| The students will learn about the sources and potential solutions for harmful algal blooms through a series of notes, video clips, manipulatives, etc.
| TSWBAT explain how algal blooms occur. TSWBAT define a watershed. TSWBAT describe the problems with HABs and algal blooms. TSWBAT discuss possible methods of prevention and solutions to algal blooms.
|sources and solutions sorting cards, eutrophication steps cards, EPA "After the Storm" video, PowerPoints, student notes
|These pieces can be used together or separately to break up the material.
1. Show students pictures of sources of water pollution. Students should deduce that most pollutants in the water come from the land, and some come from the air.
2. Show the watershed clip from EPA's "After the Storm" video. Have students define a watershed. Extend the discussion to include the definition of an airshed.
3. Give an overview of the broad categories of water pollution (toxins, sediments, nutrients and temperature). Have students generate a web of sources of each pollutant. Fill in the blanks when the kids get stuck.
4. Pass out cards with pictures that represent the steps of eutrophication. Have students put the cards in order. Go over the answers.
5. Show pictures of eutrophic systems and have student deduce the effects of algal blooms and harmful algal blooms.
6. Show video clip from "After the Storm" on deadzones in the Gulf of Mexico.
7. Get the students into groups/pairs and assign various prevention and remediation techniques. Have each group/pair deduce how the method either reduces the source to prevent pollution or helps clean-up the situation. Come back together as a class to generate a list of prevention and remediation methods.
| EPA "After the Storm" video - available on EPA website
|1.1.1- The student will recognize that real problems have more than one solution and decisions to accept one solution over another are made on the basis of many issues.
6.1.1- The student will demonstrate that matter cycles through and between living systems and the physical environment constantly being recombined in different ways.
At least —
phosphorus cycle (rock/mineral)
6.3.2- The student will evaluate the interrelationship between humans and water quality and quantity.
At least —
fresh water supply
point source/nonpoint source pollution
waste water treatment
Chesapeake Bay and its watershed
| Lesson Resources