![\"Gutter](\"https:\/\/wpcdn.web.wsu.edu\/wp-extension\/uploads\/sites\/2093\/2020\/03\/GutterGuardians.gif\")
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![\"Natural](\"https:\/\/wpcdn.web.wsu.edu\/wp-extension\/uploads\/sites\/2093\/2020\/03\/NaturalResourcesStewardship_logo.gif\"){kind=logo}
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EXPLORER – Skill Level: One<\/h4>\n![\"Storm](\"https:\/\/wpcdn.web.wsu.edu\/wp-extension\/uploads\/sites\/2093\/2020\/04\/stormdrain.jpg\")
Storm Drain<\/figcaption><\/figure>\nActivity 1:<\/strong>\u00a0\u00a0Model a Watershed<\/strong><\/h4>\nObjective:<\/strong>\u00a0\u00a0Make a model watershed: the area of land that feeds water into a stream, river, lake or bay.
\nScience Skills:<\/strong> Build\/Construct, Hypothesize, Analyze, Observe
\nLife Skills:<\/strong>\u00a0 Critical Thinking, Communication<\/p>\nPreparation Activities:<\/strong>\u00a0 This activity involves water and food coloring so choose the surface you will work on accordingly.<\/p>\nMaterials<\/strong><\/p>\n\n\n- 3 or 4 pieces of 8 \u00bd x 11 paper<\/li>\n
- 1 piece of 11x 17 inch paper<\/li>\n
- tape<\/li>\n
- \u00bc cup of water<\/li>\n
- Clean sprayer bottle with water (such as you might use for homemade cleaning supplies)<\/li>\n
- 1 packet of\u00a0 Kool-Aid or food coloring<\/li>\n
- Drinking straw or small dropper such as a leftover medicine dropper<\/li>\n
- Paintbrush<\/li>\n<\/ul>\n<\/blockquote>\n
\n- Crumple the pieces of paper into balls.\u00a0 Lay the three smaller pieces on a table or countertop.\u00a0 Uncrumple the 11x 17 inch paper, lay it over the balls of paper and tape it loosely to the counter.\u00a0 Press the paper over the balls so that it resembles mountains and valleys with the tallest mountains on the outside edges of the paper.<\/li>\n
- Imagine that it is raining on your paper landscape.\u00a0 Notice the highest points on your paper \u2013 your mountain peaks and ridge lines.\u00a0 Think about what will happen to the raindrops that land in different areas on your paper landscape.\u00a0 Imagine where lakes and wetlands might form and where streams might flow.<\/li>\n
- Use your straw or medicine dropper to place 2 to 3 drops of water onto your paper in different areas.\u00a0 Notice which direction the water begins to flow.\u00a0 Does the water behave the way you predicted?\u00a0 Does the water collect anywhere?<\/li>\n
- Spray some water over your paper and let it soak in for a minute or two.\u00a0 You want the paper to be damp all over but you don\u2019t want water pooling on the paper at this point.<\/li>\n
- Mix the packet of Kool-Aid into \u00bc cup of water or add enough food coloring to the water to make the color pretty intense.<\/li>\n
- Using your paintbrush, paint the peaks and ridgelines on your paper landscape.\u00a0 You\u2019ll notice the colored water will begin to run down the sides of your mountains right away.\u00a0 Encourage any streams that begin to form by brushing more colored water onto the ridge in that area.\u00a0 As you work you should see a whole network of rivers and lakes begin to form on your landscape.<\/li>\n<\/ol>\n
<\/p>\n
Asking the Right Questions:\u00a0<\/strong>
\nDid the streams, lakes, and wetlands form where you predicted they would?<\/p>\nHow many different watersheds did the youth identify in their model?<\/p>\n
Does any part of the model remind the youth of the mountains or valleys around their home, school, or another familiar area?<\/p>\n
<\/p>\n
Activity 2: Runoff Races<\/strong><\/h4>\nActivity:\u00a0\u00a0Measure and record the quantity and rate of water runoff from different materials<\/strong><\/p>\nObjective:\u00a0\u00a0<\/strong>Learn how surface materials influence storm-water runoff.
\nScience Skills:\u00a0<\/strong>Collect Data, Compare\/Contrast, Measure, Observe, Optimize, Predict, Test, Use Tools
\nLife Skills:\u00a0\u00a0<\/strong>Keeping Records, Problem Solving, Teamwork.<\/p>\nPreparation Activities:\u00a0<\/strong>Read the activity and gather materials. Decide if the youth will design their own data sheet or acquire one from a third party.<\/p>\nMaterials<\/strong><\/p>\n\n\n- Cardboard milk or orange juice carton with back panel cut out<\/li>\n
- Plastic cup with small holes in the bottom<\/li>\n
- 3 cups of dirt<\/li>\n
- 3 cups of gravel<\/li>\n
- 2 cups of sand<\/li>\n
- 3\u201d x 6\u201d strip of rooted grass or sod<\/li>\n
- 3 handfuls of straw<\/li>\n<\/ul>\n
Additional materials if you wish<\/strong><\/em><\/p>\n\n- colored powder drink mix<\/li>\n
- Small plastic tub for catching runoff water<\/li>\n
- Measuring cup<\/li>\n
- A watch, stopwatch or clock.<\/li>\n
- Ruler<\/li>\n
- Protractor<\/li>\n
- Data sheet<\/li>\n<\/ul>\n<\/blockquote>\n
Set up the materials as shown in the activity below:<\/p>\n
Save the Bay\u2019s Watershed Curriculum<\/a><\/p>\n\n- You are going to place each material in turn into the milk carton, sprinkle water on it and see how much water runs out and how fast it runs out.\u00a0\u00a0 Fill the carton with 3 centimeters of material and use the same amount of water each time.\u00a0 Use the watch or stopwatch to record how fast the runoff comes out, and the ruler to measure how much runoff comes out.\u00a0 Figure out who will do what and change jobs so that everyone gets a turn.<\/li>\n
- Before you begin, which materials do you think will think will produce the most and fastest runoff:\u00a0 the dirt, gravel, sand, sod, or straw?\u00a0\u00a0 Which do you think will produce the least\/slowest?\u00a0 Why?\u00a0\u00a0 How will the bare carton compare with the materials?<\/li>\n
- Run your experiments.\u00a0 Test the bare carton, too and be sure to clean out the carton after each trial.\u00a0 Record your data on the data sheet.<\/li>\n
- Once you\u2019ve finished testing your materials, try combining materials to make the slowest and least amount of runoff.\u00a0\u00a0 Fill the carton with only 3 centimeters of total material for each trial.<\/li>\n
- Now sprinkle some colored drink powder mix on the top of the soil. How much water (run-off) is required before the color of the run-off is affected?<\/li>\n<\/ol>\n
<\/p>\n
Asking the Right Questions:<\/strong>
\nHow did your predictions compare with reality?\u00a0 Which materials generated the fastest and most runoff?\u00a0 Why?\u00a0 Which produced the slowest and least?\u00a0 Why? What land type, such as pavement, lawns, farms, and forest, is each material most like?\u00a0 If you wanted to minimize runoff from a neighborhood, what materials would you minimize?\u00a0\u00a0 What materials would you emphasize?<\/p><\/div>\n<\/div>\n<\/p>\n
<\/h5>\nFinished this Activity?<\/strong><\/h5>\nComplete this survey.<\/a><\/p>\n <\/p>\n
Explore More<\/strong><\/h5>\nWhat is a Watershed?<\/a><\/p>\nUnited States Geological Service\u00a0Science in Your Watershed<\/em>\u00a0Page<\/a><\/p>\nInto the Watershed<\/a><\/p>\n
Activity 1:<\/strong>\u00a0\u00a0Model a Watershed<\/strong><\/h4>\nObjective:<\/strong>\u00a0\u00a0Make a model watershed: the area of land that feeds water into a stream, river, lake or bay.
\nScience Skills:<\/strong> Build\/Construct, Hypothesize, Analyze, Observe
\nLife Skills:<\/strong>\u00a0 Critical Thinking, Communication<\/p>\nPreparation Activities:<\/strong>\u00a0 This activity involves water and food coloring so choose the surface you will work on accordingly.<\/p>\nMaterials<\/strong><\/p>\n\n\n- 3 or 4 pieces of 8 \u00bd x 11 paper<\/li>\n
- 1 piece of 11x 17 inch paper<\/li>\n
- tape<\/li>\n
- \u00bc cup of water<\/li>\n
- Clean sprayer bottle with water (such as you might use for homemade cleaning supplies)<\/li>\n
- 1 packet of\u00a0 Kool-Aid or food coloring<\/li>\n
- Drinking straw or small dropper such as a leftover medicine dropper<\/li>\n
- Paintbrush<\/li>\n<\/ul>\n<\/blockquote>\n
\n- Crumple the pieces of paper into balls.\u00a0 Lay the three smaller pieces on a table or countertop.\u00a0 Uncrumple the 11x 17 inch paper, lay it over the balls of paper and tape it loosely to the counter.\u00a0 Press the paper over the balls so that it resembles mountains and valleys with the tallest mountains on the outside edges of the paper.<\/li>\n
- Imagine that it is raining on your paper landscape.\u00a0 Notice the highest points on your paper \u2013 your mountain peaks and ridge lines.\u00a0 Think about what will happen to the raindrops that land in different areas on your paper landscape.\u00a0 Imagine where lakes and wetlands might form and where streams might flow.<\/li>\n
- Use your straw or medicine dropper to place 2 to 3 drops of water onto your paper in different areas.\u00a0 Notice which direction the water begins to flow.\u00a0 Does the water behave the way you predicted?\u00a0 Does the water collect anywhere?<\/li>\n
- Spray some water over your paper and let it soak in for a minute or two.\u00a0 You want the paper to be damp all over but you don\u2019t want water pooling on the paper at this point.<\/li>\n
- Mix the packet of Kool-Aid into \u00bc cup of water or add enough food coloring to the water to make the color pretty intense.<\/li>\n
- Using your paintbrush, paint the peaks and ridgelines on your paper landscape.\u00a0 You\u2019ll notice the colored water will begin to run down the sides of your mountains right away.\u00a0 Encourage any streams that begin to form by brushing more colored water onto the ridge in that area.\u00a0 As you work you should see a whole network of rivers and lakes begin to form on your landscape.<\/li>\n<\/ol>\n
<\/p>\n
Asking the Right Questions:\u00a0<\/strong>
\nDid the streams, lakes, and wetlands form where you predicted they would?<\/p>\nHow many different watersheds did the youth identify in their model?<\/p>\n
Does any part of the model remind the youth of the mountains or valleys around their home, school, or another familiar area?<\/p>\n
<\/p>\n
Activity 2: Runoff Races<\/strong><\/h4>\nActivity:\u00a0\u00a0Measure and record the quantity and rate of water runoff from different materials<\/strong><\/p>\nObjective:\u00a0\u00a0<\/strong>Learn how surface materials influence storm-water runoff.
\nScience Skills:\u00a0<\/strong>Collect Data, Compare\/Contrast, Measure, Observe, Optimize, Predict, Test, Use Tools
\nLife Skills:\u00a0\u00a0<\/strong>Keeping Records, Problem Solving, Teamwork.<\/p>\nPreparation Activities:\u00a0<\/strong>Read the activity and gather materials. Decide if the youth will design their own data sheet or acquire one from a third party.<\/p>\nMaterials<\/strong><\/p>\n\n\n- Cardboard milk or orange juice carton with back panel cut out<\/li>\n
- Plastic cup with small holes in the bottom<\/li>\n
- 3 cups of dirt<\/li>\n
- 3 cups of gravel<\/li>\n
- 2 cups of sand<\/li>\n
- 3\u201d x 6\u201d strip of rooted grass or sod<\/li>\n
- 3 handfuls of straw<\/li>\n<\/ul>\n
Additional materials if you wish<\/strong><\/em><\/p>\n\n- colored powder drink mix<\/li>\n
- Small plastic tub for catching runoff water<\/li>\n
- Measuring cup<\/li>\n
- A watch, stopwatch or clock.<\/li>\n
- Ruler<\/li>\n
- Protractor<\/li>\n
- Data sheet<\/li>\n<\/ul>\n<\/blockquote>\n
Set up the materials as shown in the activity below:<\/p>\n
Save the Bay\u2019s Watershed Curriculum<\/a><\/p>\n\n- You are going to place each material in turn into the milk carton, sprinkle water on it and see how much water runs out and how fast it runs out.\u00a0\u00a0 Fill the carton with 3 centimeters of material and use the same amount of water each time.\u00a0 Use the watch or stopwatch to record how fast the runoff comes out, and the ruler to measure how much runoff comes out.\u00a0 Figure out who will do what and change jobs so that everyone gets a turn.<\/li>\n
- Before you begin, which materials do you think will think will produce the most and fastest runoff:\u00a0 the dirt, gravel, sand, sod, or straw?\u00a0\u00a0 Which do you think will produce the least\/slowest?\u00a0 Why?\u00a0\u00a0 How will the bare carton compare with the materials?<\/li>\n
- Run your experiments.\u00a0 Test the bare carton, too and be sure to clean out the carton after each trial.\u00a0 Record your data on the data sheet.<\/li>\n
- Once you\u2019ve finished testing your materials, try combining materials to make the slowest and least amount of runoff.\u00a0\u00a0 Fill the carton with only 3 centimeters of total material for each trial.<\/li>\n
- Now sprinkle some colored drink powder mix on the top of the soil. How much water (run-off) is required before the color of the run-off is affected?<\/li>\n<\/ol>\n
<\/p>\n
Asking the Right Questions:<\/strong>
\nHow did your predictions compare with reality?\u00a0 Which materials generated the fastest and most runoff?\u00a0 Why?\u00a0 Which produced the slowest and least?\u00a0 Why? What land type, such as pavement, lawns, farms, and forest, is each material most like?\u00a0 If you wanted to minimize runoff from a neighborhood, what materials would you minimize?\u00a0\u00a0 What materials would you emphasize?<\/p><\/div>\n<\/div>\n<\/p>\n
<\/h5>\nFinished this Activity?<\/strong><\/h5>\nComplete this survey.<\/a><\/p>\n <\/p>\n
Explore More<\/strong><\/h5>\nWhat is a Watershed?<\/a><\/p>\nUnited States Geological Service\u00a0Science in Your Watershed<\/em>\u00a0Page<\/a><\/p>\nInto the Watershed<\/a><\/p>\n
\nScience Skills:<\/strong> Build\/Construct, Hypothesize, Analyze, Observe
\nLife Skills:<\/strong>\u00a0 Critical Thinking, Communication<\/p>\n
Preparation Activities:<\/strong>\u00a0 This activity involves water and food coloring so choose the surface you will work on accordingly.<\/p>\n Materials<\/strong><\/p>\n <\/p>\n Asking the Right Questions:\u00a0<\/strong> How many different watersheds did the youth identify in their model?<\/p>\n Does any part of the model remind the youth of the mountains or valleys around their home, school, or another familiar area?<\/p>\n <\/p>\n Activity:\u00a0\u00a0Measure and record the quantity and rate of water runoff from different materials<\/strong><\/p>\n Objective:\u00a0\u00a0<\/strong>Learn how surface materials influence storm-water runoff. Preparation Activities:\u00a0<\/strong>Read the activity and gather materials. Decide if the youth will design their own data sheet or acquire one from a third party.<\/p>\n Materials<\/strong><\/p>\n Additional materials if you wish<\/strong><\/em><\/p>\n Set up the materials as shown in the activity below:<\/p>\n Save the Bay\u2019s Watershed Curriculum<\/a><\/p>\n <\/p>\n Asking the Right Questions:<\/strong> <\/p>\n Complete this survey.<\/a><\/p>\n <\/p>\n What is a Watershed?<\/a><\/p>\n United States Geological Service\u00a0Science in Your Watershed<\/em>\u00a0Page<\/a><\/p>\n Into the Watershed<\/a><\/p>\n\n
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\nDid the streams, lakes, and wetlands form where you predicted they would?<\/p>\nActivity 2: Runoff Races<\/strong><\/h4>\n
\nScience Skills:\u00a0<\/strong>Collect Data, Compare\/Contrast, Measure, Observe, Optimize, Predict, Test, Use Tools
\nLife Skills:\u00a0\u00a0<\/strong>Keeping Records, Problem Solving, Teamwork.<\/p>\n\n
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\nHow did your predictions compare with reality?\u00a0 Which materials generated the fastest and most runoff?\u00a0 Why?\u00a0 Which produced the slowest and least?\u00a0 Why? What land type, such as pavement, lawns, farms, and forest, is each material most like?\u00a0 If you wanted to minimize runoff from a neighborhood, what materials would you minimize?\u00a0\u00a0 What materials would you emphasize?<\/p><\/div>\n<\/div>\n<\/h5>\n
Finished this Activity?<\/strong><\/h5>\n
Explore More<\/strong><\/h5>\n