Student materials for this exercise include a Microsoft Excel spreadsheet with peak discharge data for the Hillsborough River and Curiosity Creek, a .zip file containing two versions (PDF and JPG) of the topographic map of the Sulphur Springs quadrangle, and a simplified sketch map of the quadrangle. The exercise is divided into three parts.
In Part I, students study the Sulphur Springs topographic quadrangle to gain a general idea of the landscape. The students identify drainage divides on the quadrangle and outline the drainage basins on the sketch map.
Part II includes calculating the frequency and probability of various sized floods and creating a recurrence curve using Microsoft Excel charts. Students apply their knowledge to decide whether to buy a house on the floodplain of the Hillsborough River.
In Part III, students use their results to interpret the potential for flooding along the main river and one of its tributaries. Students compare recurrence curves to deduce that having more years of data leads to a more reliable flood forecast. They search online to determine the reasons for particular floods and contrast the effects on the two streams.

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After collecting stream flow data in the field earlier in the semester, students collect new data to compare flow variations of an on-campus stream. Students collect data in the field then calculate flow velocity, and discharge. Students also use maps to calculate stream gradient. Additional activities include plotting clast size data collected in the field on a Hjulstrom Diagram to make connections between stream flow properties and erosion-deposition-and transport in streams. This activity gives students the opportunity to collect and analyze data as they practice quantitative skills by graphing data and calculating unit conversions.

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This activity takes students through the historical and geological events that shaped the areas near the Minnesota and Mississippi river confluence.

This activity provides an approach to teach field methods that is programmed to avoid common pitfalls in teaching field methods to students. The two common problems that are avoided is familiarity with equipment and improved group function.

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The Software Tools for Academics and Researchers (STAR) program at MIT seeks to bridge the divide between scientific research and the classroom. Understanding and applying research methods in the classroom setting can be challenging due to time constraints and the need for advanced equipment and facilities. The multidisciplinary STAR team collaborates with faculty from MIT and other educational institutions to design software exploring core scientific research concepts. The goal of STAR is to develop innovative and intuitive teaching tools for classroom use.
All of the STAR educational tools are freely available. To complement the educational software, the STAR website contains curriculum components/modules which can facilitate the use of STAR educational tools in a variety of educational settings. Students, teachers, and professors should feel welcome to download software and curriculum modules for their own use.
Online Publication

This activity could be part of a bigger theme under pollution. The activity could be the water part and the bigger focus could contain all other types of pollution.

Spreadsheets Across the Curriculum module/Geology of National Parks course. Students work with salmon-trace streambed data to study whether removal of a spawning run barrier was effective

Student teams practice water quality analysis through turbidity measurement and coliform bacteria counts. They use information about water treatment processes to design prototype small-scale water treatment systems and test the influent (incoming) and effluent (outgoing) water to assess how well their prototypes produce safe water to prevent water-borne illnesses.

A computer simulator that allows students to adjust the air temperature and dew point to see what type of precipitation would fall to the ground.

This activity is a field investigation of puddles where students gather data and record their findings.

In this activity, you will use the scientific method and secondary data to build a dataset and answer the following question: Is Ohio getting wetter or drier?

In order to answer this question, you will follow these steps:

1) Make a prediction (hypothesis) â with justification â based on fact sheets available about the question topic;

2) After you have made a prediction, you will collect secondary data online (from the USGS WaterWatch program) and build a database on MS-Excel;

3) You will then explore trends on your data and create graphs/visual representations of these trends using MS-Excel;

4) Finally, you will compile all your conclusions, evaluate the accuracy of your prediction (hypothesis), and create a report of your findings.

Discover how level rise is expected to affect five different coastal regions in the world.

In this worksheet-based activity, students review global visualizations of incoming sunlight and surface temperature and discuss seasonal change. Students use the visualizations to support inquiry on the differences in seasonal change in the Northern and Southern Hemispheres and how land and water absorb and release heat differently. The activity culminates in an argument about why one hemisphere experiences warmer summers although it receives less total solar energy.

An activity/lab where students determine the changes in 100-year flood determinations for 2 streams over time.

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This project is designed to introduce students to a local hydrogeologic problem or issue of interest to the community. The project requires the students to learn about their local groundwater environment and apply principles and concepts that they learn in the classroom to an issue that is of concern to the public. This project provides a good introduction to "real world" problems that the students are likely to encounter as professionals. Students are required to synthesize information from a variety of sources and develop their own assessment of the problem and also to make recommendations based on their professional opinions.

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A Sequência Didática (SD) denominada “Se é água, eu cuido” foi desenvolvida com base na Metodologia da Problematização através do Arco de Maguerez e se destina ao ensino médio, tendo como objetivo geral proporcionar suporte as práticas pedagógicas interdisciplinares em Educação Ambiental quando o objeto do conhecimento tratado no ambiente escolar estiver relacionado a situações-problema da água.

A SD pode melhor organizar o ensino interdisciplinar ao incorporar às aulas desafios que levem ao aluno ganhos mais relevantes na aprendizagem, instigando-os a serem mais críticos e até mesmo questionadores da forma como está ocorrendo o ensino.

A SD “Se é água, eu cuido” é apresentada como um instrumento da Educação Ambiental capaz de transitar por todas as áreas do conhecimento, enquadrando-se em qualquer itinerário formativo e com maior ênfase, no caso do nosso produto, no eixo estruturante mediação e intervenção sociocultural que propõe trabalhar situações problema relacionadas a vida do homem e do planeta concentrando-se na atuação socioambiental e cultural para discutir hipóteses de solução de problemas ou mediação de conflitos da comunidade.

Espera-se que os professores ao trabalharem a Educação Ambiental utilizem essa SD enquanto instrumento do processo ensino-aprendizagem para que a comunidade escolar possa incorporar novos valores, hábitos e atitudes em favor da conservação dos recursos naturais, em especial a água enquanto recurso de valor social, econômico, estratégico, ambiental e fundamental a vida do homem, das espécies animais e vegetais, mas que é finito.

[Abstract machine translation:
The Didactic Sequence (SD) called “If it’s water, I take care of it” was developed based on the Problematization Methodology through the Maguerez Arc and is intended for secondary education, with the general objective of providing support for interdisciplinary pedagogical practices in Environmental Education when the The object of knowledge addressed in the school environment is related to water problem situations.

SD can better organize interdisciplinary teaching by incorporating challenges into classes that lead to more relevant learning gains for the student, encouraging them to be more critical and even question the way teaching is taking place.

The SD “If it’s water, I care” is presented as an Environmental Education instrument capable of moving through all areas of knowledge, fitting into any training itinerary and with greater emphasis, in the case of our product, on the structuring axis of mediation and sociocultural intervention that proposes working on problem situations related to the life of man and the planet, focusing on socio-environmental and cultural action to discuss hypotheses for solving problems or mediating conflicts in the community.

It is expected that teachers, when working on Environmental Education, use this SD as an instrument in the teaching-learning process so that the school community can incorporate new values, habits and attitudes in favor of the conservation of natural resources, especially water as a valuable resource. social, economic, strategic, environmental and fundamental to the life of man, animal and plant species, but which is finite.]

In this decision-making exercise, students investigate what would occur if a dam were built along Nanticoke Creek, a real stream just north of West Corners near the Village of Endicott, New York. They will use topographic maps to determine how much area would be flooded by the new reservoir, to study river drainages, and to consider the impacts of dams on a region. They must also consider rivers in the context of their relation to humankind. The exercise can be extended to other, more local locations having similar topography.

 This inquiry unit leads students through the different perspectives behind a decision to have a dam removed. This unit looks at similar Washington state dam removal decisions as well as the complex issue of having the Election dam removed near Puyallup, WA. Students will be introduced to the stories and traditional ways of knowing about salmon that the Puyallup Tribe has built their culture upon. Then they will explore the science behind hydroelectricity and build models to discover how carbon neutral energy is gathered through hydro dams. This inquiry unit ends with students researching different perspectives surrounding the current (2021) decision to remove the Electron dam including: the Tribe’s Fishery department, the ecosystem, the city council, the fishermen and the hydro-electrical company who currently owns the dam. With their research, students will do a socratic seminar to mimic the court case lawsuit that is ongoing against the Electron Dam. 

In this adapted ZOOM video segment, cast members calculate how much water they each use during a typical shower. They compare their results to their original predictions.