Lesson Plan Title: Go with the Flow Objectives / Understandings: -What is a watershed?

-How characteristics of water affect what lives there -Factors that affect a watershed health (human, geology, etc.) -Sense of Place

Essential/ Guiding Questions: -How does water shape the landscape? -Where does the water here come from and where is it going? -What factors change the characteristics of the water? -How do the different characteristics of water affect what can live there?

Route: MOSS Canoe to Day Use Beach Hike to Duck Bay Hike to Lily Marsh Hike back to MOSS

Materials Needed: Field notebooks Ipad Digital camera Snacks! 2 vernier Lab Quests Temperature probe pH probe Turbidity tube Conductivity probe Dissolved Oxygen probe Extra water Sit pads 2-3 white Macro Tubs Small bucket for scooping up pond water Waders 3 pairs 2 ice cube trays 6 plastic spoons 4 Hand lenses Blindfolds PSP tree finder Pond life ID booklet Macro-invertebrate ID key Nets Calculator 2 Topo maps of area Tin foil

Water spray bottle

Food coloring

FIRST: check that students have appropriate clothes + shoes, lunch, that they have used the restroom, and that chaperone has all necessary meds.

(9:15-9:35) MOSS: Review Contract are we on track? Frontload theme of day=Cooperation. Teambuilding activity catipillar legs or magic carpet. Assign jobs for the day (toaster, lunch, timer, LNT guru, equipment, camera person, psychic, sweeper, pedometer). (9:35-9:50) Canoe shed get paddles, PFDs, correctly fitted. Instruct on how to hold paddle, safety, loading in big canoe. (9:50-10:15) Canoe to Day Use Beach and stash Canoe. (10:15-10:25) Drop in the bucket activity Saltwater vs. freshwater o Accessible water vs. ground/frozen water o Water use (10:25-10:35) How did Payette Lake get here? Glacier shuffle on the beach. Talk about landscape and relate it to glacial history. Show visuals of glaciers and glacial landscape. (10:35-11:05) Show topo quadrangle map of area. Give basics on reading a topo map, contour lines, intervals, green and white on map. Split into two groups. Have students create a model of the area in the sand and incorporating natural items around them (nature art/mapping). Have students explain their models, where would the water flow? Anything there that would influence the quality of the water? What is a watershed? What is our watershed address in McCall? Look at map to figure it out. (11:05-11:20) Hike to Duck Bay (11:20-11:30) Go over water cycle show visual of water cycle and explain the process. Teach the water cycle song. Have students create a dramatic re-enactment of the water cycle. (11:30-11:35) Demonstrate Runoff and flow of water with tinfoil, spray water and see what path the water takes. Use food coloring for better visual. If this is how water gets into a watershed, how do bad things pollute the water? How do they get into the water? o Water use in Idaho o How to conserve.

We are going to take some measurements of water in two places today. There are a lot of things we can measure in the water to look at the health of our watershed and differences in the water of different places. How do you think the health of the water here will be? Do Helium Stick using T-tube (frontload trust, debrief think about how you all need to pitch in and trust each other today when we take our samples (trust everyone is doing their part) (11:35-12pm) Go over all the measurements we are going to take, pg. 15 in field notebooks has the table we will fill in. Explain how to measure and what readings mean for all things we will measure. Have students collect measurements of water at Duck Bay, share data and put into table in field notebooks. Show them the Trout ideal conditions chart and compare with results, discuss results. (12-1pm) Lunch and Ipad trail update! (do a skit of the water cycle?) Stretch out of food coma, play an energizing game. (1-1:10) Hike to Lily Marsh (1:10-1:30) Review water testing we will conduct. Divide and conquer, share results and compare to the lake. Why do you think your answers are different? What could that mean? Do you think different things live here than in the Lake? Discuss differences and similarities of data. (1:30-2:30) Introduce Macroinvertebrates, what are they? Why are we looking at them? (Indicate health of water/ecosystem). Fill buckets with water and muck, have students spread out among 2 tubs and pull out samples and put into ice cube trays. Use hand lenses to get closer looks and Identify macros we find. Note macros we find on water table. Every student should ID one Macro. (2:30-2:45) Take 5 minutes to observe the lily marsh think about questions for inquiry day. Come back and share observations. Invite students to contribute questions for possible Inquiry project. Start to hike back to MOSS (2:45-3:35) Break along way and enter data into HIS site. Play a game (camouflage, wa, ninja). Stop and take a break, have students take 10 minutes to write a story or poem about the life of a water droplet, read an example. Share with the group. (3:35-4pm) Back to MOSS, debrief the day, did we answer our questions? Any more input for inquiry questions? Review possible options for Inquiry day. Wrap up with compliment activity how did our group do today? ***Leave your field notebooks on table in classroom and take you grub tubs (empty them first!) to the kitchen. *Have your chaperones filled out an evaluation of you??? Have them do it in the office before group leaves!!!

Give camera to Program host ASAP!!!