Branching Out: An Introduction to Watersheds



Branching Out: An Introduction to Watersheds

Emily Chrusciel, Nashua School System; Stephanie Barger, Derry School System

Grades: 3-5

Objectives:

The students will be able to

• Determine the definition of a watershed and how the landscape dictates watershed boundaries

• Explore how watersheds work

• Map a watershed on the Maine tile map

• Discuss human impacts on watersheds

Curriculum Connections: Geography, Earth Science

Geography for Life Standards 1 & 7:

How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information. 4.3.A

The physical processes that shape the patterns of Earth’s surface 4.1.A

Common Core Standards:

• CCSS.ELA-Literacy.RI.4.7
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears

• CCSS.ELA-Literacy.RI.4.4
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

• CCSS.ELA-Literacy.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.

• CCSS.ELA-Literacy.W.4.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.

Materials Needed:

• The Maine Atlas

• Cardstock paper (one sheet per student)

• Blue paper (one sheet per student)

• Non-permanent markers

• Spray bottles

• Maine Tile map

• Blue and yellow yarn

Lesson Overview:

In this lesson, students will explore the concept of watersheds and how their boundaries are dictated by landscapes. Students will gain an understanding of their local watersheds through use of The Maine Atlas.

Getting Started:

Allow time for discussion to ensure understanding of the following terms.

• Terms to know:

• Watershed

• Creek

• Brook

• Stream

• River

• Lake

What is a Watershed?

• A drainage area of a river and its tributaries

• The area includes creeks, brooks, streams, rivers, lakes, etc., and crosses county, state and national boundaries.

• Precipitation drains downhill into bodies of water, and carries sediments and other materials to a final destination.

Explain to students that both parts of this lesson will focus on the concept of watersheds and where watersheds are in relation to students’ home location in Maine.

Developing the Lesson:

PART 1/Day 1 (Exploring and understanding watersheds):

• Pass out a piece of cardstock and blue paper to each student

• Have students crumple cardstock sheet into a ball

• Have students partially unfold cardstock until it resembles mountains and valleys

• Place cardstock on top of blue paper, which represents the lowest elevation of a watershed. (see National Park Service reference)

• Have students mark high points on cardstock with a pencil or crayon (these are the mountain peaks)

• Pass out one marker to each student

• Have students use the marker to mark the valleys on cardstock

Stop and Explain

Have students observe the “mountains” and “valleys” on their cardstock and discuss how the mountain peaks separate (divide) the watersheds from one another. If water falls on top of the mountain peak, some of it will flow down one side into a watershed and some water will flow down another side into a different watershed.

• Using a spray bottle, have students gently spray each watershed and observe where the water flows.

PART 2/Day 2:

• Discuss with students what they learned about watersheds in part 1 of the lesson.

• Distribute The Maine Atlas and turn to page 8, Major Rivers, Lakes and Watersheds.

• Through use of this map, have students determine which watershed they live in and identify major rivers located in their watershed.

• Discuss the major rivers that make up students’ watershed area and make note of the patterns water makes as it branches to form watersheds.

• Construct the Maine Tile map in a large open space.

• Have students outline their watershed boundary, on the tile map, with yellow yarn. Use the Major Rivers, Lakes and Watersheds map as a reference.

• Now using blue yarn, have students trace and plot the major rivers and streams that make up their watershed as noted on the Major Rivers, Lakes and Watersheds map.

Wrapping Up:

Have students make note of the river(s) closest to their town/city and discuss how their town/city impacts these rivers. Possible pollution topics may include: litter, pet waste, loose soil and dust, herbicides/pesticides/fertilizer, oil/grease from automobiles and factory waste. Ask students to think of a scenario in which any of the above topics could affect their watershed over time. This conversation should ultimately lead that all waste drains into the ocean.

Extensions:

• Explore other watersheds on the tile map

• Discuss conservation efforts on how to protect a watershed

• Write a letter to a local official on protecting a nearby watershed

Resources

Cherry, L. (1992). A river ran wild: An environmental history. San Diego: Harcourt Brace Jovanovich.

National Park Service. (n.d.). Explore your watershed. Retrieved March 27, 2014 from .

Popova, M. (n.d.). The life cycle of a single water drop, in a pop-up book animated in stop-motion water drop. [Web Video]. Retrieved from .

Strauss, R. (2007). One well: The story of water on Earth. (R. Woods, Illustrator). Kids Can Press.

Wick, W. (1997). A drop of water: A book of science and wonder. New York: Scholastic.

Edited by Raymond Jobin and adapted for Maine by Klaus J. Bayr.

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