Students construct three-dimensional models of water catchment basins using everyday objects to form hills, mountains, valleys and water sources. They experiment to see where rain travels and collects, and survey water pathways to see how they can be altered by natural and human activities. Students discuss how engineers design structures that impact water collection, as well as systems that clean and distribute water.

Students learn how to use and graph real-world stream gage data to create event and annual hydrographs and calculate flood frequency statistics. Using an Excel spreadsheet of real-world event, annual and peak streamflow data, they manipulate the data (converting units, sorting, ranking, plotting), solve problems using equations, and calculate return periods and probabilities. Prompted by worksheet questions, they analyze the runoff data as engineers would. Students learn how hydrographs help engineers make decisions and recommendations to community stakeholders concerning water resources and flooding.

Students will learn about the water cycle, watersheds, and specifically, the watershed that feeds Springfield, Oregon. After analyzing drought maps, reading news reports, and seeing images and videos, students will realize that drought is a real life concern. Students, as concerned citizens, will create a water collection device, at first on a small scale, and then a true to life water collection system to help re- purpose rainwater in our garden area.

Wow. This site is amazing and full of anything you need to teach about genetics.

Including:
*basic genetics
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*plants
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*neuroscience
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Be sure to select "View Teach.Genetics for Classroom Materials" in the top right corner as well.

In a class demonstration, students observe a simple water cycle model to better understand its role in pollutant transport. This activity shows one way in which pollution is affected by the water cycle; it simulates a point source of pollution in a lake and the resulting environmental consequences.

The following resource contains the external assets (or resources) to accompany the Sask DLC Field Crop Production B10 / B20 / B30 courses. Please note that this is not the content of the course, but the external assets used to support and deliver it. 

Students learn about the water cycle and its key components. First, they learn about the concept of a watershed and why it is important in the context of engineering hydrology. Then they learn how we can use the theory of conservation of mass to estimate the amount of water that enters a watershed (precipitation, groundwater flowing in) and exits a watershed (evaporation, runoff, groundwater out). Finally, students learn about runoff and how we visualize runoff in the form of hydrographs.

We all live in a watershed – the area that drains to a common waterway, such as a stream, lake, estuary, wetland, aquifer, or even the ocean – and our individual actions can directly affect it. Working together using a watershed approach will help protect our nation’s water resources.