brainstorm some possible steps that could be taken to slow or perhaps even reverse the
damage that is predicted.
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4. Have the students go to the Project Vote Smart
site.
- Click on "Candidates Issues and Much
More" to find the list of your state legislators by typing in
your zip code.
- Look at the legislators’ voting records.
- How did they vote on environmental
issues?
- At the bottom of the page, there will be
information on how to contact that legislator.
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Have the students select one legislator and compose an email or letter to him or her expressing
their concerns
about the water quality in the area. Include specific details about primary concerns and
list the solutions that the groups propose.
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Assessment:
- Go to the Global Water Sampling Project web site and view the
List of Project
Participants.
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Select the city or town of one of the schools in the United States.
- Go to Surf Your Local
Watershed and access the water quality information about that location in the same way you did your own area.
- Compare their water quality problems to yours? How can you account for
the differences?
- Write a summary of your findings, conclusions, and suggestions and post it to the Global
Water Sampling Project Discussion Area.
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Extension:
Take Another
Look
Objectives:
Students will:
- create a Nature Interpretation Walk Guide
- be able to describe several features of the water sampling area
Materials:
- computers with internet access
- reference materials
- paper
- pencils, crayons, markers
- samples of Nature Interpretation Walk Guides
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Background:
Students might not have thought there was anything remarkable about the
area surrounding or adjacent to the river, lake, stream, or pond where you
took the water sample,
but this activity will allow them to look at the site from a different perspective.
Students will prepare a Nature Interpretation Walk for the area that will enhance others' understanding and
appreciation of the natural features of the area.
Procedure:
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1. Have students choose at least five features of
the area to point out to their audience. Perhaps they might include such things as trees, wildlife habitats,
wildflowers, and rock formations.
2. Break the students into small working groups. Have the
students use reference materials to address the information about the five
features of interest.
3. Have the students continue their research to find:
- Who were the first settlers in your area? Native Americans? Colonists?
- What were some of
the natural resources that might have been valuable to them?
- How have people, both recently
and long ago, used the water for food, entertainment, economic gain, housing, and
transportation?
- Check whether or not there are any historic
or archeological sites nearby. Is there a relationship between them and the water source?
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4. Have the students interview parents or grandparents for background data about former uses of the site.
5. Once all the information has been
collected by the various groups, have the students create Nature
Interpretation Walk brochures or posters. |
Assessment:
- Nature Interpretation Walk Guides
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Reference
Official State Web Site
- information including maps,
local history , places of interest, and inventories of natural resources
U.S. Fish and Wildlife Service - information about fresh water
fishing and recreation
National Register of Historic Places -
information about historic or archeological sites
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Overview