Mapping Watershed Debris

Grade Level

5-12 Duration

2-3 class periods Subject Area

Science, Social Studies Setting

Classroom Vocabulary

Geographic Information System (GIS) Marine Debris Pollution Topography Watershed

Mapping Watershed Debris Dinah Maygarden

Overview

Using online mapping tools, we will investigate how pollutants, including trash and other materials that enter our environment, either accidentally or intentionally, can travel via our waterways to the ocean and become marine debris and ocean pollution.

Learning Objective(s)

In this lesson, students will:

1. Use online mapping tools to explore a local watershed.

2. Investigate topographic maps using online Geographic Information

Systems tools.

3. Trace the route of pollution in a watershed and its journey to the

ocean (Gulf of Mexico).

4. Discuss intended and unintended consequences of human-caused

litter on humans, wildlife, and on the environment.

5. Work cooperatively in a group to produce a class presentation

Louisiana Content Standards/ GLEs

Grade GLE Science

5-8 SI-7 SI-9

The Abilities Necessary to do Scientific Inquiry Record observations using methods that complement investigations (e.g., journals, tables, charts) (SI-M-A3) Use computers and/or calculators to analyze and interpret quantitative data (SI-

Grade GLE Social Studies

5 5.4.1 5.4.2

Differentiate between various types of maps using characteristics, functions, and applications Analyze a map using a variety of tools

8 8.3.1 8.3.2 8.3.3

Locate and describe the physical and political features of Louisiana Use maps, charts, and diagrams to ask and answer questions about Louisiana’s geographic features Apply knowledge of geography skills and terms to: • create maps and diagrams • plot latitude and longitudinal coordinates • read and interpret a map • use a map to compare Louisiana’s time zone in relation to time zones around the world

9-12 WG.1.1 WG.1.2

Describe the impact of technology on the study of geography and gather geographic information using technological tools Explain Earth’s grid system, using latitude and longitude to locate key places and to answer geographic questions about that place

Mapping Watershed Debris

S-10 S-21 S-49 S-50

MA3) Understanding Scientific Inquiry Identify the difference between description and explanation (SI-M-A4) Distinguish between observations and inferences (SI-M-A7) Identify and give examples of pollutants found in water, air, and soil (SE-M-A3) Describe the consequences of several types of human activities on local ecosystems (e.g., polluting streams, regulating hunting, introducing nonnative species) (SE-M-A4)

8 ESS-19 ESS-20 ESS-21 ESS-50 ESS-51

Structure of Earth Determine the results of constructive and destructive forces upon landform development with the aid of geologic maps of Louisiana (ESS-M-A7) Describe how humans’ actions and natural processes have modified coastal regions in Louisiana and other locations (ESS-M-A8) Read and interpret topographic maps (ESS-M-A9) Science and the Environment Illustrate possible point and non-point source contributions to pollution and natural or human-induced pathways of a pollutant in an ecosystem (SE-M-A3) Analyze the consequences of human activities on global Earth systems (SE-M-A4)

11-12 20 26

Environmental Science

Relate environmental quality to quality of life (SE-H-C2) Determine local actions that can affect the global environment (SE-H-D4)

Materials List

Enough computers for students in small group settings

Internet connection

USGS topographic maps - http://viewer.nationalmap.gov/viewer/

USGS Streamer - http://nationalmap.gov/streamer/webApp/streamer.html

Blackline Master 1: KWL Chart, teacher example

Blackline Master 2: Instructions for Online Mapping, one per team

Blackline Master 3: Worksheet for Online Mapping, one per team

Background Information

We all live in a watershed but most people do not think about the landscape they see every day in terms of the way water flows in the environment. We are going to explore our watershed and how we impact it with our actions. If the topic of marine debris and watersheds is new to your students, then it will be necessary to discuss the important features that define the terms. You may need to use a map of a watershed to help students visualize. Marine debris: Any persistent solid material (such as trash, plastics, etc.) that is intentionally or unintentionally disposed of or abandoned into the marine environment or the Great Lakes. http://oceanservice.noaa.gov/facts/marinedebris.html Watershed: The area that drains to a common waterway, such as a stream, lake, estuary, wetland, aquifer, or ocean. (Environmental Protection Agency) The NOAA video “Trash Talk” is an excellent introduction to the topic of Marine Debris: http://marinedebris.noaa.gov/discover-issue/trash-talk. This would be a good place to start the conversation about sources of debris in the watershed and its journey to the ocean.

Mapping Watershed Debris

Procedure/Engagement

Our Key question for this investigation is: If an empty water bottle that someone discarded washes into a nearby creek during a rainstorm, where could it travel? Could it potentially reach the Gulf of Mexico? 1. In order to begin our topic, we need to get the students excited about it and find out “where they are”

in terms of knowledge and skills for this topic. First create a KWL chart on easel paper or white board. You will need to come back to it later to complete the “What I Learned” column, so make sure to keep it for the entire investigation. Alternatively, students can use the Blackline Master (BLM) 1 “KWL Chart” provided. This will be a useful tool for them to go back and see their progress later. Discuss (based on the KWL chart) some possible ways that trash may travel if you drop it in the street. Where is the nearest waterway and how could travel to it get there? Spend about 15 minutes brainstorming with the whole class on – “What I KNOW” and “What I WANT to know”.

2. Ask students to give examples of what they think marine debris might be. Arrange students in small groups of 2-3 students or allow them to work independently. Distribute BLM 2: “Instructions for Online Mapping” and BLM 3 “Worksheet for Online Mapping” to each team. In this phase of the lesson, the students will use an online map to find their watershed and trace the possible journey of a piece of debris if it enters the watershed at a particular location, such as near home or school. A. Identifying your Watershed using EPA’s My Waters Mapper

Allow students time to work through this explore phase, providing help where needed. This exercise should help to illustrate that larger watersheds are sub-divided into smaller watersheds, based on the interconnected waterways within a larger watershed.

B. Investigating your Watershed using USGS National Map Viewer

Using this tool, students will find and explore the details of the example watershed location, introducing scale, elevation contours, and other map features. For this investigation example, we are exploring the Dawson Creek watershed in Baton Rouge. You may adapt this lesson to explore your local watersheds with your students. Note: this is the professional level version of this tool. We are choosing to use this version because it has more features than the basic version. You may wish to use the basic version at http://viewer.nationalmap.gov/basic/. If so, the directions below will need to be adjusted and scale is expressed differently on the basic map. If you are short of time, this portion may be skipped and you can go straight to Part C.: U.S. Streamer to trace your watershed at a smaller scale, with fewer details.

C. Exploring the Question using USGS Streamer For students to get a clearer view of the route trash could follow in our watershed, have them access the USGS Streamer site at http://water.usgs.gov/streamer/web/. This site allows students to trace waterways both up- and downstream from any given waterway location.

3. Have students discuss their answers to the investigation questions, using the evidence they gathered from exploring the maps.

4. Discuss the potential impacts of marine debris on wildlife and their habitat. Have students also consider how marine debris negatively impacts humans.

Conclusion

Return to the KWL chart. Have the students contribute their answers to the What I Learned Column – either as a class, in small groups, or individually. Encourage use of the correct, technical terms and detailed explanation of observations. Make sure all students back up their responses with evidence from the exploration of the map tools. Have students work in groups to develop an oral presentation to explain their findings to the rest of the class.

Mapping Watershed Debris

Extended Activities

In the Extend phase of the lesson, students get a chance to apply their knowledge gained from the activities. They can consider the larger context and real-world application of the knowledge gained. So far they have used map-based evidence to explain where the empty water bottle could travel if it washed into Dawson Creek. Now they can consider other related questions in response to prompts such as:

What would happen if there was a huge flood? How would this impact the movement of debris?

What other types of debris might take the same route as the water bottle? Would all trash have

the same fate? What variables would determine how the different items travel?

What are some other ways that trash ends up on the street besides intentional littering?

What actions can we take to prevent debris from entering the watershed and reduce the amount

of debris that can potentially reach the Gulf of Mexico?

Find where you live or your school in your watershed and determine the elevation there and

where the trash may travel from the schoolyard or your yard.

Assessment

Student Worksheets Oral group presentations

Resources

5 Gyres Organization – Plastic Pollution in the Ocean http://www.5gyres.org/the-plastic-problem/ EPA Water Resources http://water.epa.gov/type/oceb/marinedebris/ https://owpubauthor.epa.gov/type/oceb/marinedebris/#main http://www3.epa.gov/region9/marine-debris/ Journey of a Raindrop - Hamline University CGEE interactive http://cgee.hamline.edu/waters2thesea/MFF_ED_Modules/Raindrop_Journey/ National Map Viewer: Create your own pdf of a map view or create a GIS using this viewer http://viewer.nationalmap.gov/viewer/ NOAA Educators Guide to Marine Debris http://marinedebris.noaa.gov/sites/default/files/publications-files/TheEducatorsGuidetoMarineDebris_SE%20and%20GoM%20Education%20Kit.pdf NOAA Marine Debris http://marinedebris.noaa.gov/discover-issue/trash-talk

NOAA Marine Debris Field Guide http://marinedebris.noaa.gov/sites/default/files/ShorelineFieldGuide2012.pdf The Water Cycle for Kids: An interactive web page: http://water.usgs.gov/edu/watercycle-kids-adv.html USGS – Follow a Drip: http://water.usgs.gov/edu/followadrip.html USGS Map Locator: For ordering paper maps http://store.usgs.gov/b2c_usgs/usgs/maplocator/%28xcm=r3standardpitrex_prd&layout=6_1_61_48&uiarea=2&ctype=areaDetails&carea=%24ROOT%29/.do

Mapping Watershed Debris

USGS Topographic Maps - Order paper maps or work online and save or print a pdf http://www.usgs.gov/faq/categories/9797/3571 USGS Waterwatch: Real-time stream flow http://waterwatch.usgs.gov/?m=real&r=08&w=real%2Cmap

Blackline Master 1

. Mapping Watershed Debris

KWL Chart

If an empty water bottle that someone discarded washes into a nearby creek during a rainstorm, where

could it travel? Could it potentially reach the Gulf of Mexico?

What I KNOW What I WANT to Know What I LEARNED

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. Mapping Watershed Debris

Instructions for Online Mapping

EXPLORE: Using Online Maps to Understand Watersheds

A. Identifying your Watershed (using EPA’s My Waters Mapper)

1. Go to EPA site My Waters Mapper: http:/ watersgeo.epa.gov/mwm/.

2. Enter your state and zip code in the “Go to” box on upper left of page. (See Figure 1.)

3. Go to the drop down on the right of the page: “Other EPA water data”. Check the top two boxes:

“Rivers and Streams” and “Watershed Boundaries.” (See Figure 1.) This will open these layers on

the map so you can see your watershed and waterways in your area. Watershed boundaries are

outlined in purple.

4. Click on a location and a box will open with information about that watershed. (If your map is slow in

loading, try double-clicking to reload.)

Figure 1: EPA My Waters Mapper showing watershed and waterways data layers for Baton Rouge

5. Zoom out to view your entire watershed – and further to see the entire United States. (See Figures

2 & 3.) The zoom tool is located on the left hand side of your viewer. Click the (-) to zoom out and

the (+) to zoom closer in.

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Figure 2: Zoomed to medium level to show all of the smaller watershed divisions in the

southern part of the U.S.

Figure 3: Zoomed out to show all of the larger watershed divisions on the U.S.

ANSWER QUESTIONS 1 - 4 on WORKSHEET.

B. Investigating your watershed using USGS National Map Viewer

1. Go to: http://viewer.nationalmap.gov/vie/

2. To zoom in and pan to your location you can choose from the following. (Refer to Figure 4 for

locations of tools described below.)

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a. Enter your zip code or city and state name into the search box. Click on the hand symbol

(pan) and move the mouse around on the map to adjust the view. Keep your location

central on the map. Then to zoom further, use one of the two choices below.

i. Use the slide bar in the top left of the map. Click at the top of the bar to zoom in at

set increments. Continue to click on the hand symbol (pan) and move the mouse

around on the map to keep your location central on the map.

ii. Click on the + sign in the tool bar and draw a square with your mouse over your

chosen geographic location to zoom in. Repeat this process while panning to keep

your location centralized on the map.

b. Locate your city and draw a box around it. Now keep zooming in using the same method

until you can see the streets, waterways and the contour lines in your chosen location. If

you are not sure where to zoom in, you can enter an address or zip code in the search box

at the top.

Figure 4: USGS National Map Viewer

3. We will use Baton Rouge, Louisiana for our location in the following exercise. We will explore a

small waterway, Dawson Creek, which runs through Baton Rouge. Enter “Baton Rouge Louisiana

70808” into the Search Box.

4. Understanding map scale (Refer to Figure 5 for locations of tools introduced in this section.)

a. Use the slider on the top left of the map view to zoom in and out. The Scale is shown in the

bottom bar of the map. Practice using the slider to change the scale. Zoom out to a scale of

1:577,791 for an overview of the city. Zoom in to a scale of 1:9028 for a street view.

As we zoom in, we increase the scale of the map. The closer we zoom, the more detail we see

but the smaller the area of view. (See http://www.igic.org/resources/standards/map-scale-

accuracy or http://www.library.arizona.edu/help/how/find/maps/scale for basic explanations of

map scale.)

b. Set the scale at approximately 1:72,224 by clicking the slider scale until you reach the desired

number. Pan the map so that you can see the Mississippi River with the I-10 Bridge at the top

left (northwest) corner. Your view should resemble Figure 5. Find Dawson Creek, Bayou

Duplanier, and Ward Creek, as well as other waterways, marked on the map.

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Figure 5: USGS National Map Viewer zoomed to Baton Rouge 1:72,224 scale

c. Click the top of the slider one more time to increase the scale to approximately 1:36,000. The

view should look like Figure 6. You can now see many more features on the map.

5. At this scale you can see a lot of detail, including the waterways that flow through the city of Baton

Rouge.

Figure 6: USGS National Map Viewer zoomed to Baton Rouge 1:36,000 scale

ANSWER QUESTIONS 5 - 8 on WORKSHEET.

6. Exploring Contour Lines and Topography

Topography: the study of the shape and features of the surface of the Earth.

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Contour lines show the elevation (height above sea level) of the land on the map. The contour

interval (elevation increase between any two lines) is 5 feet. Zoom in one more click on the slider

tool to a scale of approximately 1:18,000. At this scale we can see the contour lines clearly. Look

for a number on some of the lines. This tells us how many feet above sea level the contour is

marking.

7. Explore latitude and longitude, elevation, coordinates, and specific locations in this next activity,

which is found on your Worksheet.

ANSWER QUESTIONS 9 - 15 on WORKSHEET

C. Exploring the question using USGS Streamer

Our next step will enable us to continue to trace the route trash could take after it enters the Amite

River. To get a clearer view of the route trash could follow in our watershed, use the USGS Streamer

site at http://water.usgs.gov/streamer/web/

Figure 7: Main Page for USGS Streamer

1. Click Go To Map. To zoom in on your location, type the name of your community and state in the

search location box at top right. Continue to zoom by using the slider zoom tool at top right of the

map, while adjusting the view by panning. Zoom in as close as you can by sliding the slider all the

way down. Note the scale of the map. The closest we can zoom in is to 1:288,895.

2. Zoom back out until you can locate Baton Rouge. Then arrange your view so that you can see the

following waterways:

Dawson Creek

Bayou Manchac

Amite River

Lake Maurepas

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Figure 8: USGS Streamer at greatest extent

ANSWER QUESTION 15 on WORKSHEET

3. Click on the “Trace Downstream” tab at the top of the map.

4. Click on the small triangle symbol on Dawson Creek – the one furthest west.

5. This should produce your Stream Trace.

6. Hover your mouse over the large red dot at the start of the trace. A box will pop up that summarizes

the information related to this trace.

ANSWER QUESTIONS 16 – 21 on WORKSHEET

Figure 10: The Streamer Map showing the downstream trace from Dawson Creek in

Baton Rouge.

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Worksheet for Online Mapping

A. Identifying your Watershed (using EPA’s My Waters Mapper)

1. What do you notice about the watershed boundaries as you zoom out?

2. Describe the watershed boundaries you can see at the 1000 mile level (scale is located in bottom

left of viewer) on the online map. Which of the major watersheds are you located in at this level?

3. When you zoom all the way into your community (example, Baton Rouge), what sub-watershed

are you located in?

4. Predict the path that trash might travel in order to go from your schoolyard to the nearest named

waterway.

B. Investigating your watershed using USGS National Map Viewer

5. Zoom to a scale of approximately 1:72,224.What features can you see on the map at this scale?

6. Zoom to a scale of approximately 1:36,000. List the names of the labeled waterways you see.

7. What other features can you see on the map at this scale? List at least 5. Pan around to explore.

8. Write down some places of interest to you.

9. Notice that the latitude and longitude changes in the bottom bar as you mouse over your map.

Hover over N 30° 23’ 58.219” and W 91° 07’ 29.847”. What is the given elevation at that point?

10. What is the latitude and longitude at the intersection of Perkins Road and Kenilworth Parkway?

11. Zoom in one more time to a scale of 1:9,200 (Figure 9). Find the intersection of Perkins Road

(HWY 427) and Quail Drive and follow Quail Drive until it ends. You will see an intersection with

another street (crossroads) at coordinates: N 30° 23’ 57.836”; W 91° 07’ 47.884”. What is the

approximate elevation of this location?

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12. Now find Dawson Creek nearest this location (you may need to pan around or zoom out on click

to locate the label on the map). What other creek is nearby and joins with Dawson Creek?

13. At a scale of approximately 1:18,000, follow the course of Dawson Creek upstream (northwest) to

its source or beginning. Find the coordinates for this location. Describe where it is in relation to

the main streets.

14. Follow Dawson Creek downstream from its beginning until it joins with Ward Creek. Now follow

Ward Creek until it joins with another waterway. This is the Bayou Manchac. (You may need to

zoom back and forth to maintain your bearing.) Follow Bayou Manchac to the east until it reaches

the Amite River. Into what body of water does the Amite River flow? We can learn a lot about

where trash might go if it washed into the creek.

15. Write a prediction for the route that a piece of trash might travel if it washes or blows into Dawson

Creek where Interstate 10 goes over the creek.

C. Exploring the question using USGS Streamer

16. How many miles are traced?

17. What is the elevation of the origin of the trace?

18. What other information can you obtain from the map and the Stream Trace Summary?

19. What do you notice when you trace upstream from the same location?

20. Write your thoughts in response to the question: If an empty water bottle that someone

discarded washes into a nearby creek during a rainstorm, where could it travel? Could it

potentially reach the Gulf of Mexico? Explain.

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. Mapping Watershed Debris

Worksheet for Online Mapping

A. Identifying your Watershed (using EPA’s My Waters Mapper)

1. What do you notice about the watershed boundaries as you zoom out?

They get larger (smaller watersheds no longer show).

2. Describe the watershed boundaries you can see at the 1000 mile level (scale is located in bottom

left of viewer) on the online map. Which of the major watersheds are you located in at this level?

Lower Mississippi River

3. When you zoom all the way into your community (example, Baton Rouge), what sub-watershed

are you located in?

Answers vary.

4. Predict the path that trash might travel in order to go from your schoolyard to the nearest named

waterway.

Answers vary.

B. Investigating your watershed using USGS National Map Viewer

5. Zoom to a scale of approximately 1:72,224.What features can you see on the map at this scale?

Bayou names, golf course and hospital signs, oil fields, bridges, etc.

6. Zoom to a scale of approximately 1:36,000. List the names of the labeled waterways you see.

Dawson Creek, Ward Creek, Corporation Canal

7. What other features can you see on the map at this scale? List at least 5. Pan around to explore.

Certain buildings, universities, post offices, lakes, street names, etc.

8. Write down some places of interest to you.

University Shopping District, LSU Stadium, LSU University Memorial Tower, etc.

9. Notice that the latitude and longitude changes in the bottom bar as you mouse over your map.

Hover over N 30° 23’ 58.219” and W 91° 07’ 29.847”. What is the given elevation at that point?

25 feet

10. What is the latitude and longitude at the intersection of Perkins Road and Kenilworth Parkway?

~N 30°23’ 59.069” and W 91°07’ 00

11. Zoom in one more time to a scale of 1:9,200 (Figure 9). Find the intersection of Perkins Road

(HWY 427) and Quail Drive and follow Quail Drive until it ends. You will see an intersection with

another street (crossroads) at coordinates: N 30° 23’ 57.836”; W 91° 07’ 47.884”. What is the

approximate elevation of this location?

25 - 30 feet, as it falls between the contour lines, which are 5 ft apart in elevation

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12. Now find Dawson Creek nearest this location (you may need to pan around or zoom out on click

to locate the label on the map). What other creek is nearby and joins with Dawson Creek?

Bayou Duplantier (spelled on map Bayou Duplanier)

13. At a scale of approximately 1:18,000, follow the course of Dawson Creek upstream (northwest) to

its source or beginning. Find the coordinates for this location. Describe where it is in relation to

the main streets.

N 30° 26' 34"; W 91° 09' 20", near intersection of South Acadiana Thruway and Government

Streets

14. Follow Dawson Creek downstream from its beginning until it joins with Ward Creek. Now follow

Ward Creek until it joins with another waterway. This is the Bayou Manchac. (You may need to

zoom back and forth to maintain your bearing.) Follow Bayou Manchac to the east until it reaches

the Amite River. Into what body of water does the Amite River flow? We can learn a lot about

where trash might go if it washed into the creek.

Lake Maurepas

15. Write a prediction for the route that a piece of trash might travel if it washes or blows into Dawson

Creek where Interstate 10 goes over the creek.

Answers vary.

C. Exploring the question using USGS Streamer

16. How many miles are traced?

156 miles

17. What is the elevation of the origin of the trace?

24 feet

18. What other information can you obtain from the map and the Stream Trace Summary?

Trace details, water features, and political features, or students may provide details within each of

these categories

19. What do you notice when you trace upstream from the same location?

Answers will vary. It is a much shorter trace; it stops at land instead of water, etc.

20. Write your thoughts in response to the question: If an empty water bottle that someone

discarded washes into a nearby creek during a rainstorm, where could it travel? Could it

potentially reach the Gulf of Mexico? Explain.

Answers will vary. Students should acknowledge that the water bottle could indeed end up in the

Gulf of Mexico via interconnected bayous, streams, and other waterways.