53p. available from - ericmany other free education materials are available from the southwest...

ED 423 117

TITLEINSTITUTIONPUB DATENOTEAVAILABLE FROM

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ABSTRACT

DOCUMENT RESUME

SE 061 665

Splash! Water Resource Education.Southwest Florida Water Management District, Brooksville.1998-05-0553p.

Southwest Florida Water Management District, 2379 BroadStreet, Brooksville, FL 34609.Guides Classroom Teacher (052)MF01/PC03 Plus Postage.Conservation Education; Educational Resources;*Environmental Education; Group Activities; Hands onScience; *Interdisciplinary Approach; Intermediate Grades;Junior High Schools; Middle Schools; *Natural Resources;Science Education; Social Studies; *Units of Study; *Water;Wetlands*Florida

This set of activities is designed to bring water resourceeducation into the middle school classroom using an interdisciplinaryapproach. The packet contains timely, localized information about the waterresources of west central Florida. Each activity is aligned to middle-schoolSunshine State Standards. These hands-on, minds-on activities can be usedalone or together as a ready-made team project. Each activity includesintroductory information, learning goals, subject disciplines covered, andstandards met along with necessary materials and activity descriptions. Manyalso have activity extensions. Students design a new Florida town thatbalances economic and environmental consequences, build models of wetlandsand the hydrologic cycle, write stories tracing the journey of a water dropthrough the hydrologic cycle, and design landscapes using drought-tolerantplants and principles. A special packet of fact sheets on Florida'sendangered species and their wetland habitat includes a memory game. Otheractivities address water needed for growing food, home water use, waterpreservation in Florida, and desalination plants. Individual fact sheetsoffer water-conservation tips and discuss the history of Florida wetlands.Addresses on the World Wide Web that provide water data, educationalactivities, and links to additional water Web sites are also included. (PVD)

********************************************************************************* Reproductions supplied by EDRS are the best that can be made *

* from the original document. *

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PERMISSION TO REPRODUCE ANDDISSEMINATE 'HIS MATERIAL Has

BEE! 3RANTEC EN

ro THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

U S DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asved from the person or organization

originating it

CI Minor changes have been made toimprove reproduction quality

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy

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Protecting YourWater Resources

The Southwest Rorida Water Management District (Disokti does not discriminate upon the basis ofany individual's disability status. This non-

disrtimination policy involves every aspect of the District's functions. including one's access to. participation. employmerrt or treatment in iu

programs or activities. Anyone requiting reasonable accommodation as pnwided for in the Americans With Disabilitia Act should contact the Public

Communications Department or (352) 796-7211 or 1-800.423-1476 (Florida only). extension 4757: TDD only number:1-800-231-6103 (Florida only);

fax number (352) 754-6883/Suncorn 663-6883.

BEST COPY AVAILABLc_

1-800-423-1476(Florida only) or(352) 796-7211,extension 4774.

T.D.D.number only

(Florida Only):1-800-231-6103

arc Southwest Florida

Water Management District-Water Yefoarce ef-1, 2379 Broad Street Brooksville, Florida 34609-6899

Pri.4e4Recycle4 Paper

Dear Educator:

Welcome to the world of Splash!

You hold in your hands a unique set of activities designed to bring water resource education into yourclassroom. Whether you teach middle-school English, math, social studies, geography, science, or art,Splash! is for you.

The Southwest Florida Water Management District offers Splash! to help teachers engage middle schoolstudents in the protection of our precious water resources.

Splash! is

refreshing: Splash! activities are fun, effective and easy to use.

multi-disciplinary: Use any activity atone or use the packet as a ready-made team project.The color bars at the top of each activity page indicate the related disciplines.

relevant: Splash! contains timely, localized information about the water resources of west centralFlorida.

minds-on/hands-on: Splash! will engage your students in lively discussion and meaningful activity.

designed for you: Each activity is aligned to middle-school Sunshine State Standards.

Many other free education materials are available from the Southwest Florida Water Management District.To receive them, mail or fax your order to us on the form included in this packet. In addition, excellentcurricula such as Who Gets the Water?, Water From the Ground Up, Water Watcher, and Project WET areavailable through free Water Resources Workshops. If you are interested in learning more about a teachertraining workshop in your area, fill out and return the Water Resources Workshop form.

We invite you to try one OT all of the activities in this packet. Feel free to make as many copies as youwant and share them with other teachers the materials are not copyrighted. After using the activities inyour classroom, please fill out and return the Splash! evaluation form. Your comments and suggestionswill make Splash! even more useful to the teachers and students in west central Florida of the future.

Splash! was designed with today's teachers and students in mind, so take the plunge into water resourceeducation today. Make a splash in your classroom and a difference in your world.

Sincerely,

Beth BartosIn-School Education CoordinatorSouthwest Florida Water Management District

Southwest RoridaWater Management

District


Southwest Floridae Water Management District

2379 Broad Street Brooksville, Florida 34609-6899

1-800-423-1476 (Florida only) or (352) 796-7211, extension 4757via* recovece ed,xatio'N

The Southwest Florida Water Management District is the agency responsible formanaging your water resources. Its job is to maintain a balance between thewater needs of current and future water users without damaging theenvironment.

The District serves 3.7 million people in a 10,000-square-mile area that coversall or part of these 16 west central Florida counties: Charlotte, Citrus, De Soto,Hardee, Hernando, Highlands, Hillsborough, Lake, Levy, Manatee, Marion, Pasco,Pinellas, Polk, Sarasota and Sumter.

The District is governed by an 11-member board of volunteers appointed by theGovernor and confirmed by the Florida Senate for a four-year term. Additionally,there are eight Basin Boards representing surface water basins within the 16-countyarea. The 43 volunteers serving on the Basin Boards also are appointed by theGovernor with approval of the Florida Senate. They advise the Governing Board onlocal matters and provide a funding source, in cooperation with local governments,for projects with local impact.

Water Supply

A variety of effective water supply programs, including a Water Use Permitting program,regulate the amount of water taken in the public interest from underground sources.The District's regulatory efforts are balanced with incentives such as the New WaterSources Initiative and other cooperative funding projects to encourage the developmentand use of recycled water, aquifer storage and recovery, and other non-traditional sources.

Water Quality

Regulatory programs, such as Well Construction and Water Use Permitting, prevent overuseand contamination of groundwater supplies. A Quality Water Improvement Program helpsplug abandoned wells to keep pollution from reaching underground sources through surfaceopenings. The Surface Water Improvement and Management (SWIM) program helpscommunities improve the quality of surface water and restore plant and animal habitat.

111..

The District operates 74 water management structures. Some of them are operated in timesof flood to divert water away from people. Others are used in times of drought to keep lakelevels up. Others serve as barriers to keep salt water from entering fresh surface waters.

In the public interest, the District acquires land to protect the natural systems that sustainour water resources. Ninety-nine percent of the lands acquired for this purpose are availablefor passive recreation such as camping, fishing, biking and hiking. The District is nowcaretaker to nearly 250,000 acres of protected public land. A booklet, "Recreational Guideto District Lands", is available on request.

Southwest FloridaWoter Management

District


The Southwest Florida Water Management District (District) does not discriminateupon the basis of any individual's disability status. This nondiscrimination policyinvolves every aspect of the District's functions including one's access to,participation, employment, or treatment in its programs or activities. Anyonerequiring reasonable accommodations as provided for in the Americans WithDisabilities Act, should contact the Public Communications Department at(352) 746-7211, extension 4757; TDD only 1-800-231-6103 (FL);Suncom 628-4150; fax (352) 754-6883 or view our WorldWide Web site at http://www.dep.statefLusjswfwmd. A Wtinted on

recycled paper

Southwest Florida Water ManagementDistrict In-School Education Programs

6/educate students about their local waterresources.

i/ coordinate and encourage partnerships withother agencies and organizations.

s/ provide students hands-on experiences withnature.

V establish a sense of stewardship for local waterresources.

V provide materials and opportunities for studentsto include their families in water resourceeducation.

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Tips

1. When you brush your teeth or wash yourface, keep the water in its place! By turningthe water off when doing these things, you cansave 10 gallons a day.

2. Short showers keep you fresh for hours! A10 minute shower easily can be cut in halfand you'll get just as clean. In the shower, youuse 5 gallons of water per minute. Cutting yourshower time in half can save 25 gallons pershower or nearly 10,000 gallons a year.

3. Why rush to Rush? Some toilets use as manyas 5 gallons per flush. Tissues, insects and thelike belong in the trash, not the toilet.

4. Splish-splash when you fill up the bath!Filling the bath uses between 40 and 60 gallonsof water. If you fill up the bath only half way,you can save water and you could use lessthan if you had taken a shower.

6. A bottle in the tank is water in the bank! Ifyou have a standard-model toilet, you can placea filled and capped plastic water bottle insidethe tank. You will flush less water this way andsave thousands of gallons a year. (Sometimespeople place bricks inside their toilet tank.Bricks can corrode and damage your plumbing.)

5. Go with the low flow! You can save evenmore water in the shower by replacing a standardshower head with a low-flow version. Your familycan find one for roughly $6, and they are easy toinstall. A new shower head can save your family30 gallons a day.

Also, most toilets use more water than theyneed. If your family installs a low-flow toilet,you can save 2 gallons a flush. A low-flow toiletcan save you and your family more than 10,000gallons a year.

7. Another tip: fixa drip. If younotice a leakyfaucet or toilet,tell your folksabout it. At twodrips per second, yourfamily can lose 400gallons a month.

A survey has shown that 1-in-5 toilets leak. Aneasy way to tell is to drop some food coloringinto the toilet tank. Check a half hour later forthe color to appear in the toilet bowl. If it does,then you have a leak. (Flush as soon as the testis done since food coloring may stain the tank.)

Repairing leaks is an easy, inexpensive way tosave your family thousands of gallons of waterevery year.

8. Saving water doing dishes leaves somewater for the fishes! When washing dishes byhand, let dirty dishes soak in soapy, hot water.Rinse them quickly under a slow stream from thefaucet.

9. Take a load off your mind! Run only fullloads in the washing machine or dishwasher.Washing machines use an average of 43 gallons aload, and the fewer loads you run, the morewater you save. A full dishwasher will save waterover washing dishes by hand. Running themachines when they're full will save you time,energy and water.

10. Rather than play with a water toy, findsomething else you enjoy! Avoid playing withoutdoor water toys that require a constantstream of water to work. These toys can usebetween 150 and 300 gallons every half hour.Find other fun outdoor activities that don'trequire you to leave the water running.

0,4

11. When it's hotter, you'll lose more water.Water the lawn only early in the morning orafter the sun sets on your authorized days. Thiswill keep the water from quickly evaporating inthe sun. When watering, avoid using a fine spraybecause much of the water will be lost in thewind or to evaporation.

12. If the grass isn't tall, why mow at all? Thetaller grass is, the less water it needs. Whenmowing, raise the mower blade to its highestlevel. A higher cut encourages grass roots togrow deeper, creates shade that cools the rootsand holds soil moisture better than a closelytrimmed lawn.

13. Watering rarely is watering fairly! Lawnsneed watering once every five to seven daysduring summer and every 10 to 14 days duringwinter. Good soakings are better for your lawnthan frequent short sprinklings. A hearty rainfallwill keep your lawn moist for the next severaldays.

14. Wash the car with elbow grease, andwasting water will decrease! When washing thecar, use a bucket, rag and a hose with a shut-offnozzle. Washing your car by spraying it clean canuse as much as 100 gallons. You can get your carjust as clean and cut water use to 15 gallons ifyou use the hose only to wet down and rinse itoff, doing the rest of the washing by hand.

15. Wash the car in the shade, and water lostwill now be saved! Washing your car in theshade will keep the water you use fromevaporating as quickly. Use biodegradable soap(soap that doesn't harm the environment), andwash the car so that the extra water flows onto alawn or plant bed. Grass, plants and trees coulduse the extra water much more than yourdriveway or sidewalk.

8

Southwest FloridaWoterManagement

District


The Southwest Florida water Management District complies with the Americans With Disabilities Act. To obtain accessible formats of this material, please contact the Public Communications IPS' printed onDepartment at (352) 796-7211, or 1-800-423-1476 (Florida only), extension 4757, TDD only 1-800-231-6103, tax (352) 754-6883. %4) recycled paper

Water recovece eGivatloy%

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As settlers journeyed through the young UnitedStates, they built roads, farms, factories, cities, etc.

Swamps, marshes and other wetlands were oftenseen as worthless, standing in the way ofprogress. As America grew, wetlands weredestroyed. California has lost more than 90percent of its wetlands. Today there are 99million acres of wetlands remaining in the lower-48 states. More than 10 percent of thoseremaining wetlands are in Florida.

In the 1800s, wetlands covered more than half ofFlorida. The state has lost nearly half of its wetlandssince pioneer times. Wetlands today cover 30 percentof Florida.

Today attitudes regarding wetlands have come fullcircle. What were seen as wastelands as recently as 30years ago are now regarded as an invaluable resourceto our quality of life.

The Southwest Florida Water Management Districtpromotes the preservation of wetlands. The SWFWMDregulates the human activities and development thattake place in wetlands covering all or part of 16 westcentral Florida counties. The SWFWMD also acquiressensitive tracts of wetlands, such as the GreenSwamp, through state programs such as Save OurRivers and Preservation 2000. The aim of theseacquisitions is to protect the land for the water'ssake.

Wetlands provide protection fromflood and storm damage.Wetlands temporarily store flood waters, protectingproperty owners downstream from severe flooding.They also slow floodwaters, lowering wave heightsand reducing soil erosion. Researchers at theUniversity of Florida discovered that when wetlandsmake up as little as 10 percent of the landscape,flooding decreases by 60 percent. When wetlandscover 20 percent of an area, flooding decreases by 90percent. 9

Wetlands contribute towater supplies.The Green Swamp servesas the headwaters of fourmajor rivers: theHillsborough, Peace,Withlacoochee andOklawaha. The Hillsboroughand Peace Rivers are significant sources of public-supply drinking water. According to the SouthwestFlorida Water Management District's Guide toRecreational Lands, the area is extremely importantfor groundwater recharge as the aquifers are near theland surface. Groundwater aquifers are anothersignificant source of water for dirnking and otheruses in West Central Florida.

Wetlands may affect climate.It is speculated that by creating updrafts, wetlands inthe Everglades trigger the summer rains vital to thewater cycle of south Florida. Wetlands may also helpmoderate temperature extremes by slowly releasingheat on the coldest winter days and by cooling theair during the summer.

Wetlands provide nursery areas, nesting habitat,wintering habitat, and feeding grounds for fishand wildlife.Spectacular wading birds including herons, egrets,ibises, spoonbills, and storks feed and nest inwetlands. In fact, nearly 20 percent of the Atlanticcoast's wintering waterfowl (between 700,000 and 1.2million birds) depend on Florida's wetlands. Wetlandssupport nearly three-quarters of the birds consideredendangered in the state. Large mammals, such aswhite-tailed deer, bobcats, grey foxes, black bears,and panthers, use wetlands for denning sites,movement corridors, escape cover and food. Thelargest reptiles in the United States, the Americanalligator and the endangered American crocodile, livein Florida's wetlands.

Source: U.S. Fish and Wildlife Service

Fact Skeet

'Wier OnThe Webe,

Gettiv: Wetova% tke NetWater resource education has made asplash on the Internet. Informationthat would have taken hours togather in a library is now availablewithin minutes over the World WideWeb. Below is a list of Webaddresses that provide water data,educational activities and links toeven more water Web sites.

Southwest Florida Water Management Districthttp://www.dep.state.fLus/swfwmd/menu.htmlThe site maintained by the Southwest Florida WaterManagement District provides a broad range of water-related information specific to west central Florida.Areas of interest include the Water Web newsletter,District maps, recreational lands, Xeriscapeinformation, issue papers, etc.

Educating Young People About Waterhttp://www.uwex.edu/erc/ywcAn excellent resource for teachers wishing to expandtheir library and see what others are doing in watereducation, this Web site provides links to new water-themed curricula from all over the country, reviewsand order information for 100 water resourcecurricula.

USGS Water Resources of the United Stateshttp://www.usgs.govThe U.S. Geological Survey Web site provides accessto water statistics and historical data, as well asmuch information about national water use. The sitealso provides information for ordering several water-related cartoon posters designed for students K-12.

1 0

The Environmental Protection Agencyhttp://www.epa.gov/kidsThe EPA provides a kids' page chock full of activitiesthat relate to drinking water and water quality. Thelatest water news and the most recent of the EPA'sreports are also featured here.

Surf Your Watershedhttp://www.epa.gov/surfThe EPA also provides this service to help peoplelocate, use and share environmental informationabout their watershed or community.

National Wetlands Inventoryhttp://www.nwi.fws.govThis Web site maintained by the U.S. Fish andWildlife Service provides information about wetlandsincluding data, status, ecology and a special sectionfor educators. Also included is a GeographicInformation System (GIS) view of the country'swetland inventory.

Water Wiserhttp://www.waterwiser.orgThis site provides links to several water-efficiency and conservation Web sites.

The Southwest Florida Water Management District complies with the Americans With Disabilities Act. To obtain accessible formats of this material, please contact the PublicCommunications Department at (352) 796-7211, or 1-800-423-1476 (Florida only), extension 4757, TDD only 1-800-231-6103, fax (352) 754-6883.

Southwest FloridaWaterManagement

District


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The Jones family has moved into a house nearyour school. They think their yard is bland.What they would like is to have an interestingyard that saves water and doesn't require toomuch maintenance. In this activity, your classwill play the role of landscape architectsworking with the Joneses. As a group, youanalyze the site and come to the sameconclusion: Xeriscape!

Xeriscape combines the Greek word xeric (meaningdry) with the word landscape to form a term for aplanted area that doesn't need much water.

People can save water using principles of Xeriscapein their yards. Lawns and most flowers requiremuch water to grow. Between 25 and 50 percent ofthe water people use goes toward their yard. Usingprinciples of Xeriscape in a yard can help savewater and keep a yard looking beautiful evenduring times of drought.

Learning goalsTo practice problem solvingTo learn about plants and basic landscapearchitectureTo draw plants and landscapes

SubjectsFine ArtsScience

Materialspencils and eraserscolor pencils and pens

we Shapeto a

wayttsave water!

Sunshine State StandardsFine Arts/Visual Arts: Creation and Communication,VA.B.1.3; Applications of Life, VA.E.1.3.Science: Processes of Life, SC.F.1.3; How LivingThings Interact with Their Environment, SC.G.1.3;The Nature of Science, SC.H.1.3

ActivityProvide students with photocopies of pagesnumbered 1 through 7 of this activity. Have thestudents follow the directions on Page 1 which willinstruct them on how to create a Xeriscape. Letstudents use the teacher's copy to see the plants'colors. When the students are finished, let themshare their landscape designs to the class,explaining the thinking behind their designs.

ExtensionBring in a houseplant to serve as a model forstudent drawings. Ask the students to draw theplant and capture the plant's character in theirdrawings.

Xeriscape: Saving Water with aPlant-Friendly Yard1 Play the role of a landscape architect. Landscape

architects design yards for homes and plantbedsfor businesses. When creating a landscape design, alandscape architect must consider what the clientwants and what the plants need based on factorssuch as climate, sun, water availability, etc. Inthis activity, the Jones family wants you todesign a landscape for their home.

They have requested:To save waterTo do less maintenanceTo bring in some birdsTo grow more treesTo keep some lawn area for barbecues andvolleyballTo keep from feeling closed in by too many trees andshrubs

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You have decided a Xeriscapeis the kind of design to give their home2 First, become familiar with the seven guidelines to

Xeriscape on Page 6. Trace the layout of the house andyard provided to you. Using the examples from theplant list, draw the plants onto the layout of theJoneses' home. To see the appropriate colors of the

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volleyball!

plants, ask to see the teacher's manual or check outFlorida plant books from the library.

Consider factors such as sun and shade.Try grouping the plants that need the mostwater together so that it will be easy for theJoneses to water them.Keep in mind how tall each of the plants willgrow and how much room the plants will takeonce they are established.A Xeriscape is not only about plants. Pathways andplay areas can also be covered with mulch or woodchips.

3 When you have completed your landscape design,the Jones family will want you to explain yourideas to them, so they can imagine what theiryard will look like once it has been planted.Prepare to give the family a report.

Page 112

. 1

Coral HoneysuckleLonicerasempervirens

sun to partial shade0drought tolerantred flowers

English IvyHedera helix

partial shadeto shade Cdrought tolerant

Flower/Ground Cover

ImpatiensImpatiens spp.

to 1' tallpartial shade tofull shade Coasiswhite, red, pink, purpleand orange flowers

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AltiltW*Ste'3114'4".A116A,011004.

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Flower/Ground Cover

BromeliadVriesea spp.

to 2' tallpartial sunto shade Cdrought tolerantorange or red flowers

Beach SunflowerHelianthus debliis

to 1' tallsun 0natural

Cast-Iron PlantAspidistra elatior

to 2' tallpartial sunto shade Cnatural

Blue-eyed GrassSisyrinchium spp.

to 1' tallsun to partial shade0oasisblue flowersnative

CoontieZamia pumilia

to 3' tallsun to shade0naturalnative

Page 2

PLANT LIST See Page 5 for additional Plant List

Coral HoneysuckleLonicerasempervirens

sun to partial shade0 Cdrought tolerantred flowers

English IvyHedera helix

partial shadeto shade Cdrought tolerant

Flower/Ground Cover

ImpatiensImpatiens spp.

to 1' tallpartial shade tofull shade Coasis

white, red, pink, purpleand orange flowers

Flower/Ground Cover

BromeliadVriesea spp.

to 2' tallpartial sunto shade Cdrought tolerantorange or red flowers

Beach SunflowerHelianthus debliis


Cast-Iron PlantAspidistra elatior

to 2' tallpartial sunto shade Cnatural

Blue-eyed GrassSisyrinchium spp. 1.

11-t

sun to partial shadeto 1' tall

Ground Cover/Shrub

CoontieZamia pumilia

to 3' tallsun to shade0naturalnative

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1 5Page 2


JuniperJuniperus chinensis

to 8' tallsunnatural

Weeping WillowSalix babylonica

to 40' tallsun 0oasis ,-

Saw PalmettoSerenoa repens

to 8' tallsun to partial shade

0 Cnaturalnativehabitat value

Florida ElmUlmus floridana

to 60' tallsun 0naturalnative

HibiscusHibiscus rosa-sinensis

to 10' tallsun 0oasis

red, yellow andorange flowers

Live OakQuercus virginiana

to 80' tallsun 0naturalnativehabitatvalue

Wax MyrtleMyrica cenfera

to 20' tallsun to shade0 C

Cabbage PalmSabal palmetto

to 60' tallsun to partial shade0 Cnaturalnativewhite flowers

Page 5 16


JuniperJuniperus chinensis


Weeping WillowSalix babylonica


Saw PalmettoSerenoa repens

to 8' tallsun to partial shade

0 Cnaturalnativehabitat value

Florida ElmUlmus floridana

to 60' tallsun 0naturalnative

Ground Cover/Shrub

HibiscusHibiscus rosa-sinensis


red, yellow andorange flowers

to 80' tallsun 0naturalnativehabitatvalue

Wax MyrtleMyrica cerifera

to 20' tallsun to shade0 C

Cabbage PalmSabal palmetto

to 60' tallsun to partial shade0 Cnaturalnative

white flowers

Page 5 16

These are the seven guidelines peopleuse when creating a Xeriscape.Becoming familiar with them will helpyou make your design.

1 Designing a XeriscapeDetermine which areas of the yard are wet or dry,shady or sunny.

2 Arranging the plantsWhen you place plants in your design, make sureyou are giving them an appropriate home to grow.Group together plants that need the same amountof sun, shade and water together. "Layer" theXeriscape so that the smallest plants are closest tothe home and the tallest trees are farthest away.

3 Improving the soilFlorida soil is sandy, so water seepsthrough it quickly. Mix organic matter,such as homemade compost, peat,manure or topsoil into your flower orvegetable gardens to improve the soil'sability to hold water.

4 Practical turf areasTurf grass can require more water andmaintenance than any other part of thelandscape. Always look for drought-tolerantvarieties when installing new turf areas.

A Common Sense Approach to LawnsLawns and fun go together. Lawns have countless usesincluding barbecues and picnics, volleyball and frisbee.The downsides of a lawn include mowing, fertilizing, andwatering.

Today, with concern for the environment increasing,many people are looking closely at their yards andturning to principles of Xeriscape to make their yardsmore Earth-friendly. The Southwest Florida WaterManagement District provides a Plant Guide featuring anumber of trees and shrubs that people can plant inotherwise unused lawn space. These trees and shrubs can

beautify a yard, attract birds and wildlife andhelp the environment in many other ways.

A'S

LjJe warctto mow less!

5 Water wiselyBy grouping plants according to their water needs, youcan water more efficiently. If you group all the "oasis"plants near each other, it will be easier for you towater them when they need it. It may be the onlysection of your yard that you ever need to water.

6 Use mulchesPathways and play areas covered by 2 to 3 inches ofmulch or wood chips will reduce weeds and slowerosion. Mulched areas never need water!

7 Proper maintenanceKeep the yard trimmed, mowed and weed-free.Usually it takes less effort, money, and water tomaintain a Xeriscape garden than a traditional yard.

For example, less lawnmeans less mowing

and less mowing withgas-powered mowersmeans better airquality in theneighborhood. Manyof the plants andshrubs listed in thePlant Guide alsorequire less

a a fertilizer thanlawns. Less

fertilizer meansbetter water quality

in nearby streams andrivers, and that means healthier fish. Lastly, since manyof the plants in a Xeriscape can survive on rainfall alone,less lawn means using less water and using less waterin the yard helps preserve local water resources.

Nothing beats the fun a lawn provides a home. But inapplying principles of Xeriscape to unneeded lawn areas,a home can have a "lawn" of fun and protect theenvironment, too.

For additional information about water-saving yardpractices or to learn the locations of variousXeriscape demonstration sites throughout westcentral Florida, contact the Southwest Florida WaterManagement District at (352) 796-7211 or in Floridaat 1-800-423-1476, extension 4757.

Page 6

Example of a CompletedXeriscape Design

Southwest FloridaWater Management

District


printed onrecycled paper

The Southwest Florida Water Management District complies with the Americans With Disabilities Act. To obtain accessible formats of this material, please contact the Public Communications

Department at (352) 796-7211, or 1-800-423-1476 (Florida onty), extension 4757, TDD only 1-800-231-6103, fax (352) 754-6883.

Page 718

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Watee resovWxation

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Water is always on the move. It falls from the skyas rain, hammers the coastline as waves, tricklesthrough crevices 1,000 feet underground,vaporizes and sails slowly into the clouds. Evenwater buried under thousands of pounds of ice inthe polar icecaps is on the move its movementis slow, sometimes taking thousands of years tobudge even a few inches.

Water moves continuously through a natural systemcalled the hydrologic cycle. Powered by the heat ofthe sun, all the water that falls to the ground asprecipitation sooner or later makes its way back intothe clouds where it eventually becomes precipitationagain.

The saying goes, "what goes around comes around."In the case of water, that is certainly true.

Because all of the planet's water circulates throughthe hydrologic cycle, Earth is a closed system. Ineffect, the same water is here as was here when Earthwas formed.

In this activity, your students will build themselves amodel of the hydrologic cycle out of two-liter sodabottles and see for themselves the process Earth usesto recycle its water supply.

Learning GoalTo use household items to build a model of thehydrologic cycle.

SubjectScience

Sunshine State StandardsScience: Processes that Shape the Earth, SC.D.1.3,SC.D.2.3; How Living Things Interact with TheirEnvironment, SC.G.1.3

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Materialsthree empty plastic 2-liter soda bottlesthree plastic bottle capstwo feet of heavy cotton string (wick)hair dryersoilwatericetapeplant seeds (Chinese cabbage, turnip, etc.)food coloringtools for converting the bottles into the model: waxpencil, scissors, an instrument to poke holes in thetops of the plastic bottle caps, razor in a safety holder

Activity1. Have the students gather the materials and toolsthey will need.

2. Use a hair dryer on the lowest heat setting tosoften the glue on the soda bottle labels so that youmay remove them. Mark the bottles A, B and C to tellthem apart. Cut each bottle as shown in diagram onthe back of this sheet.

3. Poke a hole in the bottle cap on B. Insert astring/wick loop so that roughly 3 inches hang downfrom the cap. Place a cap with no hole on C. Tieroughly seven inches of string around the neck of C,so that it hangs down about 3 inches. See diagramfor examples.

4. Assemble bottles as in diagram: C fits into B, and Bfits into A. Thoroughly wet both wicks. This willbring a constant source of water from a reservoir tothe plant roots. Add roughly a pint (16 oz.) of waterto A. This reservoir supplies water to the model'scycle. Fill B with enough pre-moistened soil to coverthe top of the string loop. The string should not bepressed against the side of the bottle.

Activity (cont.)5. Plant two or three seeds of a fast-growing plant,such as Chinese cabbage or turnip, in soil insidethe well of B. (Remove C from the other bottleswhen not performing a demonstration, so that aircirculates, and the seeds can sprout and grow.)

6. Place a plastic bottle cap on top of the soil incenter of B, so that the wick from C drops into it.The bottle cap represents a water body and willcollect water when the model "rains."

7. Fill Bottle C with ice water. Tape the seamsbetween bottles to seal them. Observe the bottlecap after a few hours. The model's condensationshould have filled the cap with water.

8. Repeat the experiment, but his time add a dropof food coloring to the bottle cap before you begin.When "rain" fills the cap, the food coloring willhave tainted the water. Explain that this is howpollution can contaminate water bodies.

Discussion

1. What are signs of the hydrologic cycle in thereal world? (Evaporation, precipitation) How doesthe model reflect what happens in the hydrologiccycle? (Water evaporates, and then forms rain.)

2. How does the model demonstrate each of theconcepts detailed in the vocabulary listed below?

3. What are potential sources of pollution to waterbodies? (motor oil, fertilizer, pesticides, etc.)

Vocabulary

Closed system: A process contained entirelywithin itself.

Condensation: The process of changing from avapor to a liquid; a liquid obtained by the comingtogether of a gas or vapor.

Evaporation: A process in which water transformsinto vapor or invisible minute particles.

Pollution: The contamination of a natural resourcefrom the discharge of a harmful substance.

Precipitation: Condensed water vapor that falls toEarth as rain, snow or hail.

Transpiration: A process by which water isreleased to the air from plants. 20

This activity was adapted from The Water

Sourcebook, a series of classroom activities

produced by the Georgia Water Wise Council

in cooperation with the Environmental

Protection Agency. For information call

(770) 426-8936, extension 234.


District

Protecting yourWater Resources

The Southwest Florida Water Management District complies with the Americans With Disabilities Act. To obtain accessible formats of this material, please contact the Public Communications "Department al (352) 796-7211, or 1-800-423-1476 (Florida only), extension 4757. TDD only 1-800-231-6103, fax (352) 754-6883.

printed ont4) recycled paper

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Welcome to Desal World, Florida's water themepark of the future! Desal World is currently underconstruction, but opening soon in a county nearyou!

Our Desal World team works 'round the clock,splashineering new ways to produce safe, purewater. Our team has plenty of openings forcreative, bright and enthusiastic team players tojoin us in turning Desal World into one ofFlorida's biggest water attractions. Visit DesalWorld today and think Splash!

Water is everywhere. Oceans cover two-thirds ofEarth's surface. Rivers flow endlessly. Heavy rainfallsbring flooding. So why in the world does Florida needto think up new sources of drinking water?

The clean water that people in Florida drink comesmostly from the Floridan aquifer, a vast undergroundlayer of porous limestone capable of holding aquadrillion gallons of water. The problem is that wepump water out of the Floridan aquifer faster thanrainfall can replace it. Draining aquifers to meet theneeds of the water supply puts the environment atrisk.

The solution to the problem is to find ways to relyless on ground water but how do you do that?

Learning goalsTo practice problem solving in groupsTo understand some of the issues surroundinglimited water resourcesTo learn about potential future sources of drinkingwaterTo stretch the imagination

SubjectsFine artsLanguage arts

ScienceSocial Science/Economics

Materialspens and crayonslarge paper

Sunshine StateStandardsLanguage Arts: Reading,LA.A.1.3; Writing, LA.B.2.3; Listening, Viewing andSpeaking, LA.C.1.3, LA.C.2.3, LA.C.3.3; Language,LA.D.1.3, LA.D.2.3. Math: Numbers, Sense, Conceptsand Operations, MA.A.1.3, MA.A.4.3. Science:Processes that Shape the Earth, SC.D.2.3; How ThingsInteract with the Environment, SC.G.2.3; The Natureof Science, SC.H.1.3, SC.H.3.3. Social Studies: People,Places, and the Environment, SS.B.2.3; Economics,SS.D.2.3. Fine Arts: Visual Arts, VA.A.1.3, VA.B.1.3

Activity1. Divide the students into groups, challenging eachgroup to engineer a new, alternative source ofdrinking water.

2. Have the students draw what their new process ortechnology will look like.

Have them analyze their plan from a cost-benefitperspective. How much do they think it will cost toturn the plan into reality? Could the plan potentiallyharm the environment? Will the benefits to thepublic be worth the cost?

3. When the groups have had time to complete theirplans, have them present and defend their ideas tothe class. Share with the class the backgroundinformation on the back of this sheet introducingreal-world plans to develop alternative water sources.

ExtensionHave the students create advertising to promote theirideas. The advertising can take any form frommagazine ads they draw to television commercialsthey act out as a skit.

BackgroundOnce the students have presented their plans,share with them some of the plans that theSouthwest Florida Water Management District isactually undertaking to meet the region'spresent and future water needs with minimalnegative impact on the environment.

DESALINATION:Water, water everywhereand not a drop to drink!West central Florida is poised to begin thedesalination of Gulf water in the near future.Seawater desalination, a process that removes saltfrom water, wilt create an additional source ofpublic supply water and ease some of the stress ontraditional water supplies, especially thegroundwater aquifers.

The most common process of desalination involvesusing high pressure to force salty water through asemi-permeable membrane into tanks where itseparates into clean water and a brine (salt)byproduct. This process is called reverse osmosis.

At present, roughly 50 plants desalinate brackishwater in the SWFWMD. Brackish water is a mixtureof fresh water and sea water. It is pumped fromaquifers near the coast, where brackish wateroccurs naturally.

Two traditional drawbacks to desalination havebeen the high cost of the energy needed to operatethe plants and the safe disposal of the plant'shighly concentrated brine by-product. Researchersare finding new ways to desalinate water withgreater energy efficiency and to dilute the brineand return it safely to the Gulf so that it doesn'tharm marine life.

ASR:Saving water for when it's not a rainy dayThe Aquifer Storage and Recovery (ASR) processinvolves taking water from a river during periodsof high flow, purifying it, and then pumping it intounderground aquifers. Researchers have discoveredthat aquifers can serve as safe and inexpensivewater-holding vessels with enormous capacity. TheASR process uses the same pumps and wells thatcurrently draw water out of the ground. Later,during dry periods, it is recovered from the groundwater, treated and used for public supply.

SURFACE WATER:Drinking water the river givesWater from the Manatee, Hillsborough and Peacerivers and three streams currently provides morethan 100 million gallons of drinkable water perday. The water is treated and then used for publicsupply. The use of surface water must be carefullymanaged to protect natural resources from damage.

RECLAIMED WATER:Old water never diesReclaimed water is defined as water havingreceived treatment at least twice in a wastewatertreatment plant. Reclaimed water is currently usedto water lawns and landscapes (particularly at golfcourses and cemeteries), to cool power plants, andto recharge groundwater supplies. Although it isoften clean enough to drink, it is kept out of thepublic water supply.

STORMWATER:When it rains, we storeWater that flows across land as a result of rainfallis called stormwater. Once it is collected, storedand treated, it can be used much like reclaimedwater. Stormwater also can be made to flow intoconstructed wetlands where it provides habitat andaesthetic benefits. Like reclaimed water, it is notused for public supply.

CONSERVATION:Water saved is water earnedAs useful as all of these methods are, nothing topsconservation as a means of preserving west centralFlorida's water resources. The Southwest FloridaWater Management District promotes conservationthrough several programs that teach students andcommunity members ways to save water. For moreinformation about in-school or communityeducation, Xeriscape, plumbing retrofit, leakdetection, or other District-sponsored conservationprograms, call 1-800-423-1476, extension 4757.

Southwest FloridoWater Management

District


The Southwest Florida Water Management District complies with the Americans With Disabilities Act. To obtain accessible formals of this material, please contact the Public Communications lel printed onDepartment at (352) 796-7211, or 1-800-423-1476 (Florida only), extension 4757, TDD only 1-800-231-6103, fax (352) 754-6883. t4recycled paper

610

WorldIn the first Desal World activity, you used yourimagination to drum up new ideas for alternativesources of drinking water. This time around, youwill use your hands to build a solar-powered desalplant of your own and turn your classroom intoDesal World!

Learning goalTo learn about an alternative source of drinkingwater through a hands-on activity

SubjectScience

Materialsone eggtwo 2-liter plastic soda bottlesblack paintone foot of clear plastic tubing, 1/2" or 1 cmdiameter or larger (as for an aquarium)duct tapesaltwaterbowl

Sunshine State StandardsScience: Force and Motion, SC.C.2.3; How LivingThings Interact in the Environment, SC.G.2.3;Nature of Science, SC.H.1.3, SC.H.3.3

Activity1. Before class, with safety in mind, spray one of the2-liter bottles black.2. In a clear pitcher, mix 1/2 cup of salt in a quart ofwater.3. Pour the salt water into the black 2-liter bottle.4. Attach the clear tubing to both 2-liter bottles andsecure with duct tape. See diagram on reverse.5. Set both bottles in a sunny window. Place theblack bottle higher than the clear bottle.6. After several days, water will have moved from theblack bottle to the clear bottle.7. In order to show the change in the saltiness of thewater without tasting it, try the low-tech egg test. In

2.3

a bowl of salt water,a raw egg will float;in fresh water, itwill sink. Use theegg test before andafter the activity tonote the change in the water's salinity. Anotheroptional instrument that will determine precisely thechange in the water's salt content is a hydrometer.

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BackgroundA gulp or two while swimming in the ocean orGulf isn't so bad, but could you imagine drinkingnothing but salt water? Salt water doesn't refresha human body it actually makes a person morethirsty! Eventually a person on a saltwater dietwould become ill from dehydration.

Humans cannot survive on salt water aloneunless, of course, the salt is removed.

Over the last 50 years in seaside population centerswhere drinking water is scarce, desalination plantshave been built that turn salt water into fresh water.Currently in Florida, roughly 180 desal plants purifybrackish water (a mixture of salt water and freshwater). At present, no desal plants purifying seawater are operating in west central Florida. TheSouthwest Florida Water Management District,working with local governments and other agenciesintend to have seawater desalination plants operatingin the future.

One way to purify salt water is through a processcalled distillation. Distillation means heating thewater until it boils and turns into steam. The steamis then collected in a separate container. When thesteam cools and returns to liquid form, it is pureenough to drink.

The problem with this method is that it requires avast amount of energy to produce small amounts ofpurified water. The expense of the energy has causedmost places to seek alternatives other than saltwaterdistillation.

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Background (cont.)

Another new technology used to desalinate wateris calledieverse osmosis. Though reverse osmosismay sound difficult, the process itself is actuallysimple. High pressure pushes salt water through amembrane. A membrane is made from material thatallows liquid but not solids (like salt) to passthrough it. After the water has passed through themembrane, what is left is purified water and abrine by-product (salt). Reverse osmosis isexpensive though cheaper than distillation.

Two traditional drawbacks to desalination includethe high cost of the energy needed to operate theplants and the safe disposal of the brine. Thesefactors have made researchers find new ways todesalinate water with greater energy efficiency andto dilute the brine and return it safely to the Gulfso that it doesn't harm marine life.

24

Water that currently comes out of the tap costsless than half a penny to produce per gallon. Whiledesalinated water will cost more to produce, it willstill cost less than one-half penny per gallon toproduce.

Seawater desalination can potentially ease thestrain on traditional water sources, especially thegroundwater aquifers from where most of westcentral Florida's water is drawn. Desalination,however, will meet only a small percentage of ourwater needs. With or without seawaterdesalination, Floridians need to conserve water!

DiscussionWhy can't people drink salt water?[It causes dehydration.]Which desal process does your model most closelyresemble, distillation or reverseosmosis? [Distillation]Do you believe the benefits ofdesalination are worth the extra cost?

This activity was adapted from The Water Sourcebook, a series of classroom activities produced by theGeorgia Water Wise Council in cooperation with the Environmental Protection Agency. For informationcall (770) 426-8936, extension 234.

The Southwest Florida Water Management District complies with the Americans With Disabilities Act. To obtain accessible formals of this material, please contact the Public CommunicationsDepartment at (352) 796-7211, or 1-800-423-1476 (Florida only), extension 4757, TDD only 1-800-231-6103, tax (352) 754-6883.


District


0 printed onrecycled paper

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Water regliece eGivcatioh

Deirp s Ke Ficiks Town

In the old days, settlers sought the most beautifuland convenient places to build their towns. Thiswas when the number of people living in Floridawas few and the water was plentiful.

After the initial settlers, many more people moved toFlorida, causing the environment to change. Todaypeople continue moving here and the water resourcesare showing signs of stress.

Imagine establishing a new town in the 1990s. Thinkof all the factors that must be considered. Can a newtown bring in thousands of new residents withoutharming the environment?

Finding a balance between making room for all thepeople who want to live in Florida and preserving theenvironment is the goal of this activity. In it, yourstudents will create plans to build a new townWaterful, Florida. In creating their plans, thestudents will weigh the economic and environmentalconsequences of building the new town. The studentswill apply their personal values while forming theirplans. The Southwest Florida Water ManagementDistrict assists city and county planners in 16 westcentral Florida counties in making decisions aboutgrowth and the protection of water resources.

Learning goalsTo apply personal values to problem solving in asmall group settingTo learn about balancing the needs of people andthe preservation of the environment and waterresources

SubjectsLanguage ArtsScienceSocial Science

Materialsphotocopies of Waterful map, class setphotocopies of student activity sheet, class setbutcher paper

Sunshine State StandardsLanguage Arts: Reading, LA.A.1.3; Listening andViewing, LA.C.1.3, LA.C.2.3, LA.C.3.3; Language,LA.D.2.3. Science: How Living Things Interact withTheir Environment, SC.G.2.3; the Nature of Science,SC.H.1.3, SC.H.2.3. Social Studies: Time, Continuity,and Change, SS.A.4.3; People, Places, andEnvironments [Geography], SS.B.1.3, SS.B.2.3,Economics: SS.D.1.3

ActivityAfter the students become familiar with the goals ofthe activity as explained on the student activitysheet, divide the class into groups of three or fourand have the students work on preparing a plan anda class presentation.

Following the presentations, lead a class discussioncovering the issues that mean most to the studentsin thinking about the effects of people on theenvironment and water resources.

ExtensionWho Gets the Water?, a middle-school curriculumavailable from the Southwest Florida WaterManagement District, features a number of studentactivities based upon balancing economic andenvironmental concerns. The curriculum is availablethrough teacher workshops. See the teacherworkshop flyer included in the Splash! packet.

Student Activity Sheet WPlay the role of city planners given thisassignment: design a new city in anundeveloped area along the Gulf coast. Whendesigning your city, keep in mind these twofactors:

The city needs to accomodate futurepopulation growth. According to estimates,the population of west central Florida willincrease by 30 percent between the mid-1990s and 2020.

The city needs to cause the least possibleharm to water resources and theenvironment.

The new city will be called Waterful. As thename suggests, there is enough water in Waterfulfor everybody as long as the water resources arenot abused. In planning the town, you will want toavoid design features that disrupt wetlands and/or cause water pollution.

In groups of three, discuss various ways to build anew town along the Gulf Coast in what is now awilderness area. As your group reaches agreementon design, draw the town's layout on the mapprovided to you or draw the map on a sheet ofbutcher paper. When your group is finished,present your design to the rest of the class,explaining the reasoning behind the decisions youmade in planning your city.

The Southwest Florida Water Management District isthe local agency responsible for managing water resources.The SWFWMD's Planning Department provides citygovernments with the best available information inmaking decisions about growth that will cause the leastamount of harm to the area's water resources. Theconcerns faced by city planners are the same ones you willencounter in this activity.

These are the urban elements Waterful will need tobecome an established Florida city:

Roadways/HighwaysBridgesWellfields for drawing drinking water from aquifersHousing subdivisions/Apartment complexesBusiness/Shopping DistrictsParksSchools/City Hall/Fire/Police

Focusing your plan: Before beginning your design,become familiar with the following four points of cityplanning with a water resource/environmental focus:

Water SupplyMaking sure there is enough water for everyone withoutdamaging the environment is one of your primaryconcerns. Aquifers provide a clean, safe supply ofdrinking water to residents of west central Florida.Sometimes wellfields draw water out of aquifers fasterthan rainfall can replace it; when this happens the areabecomes susceptible to environmental degradation. Oneway to protect aquifers is by providing amplegroundwater recharge areas. A recharge area is a placewhere water seeps into the ground. By preserving theseareas, the aquifers have a better chance of replenishingthemselves and providing an adequate water supply.

Water QualityA major source of water pollution is stormwater runoff.It picks up pollutants such as road grease, fertilizer, etc.which then flow into rivers, lakes and other naturalwater bodies. This pollution can have far reachingeffects. For example, water pollution can reduce fishhabitat, causing fish populations to dwindle. This will inturn affect other species in the ecosystem (bald eagles,among others) that depend on fish for food. Followingbest environmental practices will help keep pollutedstormwater from reaching natural water bodies.

Flood ProtectionWetlands temporarily store floodwaters, protectingproperty owners downstream from severe flooding. Theyalso slow floodwater velocities, lowering wave heightsand reducing soil erosion. Researchers at the Universityof Florida discovered that when wetlands make up aslittle as 10 percent of the landscape, flooding decreasesby 60 percent. When wetlands cover 20 percent of anarea, flooding decreases by 90 percent. Preservingwetlands in your design can potentially reduce floodingin Waterful.

Natural SystemsFish, birds and other wildlife need ample, undisturbedhabitat to prosper. Wetlands, rivers and lakes househundreds of animal and plant species many of whichare currently endangered. Long, connected corridors arecalled greenways. Birds follow greenways whilemigrating between northern and southern climates.Other animals, like bears, will pass through greenwaysin search of food. Preserving long, connected wildernesspatches along the outskirts of an urban area will helpprotect several animal and plant ecosystems.

iterful, FL - Est. 1999 - Pop.?These are six Best Environmental Practices you canuse to plan your city while protecting water resourcesand the environment:

Practice 1: When planning, consider the whole systemrather than a sum of individual parts. This is called a"systems" approach. In the environment, animals andplants are interconnected both to each other and thehabitats where they live. Think of your plan as a jigsawpuzzle if one piece is missing, the puzzle will always beincomplete.

Practice 2: Preserve large, connected and circularpatches of high quality habitat. The bigger the patch,the more animals will live there. The following diagramwill show you better and worse designs for preservinggreenways and wilderness patches.

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Can you explain why certain habitat designs are betterthan others?

Vocabulary

Practice 3: Design around significant wetlands.Wetlands recharge surface waters, prevent flooding, filterstormwater and provide critical habitat for several species.For these reasons it is important to protect them. The lawregulates the kinds of construction that can take place inwetlands.

Practice 4: When disrupting a wetland, build a newwetland elsewhere. A "replacement" wetland is called amitigation site. The law requires developers to build,enhance or reclaim mitigation wetlands to replace wetlandsthat are destroyed during construction.

Practice 5: Preserve significant uplands, too. Whilewetlands are usually protected by the law, upland forestsaren't. Upland forests are usually ideal places to build,because they are well drained, shaded and beautiful.Upland forests house different plants and animals thanwetlands. When possible, preserve upland forests and theecosystems housed there.

Practice 6: Create constructed wetlands, detentionponds and swales to remove pollutants fromstormwater. These design features are effective, naturalways of filtering out road grease, fertilizer and otherpollutants carried in stormwater runoff. Place thesefeatures between populated areas and natural water bodies.They will filter out the stormwater before it reaches thewater body. See the Vocabulary list to learn more aboutthese features.

Becoming familiar with these words will help youunderstand the processes you will use in creating yourplan.

Aquifer: A layer of underground rock or sand which storesand carries water.

Best Environmental Practices: Strategies for city planningthat cause the least harm to the environment.

Constructed wetland: Cities and developers can turn tractsof land into new wetlands. These wetlands are built to filterstormwater, create habitat and/or serve as mitigation sites.

Detention pond: Constructed ponds that capture storm-water and hold it long enough for many of its pollutants tosettle to the bottom. The relatively contaminant-free waterthat overflows from these ponds then feeds into naturalwater bodies. These ponds are monitored frequently and thecontaminated sediments are removed.

Ecosystem: A community of living organisms.

Groundwater recharge: The process of water above theground feeding into groundwater aquifers.

Mitigation site: A place where a wetland has been built,enhanced or reclaimed to replace a wetland that wasdisturbed by construction.

Recharge area: Parcel of land important to replenishinggroundwater aquifers.

Storrnwater runoff: Rain water that runs over land towardthe lowest point of gravity. Often it picks up pollutantswhich can then pollute water bodies.

Swale: A gently sloping depression in the land surfacedesigned to hold, filter and transport stormwater runoff.

Watershed: The land area from which surface runoff drainsinto a stream channel, lake, reservoir, or other body of water.

Wellfield: An area where large quantities of goundwater arepumped for public supply or other uses.

Wetland: An area of land where the soil is saturated forseveral months throughout the year. Wetlands are valuablebeacause they recharge surface waters, purify stormwater,slow and prevent flooding and provide habitat.

Best Environmental Practices were adapted from Best Development Practices produced by the Florida Depar tment of Community Affairs.

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In small groups, plan the building of a city. Then draw on the mapwhat you would build and where. When you have finished, presentyour plans to the class. See the activity page for designconsiderations. 26The Southwest Florida Water Management District complies with the Americans With Disabilities Act. To obtain accessible formats of this material, please contact thePublic Communications Department at (352) 796-7211, or 1-800-423-1476 (Florida only), extension 4757, TDD only 1-800-231-6103, fax (352) 754-6883.


District


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The Southwest Florida Water Management Districtis the agency responsible for managing the waterresources in all or part of 16 west central Floridacounties. Encouraging water conservation is oneof the SWFWMD's primary aims. The followingfacts and statistics will show you how importantwater conservation is to the preservation of theregion's water supply.

The WorldOceans cover two-thirds of Earth's surface and hold97 percent of the planet's water.

Only 3 percent of Earth's water is fresh water orin other words, is pure enough to drink.

Of all Earth's fresh water, glaciers contain two-thirds. The Great Lakes hold another one-fifth ofthe world's fresh water.

If the size of this sentence represents all of Earth'swater, the period at the end represents the amountof available fresh water safe for humans to drink.

2 0

West Central FloridaOf all the water used within the Southwest FloridaWater Management District, 80 percent comes fromgroundwater aquifers. While agriculture andindustry often use reclaimed water, nearly all of thewater in the public supply comes from aquifers.

In the region covered by the Southwest FloridaWater Management District, an average of 53 inchesof rain falls each year. Of our yearly rainfall, 75percent evaporates back into the atmosphere, 13percent runs off as stormwater and contributes torivers and lakes. This leaves 13 percent of ouryearly rainfall to replenish groundwater aquifers.These numbers vary throughout the region.

The population of Florida has increased more than500 percent since 1950. According to estimates,west central Florida's population will increase bynearly one-third between the mid-1990s and 2020.Water use is expected to increase proportionally.

The average number of gallons used per personeach day in west central Florida: 112. The averageperson drinks only half a gallon per day.

4.D

Where You LiveIf you brush your teeth with the water running,you let 10 gallons flow down the drain. If youturn off the faucet while brushing, you willprobably use less than 1 gallon.

The average toilet flush in Florida uses 5 gallonsof water. While most toilets in the region use 3.6gallons per flush, many older models usesubstantially more and drive up the average.Newer low-flow models use a little as 1.6 gallonsper flush. Most of the water people use in theirhomes swirls down the toilet bowl. A leaky toiletcan waste thousands of gallons per year.

Most showers use 4 gallons a minute, althoughvariations in water pressure and shower headscan change that number considerably. A low-flow shower head uses 1.5 gallons per minute.

Filling a bath takes between 40 and 60 gallonsof water. Taking a bath with the tub half fullcan save 20 to 30 gallons.

Faucets, whether in the kitchen or thebathroom, generally use 4 gallons a minute.Low-flow models use as little as 2.75 gallons perminute.

Dishwashers generally use 13 gallons per loadin most cases, that's less than when you washdishes by hand.

Standard washing machines use an average of 35gallons per load. Older machines use up to 43gallons, while newer water-saving models useonly 28.

Watering the yard accounts for between 25 and50 percent of all residential water use in theSWFWMD. A hose is capable of spraying 10gallons per minute.

If you wash a car and leave the hose running,you waste more than 100 gallons. If you use atrigger nozzle, bucket and rag, washing your carcan use roughly 15 gallons.

Saving water can have a tremendous effect onthe preservation of west central Florida's watersupply. Simple water-saving activities can addup to thousands of gallons saved each year!

3 0

Water LogHave your students use their math skills todetermine how many gallons a minute pourthrough faucets around their home and school.

Learning goalTo calculate the number of gallons per minutethat flow through various faucets

SubjectMath

Materialsgallon-size plastic jug/containerstopwatch

Sunshine State StandardsMath: Number Sense, Concepts, and Operations,MA.A.1.3; Measurement, MA.B.4.3

ActivityHave students fill the jug with water from a faucetor drinking fountain while using the stopwatch tosee how long it takes the fixture to fill a galloncontainer. Have them write down the results andconvert their numbers into gallons per minute.After filling the jug each time, have the studentsuse the leftover water to refresh a shrub or tree.

To calculate gallons per minute, the students willneed to use one of two formulas.

If it takes less than one minute to fill thegallon jug, then use this formula:60 divided by the number of seconds to fill thegallon jug. Example: 60 divided by 10 seconds tofill the jug = 6 gallons per minute

If it takes more than one minute to fill thegallon jug, then mark down the time as it wasrecorded. Example: If it takes 3 minutes and 30seconds to fill the jug, write down 3:30.

Have the students record the data from three tofive different fixtures around the school or theirhomes. Using the data they collect, the studentscan create their own "Water Log." They can plottheir data on graphs to show the differencebetween fixtures in terms of gallons per minute.

ExtensionFor an additional activity in whichstudents measure their ownpersonal water use, see theSplash! activity called"Showerlock Holmes."


District


0 recycled paperThe Southwest Florida Water Management District complies with the Americans With Disabilities Act. To obtain accessible formats of this material, please contact the Public Communications printed onDepartment at (352) 796-7211, or 1-800-423-1476 (Florida only), extension 4757, TDD only 1-800-231-6103, fax (352) 754-6883.

Showerloc olmes

A Simple Case of "Ilow Much?""Egadsl". yelpee T)r. Watson when he saw the headline splashed across thefront page of The New: . He read it again: Water Use Tops 100 Gallons Per PersonDaily in West Central Florida. "I cannot believe it," he muttered under his breath.He imagined that if one milk jug holds 1 gallon, then he must be using enough waterto fill 100 milk jugs per day. The thought was astounding! And he wasn't alone,either. If the newspaper report was true, then everyone is using that much water.

The good doctor called his friend, the detective Shower lock Holmes. The detective,sensing Dr. Watson's distress, raced to the scene.

"How can it be?" Watson asked. "How can people possibly use that much water?"

"It's true Watson. People use between 100 and 150 gallons of water per day."

"I can't believe my ears."

"Let's solve this mystery by finding out for ourselves how much water peopleuse," Holmes suggested.

"How do we go about that?"

"Elementary arithmetic, my dear Watson," Holmesreplied. "We'll start here in your home."

(turn to back of page)

The Southwest FloridaWater Management District

provides this home water auditdesigned for middle-school

students.


The Southwest Florida Water Management District complies with the Americans With Disabilities Act. To obtain other accessible formats ot this material,please contact the Public Communications Department at (352) 796-7211, or 1-800-423-1476 (Florida only), extension 4757; TDD only: 1-800-231-6103.

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A Simple Case of "Ilow Much?"Exhibit A: SHOWERSMultiply: number of showers per day by theaverage number of minutes per shower =

Exhibit B: BATHSNumber of baths per dayExhibit C: TEETHMultiply: number of people in household byaverage time they brush their teeth per day

Exhibit D: TOILETMultiply: number of people in household by 4(the average number of times people flush) =Exhibit E: DISHES WASHED BY HANDMultiply: number of times dishes are washed byhand daily by minutes the water runs =

Exhibit F: DISHWASHER(answer only if you use one)Divide: number of loads per week by 7(days per week)

Exhibit Et: WASHING MACHINE(answer only if you use one)Divide: number of loads per week by 7 (days perweek)

Exhibit it YARD WATERING(answer only if you do so)

Multiply: number of watering days per week bywatering minutes per day

Now, divide: total watering minutes by 7 (days perweek)

Exhibit OTHER USESWhat are some other indoor uses of water?

= 10 gallons per day(10 gallons per day are estimated to represent other uses)

Multiply: 10 gallons per day by number in thefamily

WATSON: By George, now we have some numbers!What do we do now?HOLMES: Relax, good Doctor. Fill in the numbers yougathered in the spaces provided on the chart below.Multiply the numbers given to you in the first column by thenumbers you have recorded. Then add the numbers in thefinal column together and that will give you the answer youare seeking!

Exhibit AExhibit BExhibit CExhibit DExhibit EExhibit FExhibit GExhibit HExhibit I

ShowersBathsToothbrushingToilet flushesHand dishwashingDishwasherLaundryYard WateringOther uses

5 gal./minute36 gal./bath3 gal./minute5 gal./flush3 gal./minute13 gal./load35 gal./load10 gal./minute x

WATSON: But, Holmes! That number is way too high!HOLMES: Yes, but there is still one final step. That numberrepresents the water used by everyone in your home. Divide it by thenumber of people living in your household, and voila! You now have theaverage number of gallons used per person daily in your home!

32

Add the numbers inthis column together

answer you are seeking # in household

Average Number of Gallons UsedPer Person Daily in your home

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kat WetL'avAc DoWetland. Wasteland. The two words weresynonymous until recently. Today wetlands arevalued not only for the habitat they provide to avariety of plant and animal species, but also forthe benefits they bring to cities and waterresources. Here are a few examples:

During storms, wetlands slow down floodwatersas they enter rivers and streams. By doing so,wetlands reduce flooding.

Wetlands help filter sediment and pollutionfrom stormwater runoff before it reaches riversand streams.

Slowing the rate of soil erosion is anotherfunction of wetlands.

The Southwest Florida Water Management Districtpreserves wetlands for the water's sake. With yourclass, you can build a wetland model that willdemonstrate these functions to the students andshow why wetlands are now considered precious.

Learning goalsTo teach the function of wetlandsTo stimulate thought about the role wetlands playin the world

SubjectsScienceSocial Science

Materialsglass lasagna pan (or clear plastic sweater box)modeling clayturkey basterstrip of indoor-outdoor carpet, 3 inches wide bythe width of the panclear watermuddy water

Sunshine State StandardsScience: Processes that Shape the Earth, SC.D.1.3,SC.D.2.3; How Living Things Interact with Their

Environment,SC.G.1.3, SC.G.2.3;

The Nature ofScience, SC.H.1.3,SC.H.2.3. SocialStudies: People,Places andEnvironments, SS.B.2.3

Activity1. To set up the activity, spread a layer of the clay inhalf of the lasagna pan or sweater box to representland. Leave the other half of the pan empty torepresent a lake or other body of water. Shape theclay so that it gradually slopes down to the body ofwater as in the diagram on the back of this sheet.Smooth the clay along the side to seal the edges.Cut a piece of indoor-outdoor carpeting that willcompletely fill the width of the pan along the edgeof the clay. This represents the wetland. Do not placethe carpet into the model yet.

2. Demonstrating to the class, use the turkey basterto pour clear water slowly over the clay. This canrepresent rainfall. Ask the students to observe whathappens. (The water runs over the clay and into thedepression.)

3. Use the baster to drain the water from the modelback into its original container. Show the studentsthe strip of carpeting and ask them to imagine that itrepresents a wetland. After you place the strip in themodel, ask the students to predict what will happenwhen you pour water onto the clay again.

4. Explain that most wetlands are shallow basins thatcollect water and slow its rate of flow. Using themodel, explain how this helps reduce flooding.Pour the same amount of water onto the model again.Let the students describe what happens. (The waterwill drain more slowly because it is hindered by awetland.)

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Activity (cont.)5. Drain out the clear water. Leaving the carpetingin place, pour some muddy water onto the clay.Ask the students to compare the water that flowsthrough the wetland into a body of water with thewater left in the jar. (The water that passedthrough the wetland is clearer.) This demonstrationshows the ability of wetlands to reduce soil erosionand filter stormwater pollutants.

6. Remove the carpeting and again pour the muddywater over the model. Show what would happen ifwetlands were not there to act as a water filter.(All of the pollutants flow directly into the waterbody.)

DiscussionEven though wetlands cover nearly one-third ofthe state's landmass, Florida has lost nearly halfof its wetlands since pioneer times due todevelopment or other alteration. What willhappen if Florida continues to develop and alterits wetlands in order to accommodate morepeople? [Greater risk of flooding, more waterpollution and erosion, etc.]

Researchers at the University of Florida havefound that when wetlands make up as little as 10percent of the landscape, flooding is reduced by60 percent. When wetlands cover 20 percent ofan area, flooding is reduced by 90 percent. Arewetlands valuable in areas where recurringflooding costs homeowners, business owners, andinsurance companies millions of dollars?

Sediment and other pollution that reach riversand streams adversely affect populationsof fish and other aquatic animals.This in turn affects animalsin the ecosystem such asbald eagles who depend uponfish for food. What role dowetlands play in the health ofthe ecosystem? [Wetlands helpkeep water clean.]

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Healthy topsoil is important to plant growth.What happens to the ecosystem if the loss oftopsoil due to soil erosion suppresses plantgrowth. Would humans be affected? [Fewernatural plants would likely result in more waterand air pollution and cause a threat to publichealth.]

VocabularyEcosystem: A community of living organisms.

Erosion: Rain or wind causing the loss of topsoilis called erosion. Topsoil is important for thehealthy growing of plants and food. As little asan inch of lost topsoil takes thousands of yearsfor nature to replace.

Sediment: Soil that finds its way into rivers,streams and lakes. Sediment adversely affects thepassage of fish through water. It often containspollutants such as road oil and heavy metals.Because of extensive soil erosion, sediment is theleading pollutant of rivers and lakes in theworld.

This activity was adapted from the Water Sourcebook, a series of

classroom activities produced by the Georgia Water Wise Council

in conjunction with the Environmental Protection Agency. For

more information, call (770) 426-8936, extension 234.

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The Southwest Florida Water Management District complies with the Americans With Disabilities Act. To obtain accessible formats of this material, please contact the Public CommunicationsDepartment at (352) 796-7211, or 1-800-423-1476 (Florida only), extension 4757, TDD only 1-800-231-6103, fax (352) 754-6883.

3 4


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Protecting urWater Resources


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Traveic Tkrovcik TwteIt's a long way down, but the landing is actuallysoft. It's not like I'm the first one ever to takethis plunge. I think I landed in the ocean thistime. Some of the locals seem kind of salty butI don't mind the ocean at all. The dolphins arepleasant, and the waves keep us busy. The onlydownside to being here is that in the ocean youjoin up with so many other drops that you canlose your sense of individuality. The clouds thatdropped us here are passing. The sun is warmingus up. Looks like a short stay here this time. Theride skyward is slow it's the quick flightplummeting back down that I like most.

Learning goalsTo learn about the water cycleTo practice creative writing skillsTo stretch the imagination

SubjectsLanguage ArtsFine ArtsScienceSocial Science

Materialspenspaper

Sunshine State StandardsLanguage Arts: Reading, LA.A.1.3; Writing, LA.B.1.3,LA.B.2.3; Listening, Viewing and Speaking, LA.C.1.3.Science: Processes that Shape the Earth, SC.D.1.3;How Living Things Interact with Their Environment,SC.G.1.3, SC.G.2.3; Social Studies: People, Places andEnvironments, SS.B.2.3. The Arts/Visual Arts:Applications to Life, VA.C.1.3, VA.E.1.3

3

ActivityAsk the students towrite a story tracingthe journey of a waterdrop through thehydrologic cycle. The dropmay move through currents of a river, swirl throughocean depths, float through the atmosphere, and raindown anyplace in the world. The drop can take theform of snow, sleet, or hail. Any person in historycan come into contact with the water drop. The dropcan exist in the past, present or future.

The goal is to inspire creativity. The only "rule" isthat the drop keep moving through the phases of thehydrologic cycle until it returns to the same state inwhich it started.

ExtensionHave the students draw a map of their drop'stravels. Have them draw pictures of the places itgoes.

Challenge the students to make a drawing orpainting of water. It's not as easy as it sounds!

BackgroundUsually it takes several years for a raindrop thatfalls in central Florida to soak into the ground andpass through the ground water and cycle back intothe ocean. Once evaporated, a water moleculespends approximately 10 days in the air.

NASA's Polaris spacecraft in 1997 photographed asteady stream of water drops the size of smallhouses pelting Earth's upper atmosphere from outerspace. The enormous drops then vaporize into theatmosphere. Scientists do not yet have enoughinformation to know how this constant "cosmicrain" affects the hydrologic cycle. With this idea inmind, the students can even take their drop'sadventures into outer space.

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We drink water to live, but did you know we usemore water than we could ever drink when weeat?

Learning goalTo build appreciation for the magnitude of waterneeded to produce food

SubjectsLanguage ArtsMathScienceSocial Science

Sunshine State StandardsLanguage Arts: Listening, Viewing, and Speaking,LA.C.1.3. Math: Number Sense, Concepts, andOperations, MA.A.1.3. Science: Processes that Shapethe Earth, SC.D.2.3. Social Studies: People, Places, andthe Environment, SS.B.1.3

BackgroundPeople engage in two kinds of water use: direct andindirect. Turning on a faucet, taking a shower,watering the yard, etc. are direct uses of water. Bycomparison, the water that goes into producing thefood people eat and the various products they useand consume constitutes indirect uses of water.

All of the food we eat requires water to grow. Waterfor growing food is supplied either by rain (or otherprecipitation) or is added through irrigation. Evenmore water is needed when the food is cleaned andprocessed. The size and texture of the food will notreveal how much water was used in producing it.

Share these "oh, wow!" statistics with your studentsabout the foods people eat. This will help themunderstand their personal indirect water use andthe magnitude of water required to produce food.

'1115"'ActivityAsk yourstudents toguess how manygallons of water ittakes to produce asingle serving ofeach of the belowlist of common foods.The actual numbers are sure to "wet" your appetite:

1. Lettuce 6. Watermelon2. Chicken 7. Hamburger3. French fries 8. Steak4. Almonds 9. Tomatoes5. Rice 10. Milk

ExtensionAsk your students to plan picnic meals for four

people using the foods listed above. Have them listthe foods they chose and calculate the number ofgallons of water that went into making the meals.

Roughly 3.7 million people live within theSouthwest Florida Water Management District.Have your students calculate how much water wouldgo into producing enough food for one day's worth ofmeals for everyone living in the SWFWMD. Answerswill vary.

Source: U.S. Geological Survey

Answers:1. 6 6. 1002. 408 7. 1,303

3. 6 8. 2,6074. 12 9. 3

5. 36 10. 65

The Southwest Florida Water Management District complies with the Americans With Disabilities Act. To obtain accessible formats of this material, please contact the PublicCommunications Department at (352) 796-7211, or 1-800-423-1476 (Florida only), extension 4757, TDD only 1-800-231-6103, fax (352) 754-6883.


District


Cprinted onV recycled paper

Sponsored by:

the Southwest Florida Water Management District

WHO?

WHAT?

COST?

Educators within the Southwest Florida WaterManagement District.ALL GRADE LEVELS, ALL DISCIPLINES

a

A free seven-hour workshop packed with informationyou can use to help students gain the knowledge,skill and commitment needed to make informeddecisions about their water resources.

FREE

Workshops are designed to focus on your areas of interestbut generally include the following components:

Basic hydrologic/geographic information about local water resources.A discussion of important water resource issues surrounding water management.

V A groundwater model demonstration.Opportunities for hands-on practice of activities.Many resources such as newsletters, tabloids, maps, etc., to help you implement waterresource education in your classroom.

Free Resources for Your Classroom:We offer six free curricula, including Project WET, an interdisciplinary K-12 curriculumand activity guide containing 91 easy, fun and effective water-related activities.

HOW TO LEARN MORE: Fill out the form below and mail it back to us.

Southwest FloridaVS/ater Management

District


WATER RESOURCES WORKSHOP INFORMATION REQUEST

Name:

School :Beth Bartos, Education CoordinatorSouthwest Florida

Address. Water Management District2379 Broad StreetBrooksville, Rorida 34609-6899

County: Phone: ( ) or Fax: (352) 754-6883


The Southwest Florida Water Management District (District) does not discriminate upon the basis of any individual's disability status. This nondiscrimination policy involvesevery aspect of the District's functions including one's access to, participation, employment, or treatment in its programs or activities. Anyone requiring reasonableaccommodation as provided for in the Americans With Disabilities Act, should contact 1-800-423-1476 (Florida only), extension 4757; TDD no. only: 1-800-231-6103(Florida only); fax (352) 754-6883, Suncom 628-4150, Suncom fax 663-6883 or view our web site on the World Wide Web at http://www.dep.state.ft.us/swfwmd.

3

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FLORIDA'SMOST

ENDANGEREDLIS

Imagine travelling back in time a few hundredyears and visualize the area where you live.What do you see there? No houses or cars,buildings or streets. Instead you see mostlymarshes and grasslands, swamps and forestshardly touched by humans.

What animals might you see there? In wildgrasslands, you might see a red wolf stalkingits prey. In an estuary, you might see a WestIndian monk seal sunning itself in the warmwater. In a large open plain, you might evensee a small herd of roaming buffalo.

Florida still has millions of acres of wetlandsand wilderness where a variety of animals denand nest, eat and are eaten. However, someanimals are missing from the Florida landscape.The wolf, monk seal and buffalo among manyothers have all disappeared from Floridathey have become extinct. The Florida Gameand Fresh Water Fish Commission currentlylists more than 100 animals in the state asendangered, threatened, or species of specialconcern. Each of these species is in danger ofbecoming extinct unless the harmful factorsaffecting their habitats cease.

Animals in Florida can become extinct for a number ofreasons, ranging from loss of habitat to overhunting,from pesticides to vehicle collisions. Some specieshave become so fragile that a hurricane or viralinfection can cause their extinction. Once a speciesbecomes extinct, it is gone forever.

Many of Florida's most popular animals including thepanther, manatee and our national symbol, the baldeagle face the risk of becoming extinct unlesspeople act in order to save them. Fortunately, peopletoday care now more than ever and are willing to act,giving hope to many of the animals currently listed asendangered species.

Animals are given various classifications by eitherthe federal or state government. Under the federalEndangered Species Act, animals are classified asendangered (the closest to extinction) or threatened.Animals being considered for listing are calledcandidate species. Federal law gives protection tothese species. At the state level, the Florida Gameand Fresh Water Fish Commission designates speciesas endangered, threatened, and species of specialconcern. Animals given a state listing are protectedunder Florida law.

38

This fact sheet contains information about eight of Florida'smost famous animals. Each has an endangered speciesclassification. From these descriptions you will learn thekinds of wetland habitat these animals need so they cansurvive. You will also learn what the animals need fromhumans to keep from becoming extinct.

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FLORIDA BLACK BEARUrsus americanus floridanus

Status Threatened species (state listing)

Features Black fur and brown muzzle. The largest landmammal in Florida.

FLORIDA SANDHILL CRANEGrus canadensis pratensis

Status Threatened species (state listing)

Features Grey-to-cinnamon colored plumage. One ofFlorida's largest birds.

Population Roughly 4,000 cranes live in Florida.

Home Cranes migrate throughout central Florida.

Habitat The habitat of the Sandhill crane includesfreshwater marshes dominated by pickerelweedand maidencane. They also require uplandforests and grasslands. They often eat seeds,leaves and roots of various plants.

Outlook Protection of suitable plant communitieswithin wetlands is important to the crane'ssurvival.Cranes arepicky eaters!

Population Most likely between 1,000 and 1,500 bears livein Florida.

Home A small population of the Florida black bearroams in the Chassahowitzka Swamp and theadjacent coastal wildlife refuge areas in Pasco,Hernando and Citrus counties. Largerpopulations occur in the Ocala National Forest,the Big Cypress Swamp and other protectedwilderness regions across the state.

Habitat Bears live in forests and wetlands includinghardwood swamps and cypress swamps.They eat mostly plants. Bears roam in long,connected forest areas.

Outlook Protecting the black bear depends on thepreservation of large connected wetlands andwoodlands. Bear crossing signs along highwayscan help reduce the number of bears killed by cars.

AMERICANALLIGATOR

Alligatormississipiensis

Status Species of special concern (state listing);threatened species (federal listing, due to itssimilarity in appearance to the endangeredFlorida crocodile).

Features Elongated reptile with muscular flat tail and long,round shovel-shaped snout. Armored skin on back.

Population Roughly one million alligators live in Florida.

Home Alligators live in marshes and swamps in everycounty of west central Florida.

Habitat They depend on large, shallow lakes, ponds,rivers, creeks, canals, freshwater marshes,hardwood swamps and cypress swamps.

Outlook Species on the rebound. After nearing extinctionin some areas 30 years ago, the species hasrecovered. Protection of wetlands and strictpenalties for poaching have helped. The alligatorretains its protected status due to its closeresemblance to the crocodile. Only 500 crocodilesremain in Florida.

39

ROSEATE SPOONBILLAjaia ajaja

Status Species of special concern (state listing)

Features A long-legged wading bird with a spatula-likebill and rose-pink feathers.

Population Approximately 880 nesting pairs live in Florida.

Home The Gulf Coast north to Tampa Bay appears tobe the population center.

Habitat Roseate spoonbills forage for small fish inshallow marine, brackish or freshwater sites.Wetland habitats include coastal marshes andmangrove swamps. The birds nest in red andblack mangroves.

Outlook Species on the rebound. The future of thespoonbills in Florida depends upon protectionof estuaries, coastal marshes and mangroves.

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SOUTHERN BALD EAGLEHaliaeetus leucocphalus leucocephalus

Status Threatened species (federal and state listing)

Features White head and tail, chocolate-brown wings andbody, yellow eyes, bill and feet. The largestraptor breeding in Florida.

Population Approximately 2,000 individual and nearly 700nesting pairs live in Florida.

Home Bald eagles nest in and fly over natural areasthroughout the region.

Habitat Proximity to water is important. Bald eagles feedmostly on fish. Nesting habitat consists of talltrees with a clearview of the surround-ing area. Wetlandhabitats includefreshwater marshesand swamps.

Outlook Species on therebound. Curbinghuman activitiesa mile away fromprominent nesting

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Population At least 1,435 manatees make Florida their

WEST INDIAN MANATEETrichechus manatus latirostris

Also called Sea Cow

Status Endangered species (federal and state listing)

Features Robust, greyish-brown, nearly hairless aquaticanimals. The head blends into the rest of thebody. Its forelimbs are paddle-like and have nails.

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sites can benefit the eagle population.

In winter, manatees gather at warm fresh-water sources including Crystal River,Homosassa River, Tampa Bay and Fort Myers.Manatees spend summers in Florida's coastaloffshore habitats.

Habitat Manatees are frequently encountered at thelower reaches of rivers and in estuariesbordering mangrove swamps and coastalmarshes. Manatees forage on a wide varietyof aquatic plants including seagrasses andmangroves.

Outlook Additional sanctuaries free from motorboatsand development can help protect the WestIndian manatee.

40

FLORIDA PANTHERFelis concolor coryi

Also called puma, cougar and mountain lion

Status Endangered species (federal and statelisting)

Features A large slender cat, tawny on top witha whitish underside.

Population The number of Florida panthersremaining in the wild is probablybetween 30 and 50.

Home Panthers live in long, connectedwilderness areas in the southern partof the region.

Habitat Panther habitat includes swamps andmarshes. Panthers eat mostly white-tailed deer, feral pigs, armadillos,and raccoons.

Outlook Hunters used to pose the greatestthreat to panthers. Today habitat lossmost threatens the panther. Thepanther does not adapt well to humanintrusions and habitat changes.However, the population should remainstable as long as habitat protectioncontinues.

For a list of many District-owned wetlands thatyou may visit, refer to the Recreational Guideto Southwest Florida Water Management DistrictLands. Call (352) 796-7211 or 1-800-423-1476,extension 4757 to request a free copy.


District


WOOD STORKMycteria americana

Status Endangered species (federal and statelisting)

Features A large, long-legged wading bird withwhite plumage.

Population Roughly 3,588 nesting pairs live inFlorida.

Home Primarily in freshwater marshes andswamps throughout the region.

Habitat Storks fish in water less than 15 inchesdeep. They will feed in any shallowwater where they can find fish. Theynest in swamps.

Outlook Species on the rebound. A largenumber of storks will feed in human-made wetlands or agricultural wetlands.Many nesting colony sites throughoutFlorida are now protected.

CIL printed on4/7 recycled paper

The Southwest Florida Water Management District complies with the Americans With Disabilities Act. To obtain accessible formats of this material, please contact

the Public Communications Department at (352) 796-7211, or 1-800-423-1476 (Florida only), extension 4757; TDD only 1-800-231-6103; fax (352) 754-6883.

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otker Nat'eesVisualize a cypress swamp where under the trees'thick canopy, day becomes night, where murkystanding water covers the ground, where cypressknees poke out from under the water's surface,and where the humming of insects completesthe swamp's eerie atmosphere.

Or imagine a coastal marsh where seagrasseswave in the breeze, where shore birds fly over-head, and where tides affect whether the landis wet or dry over the course of a day.

As different as cypress swamps and coastal marshesare, both are wetlands. By definition, a wetland isan area where water saturates the soil for several

0 months each year, usually during the growing season.While all wetlands in Florida have this in common,wetlands vary drastically in appearance, plant andanimal habitat value, and other characteristics.

In the Southwest Florida Water Management District,there are five primary wetland types:

I. Coastal marshes2. Mangrove swamps3. Freshwater marshes and wet prairies4. Cypress swamps5. Hardwood swamps

Understanding that each type of wetland is fragile,the SWFWMD promotes the conservation of wetlands.On one level, the SWFWMD regulates what kinds ofhuman activities and development can take placein existing wetlands. The SWFWMD also acquiressensitive tracts of wetlands through state programs suchas Save Our Rivers and Preservation 2000. Theaim of these acquisitions is to protect the land forthe water's sake. In this fact sheet, you will learnabout the various types of wetlands you can seethroughout the SWFWMD.

VocabularyHere is a list of some of the words you will need toknow in order to make learning about wetlandseasier.

BRACKISH WATER

A mixture of salt water and fresh water found ine estuaries and vital to estuary ecosystems.

DECIDUOUS

The kind of trees that lose their leaves once a year.Opposite of evergreen.

ECOSYSTEM

A community of living organisms.

ESTUARY

The area where a river empties into sea water.

EVERGREEN

The kind of trees that keep their leaves year round.Opposite of deciduous.

SALINITYA word describing the salt content of a liquid.

SATURATED

A condition in which soil has absorbed as much wateras it can physically hold.

TIDESChanges in water level due to the gravity of the sun

HARDWOOD

Slow-growing flowering trees with broad leaves.

and moon.

COASTAL MARSHThese marshes form along the Gulf Coast often near

mangroves. They sometimes extend into rivers.

The water is salty.

Because of the water's salinity, extended areas of coastalmarshes are dominated by a single plant species. These mayinclude saltgrass, cordgrass and blackrush. Few trees cangrow in marsh conditions.

Coastal marshes have a close relationship to nearbyestuaries. Salt water moves between coastal marshes andestuaries because of tides.

Waterfront residential development adversely affectscoastal marshes.

MANGROVE SWAMPSThe mangrove trees that make up these swamps form along

the Gulf. They are frequently found near coastal marshes.

Red mangroves form closest to the gulf and have the mostexposure to salt water.

Black mangroves are further inland but are filled with seawater at high tide.

White mangroves are the furthest inland and have theleast influx of salt water.

Mangroves contribute to the productivity of borderingestuaries. Leaf fall provides food for countless organismsranging from bacteria to large fish.

Many of the mangrove swamps are owned by thegovernment and are well protected.

FRESHWATER MARSHESUnlike coastal marshes, these wetlands rely on fresh water.

The plants here are usually wetland grasses, rushes orsedges. You will also find green, non-woody shrubs growingin communities. Few trees grow in marsh conditions.

Different locations may have marshes dominated bysawgrass, cattails, spike rush, bulrush, and maidencane.

The soil in these wetlands is saturated during at least onemonth per year during the growing season. These marshes(also called wet prairies) often give the appearance of anovergrown field. Grasses, rush and sedge grow in wet prairies.

Fire and flooding squeeze out the plants and trees thatdon't belong in these areas.

Drainage for agriculture is the main reason for marsh losses.The marshes that remain are mostly unsuitable for agricultureor are protected under wetland regulations.


CYPRESS SWAMPS......These wetlands usually occur where slow-moving or still

water is present most of the rear.

Cypress trees grow out of standing water.

"Bald" cypress swamps form along rivers or lake margins;"Pond" cypress swamps appear mixed in with upland forestsand prairies.

The soils are flooded from four to eight months a year.The soil drains slowly.

Fire helps keep other trees from establishing themselveshere. After a fire, the cypress trees quickly grow back.

Cypress swamps are protected under conservation laws.

HARDWOOD SWAMPS...You'll often find these wetlands near lakes and rivers.

Sometimes hardwood swamps overlap with cypress swamps.

These are forested wetlands that feature mostly deciduoushardwood trees.

Prolonged flooding of bordering rivers keep the forestfloor submerged for part of the year. If this type of systemis either drained or flooded for a long period of time, a newtype of community will result. Therefore, this is a highlysensitive area.

Trees consist largely of water tupelo, Carolina ash, andblackgum. You may also find red maple, sweetgum, andwater hickory. Slightly more upland, you may find swampchestnut oak.

Bay swamps (also known as bayheads), are hardwoodswamps where broad-leaf evergreen trees are the dominantplant species. The tallest trees may often be pines. Thesecommunities occur on level or gently sloping land or indepressed areas. Seepage water from upland areas keepsthe bay swamps almost constantly wet.

Hydric hammocks are upland, drier versions of hardwoodswamps. These contain a mixture of broad-leafed evergreenand deciduous trees. Cabbage palmettos are often foundhere. Hydric hammocks are seldom flooded but havesaturated soils much of the year.

For a list of many of District-owned wetlands that you may visit to seefor yourself, refer to the Recreational Guide to Southwest Florida WaterManagement District Lands. Call (352) 796-7211 or 1-800-423-1476,extension 4757 to request a free copy.

4 3

The Southwest Florida Water Management District complies with the Americans With Disabilities Act. To obtain accessible formats of this material, please contact

the Public Communications Department at (352) 796-7211, or 1-800-423-1476 (Florida only), extension 4757, TDD only 1-800-231-6103, fax (352) 754-6883.

Southwest RoricloWaterManagement

District


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Water reschiece eGivcatioh

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Wetlands prevent flooding, replenish groundwatersupplies and purify stormwater. Because of thebenefits to our water resources that wetlandsprovide, we have ample reasons to protect them. Activity

1. Once the students have become familiar with the types ofwetlands and endangered species found in the SouthwestFlorida Water Management District as presented in theaccompanying Splash! fact sheets, turn them loose on thisvariation of The Memory Game.

Wildlife depends on wetlands as well. Many ofthe state's most popular and increasingly scarce

animals make their homes in Florida's varioustypes of wetlands.

In this activity, your students will play a gamethat shows how a handful of Florida's mostendangered species depend on wetland habitats.This game will also symbolically show how thechoices we make may impact animals and theirhabitat.

Learning goalsTo learn how wetlands and endangered species are

connectedTo learn symbolically how human choices can have

impacts on natural resources

SubjectsLanguage ArtsScienceSocial Science

MaterialsAnimal/Wetland cardsSplash! "Florida's Most Endangered List" fact sheetSplash! "Wetland Connection" fact sheet

Sunshine State StandardsLanguage Arts: Reading, LA.A.1.3, LA.A.2.3. Science:Processes that Shape the Earth, SC.D.2.3; Processes ofLife, SC.F.1.3; How Living Things Interact with TheirEnvironment, SC.G.1.3; The Nature of Science, SC.H.1.3.

Social Studies: People, Places and Environments, SS.B.2.3

2. On the cover page to this unit you will find 20 squaresdepicting endangered animals and 20 showing wetlandhabitats. By cutting out the squares, you will create aclass set of game cards.

3. The object of the game for the individual is to collectas many matches of animals and wetlands as possible.The object for the group is to play without leaving anyremaining non-matching cards representing animalswithout habitat.

4. In groups of 3-5 students, have players place the cardsface up on a desk or table. The player who goes firstselects one animal card and one wetland card withoutlooking at the backs. The player then turns the cardsover to see if the animal and habitat match. If they don't,the cards are returned to the table, and the turn is passedto another player. If the cards do match, the player goesagain, keeping all the matches made along the way.

5. The game is played until all the animals are matchedto habitats. The player with the most matches wins.If, however, the group makes all the possible matches andstill has leftover animal and wetland cards, then the groupplays again this time using what they learned in thefirst round to form a strategy to help them find anappropriate home for every endangered animal.

MIIIMIIMMIINEMIIMMEMEEPIMBRIBMIIEMINENIME 1-

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Discussion1. What do you believe happens when there are too many animals and not enough suitable habitat?

(Animals need to find new homes, or they won't survive.)

2. What are actions that government agencies such as the Southwest Florida Water Management District cantake to keep endangered species in their appropriate habitats?(Government agencies can regulate human activities that take place in endangered species habitat and canbuy and preserve lands important to species' survival.)

3. What are actions that individuals can take to help endangered species?(Avoiding activities that cause pollution or disrupt animal habitat are two ways people can help outendangered species.)

Background

Wett Ihdiah mahatees kave reatoablyyooch eyesiykt ap,ch comm,,icate by maky

a variety or cochs. Tkese so.chsca., best be chesceibech as syyeaks,ckirps, yrvp,ts ahch yroai,s.

Olch male alliyatovf mayyrow to be 14 reef lowj a.,chweiyk .p to 1,000 po.chsch.vipi a lirespap, or 30 years* or move.

Votech tke state mammal by sckookkil4re5tke florici2 puther choesmost or its kub,fhi chveipltke twiliykt times or s.,,risea.,ch ch.sk.

Roseate spoohlals vse tkeiv spatvla-likebills to stir skallow water, sweepi,itkeir keachs back ay%4 Fort!, .htilehco.teripl prey wkick tkey s.,ap .pap,ch swallow.

Soutliem bald eaglet soar over reechi.i areasa.,ch swoop chowp, o prey, cl.tckiy1 it witk cmeor botk talcmsall wkile y,ot breaki,,y tineelnytkm or tkeir rbcpt. They ca..,also chive cheeply ip,to rivers achlakes to catck risk.


District


Yo., ca., see wood storks riski.iskallow water alowjsiche kiykways.

Perkaps tke ckyect or all Nort-14Apievicay, bearc flue Florida black bear isivteILicjet ahch secretive, ortep,worki..y karch to avoich kvmap,co,,tact. Bears eat mostlyberries, acor,4, iy,sects,palmetto karts av,chap, occaticmal armachillo.

Dap,cip,y is tine Florida Sahdkill crafteur Matmystericws bekavior. People kave lou believe4tkat tke Gia.,c.i.,cj was a co,,rtskip chisplay.Altkoucp matecA cra.es chab,ce toyetkerviyoro.sly, tkey cho .,ot teem to chap,cetoyetker m.ck wkile covrtihy. Also closeobservatioh kas skow., tkat occvrs

tkrovyko.t tke year by crahes or all ayes.Tke chab,ciyi cohsists or wi.y-cAroppi,,,y, bowip,ciahck chippiwj, cti((-lecjcjec vailtiucj vvpThip,y,

rlappip.y av,ch to55frCj. Dvrip,y

tossi,,y bovts, oyte birch willpick vp stohes, sticks or bitsor veyetatiov, ap,c1 rliyi it overits back. Crap,es ll cha.,ce wine., acool comet .p 0., a kot svmmevartevp,00p, or wkep, a pote.tial prechator isspotte4. Dac, catckes o vickly a-,c1 willsioveacA tkroyk a Flock.

4 5

The Southwest Florida Water Management District complies with the Americans With Disabilities Act. To obtain

accessible f ormats of this material, please contact the Public Communications Department at (352) 796-7211,

or 1-800-423-1476 (Florida only), extension 4757, TDD only 1-800-231-6103, fax (352) 754-6883.


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Teacher's Evaluation FormPlease Return Evaluation To:

Public Communications Department Southwest Florida Water Management District2379 Broad Street Brooksville, Florida 34609 or fax (352) 754-6883

a%rlfWater rekhAece eGivatioll

To help us measure the educational effectiveness of Splash!,please take a few minutes to fill out the following evaluation.

As an incentive for filling out and returning this evaluation,we will send you your choice of a FREE copy of the waterconservation book, How to Get Water Smart, OR a rain gauge - while supplies last.

1. Listed below are the activities and additional features included in Splash!Please rate them according to their educational effectiveness.1 = least effective 4 = most effective (please circle on chart)

least mostBuilding a Wetland 1 2 3 4

Desal World 1 2 3 4

Desal World II 1 2 3 4

Hydro Cycle Works 1 2 3 4

Old Water Tales 1 2 3 4

Water by the Numbers 1 2 3 4

Water on the Web Fact Sheet 1 2 3 4

Water-Saving Tips Fact Sheet 1 2 3 4

Wa-ter Ya Eatin'? 1 2 3 4

Waterful, FL 1 2 3 4

Wetland for Your Thoughts Fact Sheet 1 2 3 4

Give Shape to a Xeriscape 1 2 3 4

Tight Squeeze 1 2 3 4

Wetland Connection Fact Sheet 1 2 3 4

Endangered Species Fact Sheet 1 2 3 4

Shower lock Holmes 1 2 3 4

Conservation Poster 1 2 3 4

more on back

50

2. How have you used Splash! activities in your classroom?Check any that apply:

(a) to supplement my regular curriculum(b) as an interdisciplinary tool in my classroom(c) as a team project(d) to connect water resource issues to real world scenarios(e) other

3. Please provide the following information:Number of students who participated in Splash! activities:Grade Level(s)Subject(s)County

4. What method(s) of assessment did you use in conjunction with these activities?Please explain:

Please provide the average student learning increase (if any) obtained through theassessment. Please quantify this number as a percentage:

5. Do you have any comments about specific activities or sections?

6. How useful was the inclusion of the Sunshine State Standards toward meetingyour overall educational goals?

7. Additional comments or suggestions:

8. (Optional)Please send me (choose one only, while supplies last):tEl How to Get Water Smart or 0 Rain Gauge

Name:School:School Address: County:City: State: Zip:

Recycled nni.n Telephone: (Prints." On


District


The Southwest Florida Water Management District (District) does not discriminate upon the basis of any individual's disability status. This nondiscrimination policy involvesevery aspect of the District's functions including one's access to, participation, employment, or treatment in its programs or activities. Anyone requiring reasonableaccommodations as provided for in the Americans With Disabilities Act, should contact the Public Communications Department at (352) 796-7211, extension 4757; TDD only1-800-231-6103 (FL); fax (352) 754-6883; Suncom 663-6882 or view our web site on the World Wide Web at http://www.dep.state.fl.us/swfwmd.

18

Water recovece eolvatiort

Classroom Materials Available to YouFrom the Southwest Florida Water Management District

Water Resource EducationFree Materials Order Form

Material Descriptions:Who Gets the Water?Grades 6-8. This interdisciplinary curriculum provides a basic

understanding of the environmental and economic concepts

students will need to make good decisions in the face of limited

resources.Curriculum activities include making water cycles,

practicing percentage and estimation skills with water bills, making

decisions about a limited water supply, and many others.Available

through workshops only.

Florida's Geology UnearthedGrades 7-10. A video, teacher's guide and supplemental materials

form the basis of this curriculum designed by the Florida Geological

Survey.These materials help inform and stimulate students in a

variety of topics related to earth science, natural resources,

environments and ecosystems. Available through workshops only.

Water From the Ground UpGrades 4-6. This full curriculum consists of text, teacher's guide,

activity book and basic hydrologic information.Topics include

surface water and groundwater sources in west central Florida, water

quality, water use, floods, droughts and water conservation. Available


Water WatchersGrades K-3. This curriculum package includes a teacher's guide and

classic children's songs with water resource lyrics. It also features

simple experiments to illustrate such concepts as the hydrologic

cycle, water pollution, saltwater intrusion and others. Available


Florida Waters Project Teacher's GuideGrades 6-8.1996 Guide:This curriculum encourages students to

investigate and explore the water systems in their communities and

to take an active role in the protection and preservation of our

precious water resources. Activities and background information are

included in the curriculum.

Grades 6-8.1997 Guide:The focus of this curriculum helps students

to learn about the process of water management and their place in

it. Several multidisciplinary activities focus on water issues and

decision making.


Florida's Water Resource Activity PackGrades 2-5. A supplement to The Schoolyard Wildlife Activity Guide,

these activities are specifically designed to include an outdoor

component and range from the role of plants in the water cycle to

sources of water pollution on school grounds.

Water WebGrades 6-12. Each installment of the Water Web newsletter focuses

on current water issues of local significance.Contents include civics,

economics, science, vocational and math components, as well as a

classroom activity.These periodicals serve as a resource for students

and teachers. Five issues per year are available as classroom sets.

TabloidsGrades 4-7. Produced in association with The Tampa Tribune,"Water

Wise Citizen"focuses on water conservation,"Water Wise Habitats"

features animals who live in wetlands,and "Water Wise Connections"

teaches students about water quality.These learning resources are

available as classroom sets and have accompanying teacher's guides.

VideosGeneral Public. Master copies of these water resource related videos

are available free through your school board and may be duplicated

or you can can order your own copies for $5 each.

Basin MapsGeneral Public These poster-size color maps available for the basins

within the Southwest Florida Water Management District will give

your students a closer look at the water features, geography and

natural resources in their area.

River PostersGeneral Public. These full-color photographic posters feature local

river scenes and poems. Rivers depicted include the Withlacoochee,

Manatee, Peace, Alafia, Hillsborough, and Myakka.

52

(see reverse side to order materials)


Questions? In Florida: 1-800-423-1476, ext.4757

0 er Form (see reverse for description of materials)

TabloidsTeacher's Guide

Tabloids

Teacher's Guide

Tabloids

Teacher's Guide

Tabloids

Teacher's Guide

. .

Single Copies Florida's Water ResourceActivity PackA supplement to The Schoolyard Wildlife Act Hy GudeIt Class sets (35)

Wetlands Coloring SheetsGrades K-2 Water Cycle Coloring Sheets

I Single Copies Conservation Bookmarks

I Class Sets (35)

Grades 3-5 I 1996 Teacher's Guide

Single Copies I 1997 Teacher's Guide

I Class Sets (35)

to 545 - 4

01 Florida's Geology Unearthed

1 Lesson Book

II Activity Book

II Class set (35)

Water Conservation Book

Florida Lakes

This Land Is Your Land

Water Saved is Water Shared

Water in the Public Interest

1I Containing a sample ofall of the above

I S .

Please provide date and location of Water Resources Workshop you have attended

Date.

Location

Basin Videos ($5 each)

Alafia River

I Coastal Rivers

Hillsborough River

I North West Hillsborough

Peace River

Pinellas-Anclote River

Withlacoochee River

Alafia River Basin Map

I

Hillsborough River Poster

Manatee River Poster

Coastal Rivers Basin Map

Hillsborough River Basin Map

Manasota Basin Map

NW Hillsborough Basin Map

Peace River Basin Map

Pinellas-Anclote River Basin Map

Withlacoochee River Basin Map

Do Your Part Poster

Alafia River Poster

Myakka River Poster

Peace River Poster

Withlacoochee River Poster

Water Conservation Poster

Hydrologic Cycle Poster

District Brochure50 Ways to Do Your Part

Issues Papers

Recreational Guide

Please send me the educational material listed above. To purchase videos, enclose check payable to SWFWMD.Send to: (please print)

Name School Grade(s)

Address

City State County Zip

Phone ( Subject Area(s)tSend completed form to: kJ 0In-School Education Program Southwest Florida Water Management District 2379 Broad Street Brooksville, FL 34609Phone: (352) 796-7211, extension 4757 in Florida:1-800-423-1476 fax: (352) 754-6883

If a disabled individual wishes to obtain the information contained in this document in another form, please contact the Southwest Florida Water Management District's Public Communications Department at (352) 796-7211,

extension 4757, or 1-800-423-1476, extension 4757 (Florida only), TDD only 1-800-231-6103 (Florida only), fax number (352) 754-6883.

Southwest FloridaVVater DArstricement

Protecting rayWater Resources

08/19/98 14:28 FAX 352 7546883 PUBLIC COMMUNICAT SWFWMD

09/13/1998 09:04 6142920263 ERIC CSMEE

U.S. Department of EducationOffice of Educational Research and Improvement (OER1)

National Library of Education (NLE)Educational Resources Information Center (ERIC)

REPRODUCTION RELEASE(Specific DOCUMent)

I. DOCUMENT IDENTIFICATION:

2001PAGE 83

5.64A4 06 e

IC

Title:Splash! Water Resource Education

Author(s): Rich Mein Reth_autiolc NIA n Ruck Robert..100,r4A9. CAY*Ainr14

Corporate Source:Southwest Florida Water Management Disrict

Publton Date:

5/5/98

II. REPRODUCTION RELEASE:In order to diseeminate as widely Re possible timely end significant materials of Mimst to the educational COMMURhy, dOdurdiats announced in the

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