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1. 03 30 to 05 13 Peggy Knapp and Thomas Bancroft of the National Audubon Society explore waterways of the Everglades to find out why they re drying up 1 min 43 sec Video Clip 3 05 14 to 06 56 Peggy Knapp and Thomas Bancroft navigate a boat through a mangrove estuary where freshwater mixes with salt water 1 min 42 sec Video Clip 4 06 57 to 10 14 Peggy Knapp learns how changes to the Everglades threaten many of the bird species that live there 3 min 17 sec Additional Resources Button A Slide Show Photos of southern Florida taken from space Button B Slide Show Two maps of southern Florida showing the flow of water from Lake Okeechobee to the southern tip of the state 1 Button C Slide Show Cross section and photos detail three distinct habitats in the Everglades Button D Slide Show Photos of animals that are commonly found in the Everglades Unit Assessment Answer Key The Unit Assessment on the following page covers the basic concepts presented in the video segment and the background on the Unit Theme section in this guide The assessment does not require completing all of the activities The Unit Assessment may be used as a pre or post test However students should view the complete N ewton s A pple video before doing this assessment There is additional assessment at the end of each activity Think about it The Army Corps of Engineers built a series of canals that diverted the f
2. EM re A N NCR Everglades KR Teacher s Guide Table of Makinedis Contents Introduction How to use the CD ROM Sewers H gt OO Everglades Activity Two Clean It Up Lesson Plan Activity Three That s Enough Lesson Plan Unit Overview and Bibliography Activity Two Sea Salts Lesson Plan 23 24 25 25 25 26 27 28 30 31 32 34 35 36 38 Introduction Welcome to the Newton s Apple Multimedia Collection Drawing from material shown on public televisions Emmy award winning science series the multimedia collection covers a wide variety of topics in earth and space science physical science life science and health Each module of the N ewton s A pple Multimedia C olletion contains a CD ROM a printed Teachers Guide a video with two N ewton s A pple segments and a scientist profile and a tutorial video The Teachers G uide provides three inquiry based activities for each of the topics background information assessment and a bibliography of additional resources The CD ROM holds a wealth of information that you and your students can use to enhance science leaming Heres what you ll find on the CD ROM e two full video segments from N ewton s A pple e additional visual resources for each of the N ewton A pple topics e background information on each topic e avideo profile of a living scientist working in a field related to the
3. N ewton s A pple segments e an Adobe Acrobat file containing the teacher s manual along with student reproducibles e UGather and UPresent software that allows you and your students to create multimedia presentations e QuickTime 3 0 QuickTime 3 Pro and Adobe Acrobat Reader 3 0 installers in case you need to update your current software The Newton A pple Multimedia C olletion is designed to be used by a teacher guiding a class of students Because the videos on the CD ROM are intended to be integrated with your instruction you may find it helpful to connect your computer to a projection system or a monitor that is large enough to be viewed by the entire class We have included a videotape of the segments so that you can use a VCR if it is more convenient A though the CD RO M was designed for teachers it can also be used by indi viduals or cooperative groups With the help of many classroom science teachers the staff at N ewton s A pple has developed a set of lessons activities and assessments for each video segment The content and pedagogy conform with the National Science Education Standards and most state and local curriculum frameworks This Teacher s Guide presents lessons using an inquiry based approach If you are an experienced teacher you will find material that will help you expand your instructional program If you are new to inquiry based instruc tion you will find inform
4. is completely aquatic b is very diverse c is very limited d lives mostly in the northern portion Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 1 Spinning the Web of Life What is a wetland and why are wetlands important What types of animals and plants live in a wetland environment What makes the ecosystem of the Everglades unique What happens to animal and plant life when the water level in a wetland changes Getting Ready Overview Students design a model web of life for the various organisms found in a wetland environment They first predict then manipulate the model to see how changes in water level might affect the various components in the ecosystem Objectives After completing this activity students will be able to e describe how different organisms cause changes to the environment in which they live e demonstrate how humans can cause changes to the environment that are detrimental to other organisms e explain how the number of organisms an ecosystem can support depends on the resources available including abiotic factors such as water Time Needed Preparation Approx 10 min Classroom Approx 2 class periods Materials For the teacher e current map of Florida e large ball of twine or yam For each team of students e large 5x7 blank index card for each student e large ball of twine or wool e range of reference m
5. water fountain might be 0 75 L per minute A fter the group has agreed upon a way of determining flow write the procedure in your science journal 2 Test your procedure First estimate the flow rate for a faucet water fountain or other water What did you find out source Record your estimates in your journal Next follow your group s procedure to deter mine the flow rate Calculate the flow rate for each time period three times then average the results 3 Then determine the flow rate from your water source for 5 seconds 15 seconds and 30 seconds Based on your calculations what would be the volume of water for a minute for an hour for a day and for a week Recording your data In your science journal record your group s method for determining flow rate Then set up a data table that includes the following information Water source Volume of water per minute per hour per day per week What was the most efficient way you devised to accurately measure water flow rates Explain why you chose this method over the other methods Compare your results with those of other groups What might account for any differences Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 2 Clean It Up What does the wastewater look like that leaves your house What sort of waste goes in with the water Would it be okay to putthis same wastewa
6. Bones Dinosaur Extinction Earthquakes Gravity Rockets DNA DNA Fingerprinting Everglades Sewers Infrared Reflection Hearing Human Eye Geothermal Energy Glaciers Newton s Laws Doppler Effect Nicotine Smiles Greenhouse Effect Ozone Frisbee Buoyancy Meteors Solar Eclipses Skydiving Roller Coasters Phases of the Moon The Sun Sports Physics Hang Gliding Surfing High Wire Skateboards Spinning Water skiing Individual Packages 49 95 To order by mail To order by phone call toll free Three CD collection 119 45 1 800 228 4630 Four CD collection 159 95 G n Fax your order to 1 800 306 2330 E E mail your order to P O Box 80669 gpn unl edu Lincoln NE 68501 0669 Order today Distributed by Box 80669 Lincoln Nebraska 68501 800 228 4630
7. CD ROM e Ifitis appropriate view the entire Newton s Apple video segment on Sewers after completing the activity 12 Sewers Sewers _ Here s How e Set up the computer to play the CD ROM or set up the VCR and cue the tape e Gather the necessary materials for the teacher demo and the student experiments e Make a copy of Activity Sheet 1 for each student e Review the Background information on page 8 Put a bucket or other container into the sink before students enter the classroom to catch the wastewater during the Engage portion of the lesson The container should not be visible to the students and ideally should be transparent so students will be able to get an appreciation for the water quality when they are shown the sample of wastewater Engage Approx 15 min Next to the lab sink place a number of products you would normally find under a kitchen or bathroom sink in a home cleaning products personal care products etc Start the lesson by adding a few more bottles to the collection Tell students you are cleaning out an old cupboard Ask them what would be the best way to dispose of the unused products At least one student will probably suggest pouring one or more of the products down the drain for disposal You may want to record the students ideas Wash your hands in the sink using plenty of soap and catch the wastewater in the hidden bucket Do not be frugal use a lot of water Ask the students a
8. all the purification steps Obtain samples of water from local streams or lakes Label each sample Set the samples in a place where they will not be disturbed for several hours What happens to the suspended solids in the water samples Share your samples of water with the class Discuss the water quality from these sources Obtain a large one liter beaker from your teacher and fill it with tap water Place the beaker of water on a hot plate and heat gently until all the water has evaporated Inspect the beaker and comment on the dissolved solids in your tap water Try this activity with samples of water from many different sources Share your results with the class Educational materials developed under a grant from the National Science Foundation 17 ee Clean it up Activity Sheet 2 Name Class What you re coing to do You re going to develop and follow a plan for cleaning a sample of wastewater After each step in your plan you will make observations and measurements to determine how effective that step was in cleaning the water sample How to do it Part 2 Cleaning the Sample of Wastewater Part 1 Develop a Plan A 2 Follow the plan you developed to clean 1 Examine the wastewater you will be cleaning your sample of wastewater Remember Meet with the other members of your team to Se to make initial observations and discuss and develop apurification plan The 5 measurements of your wastewater plan should show f
9. before the students arrive to verify that their salinity remains constant To obtain the most accurate readings on the student hydrometers use tall narrow glasses for the water e Asan alternative to glasses you can use 500 mL graduated cylinders You can mix your Standard solutions and store them in 1 gallon plastic jugs Students can then dispense them into individual plastic cups so each group can have their own set of standards This will reduce some of the waiting time for students who need to calibrate their hydrometers e A good source of inexpensive commercial hydrometers is pet stores where they are sold for use with saltwater aquariums e Ifitis appropriate you may wish to view the entire Newton s Apple segment on the Everglades after completing this activity 32 Everglades Here s How Preparation Set up the computer to play the CD ROM or set up the VCR and cue the tape Gather the necessary materials for the teacher demo and the student experiments Mix up 3 samples of salt water at concentrations of 10 20 30 ppt 1 2 3 Place these in 3 labeled 16 oz tall plastic cups Label each with the salt concentration Use the standard hydrometer to test each before class to make sure the concentrations are accurate These will serve as the standards upon which the students will calibrate their hydrometers Mix 3 unknown samples of salt water which the students will try to determi
10. floods people are told to boil their water for several minutes before using for cooking or drinking Why a would you say 6 Which of the following is probably not removed from wastewater when it goes through a treat ment plant a small amounts of lawn fertilizers b bacteria c small chunks of wood d oil and grease What is cleaned from the water when it first enters a treatment plant a suspended materials b bacteria c large solids d chlorine Which of the following is not used as part of the treatment of wastewater a chlorine b skimmers c oxygen d carbon dioxide 10 Sewers On oO Explain what this statement Why is chlorine first added to the water then later taken out Everybody lives downstream from somebody has to do with wastewater treatment Bacteria are used to remove a dissolved chemicals b microscopic organic matter c excess chlorine d suspended particles 10 Most household drains a connect directly to sewage treatment plants b empty into a series of pipes that carry the water to streams c link to larger and larger pipelines that connect to a treatment plant d carry only one kind of wastewater Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 1 That s a Lot of Water Where does the water go when it goes down the drain Is it only water that
11. from wastewater Do water treatment plants clean bacteria from the water How are harmful substances taken out of water Themes and Concepts e constancy and change e systems e earth science e ecology and environment National Science Education Standards Content Standard A Students should develop abilities necessary to do scientific inquiry Content Standard C Students should develop an understanding of populations and ecosystems Content Standard D Students should develop an understanding of the structure of the earth system Content Standard E Students should develop abilities of technological design Activities 1 That s a Lot of Water A pprox 20 min prep 60 min class time How do you measure the water volume in different containers How do you measure water flow Students devise ways of measuring water volume and calculate how much water is in different shaped containers They also figure out the volume of water coming from a tap 2 Clean It U p A pprox 30 min prep 60 min class time How do you take the waste out of wastewater Students develop criteria to evaluate how well different methods of cleaning water work They figure out ways to clean different kinds of wastes out of water then judge the effectiveness against their criteria 3 That s Enough A pprox 60 min prep 110 min class time What determines if a substance in the water is harmful Students work with brine shrimp to discover how minuscu
12. left a bit to the previous dried out habitat Ask them to make some quick observations about the local environment Are there any clues to suggest that these environments go through some significant changes The first habitat is lush wet and green The second habitat is dry but sea shells suggest that it was once covered with water Move the slider back to the left to the map showing the original extent of the Everglades 02 42 Then hold up a current map of Florida showing the major population centers Ask students if they can think of any reason why water in the river of grass has been cut off and controlled D evel opment in the cities of Miami West Palm Beach and other urban centers require freshwater for the people who live and visit there Farmers need the freshwater for agricultural products Ask them if they can think of any other situations in the world where the needs of people caused a local environment to be placed under stress rain forests old growth forests Play Video Clip 2 in its entirety 03 30 to 05 13 Explain that the Ever glades and all wetlands are important ecosystems Not only do they hold water but they provide a habitat for many different animal and plant species including amphibians reptiles insects birds fish and mammals Tell students their mission is to construct a model web of life for a typical wetland and then see what will happen when the water is taken away Activity Explore App
13. may combine them with other re sources to create your own multimedia presentations You will find all the video clips in folders on the CD ROM You may use these clips for classroom use only They may not be repackaged and sold in any form You will also find a folder for UG ather and UPresent These two pieces of software were developed by the Univer sity of Minnesota They allow you to create and store multimedia presenta tions All of the information for installing and using the software can be found in the folder There is an Adobe Acrobat file that allows you to read or print the entire user s manual for the software We hope you will use these valuable tools to enhance your teaching Students may also wish to use the software to create presen tations or other projects for the class Educational materials developed under a grant from the National Science Foundation 5 Technical Information Refer to the notes on the CD ROM case for information concerning system require ments Directions for installing and run ning the program are also provided there Make sure you have the most current versions of QuickTime and Adobe Acro bat Reader installed on your hard drive The installation programs for QuickTime 3 QuickTime Pro and Acrobat Reader 3 0 can be found on the CD ROM D ouble click on the icons and follow the instruc tions for installation We recommend in stalling these applications before running
14. the N ewton s A pple Multimedia program Trouble Shooting There are several Read Me files on the CD ROM The information found there covers most of the problems that you might encounter while using the program 6 Introduction Integrating Multimedia We suggest that you have the CD ROM loaded and the program running before class Select the video and allow it to load The video usually loads within a couple of seconds but we recommend pre loading it to save time All of the video segments are captioned in English The captions appear in a box at the bottom of the video window You can choose to play the clips in either English or Spanish by clicking one of the buttons at the bottom right of the screen You can also choose Spanish or English soundtracks for the scientist profile The Resources button provides you with four additional resources There are additional video clips charts graphs slide shows and graphics to help you teach the science content of the unit J oie wir PRRCROTESIN an kammar 3 rera Art aan KAET TERE kl DOT RA LL v t A yo Resources Menu The other navigation buttons on the left side of the window allow you to go back to the Main Menu or to exit the program APPLE Multimedia Down the Drain What happens to all the water after it goes down the drain How do they clean wastewater so that it can be used again Are there different ways to clean different substances
15. the salinity of three unknown samples Each group will be given four drinking straws a lump of modeling clay a cup of sand four pieces of masking tape and a waterproof pen Each student in the group will build one of the standard hydrometers according to the directions on the activity sheet Group members will then share the hydrometers to determine the salinity of the four unknown water samples D irect their attention to Activity Sheet 2 Sea Salts Before beginning demonstrate how to construct one of the hydrometers and how to calibrate it against one of the four standard solutions Make sure that the students label each hydrometer with the correct salinity reading Evaluate 1 Based on your observations what s the relationship between the salinity of the water and its density The greater the salt concentration the more dense the water is 2 Within an estuary the freshwater enters from a stream or a river flowing from the land Based on what you determined about the density of salt water how would the salinity of an estuary change as you go from the surface to the bottom In general estuaries have a freshwater lens on top and a saltwater wedge on the bottom The deeper you go the saltier the water gets 3 Based on your work with the hydrometers what impact might a decrease in salt water have on the salinity of an estuary The water in the estuary will get saltier and the saltwater wedge
16. to remove dissolved pollutants 1 min 48 sec Additional Resources Button A Button C Slide Show Charts showing the average daily water use Video Newton s Apple host David Heil finds out how per person daily and a comparison of annual use by the city of St Paul MN gets its drinking water country Button B Button D Diagram The different stages water goes through at a Slide Show Series of photos showing the construction wastewater treatment plant of sewers Unit Assessment Answer Key The Unit Assessment on the following page covers the basic concepts presented in the video segment and the back ground on the Unit Theme section in this guide The assessment does not require completing all of the activities The Unit Assessment may be used as a pre or post test However students should view the complete N ewton s A pple video before doing this assessment There is additional assessment at the end of each activity Think about it 3 If the tanks of a wastewater treatment plant become 1 Methods include A Large solid objects are screened flooded untreated sewage can be washed back into out B Settling tanks allow heavy particulate matter to the water supply This can pollute the entire water sink and oil and water to rise to the surface The heavy supply for some time Boiling water for a minimum sludge and lighter oils are skimmed off C Microbes of three minutes can kill most of the dangerous mi consume solid particles D Circulat
17. waste Educational materials developed under a grant from the National Science Foundation 19 APPLE Multimedia Video Clip 3 05 39 to 06 11 Peggy Knapp exam ines the cleaned water that is released from the treatment plant 32 sec Guide on the Side e You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 00 00 to 00 55 Find out what students already know about sewers and wastewater treatment As a class discuss the questions posed by Dave Huddleston e Ifyou do not have 10 mL graduated cylinders available for each student use a Small test tube and measure exactly 1 mL of water into the test tube and using a permanent marker make a mark on the outside of the tube at the bottom of the meniscus Make a class set of these graduated test tubes e Ask students if they should empty the graduated cylinder each time or if they should measure from 0 mL 1 mL 1mL 2 mL and 2 mL 3 mL Which method is better Why e When adding the one drop of blue food coloring emphasize to students your technique in adding this drop Hold the beral straight up and down or the drop size will vary significantly e Use a conductivity device to show another method to measure concen tration of dissolved electrolytes in solution Set up containers with volumes of 100 drops 1000 drops and 1 000 000 drops and add a saturated solution of sodium chloride drop by drop The light bulb will
18. water cleaner Finally chlorine is added The chlorine is usually left in the water for at least 30 minutes so it can kill all of the remaining bacteria and sterilize the water After the chlorine has done its job some treatment plants add sulfur dioxide to neutralize the chlorine so the water can be released back into nature The water you drink and bathe in has been used and cleaned millions of times in Earth s history But humans are putting ever increasing demands on the water supply while at the same time insisting that it be clean Sewage treatment plants might seem a little disgusting but they are very important in cleaning up the water you might use to quench your thirst next week Video amp Stills Video Segments Introduction 00 00 to 00 55 D ave Huddleston thin out all the stuff that goes down the kitchen sink and asks some questions about where it goes 55 sec Video Clip 1 Video Clip 3 00 44 to 01 44 Peggy Knapp dives into the subject 05 39 to 06 11 Peggy Knapp examines the cleaned of sewers and follows the sewer pipe from her house water that is released from the treatment plant 32 sec to the wastewater treatment plant 1 min Video Clip 2 Video Clip 4 01 47 to 03 24 Treatment plant supervisor Joanne Hart 03 19 to 05 07 Peggy Knapp learns how water shows Peggy Knapp how skimmers remove suspended treatment plants use bacteria and other microorganisms matter in wastewater 1 min 37 sec
19. your brine shrimp What did you find out Part II Determination of the Concentration Level Which Affects Brine Shrimp Follow your plan You may want to measure the water into each test tube add the contaminant and mix completely before introducing the brine shrimp so you do not squish the brine and asecond set of observations before you leave class for the day The test tubes containing your brine shrimp and contaminants should be placed in a safe place and labeled with your team name The next day record your observations of the brine shrimp Recording your data Be sure to record your measurements and obser vations for each different concentration you test You will make observations at different times so plan your data table accordingly A sample table for organizing your data and observations is shown below Test Tube Contaminant Concentration Time Observations Your team should prepare a short presentation to be shared with the class summarizing your experi ment Report the lowest concentration of contaminant that affected the brine shrimp When you use a cleaning product in your home how could you determine if the concentration of this product in the wastewater was great enough to affect living organisms After completing your investigation explain what changes you would make if you were to investigate the effect of another contaminant Compare your results with other groups W hat might account for any dif
20. A TV NEWTON S APPLE MULTIMEDIA Dr Richard C Hudson Director of Science Unit Michael Watkins Senior Project Manager David Heath Curriculum Development Manager Cori Paulet Kay LaFleur Curriculum Development Coordinators Mike Paddock Production Manager Jeffrey Nielsen Producer Scientist Profile Coordinator Ben Lang Additional Resources Coordinator Janet Raugust Graphics Designer NEBRASKA EDUCATIONAL TELECOMMUNICATIONS John Ansorge Interactive Media Project Manager Andy Frederick Interactive Media Designer Christian Noel Interactive Media Project Designer Kate Ansorge Intern GREAT PLAINS NATIONAL Tom Henderson Jackie Thoelke Guide Design and Production NATIONAL ADVISORY BOARD Rodger Bybee National Academy of Sciences Richard C Clark Minnesota Department of Education Retired Dave Iverson Imation Enterprises Corporation Dr Roger J ohnson University of Minnesota Dr Mary Male San J ose State University Dr Carolyn Nelson San J ose State University Lori Orum Edison Language Academy Gredits J anet Walker B E T A School Michael Webb New Visions for Public Schools SENIOR ADVISORS David Beacom National Geographic Society Dr Judy Diamond University Of Nebraska State Museum Dr Fred Finley University Of Minnesota Greg Sales Seward Learning Systems Inc LESSON WRITERS Karen Cisse Jim Dawson Natasha X J acobs Mary McClellan Bruce T Paddock Linda R
21. MN Sheryl J uenemann Richfield J r High School Richfield MN Todd Kincaid University of Wyoming Laramie WY Joyce Kloncz Mounds View School District Mounds View MN Leslie Wilson Lancaster Kenwood Trail J unior High School Burnsville MN Julie Maegi Valley View Middle School Edina MN Educational materials developed under a grant from the National Science Foundation 39 Multimedia Don McClung Maple Grove J unior High Maple Grove MN Ken Meyer Coon Rapids High School Coon Rapids MN J acqueline Molitor Brooklyn Center High School Brooklyn Center MN Craig Moore Science Education Consultant Bloomington IN John Maronde Nicollet J unior High School Burnsville MN Ingrid Novodvorsky Mountain View High School Tucson AZ Harry Oar University of Minnesota Minneapolis MN Ross Phillips Oak Land J unior High School Lake Elmo MN Michael Rapatz Hastings Middle School Hastings MN Ron Shew University of Minnesota Minneapolis MN Vince Smith Jackson Middle School Minneapolis MN Sheron Snyder Abrams Planetarium East Lansing MI Brad Randall Osseo Area Schools North Maple Grove MN Tom Wesner Hastings Middle School Hastings MN CONSULTANTS Dave Arlander John Marshall High School Rochester MN Chuck Lang University of Nebraska John Olson Arlington High School St Paul MN Dr Helen M Parke East Carolina University 40 Credits FIELD TESTERS Cathy Adle
22. a A sample before starting the first step After each step in your purification plan the order of steps the target waste for each step record your observations and measure the materials needed FAL gt ments to help you determine the effectiveness the procedure to follow foreach NAA of that step After your team completes each step ng step in your procedure clean up any materials Ay or equipment you will not be using again before gad Waa going on to the next step After you complete ro your plan save your purified sample to share with the rest of the class Label the clean sample with your team name You may want to use the guide below to set up your plan After you develop your plan have your teacher approve it and obtain your wastewater sample Recording your data Record your observations and measurements of your wastewater sample after each step in your plan You may want to record the amount of time it takes to complete each step of your purification plan Set up a table in your journal Step to Remove Observations Measurements Time What did you find out Your team should prepare a short presentation to be shared with the class Summarize the steps you took to clean your wastewater Report on the effectiveness of each step in cleaning the wastewater during your presentation Show the wastewater sample you purified List at least five ways your clean sample of wastewater could be used in yo
23. a facility to build How could you apply your knowledge of flow rate to this project Answers will vary Student answers should reflect an understanding of estimating the volume of water that would be needed on a daily basis the population of the town its potential growth etc Try This Use the measurement methods you developed in this activity to estimate the daily volume of water that goes down the drain at your home Brainstorm at least 10 ways you can reduce the amount of water put down the drain at your home Share this information with the class If you belong to a municipal water system you pay for the amount of water you use at your home If your family pays for water look at the water meter for your house or apartment and monitor the amount of water you use Look at a water bill to determine the cost of the water you use for a month Graph your water use by month using a bar graph Educational materials developed under a grant from the National Science Foundation 13 APPLE Multimedia Activity Sheet 1 Name perigo ee hat you T going to do That s a lot of water You re going to develop methods to estimate the volume of water of water running from a faucet How to do it 1 Work with your group Using the supplies your teacher provides come up with a way of measuring the flow rate from a faucet or water fountain Flow rate is ameasure of volume over a period of time For example the flow rate fora
24. al Science Foundation 23 Books and Articles Culotta Elizabeth Bringing Back the Everglades Science J une 23 1995 p 1688 Davis Steven M and Ogden J ohn C Everglades The Ecosystem and Its Restoration Boca Raton FL Saint Lucie Press 1994 George J ean Craighead Everglades New York NY Harper Collins Publish ers 1995 Lisowski Marylin and Williams Robert A Wetlands New York NY Franklin Watts 1997 Rood Ronald N Wetlands New York NY Harper Collins Publishers 1994 Tiner Ralph W In Search of Swamp land A Wetland Sourcebook Piscataway NJ Rutgers University Press 1998 Video Wood Stork Barometer of the Ever glades Stanford CT Vestron Video National Audubon Video 1987 24 Everglades Everglades Background On the southern tip of Florida just west of Miami is the 1 5 million acre Everglades National Park a mosquito and alligator filled wetland that a writer once described as the liquid heart of Florida A person taking a quick drive through the Everglades might be disappointed for there are no mountains waterfalls rock formations or even hills You might see pink flamingos real ones or other colorful birds but mostly what you ll see is a flat vista of sawgrass dotted by small islands of trees The Everglades sits at the edge of the tropical and temperate zones making it the only subtropical wilderness area in the U S The freshwater moving t
25. alyze and evaluate their plan after each step instead of waiting until the end to evaluate the entire procedure After students complete their purification scheme they are to make final observations and measurements of their water sample Student teams should make short presentations to the class showing their water sample summarizing the steps in their purification method and reporting on the effectiveness of each step Students should record the different purification methods and their relative effectiveness based on class criteria in their science journals as other teams make their presentations Evaluate 1 Were there any steps in your purification plan that you could have left out without changing the final quality of the water sample Explain and support your answers with observations from your experiment 2 How would your methods for cleaning a wastewater sample change if you had to clean three million liters of water in less than five hours as inexpensively as possible 3 Based on the information you recorded in your journal from the team presentations devise a step by step method for cleaning a wastewater sample in the laboratory that would result in the largest amount of clean water Would this method be practical to use for a wastewater treatment plant Explain Try This Arrange a trip to your local wastewater treatment plant Take along a sample container to obtain a sample of the wastewater after it has gone through
26. an impact statement By identifying all the species and their needs the web can be used to model the future conditions after the development has taken place Try This Create your own wetland terrarium by getting a large fish tank and modeling it after a natural wetland Begin by researching the local environment to see what plant and animal species inhabit the area Include representative species in your terrarium Do not take anything from the wild for your ter rarium Many of the species of plants and animals that inhabit wetlands are considered to be either endangered or threatened Research your local area and see if there are any endangered or threatened species in wetlands near your home If so see what is being done to protect them Educational materials developed under a grant from the National Science Foundation 29 HE spinning the web of life Activity Sheet 1 Name Class Period What you re going to do Based on the web of life you and your classmates create you are going to predict what will happen should the water suddenly be diverted How to do it Day 2 Day1 After you have formed the large web with your Work with your group Choose a wetland It class draw a diagram of the web of connections might be a local wetland or a wetland like the that you and your classmates made Everglades Listing all the biotic and abiotic factors in your wetland Each member of the group should choose one or two fact
27. ater small to medium sized aquarium or other clear glass container 10mL graduated cylinder 1 micro tip beral pipet blue food coloring 1 piece of filter paper and a funnel For each student 1 micro tip beral pipet 1 10mL graduated cylinder 1 small beaker or paper cup to hold tap water brine shrimp A variety of household substances commonly put down the drain that are soluble in water and not removed in primary wastewater treatment vinegar ammonia hand soap dish soap shampoo cleaning products detergents Each team will be investigating a different substance For each team of students o a medium to large test tubes with a volume capacity of at least m e jumbo tip beral pipet e micro tip beral pipet e 10mL graduated cylinder e 30 to 60 brine shrimp in a small beaker or cup Important Terms advanced treatment A level of treatment which removes additional contaminants that have not been removed by secondary treatment dissolved contaminants Waste in water that is soluble and cannot be removed by mechanical procedures effluent Water that flows from a treatment facility after the wastewater has been treated material safety data sheet MSDS Information on reactivity hazardous components physical data and health hazard information for chemicals and consumer products secondary treatment The second stage in wastewater treatment in which microorganisms consume the organic part of the
28. aterials from which students can get information about the various life forms found in a wetland environment Important Terms abiotic Non living elements of an ecosystem such as water sun and dirt ecosystem A community including all the component organisms together with the abiotic environment forming an interacting system living consumer An organism that eats another organism to obtain energy producer An organism able to synthesize organic material from inorganic sources savanna An area of continuous grassland with occasional trees or shrubs sub tropic Region which has distinct summer and winter seasons yet is warmer than the temperate zone wetland A swampy marshy area where the water table is at or near the surface for most of the year Educational materials developed under a grant from the National Science Foundation 27 Video Clip 1 00 56 to 03 31 Field reporter Peggy Knapp shows some of the plants and animals that inhabit Florida s great River of Grass 2 min 35 sec Video Clip 2 03 30 to 05 13 Peggy Knapp and Thomas Bancroft of the National Audubon Society explore waterways of the Everglades to find out why they re drying up 1 min 43 sec Guide on the Side e You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 00 00 to 00 43 Find out what students already know about the Everglades As a class dis
29. ation that will help you develop successful instructional strategies consistent with the National Science Education Standards Whether you are new to inquiry based instruction or have been using inquiry for years this guide will help your students succeed in science WE SUPPORT THE NATIONAL SCIENCE EDUCATION STANDARDS The National Science Education Standards published by the National Research Council in 1996 help us look at science education in a new light Students are no longer merely passive receivers of information recorded on a textbook page or handed down by a teacher The Standards call for students to become active participants in their own learning process with teachers working as facilitators and coaches Newton s Apple s goal is to provide you with sound activities that will supplement your curriculum and help you integrate technology into your classroom The activities have been field tested by a cross section of teachers from around the country Some of the activities are more basic other activities are more challenging We don t expect that every teacher will use every activity You choose the ones you need for your educational objectives Educational materials developed under a grant from the National Science Foundation 3 Multimedia Teacher s Guide We suggest you take a few minutes to look through this Teachers G uide to familiarize yourself with its features Each lesson follows the same format Th
30. b 9c you must understand the nature of the problem i 10 Educational materials developed under a grant from the National Science Foundation 25 Multimedia DABRE Unit Assessment What do you know about the Everglades Write the answers to these questions in your journal or on a separate piece of paper Think about it 1 Explain what the Army Corps of Engineers did to the Everglades 2 Why is the Everglades called the River of Grass 3 Why do some people think that education is the key to saving the Everglades What would you say 6 What is the main reason the Everglades are shrinking a flooding b drought c tidal patterns d human factors 7 The Everglades are located a in southern Florida b in northern Florida c in the Florida Keys d throughout the entire state of Florida 8 The water in the Everglades a is entirely salt water b flows slowly through the wetlands c is entirely freshwater d comes entirely from precipitation 26 Everglades 4 Why is the balance of salt water and fresh water so important in the mangrove estuary region of the Everglades 5 How does the study of wading birds reflect the health of the Everglades as a whole 9 An estuary is a a point of land surrounded by water b another word for river c where freshwater and salt water flow together d a type of salt water lake 10 The plant and animal life in the Everglades a
31. be must be included The experimental procedure is then shared and discussed with the teacher before groups can obtain their brine shrimp Be sure to emphasize that students must set up a range of concentrations and that the brine shrimp must be allowed sufficient response time The tubes will be set up one day and initial observations taken Final observations will be taken the following day Students will need to think about the most efficient way to set up their experiment to obtain meaningful results They will be allowed a maximum of 30 test tubes After students complete their experiments and determine the lowest concentra tion at which a contaminant starts to affect the brine shrimp they should prepare a short presentation to the class to share their results Students should record the summary information each research team shares with the class in their science journals Students will then analyze the class data to see if there are any similari ties in the contaminants and to determine the lowest concentrations at which the brine shrimp were affected Students can then devise further experiments to test any similarities observed and then develop a working hypothesis of organism response to different kinds of contaminants Evaluate 1 Analyze the data you recorded in your science journal from the team presenta tions to see if there are any similarities in the contaminants Is there any similarity in the lowest concentrations of the contami
32. cuss the questions posed by Sun Me Chomet e Instead of using the classroom construct the web in the gym or outside in a large open space e You can find satellite images of the Everglades and south Florida at Resource Button A on the CD ROM e Students should answer specific questions in their research such as what their organism eats what eats it and what type of environment is it best suited to e Ifitis appropriate you may wish to view the entire Newton s Apple segment on the Everglades after completing this activity 28 Everglades APPLE Everglades Multimedia Here s How Preparation Set up the computer to play the CD ROM or set up the VCR and cue the tape Gather the necessary materials for the teacher demo and the student experiments Make a copy of Activity Sheet 1 for each student Review the Background information on page 24 Engage Approx 20 min Play Video Clip 1 00 56 to 03 31 and pause it after the park ranger says And everything s cycled around what Water O kay Ask students if they have ever visited a wetland area What are some of the things that make this type of environment unique D o wetlands serve any purpose other than a home for local wildlife G et a few answers and explain that they are going to get a close up look at one of our nation s most important wet lands Play the rest of Video Clip 1 Have the students look at the screen Then move the slider to the
33. e first page provides an overview of the activity learn ing objectives a list of materials and a glossary of important terms The next two pages present a lesson plan in three parts ENGAGE EXPLORE and EVALUATE e ENGAGE presents discussion questions to get the students involved in the topic Video clips from the N ewton s A pple segment are inte grated into this section of the lesson e EXPLORE gives you the information you need to facilitate the student activity e EVALUATE provides questions for the students to think about following the activity Many of the activities in the collection are open ended and provide excellent opportunities for perfor mance assessment GUIDE ON THE SIDE and Try Tuis are features that provide classroom management tips for the activity and extension activities 4 Introduction Using the CD ROM When you run the Newton s Apple CD ROM you will find a main menu screen that allows you to choose either of the two Newton s Apple topics or the scientist profile Simply click on one of the pictures to bring up the menu for that topic fry ENTERT pee N Main Menu Once you have chosen your topic use the navigation buttons down the left side of the screen to choose the information you want to display Topic Menu The Background button brings up a short essay that reviews the basic science concepts of the topic This is the same essay that is in the Teacher s Guide Playi
34. e the students draw another web on the activity sheet assuming that there is very little water available in the wetland Based on the model they created have them identify the types of organisms that would be most greatly affected by loss of water in the wetland environment Evaluate 1 How does the web of life game played by the class relate to the situation in the Florida Everglades It is a direct parallel Water is diverted for use in communities in south Florida and for farm land in the central region As a result millions of acres of wetland habitat have been de stroyed causing the loss of many animal and plant species 2 In the web of life many unpredicted environmental problems result because connections are intertwined Sometimes a problem will happen at one end of the web because of an event that appears to be totally unre lated Can you use this web model to predict such a problem Answers will vary An example might be that the lower water levels will allow emergent grasses to encroach into the open water areas allowing terrestrial predators like skunks better access to waterfowl nests decreasing the number of eggs therefore lowering the total population 3 When developers want to make a major change to a local natural environment they often have to file an environmental impact statement that identifies all of the positive and negative effects of the project How might this web of life activity be used in such
35. egulated the flow of water in the park and hence the birds have not been able to find enough fish to feed their young Ask the students if they think people have the right to take water out of the Everglades system if it means that many animals will suffer Remind them that many people need the water in Florida and in fact the fresh fruit students eat is probably grown with this water in the winter time Activity Resume playing Video Clip 4 through to the end Explain that even though the Everglades is in trouble now there is hope Managers and land use planners are trying to work out a way to share the water fairly One way of doing this is with a water budget A water budget is like a bank account except instead of taking money in and out it s water Deposits happen when it rains withdrawals happen because of evaporation and people diverting water Any water left stored in the system is considered savings Explain that their mission is to create a water budget for the Everglades to see how seasonal cycles affect the availability of water Then based on their data they have to come up with a management plan showing when and how much water can be diverted from the system Note The data for this particular water budget is similar to a typical year in south Florida The numbers are hypothetical Explore Approx 30 min Have students work in pairs Pass out Activity Sheet 3 Explain that using the data on the chart students shou
36. elves if they wish Do not discuss distillation before the exploration part of the activity If students wish to try to catch the water vapor a watch glass turned upside down on the beaker provides a surface for condensation to occur e If time is short presentations to the class summarizing the steps of the purification method could be done the next day Water samples should be labeled and saved for students to share with the class e If you plan to do Activity 3 with your students keep the wastewater samples the students have purified e Ifitis appropriate view the entire Newton s Apple video segment on Sewers after completing the activity 16 Sewers Sewers Here s How e Set up the computer to play the CD ROM or set up the VCR and cue the tape e Gatherthe necessary materials e Make a copy of Activity Sheet 2 for each student e Review the Background information on page 8 Prepare a large bucket with wastewater for students to purify Be sure there are some large particles that both float and sink gravel wood chips coffee grounds that can be removed by screening and oil that can be removed by skimming Garlic powder provides an interesting odor for the wastewater Engage Approx 15 min Start class with a discussion of what might be commonly found in waste water Remind students that many storm sewers also bring influent to a treatment plant List the different kinds of waste material on t
37. erials developed under a grant from the National Science Foundation 33 Multimedia Activity Sheet 2 Sea salts Name Class Period W hat ou re going to do You and your team will build four different hydrometers and calculate the salinity of three unknown water samples How to do it 4 Once all the members of your group have 1 Work with your group of four Each En calibrated their hydrometers you should calculate person in the group will build and the salinity of the three unknown samples Begin calibrate one of the standard by placing the 0 0 hydrometer into unknown hydrometers A Tf it floats higher then the line on the hy drometer record higher on the chart and then test the 1 0 hydrometer If one of the hydrom eters sinks lower then the line on top record lower on the chart Repeat the procedure until you have tested all four hydrometers on all three solutions Then use your data chart to approxi mate the salinity of each sample Record your prediction on the last column of the chart and compare your group s results to the other groups 2 Begin by taking a straw and marking a line around it about 3 4 of the way up Next place the masking tape around the top of the straw and write on it the salinity you are calibrat ing for It will either be 0 0 fresh 1 0 90 2 0 or 3 0 After you have labeled the hydrometer poke the bottom end of the straw into the mode
38. f the park were drained and converted into sugar cane farms In the last couple of decades scientists environmentalists and government officials have realized that the massive effort to control the Everglades had so disrupted the complex natural workings of the marsh that it was dying The problem was so bad that conservation wasn t enough so an extensive restoration program was launched That effort which will eventually cost billions of dollars is underway but the scientific problems are daunting Given that millions of people live in the region and so much land around the Everglades has been developed it is impossible to simply tear out all of the flood control canals and dikes What scientists are trying to do is find a way to regulate water flow in the Everglades so the natural cycles work as they did in the past If it works the recovery of the Everglades will mean creating at 18 000 square mile ecosystem that blends modern society with an ancient swamp If it fails the only pink flamingos in the region might be the plastic kind that you stick in your front yard Video amp Stills Video Segments Introduction 00 00 to 00 43 Sun Me Chomet thinks about wetlands and comes up with some interesting questions for discussion 43 sec Video Clip 1 00 56 to 03 31 Field reporter Peggy Knapp shows some of the plants and animals that inhabit Floridas great River of Grass 2 min 35 sec Video Clip 2
39. ferences Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use M dia River of Grass Why are people so concerned about the Everglades Why do people want to protect wetlands Is it possible to balance the development of towns and cities with the habitats around them How can we determine when a wetland is in danger Themes and Concepts systems models constancy and change wetlands e ecology and environmental science National Science Education Standards Content Standard A Students should develop abilities necessary to do scientific inquiry Content Standard C Students should develop an understanding of populations and ecosystems Content Standard C Students should develop an understanding of diversity and adaptations of organisms Content Standard F Students should develop an understanding of populations resources and environments Activities 1 Spinning the Web of Life A pprox 10 min prep two class periods Students design a model web of life for the various organisms found in a wetland environment They first predict then manipulate the model to see how changes in water level might affect the various components in the ecosystem 2 Sea Salts A pprox 15 min prep 45 min class time Students build hydrometers and use them to calculate the differences in salt content in three unknown water samples Based on their measurements they
40. glow with different intensities depending upon the concentration of the salt e Live brine shrimp are available in most pet stores that sell fish They store well in the refrigerator overnight but should then be putinto a large container of 1 03 salt water with an aerator they will live for about 48 hours without an aerator Brine shrimp can be fed a very small amount of dry yeast Brine shrimp can live about 2 weeks under ideal conditions e Brine shrimp can be easily trans ferred into test tubes by using large stem plastic berals with the narrow tip cutoff e If students completed Sewers Activity 2 have them set up one additional test tube using this purified water sample with the brine shrimp e Ifitis appropriate view the entire Newton s Apple video segment on Sewers after completing this activity 20 Sewers Sewers Here s How Set up the computer to play the CD ROM or set up the VCR and cue the tape Gather the necessary materials Make copies of Activity Sheet 3 for each student Review the information in the Background on page 8 Prepare a large container for the brine shrimp Engage Approx 30 min Distribute a graduated cylinder a small beaker or paper cup half filled with tap water and a micro tip plastic beral to each student Instruct students to accurately determine how many drops are in 1 0 mL Have them replicate the measurement at least three times Students should then average their t
41. goes down the drain How much water do you use every day How can you accurately estimate the volume of wastewater you produce each day Getting Ready Overview Students devise methods for calculating water flow They use their methods to estimate the amount of water they use on a daily basis Objectives After completing this activity students will be able to e measure the flow rate of water e Calculate the volume of flowing water by measuring the time and using the flow rate e estimate the amount of water used by an individual in his or her daily activities Time Needed Preparation Approximately 20 minutes Classroom Approximately 60 minutes Materials For the teacher e various products you would normally find under the sink in a home cleaning products cooking oil plant food personal care products etc e soap for washing hands e medium sized clear bucket or container in sink to catch wastewater For each group of students e stopwatch or a clock with a second hand access to a flowing water source faucet drinking fountain etc empty clear plastic 2L plastic soda bottle label removed permanent dark colored marker 500 mL graduated cylinder Important Terms flow rate Volume of water that flows out a faucet during a given time expressed in units of volume per time liters per minute sewer A system of underground pipes that collect and deliver waste water to treatment facilities or stream
42. h s surface usually measured in terms of total inches or centimeters indicator species A species that is used by biologists to tell when an ecosystem is undergoing stress or change storage The amount of water in a system that is held in ponds lakes soil and underground water budget A mathematical model used for predicting the availability of water in a stream channel water deficit The amount of water which is missing from a system when precipitation is less than evaporation water surplus The amount of excess water in a system when precipitation exceeds evaporation Educational materials developed under a grant from the National Science Foundation 35 Video Clip 4 06 57 to 10 14 Peggy Knapp learns how changes to the Everglades threaten many of the bird species that live there 3 min 17 sec Guide on the Side e You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 00 00 to 00 43 Find out what students already know about the Everglades As a class discuss the questions posed by Sun Me Chomet e Before students begin graphing their data show them the basic mechanics of how the water budget works e Review the terms evaporation precipitation storage deficit and surplus e Have students start in the month of J anuary by subtracting the amount of evaporation from the amount of precipitation If this number is positive the val
43. hat the food coloring is dissolved and not removed by filtering Show Video Clip 3 05 39 to 06 11 Discuss the kinds of pollutants that are still in the water when it is released How dangerous are these materials It depends in part on their concentration Ask students what might happen to a stream that has contaminants in it The contaminants might have a harmful effect on plant and animal life What might happen to the bacteria in the secondary treatment tanks if there are toxic chemicals dissolved in the water The bacteria could be killed Explain to students that they are going to investigate the effect of some common contaminants on living organisms and determine at what concen tration organisms are affected by different contaminants Activity Explore Approx 80 min over two days Students should work in small groups Provide each group with test tubes a micro tip beral tap water 10 mL graduated cylinder hand lens and common household contaminants that are soluble in water and not removed during primary treatment Students are to devise an experiment to determine what contaminants affect brine shrimp and at what minimum concentration the effects are life threatening Before students can experiment with the brine shrimp they must meet together with their group to discuss and wnite out an experimental procedure that clearly shows what contaminant is to be used and how the concentrations will be determined A control tu
44. he board Put some clean water into a blender and then add some sample wastes Blend them together to simulate the garbage disposal Students need to be told that there will be no human or animal digestive system waste in the wastewater you are simulating or in the samples they will work with Ask students the following series of questions What do you think the wastewater looks like that leaves our school What might be the result of putting this wastewater directly into a stream or lake Would you drink this wastewater Would you use this wastewater to wash your clothes Would you use this wastewater to water your lawn Accept and discuss all answers Ask students how they might clean the water Try not to lead the students into any particular methods of cleaning the water but encourage them to think in terms of removing the waste contaminants in steps or stages depending on the physical characteristics and properties of the contami nants Show Video Clip 2 01 47 to 03 24 Have students compare their ideas with what they saw in the video How does the information in the video affect what they think about cleaning wastewater Ask students how they might evaluate the purity of the water Students might suggest observations of color odor clarity and particulate size Depending upon their prior experience students might suggest measure ments of pH or conductivity Record student ideas on the board and tell students they will also be eva
45. hree values to determine the average number of drops per mL Circulate through the classroom and have students report their average number of drops per mL Record these averages and calculate the class average approximately 40 drops per mL Ask students how they would calculate the volume of 100 drops 1 000 drops 1 000 000 drops Some students might suggest counting out 100 drops but few will suggest counting out 1 000 or 1 000 000 drops Measure out the volume of 100 drops 2 5mL 1 000 drops 25mL and 1 000 000 drops 25L Show students these volumes of water and discuss the differences in these volumes Using the micro tip beral add exactly one drop of blue food coloring to the measured volume of 100 drops of water 1 000 drops of water and 1 000 000 drops of water Ask students how you could express each of these as a fraction O ne part per hundred 1 pph one part per thousand 1 ppt and one part per million 1 ppm Ask students the following questions Why doesn t the color have the same intensity in each container different concentrations Is there any blue contaminant in the 1 000 000 drop volume yes Why can t we see the color too diluted to see with human eye Is the human eye an accurate measurement device for concentration no Are all contaminants in water colored no Would blue food coloring be removed from wastewater by filtering no Set up a piece of filter paper in a funnel and demonstrate t
46. hrough the Everglades is a few inches to a few feet deep and flows very slowly at a rate of between 100 and 200 meters per day All along its edges salt water mixes with freshwater creating an unusually rich briny soup The real treasure of the Everglades is its biodiversity It is a patchwork of habitats in some places perfect for flocks of flamingos in other places perfect for alligators in yet other areas just right for the rare panther So unique are the habitats within the Everglades that they are home to 56 plants and animals declared endangered or threatened under the federal Endangered Species Act Until human development began to intrude on it in the early 1900s the Everglades was really a wet plain 40 miles wide and 100 miles long But dikes and drainage ditches were built in increasing numbers to control seasonal flooding Like most swamps and wetlands the Everglades was seen as a nuisance not a treasure The destruction of the Everglades really began in 1947 the same year it was declared a national park Congress directed the Army Corps of Engineers to build a massive flood control project in south Florida and over the next 25 years some 1 400 miles of canals levees dikes and pump stations were built that diverted much of the fresh water out of the Everglades The 102 mile long Kissimmee River that flowed into the Everglades was converted into a 56 mile canal and 1 100 square miles of critical bog lands at the north end o
47. ing water by somebody living downstream So much wastewater is produced in cities and towns that large treatment plants work around the clock to keep the water supply clean Many of the methods used at these plants mimic natural processes filtering settling microbial decay but they must happen faster and with a much larger volume of water Millions of gallons flow through sewer pipes into treatment plants near big cities every day There are many different designs for treatment plants but most use the same basic stages to clean wastewater Water flowing in called influent initially runs through some type of filtering system Large objects are screened out and moved to digester tanks where the solid material is treated and dried Meanwhile the water moves into tanks where heavier particulates are allowed to settle out As this sludge sinks to the bottom of the water oil and grease are skimmed off the water s surface The water is then pumped over microbe coated rocks Aerobic bacteria can eat as much as 25 percent of the tiny particles still in the water The water is then moved to circulation tanks where the water currents encourage flocculation a process in which more of the remaining particulate matter in the water sticks together and then sinks to the bottom Water next flows to an aeration tank where oxygen is mixed in During this stage microorganisms can be added to consume more of the particulates and make the
48. ion tanks make crobes in the water water flow in a way to cause particles to clump together 4 The chlorine is added to kill any bacteria that may so they can be more easily removed E Aerobic remain in the water after it has been through primary bacteria digest microscopic organic material F Chlo and secondary treatment The chlorine is removed to rine is added to sterilize the water and kill any remaining prevent damage to plant and animal life when the bacteria water is released from the treatment plant back into Aerating the water serves two purposes It stirs up the environment the water so that bacteria can more readily come in Answers will vary The further downstream water contact with organic particles Aeration also adds moves the more pollutants can build up along oxygen to the water which helps sustain the aerobic the way People who live downstream deserve clean bacteria water just like the people who live upstream What would you say 6a 7c 8d 9b 10 c Educational materials developed under a grant from the National Science Foundation 9 Multimedia APPLE Unit Assessment What do you know about Sewers Write the answers to these questions in your journal or on a separate piece of paper Think about it 1 D escribe three different methods treatment plants use to clean wastewater What is the purpose of aerating the water as it goesthrough the treatment plant Sometimes after severe
49. ld complete the water budget chart Then using their findings create a graph showing which months have a surplus and a deficit Once they have graphed the data the next step is for them to create a graph that will show when water can be diverted from the system for other uses Explain that in an ideal situation there should be a minimum of 100 inches of water available in storage at all times This water would be considered the minimum amount needed to keep the Florida Bay estuary productive If in any month the storage falls below 100 inches the estuary will undergo stress Their job is to balance out the water so that both people and animals have enough to go around Evaluate 1 Why isn t there a constant flow of water through the Everglades system all year round In south Florida the rainfall has a seasonal pattern creating specific wet and dry periods 2 Even when there is abundant rainfall fresh water levels in Florida Bay often drop dangerously low Why does this happen Farmers and people in housing developments divert much of the freshwater for their use so that at the bottom of the Everglades system very little water can get through 3 Why do shorebirds make a good indicator species for scientists to use to evaluate the health of the Everglades ecosystem Indicator species are usually species whose tolerance range for some factor in the ecosystem is very narrow When these species disappear it sugges
50. ld test their methods They determine the flow rate for 5 seconds 15 seconds and 30 seconds Students should measure the flow rate three times for each time period and average their results What would the flow rate be per minute per hour per day After groups have completed the activity bring the class back together for groups to share the methods they developed to determine flow rate Did all groups come up with the same flow rate for the same water sources Discuss any differences and what might account for them Evaluate 1 Given what you know about determining flow rate how would you determine an accurate estimate of how much water you use in a day First calculate the flow rate for showers faucets etc Then log the amount of time each water source was used Multiplying the flow rate by the amount of time will provide a fairly accurate estimate of the volume of water being used 2 Write three real life problems for classmates to solve Each problem should require classmates to calculate either the volume of water that would flow during a certain time period or the amount of time it would take to fill a container of a certain volume swimming pool bathtub etc Answers will vary Student problems should reflect an understanding of flow rate and volume and should be based on realistic applications 3 The city planner has hired you to design a water treatment facility for a small town How would you determine how large
51. le amounts of a substance in water can be harmful to living things Sewers Teachers Guide More Information Internet Newton s Apple http www ktca org newtons The official Newton s Apple web site with a searchable database of science activities on many different subjects Material Safety Data Sheets MSDS http siri org MS DS index grep cgi Information about chemicals and most common consumer cleaning products North River Treatment Plant The City of New York Department of Environmental Education http nycdoitt ci nyc ny us html dep html northri htm Read about the construction history and processes at work at this huge treatment plant A Guide to Wastewater Treatment Greater Vancouver Regional District http www gvrd bc ca sewers bro wwguide html what Explains what wastewater treatment is why it s done and simple explanations what processes are used to treat water Abernathy Home Page University of Texas http klingon util utexas edu londonsewers londontext1 htm Read about the development of the London sewers system Internet Search Words sewers wastewater water treatment treatment plants Educational materials developed under a grant from the National Science Foundation 7 Multimedia Books and Articles Christen Kris Wastewater Reuse water shortage solution or long term nightmare Environmental Science and Technology Oct 1 1998 p 447 Cri
52. ling clay so that the clay com pletely seals up the straw 3 Begin calibrating your hydrometer by placing it into the standard solution clay end first In the beginning it will float very high You must now begin to add sand slowly to the straw to weigh it down Your hydrometer is calibrated when the straw sinks into the standard solution so that the line you drew around it exactly lines up with the top of the water in the cup Once you have reached that point remove several of the sand grains from the straw and put a small piece of clay in the top of the straw to seal it up Test your hydrometer again by placing it back into the standard solution You may have to add alittle more clay to get it to exactly balance What Did You Find Out Recording your data In your science journal set up a data chart like this sample Use it to record your observations and data from the experiment Test Sample 0 0 1 0 20 3 0 Salinity A or Based on your experiments how close were your results to those of other class members What variables might have caused your results to be different Based on your findings what do you think would happen if equal amounts of samples A and C were mixed together Why Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Aetivity 3 Go With the Flow How can certain species be used to determine the health of an ecos
53. low of water away from the Ever glades The idea was to control flooding and to provide water for irrigation and for growing urban areas The result is that the Everglades ecosystem has been changed and in some areas damaged beyond repair The natural state of the Everglades is a wetland that is filled with sawgrass Freshwater from Lake O keechobee in central Florida flowed southward across millions of acres of land to the Gulf of Mexico It wasn t a river and it wasn t grasslands it was a river of grass Some people believe that the more people know and understand about the fragile ecosystem of the Ever glades the more likely those people are to help reserve and restore the area Before you can solve a problem 4 The plant and aquatic life that supports the birdsand much of the ecoystem of the mangrove estuary requires a certain level of salinity too much salt and the aquatic life dies As the supply of freshwater to the mangrove estuary has been decreased the salinity of the water has increased killing off the aquatic life and the birds that feed on it When the Everglades were in a natural state the popula tion of wading birds was enormous As freshwater was diverted from the Everglades the ecosystem was altered The number of wading birds decreased drastically The number and health of the wading bird population can be directly tied to the overall condition of the Everglades What would you say 6d 7a 8
54. luating the wastewater for purity after each step in their method Model pH determination using wide range pH paper pH 2 pH 12 and conductivity using a conductivity device As a class agree on a number of criteria for evaluating water purity Show Video Clip 4 03 19 to 05 07 Discuss with students why this type of bacterial cleaning would be impractical for a classroom activity but is still avery important step in the real world Aetivity Explore Approx 45 min Have students work in small groups Provide wire screen plastic spoons filter paper activated charcoal sand and gravel hot plate and beakers for students to use Students are to devise methods for cleaning a wastewater sample and to evaluate their method based on the criteria determined by the class during the Engage section of the activity Before students receive their wastewater sample they should meet together in their groups to discuss and write out a brief purification plan Students should show this plan to you before they can obtain their wastewater sample D uring this planning time the wastewater should be visible to the students so they can see the condition of the water they will be cleaning Students should make initial observations and measurements of their wastewater sample After each step in their purification method students should make observations and measurements to help them evaluate the effectiveness of that step Students should an
55. nants that affected the brine shrimp Write a hypothesis for organism response to different categories of contaminants and devise an experimental procedure to test your hypothesis Answers will vary Student responses should reflect an understanding of concentrations of contami nants and their effect on organisms 2 You are shopping with Aunt Matilda at the grocery store for cleaning products She knows about your study of wastewater and asks your opinion about which of the following two products she should buy to clean the toilets at home Product Name E asy Clean Bright and Shiny Cost per Liter 2 56 3 25 Ingredients water sodium bicarbonate sodium hydroxide citric acid FD amp C blue 2 FD amp C red 33 FD amp C blue 5 Explain clearly how you would determine which product to advise your Aunt to purchase What information would you need to support your decision Where and how might you obtain this information What things should you consider when determining what products to purchase Which of these is most important Why Answers should reflect a synthesis of the knowledge gained while doing this activity Scientific methods should be applied to the problem 3 I O ai Try This Make your own container showing concentrations of parts per hundred parts per thousand or parts per million You might use a small solid and color some ofthe pieces different colors to show different concentrations Share your model
56. ne the salinity Label these A B and C Test the unknowns with the hydrometer beforehand and record their concentrations for your records Make a copy of Activity Sheet 2 for each students Review the Background information on page 24 Engage Approx 10 min Ask a student volunteer to come forward to assist with a demonstration G ive the student two raw eggs Have the student place one egg in the glass with the fresh water and place the second in the glass with the salt water Ask the other students to observe what happens The egg in the salt water will float while the one in the freshwater will sink Assuming the eggs are the same ask students to explain why they think there is a difference in the two eggs After getting a few ideas have the student volunteer taste the two water samples by dipping in a finger and touching it to his or her tongue Explain that salt water is much denser than freshwater which is why the egg floats When fresh water and salt water meet in an estuary not only do these differences in density cause immediate problems but future problems happen too Play Video Clip 3 05 14 to 6 56 Pause the clip after Peggy says is critical to the survival of many species including fish and the wading birds that feed on them Ask students how changes in the salt concentra tion might affect the organisms living in the estuary G et a few ideas Resume the video clip and pause again when Pegg
57. ng the Video The Video button allows you to choose several different clips from the video seg ment We have selected short video clips to complement active classroom discussions and promote independent thinking and inquiry Each video begins with a short introduction to the subject that asks several questions These introductory clips can spark discussion at the beginning of the lesson The Teacher s Guide for each activity presents specific strategies that will help you engage your students before showing the video Each of the individual clips are used with the lesson plans for the activities The lesson plan identifies which clip to play with each activity eens Haj nan jaru ee ee eee ETARA Ce Pe I CSR hin TEE Pe Pad Pe ee JECA TL Cy ee CR CRG held eG TE GE a cee Br trea te nara Se oan Cre eee LL k AED FAL LE ERA MER EL mm oe ia pama ER Video Menu Once you select a video and it loads you ll see the first frame of the video segment The video must be started with the arrow at the left end of the scroll bar As you play the video you can pause reverse or advance to any part of the video with the scroll bar You can return to the Clips Menu by clicking on the Video button Multimedia Tools The N ewton s A pple staff has designed a product that is flexible so that you can use it in many different ways All of the video clips used in the program are avail able for you to use outside the program You
58. oach Steve Tomecek Dawn Wakeley Ann Weber REVIEWERS Calvin Alexander University of Minnesota Minneapolis MN Scott Alger Watertown Mayer Middle School Watertown MN Mike Amidon Cottage Grove J unior High School Cottage Grove MN Jon Anderson Centennial Senior High Circle Pines MN Kevin Angilski A L C Shoreview Shoreview MN Gary Aylward Richfield J unior High School Richfield MN Dave Blackburn University of Minnesota Minneapolis MN Robert Brofford Wayzata Central Middle School Plymouth MN Juan Cabanela Ph D University of Minnesota Minneapolis MN Jim Caspar Valley Middle School Apple Valley MN Lisa Davis Roseville Middle School Little Canada MN Evie Donald Hopkins West J r High Minnetonka MN Kevin Edgar University of Minnesota Minneapolis MN Dennis Engle East Lawrence HS Trinity AL Carla Finis Bureau of Criminal Apprehension St Paul MN Cheryl Gaffen Edina Southview Middle School Edina MN Britt Gulstrand St Louis Park Jr High St Louis Park MN Tom Hanlon Wayzata Central Middle School Plymouth MN Brandice Hansmeyer Kenwood Trail J unior High School Burnsville MN Lynn Hartshorn University of St Thomas St Paul MN J eff Hartwick Brooklyn Center High School Brooklyn Center Clayton Holt Nicollet J unior High School Burnsville MN Sara Haugo St Louis Park J unior High School St Louis Park MN Bruce J ones The Blake School Hopkins
59. obin Tomasino Masconomet Regional J unior High School Topsfield MA Lisa Wood Bethlehem Middle School Delmar NY Special Thanks The American Chemical Society The American Institute of Physics The J ane Goodall Institute NASAJJ et Propulsion Laboratory Nebraska ETV Network The Alfred P Sloan Foundation Wonderwise University Of Nebraska State Museum The World Wildlife Foundation NEWTON S Multimedia AT LAST a supplemental middle school science curriculum that helps you meet the challenges of today s science classroom The program engages students by incorporating segments from the award winning Newton s Apple television show into hands on minds on activities Each lesson plan helps you integrate the technology using an inquiry based approach A variety of assessment options allow you to gauge student performance And the entire program is corre lated to the National Science Education Standards EACH CURRICULUM MODULE CONTAINS e a CD ROM with two Newton s Apple segments a video profile of a working scientist and additional audio visual resources e a teacher s guide with lesson plans for six inquiry based activities e a Newton s Apple videotape 38 topics in 19 modules Choose the curriculum modules that benefit your needs Physical Science Life Science and Health Earth and Space Science Air Pressure Domed Stadiums Antibiotics Cancer Clouds Weathering Electric Guitars Electricity Blood Typing
60. ors from the list and do additional research Come up with some specific questions to answer such as What Next with your group draw a second web using the same factors T his time however show which connections would be broken if the water were to be removed from the system does it eat What eats it What is an ideal envi Recording your data ronment What environmental factors could be In your science journal draw a diagram of the harmful Write this information on an index card web of life you constructed with the entire class and bring it to class Label each of the biotic and abiotic factors and draw lines connecting them with other factors Make a diagram of the web your group created that shows how a lack of water can affect an ecosystem What Did You Find Out What did you find most interesting about the large web of life your class created Were there any relationships between factors that surprised you Explain Compare the waterless web your group created with the webs from other groups How were they similar and different D id some groups see more relationships than others Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Aetivity 2 Sea Salts What happens when freshwater from the Everglades meets salt water in the ocean How does the salt concentration of the water affect a marine ecosystem How does development upstream change the salini
61. pan on top of the wooden blocks The bottle should be visible to all students in the class Fill the bottle 3 4 full of water and mark the position of the water on the outside of the bottle with a crayon or marker Fill the large pitcher full of water and place it next to the bottle When class begins ask a student volunteer to come forward to assist with a demonstration Remove one piece of tape and ask the student to begin slowly pouring water into the top of the soda bottle so that the amount of water in the bottle stays at the same level Explain to the students that this is a model of the way the Everglades used to be It s what is called a steady state system where the amount of water flowing in equals the amount of water flowing out Now with the student filling the bottle at the same rate remove the other two pieces of tape Have the class predict what will happen to the level of water in the bottle It will drop because the outflow is now greater than the inflow Ask students how this demonstration models what is happening in the Everglades D evelopment and farming upstream is just like punching extra holes in the bottle Little by little the amount of freshwater entering Florida Bay at the end of the system has dropped steadily Ask students if they can think of any impacts this could cause After a brief discussion show Video Clip 4 06 57 to 10 14 Pause the video clip after Peggy says but man has also tightly r
62. r John C Fremont Middle School Las Vegas NV Pam Becker Jerling Jr High School Orland Park IL Laura S Berry Orland Jr High School Orland Park IL Frank Cange Rosary High School St Louis MO Marcia Chackan Pine Crest School Boca Raton FL Lorene A Chance East Ridge Middle School Russellville TN Travis Coyne Pine Point School Ponsford MN Deborah Curbow Pine View Middle School Land O Lakes FL Dr Martha M Day Whites Creek High Whites Creek TN J ennifer Draksler Pineview Middle School Land O Lakes FL Peggy Dunn Auburn Elementary School Auburn IL Dennis L Engle East Lawrence High School Trinity AL J ohn Frugoni Hillsdale Middle School El Cajon CA Maryann Gawlas Draper Middle School Schenectady NY Carol Ghee Messick Lakeview Elementary Mt J uliet TN Rosemary Gonzales Greenfield Middle School El Cajon CA Marla Hood Red Bank High School Chattanooga TN Scott Hudson Covdale Elementary School Cincinnati OH Credits Lisa J ameson Wallace School Wallace NE Sharon J effery Plymouth Community Intermediate School Plymouth MA Cileste Lawson Auburn Elementary Auburn IL Don Lochmueller Evans Middle School Evansville IN Steven D McAninch Park Forest Middle School State College PA Jim Parker Spring Valley Middle School Spring Valley CA Becky Salo Sebeka Public School Sebeka MN Marilyn Sniffen Hillsdale Middle School El Cajon CA R
63. rker or pen 3 plastic cups 16 0z labeled A B and C Important Terms brackish water Water that has a salt concentration in between freshwater and the concentration of sea water which is 3 6 density The mass of matter com pared to its volume D M V estuary a body of water in which freshwater from the land mixes with salt water from the ocean hydrometer A device for measuring the density of a liquid interface An area where two different things interact In an ecosys tem it s where two different environ ments come together such as where freshwater meets salt water in an estuary salinity A measure of how salty water is It is usually given as a percent or in parts per thousand Sea water has a Salinity of 3 6 or 36 parts per thousand ppt Educational materials developed under a grant from the National Science Foundation 31 Everglades media JAPPIE Video Clip 3 05 14 to 06 56 Peggy Knapp and Thomas Bancroft navigate a boat through a mangrove estuary where freshwater mixes with salt water 1 min 42 sec Guide on the Side e You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 00 00 to 00 43 Find out what students already know about the Everglades As a class discuss the questions posed by Sun Me Chomet e Make certain you mix all the salt water solutions before class and then test them again
64. rocesses used to clean wastewater before it is returned to the environment Educational materials developed under a grant from the National Science Foundation 15 S Multimedia Video Clip 2 01 47 to 03 24 Treatment plant supervisor J oanne Hart shows Peggy Knapp how skimmers remove sus pended matter in wastewater 1 min 37 sec Video Clip 4 03 19 to 05 07 Peggy Knapp learns how water treatment plants use bacteria and other microorganisms to remove dissolved pollutants 1 min 48 sec Guide on the Side e You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 00 00 to 00 55 Find out what students already know about sewers and wastewater treatment As a class discuss the questions posed by Dave Huddleston e Under no circumstances should students drink any of the wastewater sample even after purification Strongly caution students e When reviewing students plans you should only reject plans that could cause harm to students Let them discover themselves what methods work to purify the sample Some of the most valuable learning can come from a method that does not work e Some students may believe that boiling the water will clean the water As the water boils the water that is left in the beaker actually becomes more concentrated with contami nants The water vapor being given off into the air is very pure Let students experiment with this thems
65. rox 25 min Have students work in groups of four Begin by having each group make a list of the various organisms and factors which come into play in a typical wetland environment Make sure that they don t just include living things but abiotic factors as well such as water soil minerals nutrients and the Sun etc In the last five minutes of class have each group read their list and compile a master list For homework have each student select one item from the list to research how it fits into a wetland environment G ive each student a large index card on which he or she will record this information Explain that during the next class they are going to use this data to construct a model web of life for a typical wetland environment In the second class session have the students clear out all the desks and sit in a large circle holding their index cards Each student will assume the role of the organism or abiotic factor on their card Have each student read their card in turn then using the string connect to another organism or factor upon which they depend For example fish eat algae birds eat fish birds live in trees trees use nutrients in soil bacteria release nutrients into soil etc After completing the first web give the students Activity Sheet 1 Explain that a local community nearby needs to divert water from the wetland for drinking purposes When this happens there is a chance the wetland will go dry Hav
66. s wastewater Polluted water that has been used in homes schools busi nesses and industries and is not suitable for reuse unless the contami nants are removed Educational materials developed under a grant from the National Science Foundation 11 Multimedia Video Clip 1 00 44 to 01 44 Peggy Knapp dives into the subject of sewers and follows the sewer pipe from her house to the wastewater treatment plant 1 min Guide on the Side e You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 00 00 to 00 55 Find out what students already know about sewers and wastewater treatment As a class discuss the questions posed by Dave Huddleston e The methodology for this activity is fairly open ended Some groups may need more help than others If students become frustrated or off track ask a series of questions that will help them figure it out for them selves e Letstudents discover for them selves how they might make gradua tion marks to measure smaller volumes on the side of the 2L bottle Again lead them to discover this on their own e Some volumes might be more understandable for students in standard measurement rather than metric Use the following formulas liters gallons x 3 77 gallons liters 3 77 e When discussing the volume of water individuals consume you may wish to refer to the chart on water usage found at Resource Button A on the
67. series of questions Where does the water go Was it only water going down the drain How much water went down the drain while I was washing my hands Have students guess and record their answers How can you measure the amount of water that went down the drain Accept all student answers Next show the students the wastewater collected in the hidden container Have students suggest ways to estimate the amount of water you used washing your hands Then have them use one of these methods to estimate the volume in the container Compare this estimate to the guesses students made previously Play Video Clip 1 00 44 to 01 44 Ask students how a treatment plant might calculate how much water it processes Accept all answers Tell students that they are going to figure out how to calculate volumes of water Activity 1 Explore Approx 45 min Students should work in small groups Challenge groups to come up with a way of accurately calculating water flow Explain that flow rate is measured by determining how much water flows out of a source a faucet hose pipe etc over a certain amount of time For example flow rate could be measured in liters per minute Provide each group with the required materials Each group should agree upon a method for measuring flow rate of a faucet or a water fountain They should write a description of their group s method in their science journals Using their 2L bottle and a stopwatch groups shou
68. ta to create a water management plan How to do it Work with a partner Begin subtracting the amount of evaporation from precipitation for each month If the number is positive record it under S for surplus and add it to the storage If the number is negative record it under D for deficit and subtract it from storage We have completed the months of January and February as a model Once you have completed the water budget chart make a graph showing the amount of water that can be taken out of the system each month without causing stress on the ecosystem In order to keep the ecosys tem healthy you should have at least 100 inches of water available in storage at all times Answer the questions below after you have finished the entire investigation Water Budget Data Chart Month F M A M J J J AS O N o a ie pa ia as ans Ps 06 a s Jm es oe os 3 am aoe r m0 wo wo o DETIENEN E 112 115 ey ot EE E Key P Precipitation E Evaporation S Surplus D Deficit St Storage What Did You Find Out Based on the completed data chart which months would be considered the wet season for South Florida Which months would be the dry season During which month would you be able to safely divert the most water from the system Why Based on your findings explain how you could divide up the water in the ecosystem so that each user gets his or her fair share CD ROM PROJ ECT STAFF KTC
69. ter into a stream or lake How could I clean it myself Getting Ready Overview Students will devise methods for cleaning a sample of wastewater and evaluate their methods based on criteria developed by the class Objectives After completing this activity student will be able to e explain at least four different methods of water purification e analyze water purification methods based on criteria such as time cost purity of water and amount of additional waste produced e apply laboratory skills in purifying a sample of water Time Needed Preparation Approx 30 min Classroom Approx 60 min Materials For the teacher e blender e various waste products you would typically put down the drain and garbage disposal soap food scraps etc e wide range pH paper pH 2 pH 12 e conductivity device E ach team of students wire screen plastic spoon for skimming filter paper activated charcoal sand and gravel hot plate beaker wide range pH paper pH 2 pH 12 conductivity device Important Terms Influent the wastewater that comes into the wastewater treatment facility primary treatment The first stage of the wastewater treatment process at the facility in which mechanical procedures are used to remove pollutants suspended solids Undissolved waste particles carried by the water wastewater treatment facility A structure with a series of tanks screens filters and other p
70. tes Ron and Tchobanogolus George Small and Decentralized Wastewater Management Systems New York NY McGraw Hill Textbooks 1998 Gillies M T ed Potable Water from Wastewater Park Ridge NJ Noyes Data Corporation 1981 Mueller Karen Flush Treating Waste water Minneapolis MN Carolrhoda Books 1995 National Environment Association Use of Reclaimed Wastewater in Municipal Drinking Water Supplies J ournal of Environmental Health J une 1998 p 39 Community Resources Local wastewater treatment plants 8 Sewers Sewers Background A few decades ago many people would have laughed at the notion of water being bottled and sold in grocery stores With the realization in the 1960s and 1970s that we were severely polluting many of our rivers streams and lakes clean water took on a new importance People realized that almost everyone lives downstream of someone else and that water conservation and quality actually matter While most of us have had our consciousness raised about the role and value of water in life we often don t think about the fact that whenever we use water we usually lower its quality Whether we use it to wash the kitchen floor brush our teeth or eliminate it as waste we typically flush it away or pour it down the drain and forget about it But what happens to water after it enters the sewer system How does it get cleaned up and returned to nature perhaps to be used as drink
71. ts problems with that factor Try This South Florida is not the only place experiencing problems with having adequate freshwater Do some research and see if you can create a water budget for your own community Do you know where your drinking water comes from What industries need freshwater Data on rainfall and precipitation can be obtained from the NOAA internet site Wetlands used to be thought of as just being swamps but people now realize that they provide many valuable uses including flood control ground water recharge and habitat for many animals and plants Make plans to visit a wetland in your community and see what you can discover on your own about these unique environments In some regions the demand for fresh water is so great that natural rainfall is just not dependable enough Things like desalinization and water recycling are being considered as ways to make up for the lack of rainfall The question is are these really practical ideas See what you can find out about these technologies If you re really ambitious you can try making your own solar still for purifying salt water Educational materials developed under a grant from the National Science Foundation 37 AE Go with the flow Activity Sheet 3 Name Class Period What you re going to do Youre going to use rainfall and evaporation data to create a hypothetical water budget chart for the south Florida region You ll use this da
72. ty of the Everglades downstream Why would salt concentration affect the bird population Getting Ready Overview Students discover how changes in the salinity of the Florida Bay estuary can have an effect on the entire ecosystem To learn how to measure salinity they build their own hydrometers and use them to calculate the differences in salt content in three unknown water samples Based on their measurements they will predict what happens when water samples of differing salinities mix Objectives After completing this activity students will be able to e usea hydrometer to measure the salinity differences in water samples e predict what happens when waters of two different salinities mix e describe how changes in the salinity of a marine ecosystem affect the overall population balance Time Needed Preparation Approx 15 min Classroom Approx 45 min Materials For the teacher e 2 raw eggs in the shell wash the shells well with soap and water before the activity 16 oz clear glass of fresh water 16 0z clear glass of extremely salty water hydrometer 500 ml graduated cylinder 16 07 plastic cup filled with fresh water 16 oz plastic cup filled with 1 salt water 16 oz plastic cup filled with 2 salt water 16 07 plastic cup filled with 3 salt water For each team of students e 4 disposable plastic drinking straws clear if possible small lump of waterproof modeling clay cup of dry sand waterproof ma
73. ue is added to the storage e Explain that in any month the evaporation is greater than the precipitation this is considered deficit and that number must be subtracted from storage e fitis appropriate you may wish to view the entire Newton s Apple segment on the Everglades after completing this activity Answers for Activity Sheet 3 1 October April 2 May September 3 You can divert the most water in December because that is when the amount is storage is the greatest 4 Answers will vary Month J F MAM I TAS AND P 127 133 142 134 119 115 136 106 73 85 111 152 E 15 18 45 75 122 164 179 170 129 69 31 15 P E 112 115 97 59 3 49 43 64 56 16 80 137 S T12 115 97 59 16 80 137 D 3 49 43 64 56 St 112 227 324 383 380 331 288 224 168 184 264 401 36 Everglades APPLE Everglades Multimedia Here s How e Set up the computer to play the CD ROM or set up the VCR and cue the tape e Make a copy of Activity Sheet 3 for each student e Review the Background information on page 24 Engage Approx 15 min Before class prepare the demonstration materials on a desk in the front of the room Using an ice pick or nail punch three large holes in the soda bottle at three different places Make sure that they are all in the bottom half of the bottle Then cover each hole firmly with a piece of waterproof electrical tape Cut the top off the soda bottle so that it resembles a large beaker and place it inside the dish
74. ur home Would you use it Why orwhy not If you were given anew sample of wastewater to clean tomorrow what steps in your purification method would you change and why Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Aetivity 3 That s Enough Where does the water come from that we drink How clean is the water we drink What types of waste are the most difficult to remove from wastewater What determines if a substance in the water is harmful How much of a substance needs to be in water before itis harmful cae Getting Ready Students will measure concentrations in parts per million parts per thousand and parts per hundred Students will investigate the effect of contaminants in water on living organisms and at what concentration the contaminant is lethal to an organism Objectives After completing this activity students will be able to e explain concentration in parts per million parts per thousand and parts per hundred e devise and conduct an experiment to determine the concentration level at which a contaminant in wastewater will affect an organism e analyze data to determine categories of contaminants and the lowest concentrations that affect an organism Time Needed Preparation Approx 60 minutes Classroom Approx 110 minutes Materials For the teacher e 2 large test tubes 30 50 mL volume e container that will hold 25L 6 625 gallons of w
75. will move further up stream This means that organisms that are not salt tolerant will die out or be forced to move ultimately disrupting the food chain 2 Try This How do you think a sudden increase of salinity will affect vegetation growing in an estuary Try this simple experiment Take two glasses and fill one with salty water and the second with freshwater Take two pieces of lettuce and place one in each glass Allow them to sit for three or four days and then take them out and compare how they feel How might you explain the results To see how freshwater and salt water stack up against each other you can make a model estuary by using a small fish tank Fill the tank about half full with freshwater and putin several drops of food coloring to make it red Next mix up a batch of extremely salty water and color it blue Predict what will happen when you mix the two together and then without stirring slowly pour the salt water into the freshwater Was your prediction correct Explain In the Florida Bay estuary there are definite boundaries for different organisms depending on the salinity of the water Do a little research on the types of organisms found there to see how tolerant they are of different salinities What advantage would an organism that is very tolerant of salinity changes have over one that could only live in a narrow zone How might this affect the balance of an ecosystem Educational mat
76. will predict what happens when water samples of differing salinities mix and discover how changes in the salinity can have an effect on the entire ecosystem 3 Go With the Flow approx 10 min prep 45 min class time Students develop a hypothetical water budget for south Florida and see how factors such as precipitation evaporation and diversion of water affect the availability of water in the system Everglades Teacher s Guide More Information Internet Newton s Apple http www ktca org newtons The official Newton s Apple web site with a searchable database of science activities on many different subjects Everglades Home Page http everglades ycg ORG index htm The home page for the Everglades site contains a description of the Ever glades and explores its history and make up FIU Everglades Interactive Learning Case Study Florida International University http www eng fiu edu evrglads This site is a great resource to learn what plants and animals live in the Everglades The site also has a slide show photos and lots of links to other sites about the Everglades and wetlands Everglades Ecosystem Everglades National Park http www nps gov ever eco index htm This site has profiles on the Ever glades animals plants and habitat Internet Search Words Everglades river of grass wetlands national parks ecosystems Educational materials developed under a grant from the Nation
77. with the class Using the Internet look up material safety data sheets MSDS for some of the common chemicals and products found in your home Check the label on products to find out the chemical names of the ingredients List the chemicals and any hazards associated with them for at least one product and share this information with your class Be sure to report on any toxic concentration levels reported in the MSDS Educational materials developed under a grant from the National Science Foundation 21 NEWTON S APPLE Multimedia Activity Sheet 3 N ame What you re going to do that s enough Class Period You re going to determine the lowest concentration of a contaminant in water that affects a living organ ism brine shrimp How to do it Part I Develop a Plan Meet with the other members of your team and determine which household product in your investigation Discuss how you will measure the concen tration of the contaminant in water Write out ashort procedure to determine the lowest concentration of the contaminant in water that will affect brine shrimp Keep in mind that brine shrimp need adequate response time hours to react to acontaminant once it is introduced into the water Be sure to include a control You may want to use the guide below to help you devise your plan Volume Volume Test Tube Procedure Water Contaminant Concentration Have your final plan approved by your teacher and obtain
78. y asks Because there s not as much freshwater coming down it s broken up the food chain Explain that one reason the food chain in Florida Bay is getting disrupted is because many organ isms at the lower end of the food chain can only tolerate low salt concentrations As the freshwater is cut off the salinity of the bay goes up and these organisms can no longer survive Continue the video to the end of the clip Discuss some of the many factors that help to control the salinity of an estuary tides storms and floods all change the salinity at different points in daily and seasonal hydrologic cycles While many organisms can tolerate these short term changes it s the long term changes that really have the most drastic effects To monitor changes in salinity marine ecologists use a device called a hydrometer A FR indirectly measures the salt concentration of water by measuring its ensity At this point use the standard hydrometer to show students how it works in the different standard water samples Explain that their mission is to build their own simple hydrometer and use it to calculate the salinity of three unknown samples Based on their calculations they will then be asked to predict what happens when waters of different salinities mix Aetivity Explore Approx 35 min Have students work in groups of four Explain that they are going to build a set of standard hydrometers and then use them to calculate
79. ystem How do both natural cycles and human intervention change the water balance in an ecosystem How can you use a water budget to predict what effects water management decisions might have on an ecosystem Getting Ready Overview Students develop a hypothetical water budget for south Florida and see how factors such as precipitation evaporation and diversion of water affect the availability of water in the system Using the water budget they attempt to develop a management strategy that will allow a certain minimum flow to go through the system so that all the users have an adequate supply Objectives After completing this activity students will be able to e discuss how changes in rainfall patterns affect the availability of water in a natural system e predict how changes in rainfall evaporation and detention of water will alter the availability of water in an ecosystem e demonstrate how a water budget can be used to make management decisions for a drainage area Time Needed Preparation Approx 10 min Classroom Approx 45 min Materials For the teacher 2 liter soda bottle with the top cut off and three holes punched in the sides along the bottom 3 pieces of waterproof electrical tape large dish pan several wooden blocks large pitcher of water For each student e sheet of graph paper e pencil Important Terms evaporation potential The maximum amount of water that could be evapo rated from Eart

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