Hydrology, Water Quality and Water Conservation
at Sarasota School of Arts & Science

October 17, 2011 thru February 17, 2012

County: Sarasota
Categories: Natural systems Water conservation Water quality Watersheds

1. Describe the project

To provide a hands-on inquiry experiences through which the students will learn about Florida’s hydrologic system, water quality, soil composition, and how their actions can affect a watershed. Students will become familiar with the concepts that water is a vital natural resource, everyone lives in a watershed and interacts with the watershed, and human along with natural influences affect our water systems including local rivers and streams. Students will also see the effects of pollution on these natural systems through the utilization of the groundwater model.
Students will determine current water quality using samples of area fresh and salt water resources via chemical & physical testing activities. Students was study soil porosity; its effect on groundwater flow, measuring the rate of water flow for each local soil type, and using their observations and tests results to gain a better understanding of runoff, watersheds, erosion and/or weathering, ground water formation and movement, and aquifers.

2. What will project participants learn about water resources? How will you measure what they learned?

Students will learn the following:
•Water is a vital and limited resource;
•Why it is imperative to protect our groundwater aquifers
•The role the hydrologic system plays (demonstrates) between ground and surface waters, local currents and winds.
•Everyone lives in a watershed and interacts with the watershed;
•How freshwater (student provided) and saltwater wetlands stabilize coastal areas
•Community actions can both positively and negatively impact ecosystems and,
•The significant role the watershed plays as part of the ecosystem, along with the local estuaries in the Tampa Bay area, and in both Manatee and Sarasota Counties.
•Students will work directly with the groundwater model to visually see the effects of various pollutants, plus study different types of soils (student & teacher provided), and the permeability of each pursuant to restoration of aquifers.
•Learn the basics of water quality monitoring and testing using water samples provided by students and/or teacher.

3. What activities will participants in your project complete?

Students will participate in the following project activities:
•Hands-on activities to learn how to properly use scientific measuring equipment for testing water samples (student & teacher provided) and analysis of soil composition (student & teacher provided).
•Chemical and physical testing of various water samples (student & teacher provided) to determine overall water quality levels. Analyze samples of water for pH using both pH paper and a pH meter, dissolved oxygen, BOD, temperature, turbidity, nitrate, phosphate, color, odor, chlorine. Compare results with locally published water department analysis.
•Learn how to collect a sample of soil using a soil collection tube. After physically examining the soil texture from tube, students will separate the soil using screen sieves into components from pebbles to silt.
•Chemical testing measuring the pH, nitrate, phosphate, nutrients, porosity, and the rate of water flow for each type of soil. Using the Watershed Tour students will be introduced to stream and river ecosystems, learning about stream ecology, water quality, and impact of humans on system.
•Using stream table’s students will explore geologic principles and processes of streams, rivers, coastal areas and glaciations. They can learn how nature and human beings impact the flow and quality of Earth’s water supply.
•Design and test a method to compare how quickly water flows through the soils and shapes our world. Students will be able to compare the differences between erosion, deposition and weathering.
•Utilize leak detection tablets to test home toilets for water waste.
•Employ drip detection bags to determine student/family water usage, especially shower.
•View educational videos on the hydrologic cycle, Florida aquifer system, permeability of various soil types, and water pollution.
•Study the role mangrove forests and how they interact and protect the Florida estuary.
•Students will collect and conduct chemical and physical testing on water from Gulf of Mexico from inlet and mangrove areas. Differentiate among freshwater, brackish water, and saltwater ecosystems.
Students will collect water and conduct chemical and physical testing from Myakka River State Park. Students will be observing wetlands and freshwater areas.

Students will determine water quality using samples of local fresh water resources via testing activities. Students are encouraged to bring water samples from home for testing in order to learn about their particular water quality systems, whether county supplied through a public utility or from individual wells. This is hands-on learning lab reinforces how to handle scientific equipment, and record water quality measurements for pH, temperature, nitrogen, dissolved oxygen (DO), turbidity, salinity, and several minerals.
Students will learn soil permeability varies depending on the soil’s composition, as determined by measuring how quickly water passes through different types of soil.

With regard to documenting water savings, students will be able to calculate their own personal water savings using the data collected via their daily and weekly water usage. Each student will be responsible for logging this data.

4. How will your project's message and/or lesson be shared with the greater community (school community or neighborhood)?

Students learning will be assessed using the following tools:
•Pre and Post tests provided by SWFWMD.
•Second quarter comprehensive science test for areas on hydrologic cycle, Florida aquifer system (Florida Platform), Pangaea, weathering, decomposition, deposition (erosion), severe weather and climate effects, and our oceans.
•Third quarter comprehensive science test for areas of living organisms, and the ecosystem.
•Level of participation by students in grade appropriate activities and assignments, which will include, but will not be limited to, posters, brochures, or other student-generated water cycle, water conservation, watershed, and/or water quality ideas.
•Each student’s learning will be assessed after each laboratory/project using a skills/participation rubric and grade based on labs, team participation, attitude, and laboratory report.
•Laboratory water quality test reports, and soil permeability lab results and reports.
•Photographs an/or video of each of the laboratory events.
•Extra credit for students who learn the water cycle song, and volunteer to perform at the “Living Green Day” celebration.

5. What is your project's timeline? Please include project start and end dates and project milestones.

September-October, 2011
A. 6th & 7th grade Pretest
B. Introduction to Hydrologic Cycle

September-November, 2011
A. Introduction of Water Quality Lesson
B. How to Conduct Water Quality Sampling and Testing.
6th grade Field Trip to Mote Marine
C. Water testing on water from school, and student provided samples
D. Saltwater Salinity and Water Analysis (teacher and student provided)
E. Groundwater model & Aquifer Demonstration

December-February, 2011
A. Gulf of Mexico Alliance projects -Video of Gulf-of Mexico Alliance workshop from Panacea, FL to New Orleans, LA -Watershed tours Lab -Virtual lab
B. Water analysis and soil composition
7th grade Myakka River State Park
C. Soil Percolation and Natural Filtration
D. Stream Table activities.
E. Currents & Tides
F. Second Quarter Assessment

6. Will water savings be documented as part of this project? If yes, how will this be documented?

A “Living Green Day” celebration is planned for May, 2012 and is open to parents, our community, and organizations interested in sharing their concepts and products related to the ‘green’ concepts. 2010 was our first Living Green Day. SWFWMD participated in this great event having a booth. We hope you will be able to participate again this year.
Students will be sharing their home water saving concepts, and signing-up their fellow students to this challenge. Water-savings charts will be displayed identifying the number of student who found home faucets water leaks or drips, and then using the toilet tank leak detention tabs checking for leaks in toilet tank seal.
Student peer challenge to see who can use the least amount of water per day, taking showers, brushing teeth, washing face, and using the toilet. Student generated posters to let faculty, teachers and students how they can participate in conservation.

7. How will you acknowledge SWFWMD support of your project?

SWFWMD will be identified as a sponsor and/or funding partner in a press release related to the proposed project. •Student authored newspaper article about the SWFWMD Splash Grant being awarded to SSA+S. •Acknowledgement of SWFWMD grant on Mrs. Watson Edline page. •During our Living Green Celebration, a banner/sign will be displayed thanking SWFWMD for the Splash Grant. •Invitation extended to SWFWMD to participate in our Living Green Celebration

8. Is there a connection to your School Improvement Plan? If so, please explain.

There is a direct correlation to our School Improvement Plan for Science. Sarasota School of Arts and Science’s goal for the total population is to achieve an increase of four-percentage points for all student subgroups to demonstrate proficiency.

Next Generation Sunshine State Standards and Common Core State Standards that will be taught are as follows: Big Idea 1: The Practice of Science: SC.6.N.1.1, SC.6.N.1.5 Big Idea 6: Earth Structures: SC.6.E.6.1, SC.6.E.6.2, SC.7.E.6.5, SC.7.E.6.6 Big Idea 7: Earth Systems and Patterns: SC.6.E.7.1, SC.6.E.7.2, SC.6.E.7.3, SC.6.E.7.4, SC.6.E.7.5, SC.6.E.7.6

Additional information

The Splash! school grants have enabled us to slowly build a hands-on inquiry-based curriculum where students are able to use either simpler analysis tools such as, chemical tablets or paper indicators, but also then moving the students to higher level thinking (differentiated), and using the digital equipment and tools; while being introduced to scientific methods centered around laboratory experiments on the hydrologic cycle, water quality, water conservation, our watershed, and Florida’s geology. Replenishing project specific consumables material(s) and supplies is important to our curriculum continuation-and we thank you !Many of the activities/labs have been designed in a series of parts, so as time permits, and then add additional segments to basic laboratory experience (differentiated learning).

The project will be completed in accordance with SWFWMD and State rules, regulations and procedures, which will also extend to all purchases made with grant funds.

Project budget

	Item	Cost	Notes from SWFWMD staff
	SG Hydrometer #76370 Specific gravity hydrometer	$84
	Salinity refractometer #76273 STX-3 handheld salinity refractometer for field research.	$397
	AM-12 TesTabs Water Investigation Test water quality-12 test modules-for 6&7 grade in groups of 4.	$1150
	Soil Test kit S17702 Measure soil's: N, P, K, & pH	$120
	Refill-Tapwater testing for home or classroom analyze the quality of water at home or in classroom. Can be used for student who miss part or all of the lab/fieldtrip due to illness or some other reason.	$260
	Refill-Insta-check wilde range pH refill-single color match for each pH value	$107
	Refill-desktop modeling stream erosion & deposition kit investigate the dynamics of stream erosion & depositional patterns	$72
	Refill-various types soil, grades of sand, clay & rocks Soil permeability studies & stream table investigations	$200
	Shipping - various	$100

= approved
= denied