Healthy Chesapeake

Drew Keller, Educator, Mathematics & Science Center

 

Developed with funding from the Mathematics & Science Center

Major Understanding

 

Using GIS software applications can assist you in observing patterns in data as well as potential risks.  Scientists use several indicators to monitor the quality and vulnerability of a watershed, which are recorded into a database. However, without the use of a GIS it would be difficult to assess the overall health of the Chesapeake Bay watershed.

   
Grade/Subject Life Science, Earth Science, Biology

Objectives

 

 

Use GIS mapping software to analyze the health of the Chesapeake Bay watershed.

 

 

Use the following terms correctly and apply them to the interpretation of data: watershed, estuary, runoff, soil permeability, precipitation, conventional loads, toxic loads, contaminated sediments, ambient water quality, and GIS.

 

Create and develop one map with legends emphasizing areas of concern in the Chesapeake Bay watershed.

 

Analyze critical environmental factors for patterns and assess a watershed’s water quality and vulnerability.

Time

 

 

PowerPoint Presentation on Chesapeake Bay

10 min

PowerPoint Presentation on ArcIMS Application

10-15 min

GIS Lab: Healthy Chesapeake?

40-60 min

Data Interpretation and Conclusion

10-15 min

Practice Using ArcIMS

10-15 min

Assessment

 

Materials


For each student:

 

1 Copy of Background Information: Chesapeake Bay

1 Computer with Internet access

1 CD with Health of the Chesapeake Bay Data Set (if no Internet access)

1 Copy of Worksheet: Health of the Chesapeake Bay Watershed

 

For the class:

 

1 Networked printer

1 Computer projection system (optional)

State and National Correlations


Virginia Standards of Learning: Life Sciences (LS.12); Earth Science (ES.1, ES.3, ES.9); Biology (BIO.1, BIO.9); Computer Technology (C/T 8.1, C/T 8.4)

 

National Science Standards:Use technology to investigate and communicate, formulate and revise models, human modifications of ecosystems.

Instructional Strategies

 

1.      Anticipatory Set
Divide the class into groups of two students each and have them list ways that they think scientists can monitor the health of a bay or estuary.

2.      Background Information
Present a mini-lecture using the PowerPoint Presentation on Chesapeake Bay or have the students read Background Information: Chesapeake Bay.

 

3.      Key Questions (Checking for Understanding)
  • Explain in your own words your understanding of a watershed.
  • Why would the Chesapeake Bay be considered an estuary?
  • What are the two categories scientists use to measure the health of the Chesapeake Bay?

4.      Explanation of ArcIMS Application
Use the PowerPoint Presentation on ArcIMS Application to present a brief overview of the functions in ArcIMS and how to view themes.  You can also run the application using a projector to demonstrate key features of the software.

 

5.      GIS Lab: Healthy Chesapeake?
Conduct the GIS Lab. The computers need to have a access to the internet and a web browser. Click the link above to load the ArcIMS interface for ‘Healthy Chesapeake.’

Have the students individually follow the instructions and answer Questions 1 to 10 on the Worksheet: Health of the Chesapeake Bay Watershed.

Next, have students pair up to complete Questions 11-13 on the lab sheet.  There will be no wrong or right answers, just ideas supported by the data they have collected.

Practice


Guided Practice:  Go to the GIS web application and create a map to determine if there is a relationship between the layers “Land Use Agricultural by Percent” and “Agricultural Runoff Potential.” Is “Agriculture Runoff Potential” a quality or vulnerability indicator? Write a brief paragraph summarizing your findings.

 

Independent Practice: Use the GIS web application and create a map to determine if there is a relationship between the layers “Land Use Urban by Percent” and “Urban Runoff Potential.” Is “Urban Runoff Potential” a quality or vulnerability indicator? Write a brief paragraph summarizing your findings.

Closure


Restate the lesson objectives and relate them to the learning experiences. Ask students to state which of the activities helped them learn a major lesson objective. Re-teach if necessary. Encourage continued learning through the extensions and resources.

Extensions

 

1.      Encourage students to extend their learning by investigating the watershed in which they live in greater detail. This can be done by going to the web site Surf Your Watershed found at http://www.epa.gov/surf

 

2.      The Enviromapper is a web-based application that will essentially allow the student to access the same EPA data for watersheds. Have the students go to http://www.epa.com/iwi/wimapper/enviromapper for watersheds from another state and investigate.

3.      On the web there are several sites that use the GIS application to analyze large amounts of data. Have your students search for at least 5 sites that implement some type of GIS application over the web and describe the benefit of the site.

Assessment

 

Three sample items are provided for use in accessing students’ understanding:

 

The following table shows how the assessment items are related to specific objectives.

 

 

 

Objective

Paper-Pencil Test

Product/
Performance

Use GIS mapping software to analyze the health of the Chesapeake Bay watershed.

 

5, 6, 7

 

 

Use the following terms correctly and apply them to the interpretation of data: watershed, estuary, runoff, soil permeability, precipitation, conventional loads, toxic loads, contaminated sediments, ambient water quality, and GIS.

1, 2, 8

 

Analyze critical environmental factors for patterns and assess a watershed’s water quality and vulnerability.

3, 4

 

Create and develop one map with legends emphasizing areas of concern in the Chesapeake Bay watershed.

9, 10

 

Major Understanding: Using GIS software applications can assist you in observing patterns in data as well as potential risks.  Scientists use several indicators to monitor the quality and vulnerability of a watershed, which are recorded into a database. However, without the use of a GIS it would be difficult to assess the overall health of the Chesapeake Bay watershed.

 

Making & Interpreting a GIS Map
   

Teaching Tips

For additional information on teaching this lesson, go to the following links:
References

Chesapeake Bay and Mid-Atlantic from Space. This Web site provides background information on imperviousness and its environmental effects, and on the principles and use of remotely sensed data.

http://chesapeake.towson.edu/

 

The Chesapeake Bay Program.  The Chesapeake Bay Program is the unique regional partnership that's been directing and conducting the restoration of the Chesapeake Bay.

http://www.chesapeakebay.net/

Chesapeake Bay Remote Sensing Program.Describes how remote sensing is used to monitor the Bay.

http://www.cbrsb.org

 

Geography Network. On-line resource for finding and sharing geographic content including maps and data.

http://www.geographynetwork.com

Mathematics & ScienceCenter: Where it all adds up! Web site of the Mathematics & Science Center with variety of information on programs and opportunities for students.

http://mathsciencecenter.info/

 

Surf Your Watershed. Surf Your Watershed is a service to help you locate, use, and share environmental information about your state and watershed.

http://www.epa.gov/surf/

 

USGS Chesapeake Bay Activities. The USGS is one of the original partners in the Chesapeake Bay Restoration Program and continue to stay active, this web site keeps you up to date on any new developments.

http://chesapeake.usgs.gov/chesbay/