2012 Sustainability Institute for Educators
Course(s) Oceanography (grade 12)
Topic Eutrophication and Hypoxia (water pollution)
Number of
days to
15
complete
This unit seeks to reveal to twelfth grade oceanography students how the products
Class Period
50
(minutes)
they use on land affect the quality of water and consequently the health of the aquatic
Purpose ecosystem in the Gulf of Mexico. After investigating the harm being done to our
Statement & waters, students will research ways they can minimize these harmful effects at home
rationale
and in their communities, explaining how their new actions can prevent damage to ocean
waters.
Sustainability
Concepts & Water pollution
Themes
1. Students will understand that the water they use eventually ends up in the Gulf of
Mexico. Students will demonstrate this knowledge by highlighting the path of their
water on a map from their local watershed through those of the Ohio and Mississippi
Rivers.
2. Students will understand that fertilizer and detergent run-off contributes
to algae growth and the depletion of oxygen in water. Learners will demonstrate this
knowledge in three ways: (a) by analyzing data and writing conclusions from their
experiment of adding varying amounts of fertilizer to local water samples as well as
Learning
their experiment comparing phosphate levels in different brands of automatic
outcomes or
Learning dishwashing detergent, (b) by creating and presenting a poster on Harmful Algal
indicators. Blooms, and (c) by completing a study guide on marine dead zones and brainstorming
ways they can be prevented.
3. Ultimately students will understand that there are a multitude of actions
they can take to prevent eutrophication and hypoxia. Learners will demonstrate their
knowledge by creating a public service announcement, billboard, or brochure that
educates the public of both the problems and solutions of nutrient pollution. Students
will also do a written evaluation.
The Ohio Department of Education’s Ohio Revised Science Standards and Model
Ohio
Curriculum for High School (March 2011) lists “Hypoxia, eutrophication” as well as
Standard
Addressed “water quality” under the heading “Water and water pollution” in both Environmental
Science and Physical Geology (pp.29, 46).
National
Standards
Addressed
Formative
assessments
Daily unit
outline/sched
ule
(remove/add
additional
rows as
needed
depending on
length of
unit)
The main formative assessment of the unit plan is the final results and conclusions of
Lab 2A: Fertilizer in Local Lake Water Samples. In order to involve the whole class in
reflective analysis, after the lab conclusions are turned in, students will consider new
data as a class and write conclusions as a class. This can be done round-robin style,
where one student makes a suggestion, and the next is asked to critique what was said.
Do they agree or disagree? Is there something that should be added to make the idea
more complete? Are there any other ways to interpret the data? This method models
not only the proper analysis, but the process scientists go through with others in the
scientific community. Students may realize that their initial analysis was superficial or
they missed something. Asking students to read their fellow students’ work and make
3 suggestions hones their critiquing skills and allows them to get feedback from others
before final grading by the teacher. Considering their fellow students’ suggestions
forces students to ultimately critique their own work by either agreeing that
something needs improvement or by defending their original work.
page of fill-in-the-blank statements of where water goes, maps of local,
state, and national rivers and watersheds, highlighters In small groups,
students attempt to fill in the blanks of “Where Does My Water Go?”
Teacher collects responses and discusses them, trying to get students to
think about where the water goes AFTER the water treatment plant.
Day 1 Watershed
Teacher shows map of local watershed, has students guess the definition
Identification &
of watershed. Together define watershed. Teacher asks students what
Mapping
river their local river flows into, showing a map to illustrate. Have students
follow the path of their water all the way to the “end”- the ocean. Have
students highlight this route. Ask students to brainstorm what the water
they just mapped carries. Write responses on board. Discuss what is and
is not removed by water treatment plants. HOMEWORK: Wastewater
Treatment Basics
Materials needed: 3 bags of different brands of fertilizer, fertilizer labels,
eutrophication diagram
Day 2 Fertilizers
&Eutrophication
Activities/assessments: Pass around several different brands of fertilizer,
asking students to note similarities on lables. Have students speculate
what relationship there is between the 3 numbers prominently displayed
on the bag and the ingredients list. Expain that N-P-K values shown the
amount of nutrients in each fertilizer. Define nutrients. Have students
give N-P-K values for other fertilizers from labels shown on overhead. Ask
students what happens to the fertilizer they put on their lawn (or farmers
put on their fields) when it rains? Remind them that most wastewater
treatment plants do NOT remove nutrients. Have students decide if they
think fertilizer in streams/rivers/oceans is a good thing or a bad thing.
Take a vote. Ask students to explain their reasoning for their choice. Pass
out the eutrophication diagram. After students have had a few minutes to
examine the diagram, ask them to give a definitive answer to the question.
Define eutrophication and hypoxia. Go through the process that leads to
hypoxia.
Materials needed: 2 buckets of local lake water, 4 clear containers with
lids, such as 2L pop bottles, liquid plant fertilizer, permanent markers,
dissolved oxygen test kit, nitrogen test kit, phosphate test kit
Day Fertilizer in Local
Lake water sample
Activities/assessments: In groups of 3 or 4, have students set up lab using
local lake water. Bottle #1 is the control, bottles #2-4 have increasing
amounts of fertilizer added. Students will record observations, as well as
initial dissolved oxygen (D.O.), nitrate, and phosphate levels. Students will
predict the results of the experiment after 3-5 days (hypothesis) with an
explanation of their reasoning.
Materials needed: 2 different brands of automatic dishwashing detergent,
phosphate test kit, gloves, goggles, computer access to 12-10-10 segment
from National Public Radio, lab packet
Day 4 Phosphates in
Detergents
Activities/assessments: Students will make observations and test
concentrations of D.O., nitrates, and phosphates from yesterday’s lab.
Show “Sources of Cultural Eutrophication” diagram. Ask students to find
which sources we have already discussed. Which have we not already
discussed? Which of these do they/their families contribute to? Bring out
two different brands of automatic dishwashing detergent. Pose the
following questions? Which brand gets dishes cleaner? Which brand has a
higher concentration of phosphates? Is there a relationship between
cleaning power and amount of phosphate? Students will test the two
brands of automatic dishwashing detergent for phosphate concentration.
They will determine which brand has the highest amounts of phosphates
and consequently would get your dishes the cleanest. (NOTE: Phosphates
in detergents were banned in 2010 in 16 states. Students are unaware of
this prior to the lab. One detergent will be spiked with TSP (trisodium
phosphate) from the hardware store to give a “winner”.)
Materials needed: Same as Day 4
Day 5 Phosphates in
Detergents Analysis
Activities/assessments: Students will read the selection from Consumer
Reports, listen to the segment from National Public Radio, and read the
selection from New York State’s Dishwasher Detergent and Nutrient
Runoff Law . They will answer the accompanying questions.
Materials needed: Same as Day 3
Day 6 Fertilizer in
Local Lake Water
Sample: Final Results
and Conclusions
Activities/assessments: Students will observe their 4 lab bottles taking
final measurements of D.O., nitrates, and phosphates. Students will
individually analyze their data by responding to the analysis questions,
turning in their papers when complete. Teacher will put his/her lab data
on the overhead for all to review. Using a blank analysis sheet, have
students “write” analysis as a class. As one person makes a suggestion,
have the next person critique what was said. How could it be made
better? Hand back student labs that were just turned in, giving each
student someone else’s paper. Instruct students to “grade” the lab,
making 3 specific suggestions of how it could be better. Have students
return papers to original author. Instruct students to make changes and
submit for final grading by the teacher. If they choose not to heed a
suggestion, they must write a defense of their original work.
Materials needed: Powerpoint of HABs
Day 7 Harmful Algal
Blooms (HABs)
Activities/assessments: Show powerpoint slides of “Beach Closed” and
“Closed to All Shellfishing,” etc. Ask students what they think the problem
might be. Show pictures of various kind of algae. What do algae have to
do with the signs they just saw? Wait for students to make connections.
Pass out HAB guided notes. Continue through powerpoint presentation.
Once the first page of guided notes is complete, the teacher will have
students try to fill in the blanks of the “What Causes HABs?” section
through the end on their own. Show the last few slides of the powerpoint
as a self-check. Explain project: Research and design an HAB poster.
Materials needed: Computer access, poster board, sharpie markers,
scissors, gluesticks
Day 8 Research and
Create an HAB Poster
Activities/assessments: Students will use the entire class period to
research their assigned HAB on the suggested websites. Students will
design a poster for their HAB being sure to include answers to all five
questions on the assignment along with several pictures.
Materials needed: Map of marine dead zones, National Geographic article
Day 9 Marine Dead
Zones
Activities/assessments: Students will briefly present their HAB poster to
the teacher. Show world map of marine dead zones, asking students what
they notice. (Coastal areas of industrialized nations are most affected.)
Explain that dead zones are yet another effect of eutrophication. Assign
National Geographic News article with study guide.
Materials needed: National Science and Technology Council (NSTC)’s
“Mitigation Strategies” from their report on hypoxia and eutrophication in
U.S. waters, computer access to show examples of public service
announcements and billboards
Day 10 What Can Be
Done to Prevent
Eutrophication &
Hypoxia?
Activities/assessments: Have students work with a partner for 5 minutes
brainstorming ways to prevent nutrient pollution. Have each group of two
join another group of two to share and consolidate their ideas into one list.
Direct students to write their 3 or 4 best ideas on the board. Have
students look for similarities and differences among ideas. Hand out the
NSTC’s “Mitigation Strategies”. Have students compare their lists of
preventative strategies to those given in the report. Write out the
Preventative Strategies Master List. Assign final project: Create a public
service announcement, billboard, or brochure to educate the public on the
causes and prevention of eutrophication and hypoxia. Written test to
follow.
References
The final project of creating a public service announcement, billboard, or brochure
educating the public of the causes and prevention of eutrophication and hypoxia serves
as the summative assessment of the unit plan. In order to complete the assignment,
students must consider what eutrophication and hypoxia are, determine what leads to
these problems, and finally, what can be done about it. This is the exact progression
of ideas that was laid out in the daily lesson plans. By having to communicate these
concepts to others in some sort of persuasive manner, students are forced to take
Summative
assessments ownership of the concepts themselves. The reason several choices of format for the
final project are given is to allow students to find a method of communication that fits
their own talents. Students that are outgoing and technologically savvy tend to choose
to do the public service announcement, those who are strong in the arts tend to choose
the billboard, and those who are detail-oriented tend to choose the brochure. Again,
the intent is to allow students to choose the mode of communication that they are
most comfortable with.
No. of Pages including worksheets, quizzes, etc.
1. Creative Change Educational Solutions. (2006). My Community and the World: What’s the
Connection?, pp.4-5. http://www.creativechange.net
2.http://www.bbc.co.uk/schools/gcsebitesize/science/images/edex_bio_eutrophication.jpg
3. Centers for Ocean Sciences Education Excellence. Eutrophication Teacher’s Manual, pp. 911, 17. http://new.coolclassroom.org/files/adventures/1/Eutrophication_Teacher.pdf
4. http://library.thinkquest.org/04oct/01590/pollution/culturaleutroph.jpg
5. ConsumerReports.org. (2010, July 2). Phosphorus ban on dishwashing detergents goes into
effect in 16 states; manufacturers roll out new cleaners nationwide.
http://news.consumerreports.org/home/2010/07/phosphate-ban-dishwasher-detergentsphosphorus-level-review-of-best-dishwasher-detergents-cleaning-.html
6. National Public Radio. (2010, Dec. 15). Dishes still dirty? Blame phosphate-free detergent.
http://www.npr.org/2010/12/15/132072122/it-s-not-your-fault-your-dishes-are-still-dirty
7. New York State Department of Environmental Conservation. (2010, July 15). Dishwasher
Detergent and Nutrient Runoff Law. http://www.dec.ny.gov/chemical/67239.html
8. http://nofishleft.files.wordpress.com/2010/11/coastal-dead-zones.jpg
9. Centers for Ocean Sciences Education Excellence. (2009, May 4). Dead Zones.
http://www.blinkx.com/watch-video/dead-zones/iejZ24nl15wCXKY4_FHhDIA
10. National Geographic News. (2008, Aug. 14). “Dead Zones” Multiplying Fast, Coastal Water
Study Says. http://news.nationalgeographic.com/news/pf/36696583.html
11. National Science and Technology Council Committee on Environment and Natural
Resources. (2003, Nov.). An Assessment of Coastal Hypoxia and Eutrophication in U.S.
Waters, p. 3. http://oceanservice.noaa.gov/outreach/pdfs/coastalhypoxia.pdf
ther
Notes:
Supported by:
DAY 1
WHERE DOES MY WATER GO?
NAMES: ____________________
____________________________
DIRECTIONS: Find 2 or 3 other people to work with. Fill in the blanks to the best of your
ability.
1. After I brush my teeth and the water goes down the drain, it goes
___________________________.
2. When I wash my (or your family’s) car, the water flows into ___________________ and then
_________________________.
3. Rainwater on my street after a storm flows into ___________________ and then
__________________________.
DIRECTIONS: Starting with the first map in this packet, “Communities of the Mill Creek
Watershed”, trace the creeks or rivers that your water flows into until you come to an ocean.
HIGHLIGHT THIS ROUTE FROM BOARDMAN TO THE OCEAN. Finally, fill in the flow chart
below:
Mill Creek ___________________ that joins the Shenango River in Pennsylvania to form
___________________________  _______________________
_________________________  ________________________ that is part of the
______________________ Ocean
Which river’s watershed drains over 40% of the continental U.S.? __________________________
Map credits:
Communities of the Mill Creek Watershed.
http://www.watershed.cboss.com/WatershedMaps/Mill%20Creek%20Communities.pdf
Mahoning River Watershed Sub-Watersheds.
http://www.ysu.edu/mahoning_river/watershed_sub_watersheds.jpg
http://wiki-images.enotes.com/thumb/4/47/Beaverriverpamap.png/256px-Beaverrriverpamap.png
http://www.ohioriverradio.org/wp-content/uploads/2010/01/Ohio-River-Watershed_map.jpg
http://www.nps.gov/miss/photosmultimedia/upload/watershedBG.jpg
DAY 1
HOMEWORK:
WASTEWATER TREATMENT BASICS
NAME _______________________
Answer the following questions after reading pages 1-4 of “Wastewater Treatment” from the
Canadian charitable organization Safe Drinking Water Foundation. The entire article can be
accessed at http://www.safewater.org/PDFS/resourcesknowthefacts/WastewaterTreatment.pdf
1. Define wastewater: _____________________________________________
2. Give several examples of wastewater:
____________________________________________________________________________
___________________________________________________________
3. What type of wastewater is the most difficult to treat?
__________________________________________________________________
4. Why is domestic (household) wastewater becoming more difficult to treat?
__________________________________________________________________
5. What is removed from wastewater at each level of treatment?
Primary ________________________________________
Secondary ______________________________________
Tertiary ________________________________________
6. Do all wastewater treatment facilities use all three levels of treatment? Explain.
________________________________________________________________
________________________________________________________________
7. Write 2 sentences explaining how secondary treatment works:
____________________________________________________________________________
_________________________________________________________
8. When the treatment process is complete, where does the cleaned water go? (Look at the diagram
on p.2) ____________________________________________
DAY 3
LAB 2A: FERTILIZER IN LAKE NEWPORT WATER SAMPLES
(25 points total)
NAME(S) ________________
_______________________
MATERIALS
4 clear plastic 1 L or larger pop bottles with cap
Lake Newport water sample
Dissolved Oxygen (DO) Test Kit
Liquid plant fertilizer
Nitrogen Test Kit
Permanent markers
Phosphate Test Kit
PROCEDURE
1. Fill each bottle to about 5 cm (2 inches) from the top with pond water.
2. Label each bottle with your initials and number them 1-4.
3. Test and record the concentration of dissolved oxygen, nitrogen, and phosphate in each bottle.
4. Bottle 1 is your control so NO fertilizer will be added.
5. In bottle 2, add 40 drops of fertilizer, cap, and mix well.
6. In bottle 3, add 80 drops of fertilizer, cap, and mix well.
7. In bottle 4, add 120 drops of fertilizer, cap, and mix well.
8. Retest and record the concentration of dissolved oxygen, nitrogen, and phosphate.
9. Record observations for each bottle. Note color, odor, etc.
10. Place all four bottles in a sunny location.
11. Predict what you will find in each bottle at the end of the 3-5 days. Give reasons for your
prediction!
12. Observe and retest concentrations over the next 3-5 days (depending on weekend).
HYPOTHESIS (with explanation!!):
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
DATA TABLE
DAY 1 (before
fertilizer
added)
BOTTLE
OBSERVATIONS
D.O.
(mg/L)
NITRATE
(mg/L)
PHOSPHATE
(mg/L)
1
2
3
4
DAY 1 (after
fertilizer
added)
1
2
3
4
DAY 2
OBSERVATIONS
D.O.
(mg/L)
NITRATE
(mg/L)
PHOSPHATE
(mg/L)
1
2
3
4
DAY 3
OBSERVATIONS
D.O.
(mg/L)
NITRATE
(mg/L)
PHOSPHATE
(mg/L)
1
2
3
4
Adapted from http://new.coolclassroom.org/files/adventures/1/Eutrophication_Teacher.pdf
DAY 4
NAME _______________________
LAB 2B: PHOSPHATES IN DISHWASHING DETERGENTS
OBJECTIVE: Compare the levels of phosphates in two types of dishwasher detergent.
PROCEDURE:
The Phosphate Test Solutions contain sulfuric acid. WEAR GLOVES AND GOGGLES!!!
1. Measure 5 mL of the dish detergent solution into a test tube.
2. Holding the bottle vertically, add 6 drops from Phosphate Test Solution Bottle #1. Place your
GLOVED thumb over the end of the test tube and shake it vigorously OVER THE SINK for 5 seconds.
3. Holding the bottle vertically, add 6 drops from Phosphate Test Solution Bottle #2. This solution
is very thick and may require more effort to release the drops.
4. Place your GLOVED thumb over the end of the test tube and shake it vigorously OVER THE SINK
for 5 seconds.
5. Wait 2 minutes for the color to develop.
6. Read the test results by comparing the color of the solution in the test tube to the Fresh Water
Phosphate Color Card. Do this against a WHITE surface.
7. Record your concentration of phosphates in parts per million (ppm).
DATA TABLE
Brand of dishwashing detergent
Phosphate concentration
(ppm)
ANALYSIS: Introduction
1. Phosphates are great cleaning agents. Based on your results, which dishwasher detergent is most
likely to get your dishes the cleanest?
2. Using your notes from class, explain how high levels of phosphates contribute to harmful algal
blooms (HABs).
Part 1:
Read the following July 2, 2010 “Consumer News” clip from Consumer Reports:
Phosphorus ban on dishwashing detergents goes into effect in 16 states; manufacturers roll out new cleaners
nationwide
→
Phosphates boost not only the cleaning performance of dishwasher detergents but also algae growth in freshwater,
threatening aquatic and plant life.
→
Given the environmental impact, a ban on phosphorus (in the form of phosphates) in dishwasher detergents took
effect yesterday in 16 states: Illinois, Indiana, Maryland, Massachusetts, Michigan, Minnesota, Montana, New
Hampshire, Ohio, Oregon, Pennsylvania, Utah, Vermont, Virginia, Washington, and Wisconsin.
→
The law limits the phosphate level to 0.5 percent, down from up to 8.7 percent previously.
→
Commercial dishwashing products are not affected by the ban, and limits on the phosphorus level of laundry
detergents have been around since 1994.
3. How many states have banned phosphates in dishwasher detergents? List 3 of them (is Ohio on
the list?):
4. Prior to the ban, what was the limit on phosphates in dishwashing detergents? What is the limit
now?
5. When were phosphate limits put on laundry detergents? _________________
Part 2: Listen to the National Public Radio segment from December 10, 2010.
6. Proctor & Gamble is one manufacturer of dishwashing detergent. They distribute detergent in all
50 states. How is the detergent made for states that have a phosphate ban different from that
made for states without a phosphate ban?
_________________________________________________________
7. What are some of the BENEFITS and DRAWBACKS of using low phosphate dishwasher detergent?
BENEFITS
DRAWBACKS
1.
1.
2.
2.
3.
3.
Part 3: Read the following excerpt from New York State’s 2010 Dishwasher Detergent and
Nutrient Runoff Law (ECL Article 17,Title 21):
WHY IS THIS LAW IMPORTANT?


Phosphorus impacts our water. Phosphorus enter the environment in many ways. Wastewater treatment
plants (WWTP), defective septic systems, agricultural runoff, fertilizer, manure, decomposing leaves, and
urban/suburban runoff all contribute phosphorus to the environment. Phosphorus going into the State’s
water has been linked to: reductions in oxygen in waterbodies necessary for fish to breathe; algae that turn
water bodies green; and algae and algae by-products that degrade drinking water.
Detergents and lawn fertilizer can have unnecessary phosphorus. New York took action to reduce
phosphorus in most household products in the early 1970’s, eliminating its use in hand dish soap and
laundry detergents but exempted dishwasher detergent, which was not very common at the time. Fertilizers
contain phosphorus to help spur plant growth. However, in many areas of the State, sufficient phosphorus
to foster lawn growth is naturally occurring or exists due to many years of over fertilization. Phosphorus
from dishwasher detergents and lawn fertilizer has the potential to significantly affect New York State’s
water resources.
o Dishwasher detergents may contain up to 9% phosphorus and can account for 9% to 34% of total
phosphorus in municipal wastewater.
o Lawn fertilizer contains up to 3% phosphorus and can account for up to 50% of the soluble
phosphorus in stormwater runoff from lawn areas.
While automatic dishwasher detergent and lawn fertilizer are only two sources of phosphorus, they
are sources that are easy and inexpensive to control.
8. List 5 ways phosphorus can enter the environment:
1.
2.
3.
4.
5.
9. Phosphorus in water has been linked to what 3 problems?
1. _____________________________________________
2. _____________________________________________
3. _____________________________________________
10. Why was phosphorus in dishwashing detergent not addressed in the 1970’s when its use in laundry
detergents was banned?
_____________________________________________________________
11. If phosphorus can enter the environment in so many different ways, why does New York’s law
focus on dishwasher detergent and lawn fertilizer?
______________________________________________________________
DAY 6
LAB 2A: FERTILIZER IN LAKE NEWPORT WATER SAMPLES ANALYSIS
(15 points)
NAME ______________________
The NPK value of the Miracle Gro fertilizer we used was : ______________
1. Was your hypothesis correct concerning NITRATE levels? Be sure to: (A) Use data, i.e.
NUMBERS, from your data table to support your answer!! And (B) discuss what OBSERVATIONS you
made that support your answer.
(A)_________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
(B)__________________________________________________________________________
____________________________________________________________________________
2. Was your hypothesis correct concerning PHOSPHATE levels? Be sure to: (A) Use data, i.e.
NUMBERS, from your data table to support your answer!! And (B) discuss what OBSERVATIONS you
made that support your answer.
(A)_________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
(B)__________________________________________________________________________
____________________________________________________________________________
2. (A) In bottles 2 and 4, what happened to the DISSOLVED OXYGEN (D.O.) concentration over the
3-5 days? Did it initially increase then decrease? Continually increase? Continually decrease? Is
this what you expected?
____________________________________________________________________________
____________________________________________________________________________
(B) Explain what was happening (or what should have been happening) in bottles 2 and 4 that caused
the trend you saw in dissolved oxygen levels. (USE YOUR EUTROPHICATION DIAGRAM FOR HELP!!)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
3. Would the dissolved oxygen concentration in your bottle 2 support fish? Explain.
__________________________________________________________________________
Would the dissolved oxygen concentration in your bottle 4 support fish? Explain.
__________________________________________________________________________
What is the TERM for depleted oxygen levels in water? _________________________
What is the RESULT of depleted oxygen levels in water?
__________________________________________________________________________
4. How do the excess nutrients nitrogen and phosphorus get into our water ways and eventually the
ocean?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
DAY 7
HARMFUL ALGAL BLOOMS (HABs)
NAME ___________________________
WHAT???? The beach is CLOSED????!!!
What characteristics do ALGAE have? 1. _______________________ (they’re plants)
2. ______ cell (microscopic) or ______-cellular (HUGE!!)
3. Examples: _____________________
_____________________
_____________________
MOST algae are ____________________, but SOME species of algae can grow so quickly that they
cause ____________________!!
In the ocean, these ________________________forms of algae “bloom” into dense
__________________ or _________________ called HARMFUL ALGAL BLOOMS (HABs).
HABs are aka “ ___________________”, even though the water may actually be discolored green,
yellow, or __________________ and the event has absolutely NOTHING to do with
____________________. The term “HARMFUL ALGAL BLOOM” is preferred.
What kind of trouble can HABs cause?
1. They produce _________________ that kill fish and other organisms
2. Contamination of _____________________ water and cause human __________________
3. They can _______________ the air
All of these can result in ___________________ beaches and a lack of seafood which are NOT
good for _____________________. In other words, this could get ______________________!!
HABs occur _______________ and seem to be increasing in size, intensity, and _______________!
What causes HABs?
All plants need ___________________ to grow. Nitrates and ____________________ are
familiar examples. When __________________ nutrients are added to the water from
__________________, a process called ___________________, the algae grow out of control.
This mass of overgrown algae blocks out sunlight, stopping _____________. When all that
algae dies, it takes all the _________________ out of the water. This causes a condition known as
______________, which makes it pretty much impossible for anything else to survive.
Where do the extra nutrients that cause HABs come from?
___________!!! All the _______________, chemicals, and fertilizers we use everyday end
up in the ocean!!!!
DAY 8 PROJECT 3A: RESEARCH AND CREATE an HAB POSTER (20 points)
Find 2 classmates to work with. You have ONE class period to research your assigned type of HAB
from the list below and create a poster that NEATLY explains and ILLUSTRATES the following
information:
Type of HAB
Information to include
1. Amnesic Shellfish Poisoning (ASP)
What organism(s) are responsible? (name the toxin
and what produces it)
2. Diarrhetic Shellfish Poisoning (DSP)
How are humans affected?(symptoms)
3. Neurotoxic Shellfish Poisoning (NSP)
What other species are affected?
4. Paralytic Shellfish Poisoning (PSP)
Where does it commonly occur? (location)
5. Ciguatera Fish Poisoning (CFP)
What are the economic impacts?
PICTURES (labeled!!)
Be ready to PRESENT your poster next time we meet!!
Websites you will find helpful:
http://www.bigelow.org/hab/organism.html – Web site provided by the Bigelow Laboratory
for Ocean Sciences on toxic and harmful algal blooms
http://oceanservice.noaa.gov/hazards/hab/ For LOCATION, click on “Different places, different
problems”. For ECONOMIC IMPACTS, click on “More info” then “HAB impacts”
Grading as follows:
Adequate information (6)
Neat (2)
PictureS included (4)
Pictures labeled (2)
Presentation (3)
Contribution to group effort (3)
TOTAL: 20 points
DAY 9
NAME ____________________________
STUDY GUIDE for: National Geographic News. (2008, August 14). “Dead Zones” Multiplying Fast,
Coastal Water Study Says. http://news.nationalgeographic.com/news/pf/36696583.html
1. Look at the numbers of known dead zones from the 1960s to the 1990s. Roughly speaking, how
much did the numbers change every decade? __________________ How many dead zones are there
today? ________________________________
2. Excess nutrients can come from fertilizers and detergents or what other source that we did not
discuss in class? ___________________________
3. Explain the process by which the water becomes hypoxic.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
4. Where is the largest dead zone on Earth? ________________ What country is that near?
___________________ Where is the 2nd largest dead zone? _________________ In 2005, how
big was it? _________________________
5. What usually has to happen before dead zones are recognized in the media?
____________________________________________________________________________
6. What has Maryland done to help fight dead zones in the Chesapeake Bay?
____________________________________________________________________________
____________________________________________________________________________
7. What has been done along the Mississippi River to combat dead zones?
_______________________________________ What should be done along the Mississippi to
prevent the spreading of dead zones?
____________________________________________________________________________
DAY 10 PROJECT 5A: CREATE A PUBLIC SERVICE ANNOUNCEMENT (PSA), BILLBOARD, OR
BROCHURE (30 points)
You may do this project on your own or with a group of no more than 3 members.
ASSIGNMENT: You are to use one or more suggestions from the Master List of Preventative
Strategies presented in class to create a public service announcement (PSA), billboard, or
brochure that educates the public on the causes of eutrophication and hypoxia AND how to
prevent it.
In class we will look at examples of all three mediums to see what common features they share. Take
your notes here:
PUBLIC SERVICE ANNOUNCEMENTS (PSA): (go to http://www.adcouncil.org/ if you want to see
more examples on your own)
BILLBOARDS: (Many PSA’s have been translated into billboards. See the ad council’s website above
for more ideas, or you can Google “public service announcement posters”) SIZE: No smaller than
8.5”x11”, no larger than standard posterboard.
BROCHURES: You may SIGN OUT one of mine to use as a reference.
Regardless of which medium you choose, you MUST include a website where more information on your
chosen strategy may be found. I suggest you do this FIRST!!! Look for one that is easy to read, use,
and understand by the general public!
Rubrics for each medium are attached.
EUTROPHICATION & HYPOXIA FINAL PROJECT:
BILLBOARD RUBRIC
30 points possible
Several examples of effective informational billboards can be found at http://www.adcouncil.org/.
Type “billboards” in the search box.
CRITERION
A. EyeCatching
5
Thoughtful use of color
and space make the
billboard memorable.
4
Different use of
color OR space would
make the billboard
more memorable.
3
Different use of
color AND space
would make the
billboard more
memorable.
Either the cause
or prevention
strategy is
incorrect.
Two mistakes on
spelling or
neatness are
noticeable.
2
No color is
used.
B.
Communicates
Cause &
Prevention
C. Design
Both a legitimate cause
AND prevention strategy
of eutrophication is
presented.
Design is neat, spelling is
correct, demonstrates
time and effort.
A legitimate cause
OR prevention
strategy is
presented.
One mistake on
spelling or neatness
is noticeable.
D. Slogan
Slogan is concise, school
appropriate, memorable,
conveys message.
Slogan does not
meet one of the
requirements on the
“5” checklist.
Slogan does not
meet two of the
requirements.
E. Website
Referenced website is
full of relevant
information, easy to
read, use, and
understand by the
general public.
Referenced
website does
not offer much
relevant
information.
No website is
referenced.
F. Artist
Statement
(on back of
billboard or
separate
paper)
A typed paragraph is
included thoroughly
explaining:
1. Your billboard’s
purpose (What are you
trying to say? Why?)
2. How your choice of
color, pictures, words,
etc. is appropriate for
your purpose.
Referenced website
uses a lot of
scientific or
complicated language
the average public
would not
understand.
Typed paragraph
addresses both
points but one point
is addressed
superficially.
Typed
paragraph
addresses both
points
superficially.
Typed
paragraph
addresses only
one point.
Both the cause
and prevention
strategy are
incorrect.
Design appears
thrown
together at
the last
minute.
Slogan does
not meet three
of the
requirements.
EUTROPHICATION & HYPOXIA FINAL PROJECT:
BROCHURE RUBRIC
30 points possible
Basic Layout: INSIDE:
The problem:
HOW
eutroph./hypoxia
happen
The problem:
EFFECTS of
eutroph./hypoxia
(picture or art
work)
(picture or art
work)
For more
information:
List website
Designed by
_____________
What can be done:
PREVENTION
(picture or art
work)
OUTSIDE:
TITLE and
SLOGAN
(picture or art
work)
CRITERION
A. CAUSE &
EFFECT
B. PREVENTION
C. DESIGN
D. SLOGAN
E. WEBSITE
F. PICTURES or
ARTWORK
5
A legitimate cause
of eutroph. or
hypoxia is given
and explained.
At least 5
legitimate
prevention
strategies are
given.
Design is neat,
spelling is correct,
demonstrates
time and effort.
Slogan is concise,
school
appropriate,
memorable,
conveys message.
Referenced
website is full of
relevant
information, easy
to read, use, and
understand by the
general public.
Brochure has at
least 4
illustrations
where indicated
on the layout.
Illustrations are
clear, relevant,
and support text.
4
A legitimate cause
of eutroph. or
hypoxia is given,
but not explained.
4 legitimate
prevention
strategies are
given.
3
The given cause
OR explanation is
incorrect.
2
The given cause
AND explanation
are incorrect.
3 legitimate
prevention
strategies are
given.
2 legitimate
prevention
strategies are
given.
One mistake on
spelling or
neatness is
noticeable.
Slogan does not
meet one of the
requirements on
the “5” checklist.
Two mistakes on
spelling or
neatness are
noticeable.
Slogan does not
meet two of the
requirements.
Design appears
thrown together
at the last minute.
Referenced
website uses a lot
of scientific or
complicated
language the
average public
would not
understand.
One illustration is
unrecognizeable,
irrelevant, or
inconsistent with
text.
Referenced
website does not
offer much
relevant
information.
No website is
referenced.
Two illustrations
are
unrecognizeable,
irrelevant, or
inconsistent with
text.
Three
illustrations are
etc.
Slogan does not
meet three of the
requirements.
EUTROPHICATION & HYPOXIA FINAL PROJECT:
PUBLIC SERVICE ANNOUNCEMENT (PSA) RUBRIC
30 points possible
A Public Service Announcement, or PSA, is a short television broadcast designed to modify public
attitudes by raising awareness about specific issues. Numerous example of successful PSAs can be
found at http://www.adcouncil.org/.
A few words of advice: KEEP IT SIMPLE!!!
CRITERION
A. CAUSE &
EFFECT
B. PREVENTION
C. SLOGAN
D. WEBSITE (to
be shown at the
end of the PSA)
E. SCIPT,
EDITING, &
SOUND
5
A legitimate cause
of eutroph. or
hypoxia is given
and explained.
At least one
legitimate
prevention
strategy is
emphasized.
Slogan is concise,
school
appropriate,
memorable,
conveys message.
Referenced
website is full of
relevant
information, easy
to read, use, and
understand by the
general public.
4
A legitimate cause
of eutroph. or
hypoxia is given,
but not explained.
A legitimate
prevention
strategy gets a
cursory mention.
3
The given cause
OR explanation is
incorrect.
2
The given cause
AND explanation
are incorrect.
The emphasized
prevention
strategy is
incorrect.
Prevention
strategy is
incorrect and gets
a cursory mention.
Slogan does not
meet one of the
requirements on
the “5” checklist.
Slogan does not
meet two of the
requirements.
Slogan does not
meet three of the
requirements.
Referenced
website uses a lot
of scientific or
complicated
language the
average public
would not
understand.
Referenced
website does not
offer much
relevant
information.
No website is
referenced.
PSA is easy to
follow, voices are
clear and audible,
music or sound
effects are
appropriate and
add to rather
than distract
from the message.
Script is difficult
to understand, OR
voices are
inaudible, OR
music/sound
effects are
distracting. A
mistake should
have been edited
Two of the
previously
mentioned criteria
are a problem.
Two mistakes
should have been
edited out.
All of the
previously
mentioned criteria
are a problem and
several mistakes
should have been
edited out.
F. TIME &
STRENGTH OF
MESSAGE
PSA is 30 to 60
seconds in length
AND addresses
the issue in a
memorable way.
out.
PSA is not 30 to
60 seconds in
length OR does
not address the
issue in a
memorable way.
PSA is not 30 to
60 seconds in
length AND does
not address the
issue in a
memorable
manner.
DAY 11 EUTROPHICATION & HYPOXIA TEST
NAME _________________
(34 points)
DEFINE THE FOLLOWING TERMS:
1. Wastewater __________________________________________________
2. Watershed ___________________________________________________
3. Eutrophication ________________________________________________
4. Hypoxia _____________________________________________________
5. Dead Zone ___________________________________________________
6. All water from our homes, schools, and businesses eventually ends up in ________________.
7. Which river collects water from over 40% of the continental United States?
_____________________
8. Wastewater treatment plants use a 3-step process to clean water. What is removed in the third
(tertiary) step? ________________________________
What is the problem with tertiary treatment? _________________________
9. Once the treatment process is complete, where does the cleaned water go?
_____________________________________________________________
10. A student adds a large amount of fertilizer to a sample of local river water and measures the
nitrate, phosphate, and dissolved oxygen levels for several days. Should s/he expect the following
levels to be high or low?
Nitrates __________
Phosphates __________
D.O. ___________
11. List 4 possible sources of eutrophication:
(1) _________________________________________________
(2) _________________________________________________
(3) _________________________________________________
(4) _________________________________________________
12. Look at the following label from a bag of fertilizer. What is its NPK value?
_____________________
13. Explain what is happening at each place on the following eutrophication diagram:
(1)____________________________________________________________
(2)____________________________________________________________
(3)____________________________________________________________
(4)____________________________________________________________
(5)____________________________________________________________
14. In 2010, 16 states, including Ohio, passed a law to help the eutrophication problem. What did that
law do? _____________________________________________
15. What does HAB stand for? _________________________________________
16. Give two examples of the kinds of trouble HABs cause:
(1) _________________________________________________
(2) _________________________________________________
17. Where do most dead zones occur? _________________________________
18. Where is the largest dead zone? __________________________________
19. List 5 ways eutrophication/hypoxia can be prevented:
(1) _________________________________________________
(2)_________________________________________________
(3)_________________________________________________
(4)_________________________________________________
(5)_________________________________________________
Here, include activities, resources, and the like in chronological order labeled by day. Grading criteria (rubrics) should
be included with the appropriate assignment/assessment.