Grade Level: 6-8. Next Generation Sunshine State Standards SC.6.E.6.2 SC.7.E.6.6 SC.8.P.8.8

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1 Grade Level: 6-8 Next Generation Sunshine State Standards SC.6.E.6.2 SC.7.E.6.6 SC.8.P.8.8 Program Overview Become a scientist and explore a working filter marsh. Collect aquatic species for identification, use research instruments to measure water quality, and engage in scientific inquiry activities in the Conservancy STEM Lab. Then explore the Dalton Discovery Center and meet live aquatic creatures up close. Learning Objectives Students will be able to: 1. Recognize the role of watersheds in south Florida, and that all waterways are connected. 2. Identify the impacts that humans can have on Earth, including water quality and changing the flow of water. 3. Understand that plants and animals are able to survive in aquatic environments based on parameters such as ph and salinity.

2 Pre-Program Activity 1: Sponging Up the Everglades Duration of Activity: 1 hour Adapted from the Everglades Literacy K-12 Curriculum Materials: computer and projector, two containers (pan/bucket) to hold water, small sponge, four ID cards labeled: farmer, developer, population of south Florida, and Everglades Background: The Everglades depends on water from rainfall and drainage from the Kissimmee River Basin and Lake Okeechobee. Before people settled in south Florida, the water that spilled over the lake s southern edge flowed southward through the Everglades. In the late 1800 s, people began to build canals and levees to control this water flow for human needs. Now the Everglades and its wildlife competes with humans for water. In times of drought, it does not receive enough water through the flood gates. In times of extreme moisture, it receives the excess. Also, the water the Everglades does receive has often been altered (polluted) before it gets here. The following short videos summarize the Everglades story: The Changing Everglades (1:11) Lake Okeechobee and Phosphorous (1:41) Directions: 1. Before the lesson, set out the two pans of water. Label one pan Everglades. The other pan will be for human use. 2. Give students an intro to the Everglades water story. Show the two videos above. 3. Gather students around the pans for an experiment. Explain that during the last century, as more and more people moved into south Florida, we required more land. Nobody wants to build in the middle of a swamp. First came the farmers. Call on a student volunteer to be a farmer. Have him/her dip the sponge into the Everglades, and squeeze it into the other pan, their farm. You may have the farmer pass the sponge to another student, so more people can participate. 4. Next came the developers. Call on students to take turns dipping the sponge into the Everglades and squeezing it into the other pan. Through drainage ditches and canals, developers have dried up areas of the Everglades to make them more suitable for building.

3 5. Finally, we have a growing human population in south Florida (Florida is the 3 rd most populated state at ~20 million people). Call on volunteers to demonstrate the human population, having them take turns squeezing the sponge from the Everglades into our homes, showers, lawns, etc. (the other pan). 6. Ideally, there should be a little bit of water left in the Everglades pan. Explain that some of the water that humans use is only borrowed. However, when it is returned to the hydrologic system, it is not always in the same condition as when it was removed. It may be polluted or contaminated, and it may be put back in a different place than it originated. 7. Possible discussion questions: How much water is left in the Everglades? Could this have an effect on the species that live there? How important is (clean) water to living organisms? Is there enough for everyone? Can water be saved? Where does the Everglades get its water? Name three other competitors for that water. Discuss ways to conserve water (turn off faucet while brushing teeth; take short showers; bike, walk or carpool- this prevents oil and gas pollution from entering the waterways; reduce, reuse, recycle- this avoids landfills, which aid in groundwater contamination; use ecofriendly cleaning products- anything that gets put down a drain can enter waterways in the environment, etc.) Pre-Program Activity 2: Exploring ph (Lab) Duration of Activity: 1 hour Materials: 8-10 plastic cups or small test tubes, ph test strips (Tetra or other brand, which can be found at pet stores or online), extra color-coded ph charts (depends on which brand test strips you buy- charts may be found online), Acid & Base ph lab worksheet (provided), various household solutions to test, such as: lemon juice, vinegar, salt and water, baking soda and water, tap water, milk, apple juice, soda, diluted orange juice, diluted lemonade, glass cleaner such as Windex, bleach, drain cleaner, soapy water, shampoo.

4 Background: ph is the concentration of hydrogen ions in a solution. The ph scale ranges from 0-14, with 7 being neutral. ph lower than 7 is acidic, while higher than 7 is basic. When water becomes too acidic or basic in nature (pollution), it can affect the plants and animals that live there. Directions: 1. Before the activity, set up the 8-10 samples in a spot where students can move around them freely. Label each sample. 2. Allow students to work in pairs or small groups. Review what ph is, the scale, etc. and tell them that they will be testing the ph of various solutions. Have students hypothesize which solution they think will be the most acidic/basic. 3. Provide each group the same number of ph test strips as there are samples (instructions for ph strips can be found on the bottle). 4. Have each group test the ph of each solution and record results on their worksheets. Human error or faulty test strips may provide varying results. 5. Possible questions for discussion: Which substance was the most acidic? Basic? Why is ph important in nature? How can water become more acidic/basic in the environment? What effect can this have on the species that live there?

5 (See below for Student Worksheet)

6 Name: 1. DATA TABLE Solution ph Paper Acid/Base/Neutral Which solution was the most acidic? Most basic? Neutral? 2. How would the ph of the solution affect organisms that live in a body of water? Which solutions could the aquatic organisms live in? Which solutions could aquatic organisms not live in?

7 Post-Program Activity 1: Exploring the Water Cycle Duration of Activity: 1 hour Materials: computer & projector, Exploring the Water Cycle student worksheet & answer key (provided) Background: Water is found almost everywhere on Earth, from high in the atmosphere (as water vapor) to low in the atmosphere (precipitation, evaporation). Water exists in mountain snowcaps and glaciers (solid) to running liquid water on the land, ocean, and underground. Energy from the sun and the force of gravity drive the continual cycling of water. Sunlight causes evaporation and propels oceanic and atmospheric circulation, which transports water around the globe. Gravity causes precipitation to fall from clouds and water to flow downward on the land through watersheds. Directions: 1. Engage students by asking the following question: What are the components of the water cycle? Have students discuss with a neighbor and then discuss with the whole class. 2. Show the video, The Freshwater Connection (approx mins) This video is a good introduction to why it is important to study the water cycle. 3. After the video, discuss with students why it is important to study and understand the water cycle. 4. Hand out the Water Cycle Student worksheet. Have students use this worksheet throughout the rest of the lesson. 5. Show the water cycle video (approx. 3 mins): Students can label the blank diagram on their student worksheet as they watch the video. The video goes more into detail so students only need to copy the terms from the provided word bank. The video has no narration so you can talk through the video with the calls and pause as necessary for questions or further explanation. 6. For extended learning, ask the following questions: - Which stages in the water cycle require energy from the sun? (Evaporation and Transpiration) Have students circle these stages in one color.

8 - Which stages require water to give off heat? (Condensation) Have students circle this stage in a different color. - Which of the stages are driven by the force of gravity? ( Precipitation, Runoff, Infiltration, Groundwater Flow) Have students circle these stages in another color. 7. Show the video, Water, Water, Everywhere (approx. 6.5 mins) as the students are finishing their worksheet. This video ties together the concepts from this lesson. (see below for worksheets)

9 Exploring Water Cycle Worksheet Water Cycle Video DIRECTIONS: Label the arrows on the water cycle diagram as you watch the video on the water cycle. There is no audio, so be sure to watch carefully as the sun comes up and heats the land and water, and then goes through the whole water cycle. Use the word bank provided. Word Bank Evaporation Run off Infiltration Condensation Groundwater Run off Solar Radiation Precipitation Transpiration 1. Which parts of the water cycle require energy from the sun? 2. Which parts of the water cycle require the water molecule to give away heat (cool down? 3. What parts of the water cycle are caused by the force of gravity?

10 ANSWER KEY Exploring Water Cycle Worksheet Water Cycle Video DIRECTIONS: Label the arrows on the water cycle diagram as you watch a video on the water cycle. There is no audio, so be sure to watch carefully as the sun comes up and heats the land and water, and then goes through the whole water cycle. Use the word bank provided. Condensation Precipitation Transpiration Run off Solar Radiation Evaporation Infiltration Groundwater Flow Word Bank Evaporation Run off Infiltration Condensation Groundwater Flow Solar Radiation Precipitation Transpiration 1. Which parts of the water cycle require energy from the sun? Transpiration & Evaporation 2. Which parts of the water cycle require the water molecule to give away heat (cool down? Condensation 3. What parts of the water cycle are caused by the force of gravity? Precipitation, Runoff, Infiltration & Groundwater Flow

11 Post-Program Activity 2: Create a Wetland Duration of Activity: 45 minutes Materials: each group of 2-4 students will receive: items to create a wetland model: tray or pan, clay or play-doh, sponges cut into small pieces, toothpicks, sticks, leaves, cup of water Background: Recall from the Conservancy field trip the importance of wetlands. Wetlands can be described simply as a half way world between terrestrial and aquatic ecosystems, exhibiting some characteristic of each. R.L. Smith. Wetlands are an integral part of the local ecosystem, and many plant and animal species (humans included!) rely upon them. Wetland characteristics may include: intermittently or permanently saturated with water hydric soils that hold water for all or part of the year, which create an anaerobic (low oxygen) state. ƒ water tolerant plants which are able to grow in the low oxygen conditions formed by the hydric soils. greatly absorptive, and sensitive to pollution and contamination. habitat for numerous animals (biodiversity hotspots ) Directions: 1. Review the characteristics and importance of wetland habitats with students. Explore the following website and view the slideshow for examples: 2. Students will work in pairs or groups to construct their own model of a wetland habitat. 3. Provide each group with the materials listed above. They will build their models in/on the trays/pans. 4. Begin by using clay to represent land. Build a slope with the clay on one end of the tray. Create ponds in the low areas. Using toothpicks, carve out steams. Place sponges in the low areas and ponds. Leave the remaining end of the tray open to represent a lake or ocean. Students may further decorate with sticks, leaves, etc.

12 5. Make it rain! Raise the clay land end of the tray up slightly to create a slope. Have you or the students pour a little bit of water at the high end and have students observe how it flows down/through the wetland. 6. Conclude by revisiting the definition of what a wetland is and their importance to wildlife. Is it possible to contaminate wetlands (think about water pollution)? What are some ways to conserve water and keep it clean? (turn off faucet while brushing teeth; take short showers; bike, walk or carpool- this prevents oil and gas pollution from entering the waterways; reduce, reuse, recycle- this avoids landfills, which aid in groundwater contamination; use eco-friendly cleaning products- anything that gets put down a drain can enter water systems in the environment, etc.) Reference: Smith R.L. Ecology and Field Biology, 3rd edition, Harper and Row, New York, 1980.