Disasters to Nature: Sensitivity of Ground-Water Systems to Pollution

This activity is designed for students to discover how pollution enters the ground water and what people can do to prevent disasters to nature. The goal is to make students aware of how everyday life affects the quality of water worldwide. This activity is also designed for students to see the importance of planning developments and the zoning of property.
Vocabulary words: dissolved oxygen, pH, total phosphate, nitrates, turbidity, and alkalinity

I teach a Natural Disasters course at the South Washington County Alternative Learning Center. I will have students ranging from 9th -12th grade, who for whatever reason, are at risk of not graduating from high school. I will have a unit for disasters to nature, focusing on human effects to the Earth. For this field investigation I will have approximately 20 students and I plan to spend most of the day at the three sites, and conclude the field investigation with a reflection and journal time. The groups will need equipment to conduct their measurements of the rivers. They will be measuring the water for the dissolved oxygen, pH, total phosphate, nitrates, turbidity, and alkalinity. The following day, the class will discuss some of the questions they had, and process their data. I will then give them time to prepare a short presentation of their question and a reflection paper of the day and the importance of protecting the quality of our water. This will be a large part of leading into the unit disasters to nature: human contamination.

Located in a county between two of the major rivers in the area, the Mississippi River and the St.Croix River, there are usually articles regarding water quality on the news or in the papers weekly. Whether it be a new contaminant or a fine for a company that has improperly disposed of pollutants, there will be a current event to introduce the topic.
We will look at the Geologic Atlas of Washington County. The atlas include seven maps: 1. Data-base maps 2. Bedrock geology 3. Surficial geology 4. Bedrock topography and depth to bedrock 5. Hydrogeology 6. Sensitivity of ground-water systems to pollution 7. Geology and well construction. I would use these maps to help students generate questions they could begin to investigate and to give them an idea of what we will be looking at on our field investigation.
Using the map I will locate the three sites. At the sites I will ask students to take 15 minutes to make observations on the appearance. The first site will be one in a high sensitivity area with no visible water. The other two sites will be located by the Mississippi River and the St. Croix River. After the initial 15 minute observation, I will have the groups come back together and each group will share one observation with the class. I will write the groups observations down on a whiteboard and then give them time to generate some questions they have after observing the area. At the river sites I will have the groups test the water for the dissolved oxygen, pH, total phosphate, nitrates, turbidity, and alkalinity to determine the quality of the water in the river.
Each group will test for one of the chemicals using an instrument form a [link Hach Stream Survey Kit 'Hach Stream Survey Kit']. At the first site one should allow time to instruct, or review the proper use of the instruments. To save time one might show the students how to use the instruments the day before with a quick review on site. Groups will take measurements, record their data, and then share their findings with the group. I will plan to spend more time at the second river site to include time for comparison and reflection. If the conditions permit, I will have students spend 15 minutes to journal and record as much of their experience as they can. After returning to school I will use the last few minutes for discussion and review all of what we saw during the field investigation, as well as lead into the assessment portion. 
I will ask students to form a question or share questions they have from what we observed and have them describe how they could find the answer, or test their hypothesis. The students will be instructed to prepare a short oral presentation, as well as a reflection paper of the day and how it might have influenced their life. 

References: 
1. Hach Company, Important Water Quality Factors
2. Mitchell, Mark K., and Stapp, William B., 2000 Field manual for water Quality Monitoring: An Environmental Education Program for Schools: Dubuque Iowa, Kendall/Hunt Publishing Company, 12th ed., 266p.

To implement this field investigation I would plan to spend the whole day at the three sites, leaving more time for the first water testing site to review how to use the water testing equipment. One might anticipate some students that are not on task. I would recommend setting boundaries: time, space, and limitations (i.e. 20 minutes to measure X, collect data from point A to B, no swimming or pushing people into the river). Have small pre-selected same sex groups if possible, preferable three to a group to ensure everyone is participating in the investigation.
Proper supervision is a must; ask for adult volunteers, parents, or any other appropriate source. Be sure to go over safety guidelines, appropriate behaviors and rules such as no horse play by the river. Prepare students for the field investigation; describe clothing needed, shoes, and have any safety equipment needed. Make sure you have a container for the waste water that is being tested; do not just dump it back into the river or sink at school. There will be instructions for disposal or information on how to dispose of the tested water on the packages of the testing equipment. For student needs, I will ask the school cafeteria to prepare sack lunches for the students that are going on the field investigation.

I will ask students to form a question or share questions they have from what we observed and have them describe how they could find the answer, or test their hypothesis. Students will be instructed to prepare a short oral presentation, as well as a reflection paper of the day and the importance of protecting the quality of our water.

Strand III. EARTH AND SPACE SCIENCE
Sub-strand A. Earth Structure and process
Standards The student will investigate the impact humans have on the environment.
Benchmark 1. The student will identify and research an environmental issue and evaluate the impact.
Sub-strand B. The Water Cycle, Weather and Climate
Standards The student will explain causes and effects of the Earth's atmospheric and hydrologic processes.
Benchmark 4. The student will identify, predict and investigate the factors that influence the quality of water and how it can be reused, recycled and conserved. 5. The student will discuss the impact of the use of natural resources and other human activities on the Earth's climate.