Activity 7: Watershed Web Search

Overview
Background Information
Objectives
Time
Materials
Advance Preparation
Setting the Stage
Conducting the Activity
Wrap-Up
Assessment

Overview
In this activity, participants carry out an Internet investigation of their local watershed. They deepen their understanding of watersheds as they learn how the watershed connects the people and salmon living there. To show what they learn, participants create a pamphlet that answers questions about the local watershed.

Background Information
For information about watersheds, see the Background Information in the Unit Overview and links on the “Watershed Web Search” participant worksheet.

Objectives
Participants will: (1) conduct an Internet search to learn about their local watershed, (2) learn how people’s actions affect the water in the watershed, (3) find out who is working to protect the local watershed and the salmon and/or steelhead in it, and (4) create a pamphlet that defines what a watershed is and explains how people’s everyday actions in the watershed affect the salmon and/or steelhead that live or could live in the creek.

Time
Activity: Two to four group sessions

Materials

  • Access to Internet
  • Notebooks or writing paper (for taking notes)
  • Sample pamphlets (optional)*
  • Drawing paper for each person
  • Colored pencils or pens for each person
  • Glue sticks
  • Scissors
  • “Watershed Web Search” worksheet (copies optional)
  • Copies of Rubric for Watershed Pamphlets (optional)

* = Included in Adopt-A-Watershed Kit

Advance Preparation

  1. Plan your schedule so that each participant can spend one to three group sessions on the web search and another group session making the pamphlet.
  2. Arrange computer lab time as necessary.
  3. Read over the “Watershed Web Search” worksheet to familiarize yourself with the participant task.
  4. (Optional) Make copies of the “Watershed Web Search” worksheet for each participant.
  5. Decide whether you want participants to create their pamphlets for a specific audience (such as other participants, parents, or community members).
  6. (Optional) If you will be using it, make copies of the Rubric for Watershed Pamphlets.

Setting the Stage

  1. Remind participants of the crumpled paper watershed models they made in Activity 6: Defining Our Watershed . Ask them to list human activities in the watershed that could affect the water. If necessary, you might have them start by thinking about what was represented by each of the different colored inks in the model, and how these things affect the water. (The blue ink represented water, the brown ink represented soil, and the red ink represented pollutants such as lawn chemicals or dog feces.)
  2. Explain to participants they will do a web search to learn more about their local watershed and how people’s actions could affect the water in the watershed. Describe how participants will look at a number of different web sites to find answers to questions about their watershed, take notes on the answers, and then use their notes to create a pamphlet.
  3. If possible, show participants a few sample pamphlets to give them an idea about what they will be making.

Conducting the Activity

  1. As a group, read over copies of the “Watershed Web Search” worksheet ,or have participants look at them on their computers. Make sure that they understand their task.
  2. If you will be using it, give participants copies of the Rubric for Watershed Pamphlets. Read it over together and answer any questions they might have about the criteria.
  3. Get participants set up on the computers to do their web search.
  4. As participants work, circulate among them and help them focus on the information they need to answer the questions. Encourage them to answer the questions as completely as possible and to take notes in their own words.
  5. Many of the web sites have links to other sites with relevant information. As time allows, you may want to encourage participants to expand their search to explore related topics dealing with their local watershed.
  6. When participants have finished answering the questions, have them begin making their pamphlets. Give them drawing paper, colored pens, and access to glue sticks and scissors; or have them use Print Shop or other layout software to create the pamphlet.
  7. Participants may use a “Q & A” format for their pamphlet, listing the questions they researched along with their answers. If you have identified a specific audience for the pamphlets (see Advance Preparation ), suggest that they keep that audience in mind when writing the pamphlets so that it meets that audience’s reading level and other needs.

Wrap-Up

  1. Have participants share their pamphlets with others in the group. If possible, arrange for them to share their pamphlets with their intended audience.
  2. Have participants place their pamphlets in their team portfolios.

Assessment
Use the rubric provided to assess, or have participants self-assess, their pamphlets.

Rubric for Watershed Pamphlets

  Excellent Acceptable Unsatisfactory

 


Content
  • The pamphlet included all of the required content (answers to all five questions, at least one map, and at least one photo or illustration).
  • The information was well organized and well written.
  • The pamphlet included most of the required content (answers to five questions, a map, and a photo or illustration).
  • The information was organized and well written.
  • Some or all of the required content was missing.
  • The information was not organized or was not well written.


Grammar/
Mechanics

 

  • No errors.
  • Contained only minor errors that did not interfere with understanding of the information.
  • Contained significant errors that interfered with understanding of the information.
Appearance
  • The pamphlet design was unique and creative, with much attention to detail.
  • The pamphlet design was neat in appearance and well designed.
  • The pamphlet did not appear neat or carefully designed.