In River Classroom we love to be outside. If we can’t be outside, we love to make a mess while we learn inside. At our last session, we did just that!
We broke into two groups to complete two different activities- one on watersheds and one on erosion. Our watershed activity began with a discussion of watersheds. What are they? Why do we care about them? Then students created their own model of mountainous terrain by crumpling up a piece of white paper. Students highlighted the “ridges” on their model in dark colors, used a spray bottle of water to simulate rain, and watched their washable marker run downhill.
This activity really clarifies the idea of a watershed, and students get to count the number of distinct watersheds in their model based on how their washable marker runs.
Our erosion activity tested three different types of soil to determine how soil characteristics affect erosion. The first sample was dirt mixed with rocks, the second sample was dirt with plants, and the third sample was just plain dirt.
Students poured the same amount of water into each bottle and captured the run off to analyze the differences.
Students had charts in their science notebooks to organize their observations.
Students discovered that the sample with only dirt was much more susceptible to erosion. The run off from this sample was very dirty. The sample with plants had the cleanest run off. What does this mean for a riverbank with plants on it? The roots of the plants help hold the dirt in place!
We had a great class studying watersheds and erosion, and we ended with discussions about how these concepts relate to water quality. In the spring we’ll be back to testing water quality on the Rio Chama and the Brazos River, and we’ll be applying the ideas of watersheds and erosion and how they affect turbidity, temperature, dissolved oxygen, conductivity, pH, and nitrate levels.