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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
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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.
| Good Water Quality |
Fair Water Quality |
Poor Water Quality |
| Mayfly larvae |
Crayfish |
Midge fly larvae |
| Caddisfly larvae |
Riffle Beetle - larva |
Blackfly larvae |
| Stonefly larvae |
Dragonfly |
Leeches |
| Gilled snails |
Cranefly larvae |
Aquatic worms |
| Riffle Beetle - adult |
Damselfly |
Lung snails |
| Planaria |
Scuds |
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| Water Peeny |
Alderfly |
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| Hellgramite |
Sowbug |
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Watersnipe Fly |
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Whirligig Beetle - larva |
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Fishfly |
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Clam or Mussel |
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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 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.
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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
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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.*
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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
Clean Ocean
Action
Earthwater Stencils
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Overview