Objectives
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Students will
1.Identify the watershed in which their school is
located, and
2.Explain the role the schoolyard plays in the watershed
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Standards Addressed
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None |
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Map of local community showing lakes, streams and topography, drawing paper, pencils, 2 sets of copies of the legend, water-proof outerwear, clipboard, plastic wrap
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Time Requirement |
Prep: Parts 1 & 2 - 30 minutes each; Activity: Parts 1 & 2 - 50 minutes each |
Procedure/ Outline |
1. Show map of community. Identify bodies of water. Have students make connections between school and bodies of water. Students will take a fair-weather walk around the school and a rainy-day walk. Have students listen, watch, read weather reports, predict rain, mark calendar.
Activity I: Create map of school ground (review directions; north, south, east, west). Put landmarks on the map. Determine where water will go when it falls off the roof. Mark location of water downspouts with an "X". Make two copies of the map - 1 for fair-weather hike and 1 for rainy-day hike. Hand out fair-weather map and ask students to predict where the water will go. What materials on the roof might wash off? Assemble map section and post in room
Activity II: Take a rainy-day hike around school. Identify patterns of water. Discuss direction of water flow. Hand out copies of unmarked maps and indicate on maps the direction of the flow of water. Identify natural and man-made objects being carried off by the water. (Use plastic wrap to cover the maps so they don't get wet.) Collect maps and post at end of exercise.
Wrap-up: Have students summarize general pattern of surface water as it flows across school property. Refer to community map and discuss school's location within the watershed. Have students list uses for water in local lakes or rivers
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Modifications /Adaptions/ Extensions |
K - 2 Option: work in small groups to investigate sites of flowing
water on school grounds. Have students make boats and race them to see how far
they go. Students draw pictures of what the boats may encounter |
Assessment |
Predict movement of water; identify school in watershed; discuss
how school grounds positively effect water passing |
Other Comments |
Locate sources of point and non-point source pollution on school
grounds |
