Make a Watershed Model

Description

Make a Watershed Model is one of six activities dealing with watersheds found in "Ground Truth Studies Teacher Handbook", a compilation that introduces students to remote sensing technology as a means of studying global change. Collectively these six, hands-on activities provide an analysis of a local watershed. Students learn to use maps, satellite imagery and three-dimensional models to explore the physical features of a local watershed. Students are also taught interviewing and field observation techniques to collect information on the various causes and effects of changes to their watershed over time and to illustrate the complex interrelationship between human activity and the landscape.

In the "Make a Watershed Model Activity" students construct a three-dimensional model of their local watershed to study how the physical features of the landscape influence human activities. Students use their models to describe the topography, locate significant physical features and explain the distribution of human activities taking place within the watershed. In the activity students will • build a watershed model using plaster of Paris or papier mache techniques • add the significant physical features & human landmarks to the model with tempera paints • demonstrate drainage patterns by adding small amounts of water to model and observing the direction of flow • offer explanations for the location of human landmarks and infrastructure within the watershed • describe the interrelationship between watershed features and human activity • make recommendations regarding future development within the watershed. Other topics addressed in the compilation include, climate change, the greenhouse effect, ozone depletion and biodiversity. In addition to nineteen activities recommended for use in grades 7 through 12, the compilation provides background information on global change and remote sensing, a set of maps/images of British Columbia, a glossary and a comprehensive list of suggested readings and supplemental resources. The BC edition of the compilation is available from Wild BC. www.hctf.ca/wild.htm

General Assessment

Question	Response
How to develop attitudes?	•Activity deals with important issue: fresh water •Activity relates on a personal level as students explore the impact/effects of everyday human activities taking place in their community •Learning focuses on local community
What skills does this resource explicitly teach?	•Model making
What important ideas are implied by the resource, but not taught explicitly?	The map scale of 1:50,000 or 1:20,000 will produce a watershed model of appropriate size.
To enhance this resource the following changes are strongly recommended:	•Complete this activity in conjunction with the other watershed activities in the compilation •Outline strategies for cooperative learning •Include additional suggestions for student assessment
To enhance this resource the following changes would be beneficial:	•Incorporate a ground truthing activity or some other on-site experience •Incorporate an action component into the land use discussions that emerge from the student discussion.

Sustainability Education Principles

Principle	Rating	Explanation
Bias Minimization	Good	This is a highly task oriented activity. Students are not influenced towards any particular point of view.
Multiple Dimensions of Problems & Solutions	Mediocre	The core procedure focuses on building the model to illustrate how landscape influences human activity. While some attention is paid to the broader context of this interaction in the extensions, this criterion does not receive significant attention.
Respects Complexity	Mediocre	While different aspects of the interrelationship are addressed, the activity's emphasis is demonstrating how landscape effects land use. The issue of problems in watersheds created by human activity could be further developed in the discussion.
Action Experience	Poor/Not considered	Poor Although students use their models to identify sensitive areas in the watershed an action component is not included.
Action Skills	Poor/Not considered	Poor The activity does not teach action skills.
Empathy & Respect for Humans	Poor/Not considered	Poor This criterion is more appropriately addressed in other activities within the compilation.
Personal Affinity with Earth	Poor/Not considered	Poor This activity does not provide out-of-doors experience for the students.
Locally-Focused	Good	This is a highly visual and tactile activity that focuses on the student's own community.
Past, Present & Future	Good	Based on their analysis of the present and past interaction between landscape and human activity, students are asked to make recommendations regarding future practices within the watershed.

Pedagogical Approaches

Principle	Rating	Explanation
Open-Ended Instruction	Good	Students are encouraged to draw conclusions based on their own observations and interpretation of the model.
Interdisciplinary and Multidisciplinary Learning	Good	Students will apply knowledge and skills from geography, social studies, science, language arts and other disciplines to the study how landscape influences human activity.
Discovery Learning	Mediocre
Values Clarification	Mediocre	In this activity students form their opinions regarding watershed stewardship based on their own interpretation of physical evidence provided by their model. There is no effort made to explore the perspectives of the actual land users.
Differentiated Instruction	Good	The combination of concrete and abstract tasks address a range of learning styles in both domains.
Experiential Learning	Mediocre	This is hands-on activity in which students are able to see and feel the physical characteristics of the land. Opportunities to explore the impact of both the landscape and land use on other species are not explored in this activity.
Cooperative Learning	Poor/Not considered	Even though it is not a design priority, the activity provides excellent opportunities to incorporate cooperative learning strategies both in the construction and presentation of the models as well as in the discussion sections.
Assessment & Evaluation	Poor/Not considered	There are number of different learning tasks on which students can be assessed. However, beyond a listing of knowledge outcomes, there are no assessment suggestions or evaluation tools provided.
Peer Teaching	Poor/Not considered	Opportunities for peer teaching are not explored in this activity.
Case Studies	Poor/Not considered
Locus of Control	Poor/Not considered	While students will have some opportunity express their creativity, successful construction of the model requires that they follow the instructions provided.

Relevant Curriculum Units

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Alberta
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    - The Change in Settlement Patterns in the Local Area
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British Columbia
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Manitoba
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New Brunswick
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    - Atlantic Canada in the Global Community: Physical Setting
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    - Physical Geography 110: Shaping the Land
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Newfoundland & Labrador
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    - World Geography 3200/3202: Land and Water Forms
    - World Geography 3200/3202: Ecosystems
Northwest Territories
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    - Technology at Work
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Nova Scotia
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Ontario
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    - Physical Geography: Patterns, Processes, and Interactions (Univ./College Prep.) Understanding and Managing Change
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    - The Environment & Resource Management: Human-Environment Interactions
Prince Edward Island
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Saskatchewan
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Make a Watershed Model

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Description

General Assessment

Sustainability Education Principles

Pedagogical Approaches

Relevant Curriculum Units

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Make a Watershed Model

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Description

General Assessment

Sustainability Education Principles

Pedagogical Approaches

Relevant Curriculum Units

Brought to you by