The Watershed of the Chesapeake Bay
 
 

 

The Chesapeake Bay watershed area, as depicted in the map above, covers a vast area which includes the states of Virginia, Maryland, and Delaware. The watershed is made up of many rivers, tributaries, bays, creeks, marshes, and swamps, which continually supply the Bay with nutrients, fresh water, and animal life. However, with the ever expanding population of the Bay area comes an increase in industry, homes, waste, and use of the Bay and all its resources. These same rivers and tributaries which flow into the Bay also carry toxic chemicals from the industries, waste products and other forms of pollutants. It is every citizen's responsibility, who lives and works in the watershed area of the Bay, to work toward keeping the Chesapeake Bay a biological treasure where everyone can continue to enjoy its resources and beauty.

INFORMATION LINKS

www.core.cast.msstate.edu/UMD_CES_3.html
Chesapeake Bay Ecology
www.inlet.geol.scarolina.edu/chesmary.html
Chesapeake Bay, Maryland
LESSON PLAN

GOAL: Students will be able to identify, describe, and express the importance of the Chesapeake Bay watershed area.

OBJECTIVES: The students will;

  1. Identify the three states which are located in the Chesapeake Bay watershed
  2. Name the major rivers that feed into the Bay and which state they originate from
  3. Name the major cities that are located in the watershed area
  4. Locate, approximately, where they live in regard to the Bay
  5. Identify a creek or river close to their home and/or school which eventually flows into the Chesapeake Bay
  6. Determine how and where water runoff, after a storm, travels to the Bay
  7. Identify the waste products and pollutants that they can see which will travel to the Bay through the storm drains, creeks, and rivers

MATERIALS:

  1. Map of the Chesapeake Bay Watershed (see above)
  2. Individual photo copy of map for each student
  3. Colored pencils
  4. Student Science Activity Journal

PROCEDURE:

  1. WARM-UP: a)Using a dictionary, define the term storm drain. b) In complete sentences, hypothesize on how storm drains are linked to creeks and rivers.
  2. CLASS ACTIVITIES:
    • Display the watershed map (overhead or TV monitor) to the students and have them help identify the states, rivers, and major cities.
    • Hand each student their own map. As a class identify the landmarks with colored pencils.
    • With discussion and modeling, have the students locate their own hometown, and school on the map.
    • Through discussion have the students identify a creek or river near their home and where it may be located on the map.
    • Using their warm-ups, have the students share their definition of a storm drain and share their hypotheses on how storm drains and creeks/rivers are linked.
    • Have students divide into groups and brainstorm on what types of objects, pollutants, etc. could be washed away into a storm drain.
  3. HANDS-ON ACTIVITY:
    • Explain to the students that the class will now go outdoors on campus and observe how and where water runoff will occur.
    • Students will bring their Science Activity Journals and a pencil to note their observations.
    • While outdoors point out the roof line, down spouts, gutters, curb gutters, and storm drains.
    • Ask the question "Does all rain runoff go into the gutters, roads, and storm drains?"
    • Have the students note what types of objects most probably will end up in the storm drain.
    • Have the students describe and/or draw the type of storm drain they see. Does it have a grid?
  4. PERFORMANCE ASSESSMENT: In paragraph form, have the students;
    • Explain water runoff and where it goes
    • Describe how it reaches the Bay
    • Identify objects/pollutants that could reach the Bay and its tributaries
    • Compare what you now have learned with your previous hypothesis

 

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