WATER PROPERTIES LAB - Loxahatchee River Center

W W W . L R D R I V E R C E N T E R . O R GE D U C A T I O N @ L R E C D . O R G | ( 5 6 1 ) 7 4 3 - 7 1 2 3

WATER

PROPERTIES

LAB

RIVER CENTER'S

RIVER CENTERThe River Center is a program of the Loxahatchee River District. The Loxahatchee River District, an award-winning wastewater treatment facility established in 1971 to protect the Loxahatchee River from pollutants, is the leading authority on the Loxahatchee River. Its physical plant can treat up to 11 million gallons of wastewater from northern Palm Beach and southern Martin Counties each day, preventing those pollutants from entering our watershed. This special district also provides both scientific and educational programs for the Loxahatchee River and serves as an advisory agency for the many diverse efforts under way.

CONTENTS3

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PREVISIT INFORMATION

CHECKLIST

MY NOTES

BACKGROUND

VOCABULARY

LESSON TARGETS

STANDARDS

DIFFERENTIATION STRATEGIES

TEACHER MATERIALS

STUDENT MATERIALS

ENGAGE

EXPLORE

EXPLAIN

ELABORATE

EVALUATE

STEM CONNECTIONS

LOXAHATCHEE RIVER DISTRICT

RIVER CENTER EXHIBITS

POST FIELD TRIP LESSON

DENSITY COLUMN EXPERIMENT

DROPS ON A PENNY LAB

WWW.LOXAHATCHEERIVER.ORG

PREVISIT INFORMATIONWe are delighted that you have chosen to bring your students to the Loxahatchee River District’s River Center for an educational field experience. The River Center staff would like for your visit to be as fun and educational as possible. The goal of this field experience is to instill the students with an understanding and appreciation of the Loxahatchee River watershed through its unique plant and animal habitats as well as a new perspective on water resources and conservation. To make this an enjoyable field trip for teachers, students, and our program presenters, please follow these guidelines.

Please Read

SCHEDULE

PROGRAM: 10 A.M. - 12 P.M.LUNCH: 12:15 P.M.

Classes that usually eat lunch between 10:30am and 11:30am should have a snack before or

during the bus ride to the River Center. Groups may have lunch after 12:00pm at the River

Center’s chickee hut.

RECOMMENDATIONS FOR A GOOD TRIP

• Students should wear name tags with their first name.

• Chaperones: 1:6 ratio for younger groups (ages 5-9) or 1:10 ratio for older groups (ages 10+).

EXPECTATIONS• Teachers and chaperones will be responsible for discipline of the children. All adults will be active

participants in the activities with the children. • Students are expected to be good listeners, respectful to our program presenters, listen carefully

and follow directions. • There are live animals on site and in aquaria, so please do not tap or bang on the aquariums or

exhibits in order to avoid stressing the animals. • Students should practice classroom behaviors including keeping their hands to themselves, not

talking out of turn, and watching for attention clues.• To minimize distractions for students, please remind all chaperones and teachers to switch cell

phones to silent.

ADDRESS AND DIRECTIONSAddress: 805 U.S. Highway 1 Jupiter, FL 33477Directions:• I-95: Exit 87A (Jupiter Exit) East Indiantown Road (Turnpike: Exit 116 Indiantown Road)• Indiantown Road: Travel EAST until you reach U.S. Highway 1• Turn Left (NORTH) onto U.S. Highway 1• Travel NORTH through one stoplight, turn right (EAST) at the flashing light into Burt Reynolds Park.• The River Center is the light blue building located by the fire station.

Please contact the River Center if you will be more than 15 minutes late or for any questions, concerns, or changes at 561-743-7123 ext. 4200 or [email protected].

SURVEY LINKSIN-PERSON FIELD TRIPS:https://www.surveymonkey.com/r/RCschool

VIRTUAL FIELD TRIPS:https://www.surveymonkey.com/r/rcvirtual

River Center | lrdrivercenter.org4

MY NOTES • BUS RESERVED

• PERMISSION SLIPS

• PRE-LESSON PLANS TO

TEACHERS

• COMMUNICATE ANY

504/IEP/ESOL/ESE/

ACCESSIBILITY ISSUES

☼ STUDENT NAME TAGS

☼ 1:6 RATIO FOR

CHAPERONES

☼ PACKED LUNCHES

☼ SNACK BEFORE

PROGRAM

☼ DIRECTIONS FOR THE

BUS DRIVER

□ COMPLETE RIVER

CENTER SURVEY

□ POST-LESSON PLANS

TO TEACHERS

□ POST LESSON

EVALUATIONS

CHECKLIST

PROGRAM: WATER PROPERTIESGRADE LEVEL: 3 -5

RIVER CENTER

River Center | lrdrivercenter.org 5

BACKGROUND

VOCABULARY

Water is everywhere and found in many different forms. It is in the air we breathe, our sink faucets, and in every cell of our body. Living in Florida, we have all seen boats floating on fresh and saltwater. We know some items can float on the water’s surface, some partially float, and others sink. Discuss potential reasons for why this happens (i.e. some items are heavier or lighter than water). Discuss the different places where water can be found, the three states of water (solid/liquid/gas), and the different types of water (saltwater/freshwater/brackish).

• Why is water so important?

• What is density?

• Does water in different states have different densities?

• Do different types of water have different densities?

• Do submarines sink or float? (Both/neither) While underwater they have neutral buoyancy.

• Water cycle• Water properties• Characteristics of water• Phases of water• Conservation of mass• Observation• Hypothesis• Prediction• Molecules• Physical change

• Chemical change• Volume, mass• Experiment• Precipitation• Condensation• Evaporation• Percolation• Freshwater• Saltwater• Brackish water

• Solid• Liquid• Gas• Opposing forces• Density• Buoyancy• Surface area• Surface tension• Cohesion

3 - L A F S .3 . S L .1 .1 , L A F S .3 . S L .1 .3 , L A F S .3 . R I .1 .3

4 - L A F S .4 . R I .1 .3 , L A F S .4 . R I .3 .7 , L A F S .4 . S L .1 .1 , L A F S .4 . S L .1 .3 , L A F S .4 . S L .2 .4

5 - L A F S .5 . R L .2 .6 , L A F S .5 . R I .2 .6 , L A F S .5 . W.3 .8 , L A F S .5 . S L .1 .1

SC.3.L.15.1, SC.3.P.8.3, SC.3.P.9.1, SC.3.N.1.1, SC.3.N.1.2, SC.3.N.1.5, SC.3.N.1.6

SC.4.L.17.2, SC.4.L.17.3, SC.4.L.17.4, SC.4.P.8.1, SC.4.P.8.2, SC.4.N.1.1, SC.4.N.1.2, SC.4.N.1.4, SC.4.N.1.5, SC.4.N.2.1

SC.5.L.17.1, SC.5.P.8.1, SC.5.P.8.2, SC.5.P.7.2, SC.5.P.7.4, SC.5.N.1.1, SC.5.N.1.6

3 - M A F S .3 . M D.2.4

4 - M A F S .4 . M D.1.1 , M A F S .4 . M D.2.4

5 - M A F S .5 . M D.1.1 , M A F S .5 . M D.2.2


STANDARDS

T H I R D G R A D E S C I E N C E

F I F T H G R A D E S C I E N C E

M AT H

F O U R T H G R A D E S C I E N C E

L A N G UA G E A R T S

• I can work together with team members to conduct experiments.

• I can compare density in saltwater to freshwater.

• I understand how surface area and surface tension are related to density.

• I know the phases of water and the properties of water.

• I can make connections to salt, fresh, and brackish water in experiments and the ecosystems of the Loxahatchee River watershed.

LESSON TARGETS

• Working in a group setting to explain vocabulary

• Use of open-ended questions

• Relate topic to their everyday life

• Hands-on instruction

• Tutor/Peer Buddy activities

• Use of visuals

• Modification of text or curriculum

• Water pitcher• Water• Salt• Wooden stirring spoon• String• Large glass jar (1 glass jar per 4-5

students)• Pencils• Paper clip

TEACHER MATERIALS

• Pencil• Hand lenses• Clipboard • Activity worksheet• Computer Access• Research references

STUDENT MATERIALS

DIFFERENTIATION STRATEGIES


Welcome to Earth’s Ocean! It is filled with some of the most incredible, amazing, and fantastic creatures, plants, and geologic formations any human has ever seen. The ocean covers nearly 70% of the earth’s surface and contains nearly 97% of the planet’s entire water supply.

Discuss the five major sections of earth’s ocean (Pacific, Atlantic, Indian, Arctic, and Southern) distinguishing characteristics and features. Explain the differences between oceans, seas, estuaries, lagoons, and gulfs. Teachers will pose the question “Why is the ocean salty?” and ask the students to write down their response based on experiences, observations, the water cycle, and previous knowledge.

1. The teacher will prepare a saltwater solution before the lab begins by filling a pitcher full of water, adding several tablespoons of salt and stir until dissolved. Continue adding salt until no more can dissolved.

2. Groups of 4-5 students will each get a glass jar, string, a paper clip, and a pencil

3. Connect the paper clip to the middle of the pencil with the string. Rest the pencil horizontally across the jar allowing the paper clip to be suspended in the jar, but not allowing it to hit the bottom.

4. Add the saltwater solution to the jar and place in a sunny spot by a window or outside.

5. Over a week period, the water will evaporate out of the jar and salt will start to collect on the string.

What happened to the water? What happened to the salt? Why? As the water evaporates, the salt in the solution that is dissolved in the water will adhere to the surface of the paper clip and string and return to a solid state. You will be able to see the salt crystals on the bottom of the jar. Ocean water has a specific level of salinity that varies according to temperature, location, water currents, dissolved minerals, and other factors. The students have witnessed a portion of the water cycle as well as specific properties and phases of water.

ENGAGE

PRE-VISIT LESSON - Complete before visiting the River Center

1. Welcome, introduction to the River Center, overview of today’s field trip, and safety/rules talk

2. Divide the students into 2 groups to rotate through 3 different activitiesa. Lovin’ the Loxahatchee River Tour – focusing on oyster and mangrove habitats and the

estuary, inlet, and marine ecosystemsb. Water Properties Lab: hands-on activity (See below)

EXPLOREVISIT TO THE RIVER CENTER


c. Water resources discussioniv. Where does our water comes from? v. How we use water in our everyday lives? vi. Where it goes once it flows down the drain? vii. What is the process of wastewater treatment?viii. How can I help? Water conservation

3. Touch tank demonstration

1. Students will be divided into teams of 4 or 5, one group per table with two containers, one filled with saltwater and the other with freshwater.

2. Educators will demonstrate the concept of surface area and surface tension both in air and in water, as well as the concepts of buoyancy and density based on the two different water types.

3. Students will compare and identify the water in the containers based on experiments with chips, floating vessels, and a variety of items used to sink their boats.

4. Students will make connections to salt, fresh, and brackish water in their experiments to the ecosystems in the Loxahatchee River watershed.

5. Students will be scientists making predictions, performing experiments, making observations, recording their findings, evaluating, and sharing their findings with other teams.

EXPLAINWATER PROPERTIES LAB - Completed at the River Center

Materials:• Pennies

• Pipettes

• Container of saltwater

• Container of freshwater

Drop on a Penny Lab – See activity instructions and visuals in resources below. 1. Give each student a penny and small container of water.

2. Have each student use a pipette to put one drop of water on the penny at a time.

3. How many drops of water can the penny hold before the water falls off the penny? Why? [A: Surface tension]

ELABORATEPOST-VISIT LESSON - Complete the reflection after visiting the River Center


Science - See standards listed above.

Technology1. Density Column Experiment (see below in resources)

2. River Center’s Virtual Educationa. Science with Sam: Volume 1 Water Reclamation and Recycling: https://www.youtube.

com/watch?v=alzH3Cx4AEM&list=PLA39R2PcEo32OY-s6Wp9bJE3ysTXj-Dqq&index=2 b. Science with Sam: Volume 2 All About Clouds: https://www.youtube.com/watch?v=Mo4

LNsCmsxw&list=PLA39R2PcEo32OY-s6Wp9bJE3ysTXj-Dqq&index=1Engineering

Bottled-up Buoyancy by Science BuddiesSubmarines can go underwater and surface again. How is it possible for submarines to both float and sink? In this project you will investigate how submarines dive and surface by changing their buoyancy in the water.

https://www.sciencebuddies.org/science-fair-projects/project-ideas/Aero_p034/aerodynamics-hydrodynamics/submarine-buoyancy?from=Blog

Mathematics - See standards listed above.

STEM CONNECTIONSCreating STEM Connections

1. Participation in the activity

2. Grade assessment of the pre and post activities described in the Engage and Elaborate sections.

3. Grade assessment on vocabulary.

4. The teacher will observe and guide the students to assess their own learning.

EVALUATEPOST-VISIT


LOXAHATCHEE RIVER DISTRICTFOCUS AREA CONNECTIONS

☼ WATER SUPPLY

The amount of available water affects how well an ecosystem will function. The water supply and salinity of the River is affected by not only stormwater but also human water usage from the aquifer systems. Not enough water in the aquifers will lead to higher salt content in the River, which can be harmful to the ecosystem. By recycling wastewater, the LRD limits the amount of water being pulled from the aquifers for human usage and leaves the water for natural usage.

☼ WASTEWATER

The LRD not only recycles and treats wastewater but conducts water research for the betterment of the local environment and community. By recycling wastewater, the surrounding ecosystems are cleaner and healthier. The LRD also learns how to prevent future water issues and limit the amount of water being removed from our aquifers by reusing water.

☼ STORMWATER

As storm water enters the River system it brings other potentially harmful contaminates to the ecosystem. Stormwater can contain chemical pollutants, solid pollution, bacteria and large amounts of freshwater which can disrupt the balance of water quality. We can help responsibly manage stormwater by limting use of fertilizers and disposing of yard waste properly.


• WILD AND SCENIC RIVER EXHIBIT

The Loxahatchee River is a unique and important habitat to our area! It was the first, out of two, rivers in the state of Florida to be designated as Wild & Scenic because of its natural importance; That means no human can alter the natural area, it is designated for wildlife. The water in the river is freshwater, and it flows in one direction- down the river towards the coast! There are many creatures that call this river home including the American Alligator, various turtle species, fish, River Otters, frogs, and birds to name a few- plus the saltwater pioneers that travel into freshwater such as Manatees! Humans live around the river as well; there are loads of houses built right alongside forks of the river that are not designated as Wild & Scenic. This can pose threats to the river and its wildlife- Lawn chemicals can runoff into the river during rainstorms, heavy winds can blow trash into the river, wastewater can seep from homes into the river and with more boating activity gasoline and oil can leak into the river. All these pollutants have negative impacts on wildlife. The Loxahatchee River District was created to minimize the negative impacts by recycling wastewater and conducting water quality research on the river. At the River Center we educate and encourage healthy interactions between people and nature to promote alternative solutions to the various pollution problems.

• OYSTER REEF AND MANGROVE EXHIBIT

Moving with the flow of the Loxahatchee River we enter the Estuary; The same water flowing down the river now enters the estuary habitat. The estuary is a unique habitat-- it is the meeting point between the Loxahatchee River and the Atlantic Ocean! There is a special type of water in the estuary called Brackish water, it is half saltwater, half freshwater! Because the Estuary is in-between the river and the ocean, it has freshwater flowing down from the river and saltwater flowing up from the ocean, mixing to create brackish water. The estuary is a protected habitat and for this reason is a nursery for all kinds of aquatic life. One of the most unique creatures of the estuary is the oyster. Oysters are slow growing shelled creatures that cannot move; they are permanently fixed to the one spot where they started to grow. So how do they catch food if they cannot move? Oysters are called filter feeders, they use their gills to suck in water, and their microscopic food- plankton! They do not need to move around to catch their food when they can use their gills to bring food to them! One oyster can filter around 50 gallons of water per day, that’s a lot of water! How much water do you think an entire oyster reef can filter in one day? A lot! If the oysters are filtering their food from the water what else do you think they are doing to the water? Cleaning it! Oysters keep the water in the estuary clean, which is beneficial to all the baby/juvenile fish and other creatures living there. Despite how beneficial oysters are to cleaning their environment they are facing an issue; oysters are a food source for lots of creatures- birds, racoons, crabs, and humans! Humans are the

RIVER CENTER EXHIBITSConnecting the tour and the activity


oyster’s largest threat because we harvest them from the wild in such large numbers that they cannot re-populate fast enough to survive. That’s bad news for all the baby fish who need a clean nursery to grow-up in! The Loxahatchee River District, along with many other organizations, are re-establishing oyster reefs and encouraging oyster growth and research to help this species keep our waters clean.

• DOCK PILING EXHIBIT

As we exit the estuary, we enter a busy habitat with lots of animal and human activity, the intercoastal! The intercoastal is like a superhighway for boat traffic, and for animals moving between the estuary and the ocean. Animals that need their young to grow up in the estuary must travel from the ocean, through the intercoastal and to the estuary to have their babies. With increased human-nature contact there is more chance for point and non-point pollution in the intercoastal. An example of point pollution would be a boat leaking oil in the water, where non-point pollution would be stormwater runoff entering the water from communities living along the intercoastal. It is important to have clean water in the intercoastal habitat since it is a meeting spot for the ocean and the estuary; We want clean water going out to the ocean and coming into the estuary.

• CORAL REEF EXHIBIT

We have finally made it to the ocean; here we have saltwater surrounding our coral reef habitat. However, there a few fish that we have seen before, we saw them in the estuary where there is brackish water! As these fish got bigger, they made their way out of the estuary, adapting to saltwater. Even though the ocean has a different kind of water than the river or estuary all these habitats are connected; the water that flows from the river ends up in the ocean, it may change slightly but it is the same water. This means, any pollutants that enter via the river or the estuary or the intercoastal will influence the coral reef and its inhabitants. There are ways humans can help, by reducing pollution around waterways, implementing oyster reef restoration, and creation/instillation of artificial reefs in areas where coral is no longer growing. By lending a hand to nature we preserve habitats, and the creatures that call them home, for ourselves and future generations.


POST FIELD TRIP LESSON

Thank you for participating in a field trip at the River Center. We hope your students enjoyed their experience learning about the Loxahatchee River ecosystems as well as the different hands-on activities and animal encounters.

We are always looking for feedback and ways to improve our programs at the River Center. Please take a couple of minutes to complete the River Center’s field trip survey. We would really appreciate it!

https://www.surveymonkey.com/r/RCSchoolSurvey Attended a Virtual Field Trip? Use this survey: https://www.surveymonkey.com/r/rcvirtual

Please refer to the 5E lesson plan and the “Elaborate” section as a post-lesson activity. This is for you to utilize back in the classroom as a continuation of your experience at the River Center. They are an educational, fun, and creative way to gain more knowledge.

We appreciate your support and interest in the River Center and our programs. Please contact us with any questions or concerns. We look forward to seeing you and your students at the River Center in the future!

River Center - Loxahatchee River District805 North U.S. Highway OneJupiter, FL 33477(561) 743-7123 ext. 4200(561) 743-6314 [Fax][email protected] www.LRDRiverCenter.org Explore | Experience | Connect


DENSITY COLUMN EXPERIMENT

Definition of density: Density is a measurement that compares the amount of matter an object has to its volume. An object with a lot of matter in a certain amount of volume has high density. An object with a little matter in the same amount of volume has a low density.

So, if something is denser it has more stuff inside it. If something is less dense it has less stuff inside it.

Today you will be testing if freshwater or saltwater has a higher density. (Teacher - use dye coloring to create green freshwater and purple saltwater)

• Step one: Grab a test tube from the tray and a pipette.

• Step two: Dip the pipette into the bottle of saltwater, draw up the water into the pipette. Then, grab your test tube and squeeze the water in.

• Step three: Now dip your pipette into the freshwater, draw the same amount that you used with the saltwater.

• Step four: Slowly drip the freshwater on the top of the saltwater into the test tube. Try your best not to shake the test tube when doing this step.

Questions:• Is the freshwater sinking below or floating above the saltwater?

• Why do you think this is happening?

• Do you think the saltwater is more dense than the freshwater or less dense?

Answers:The green water (freshwater) should have floated above the purple water (saltwater). The reason this happens is because the saltwater has a higher density than the fresh water. The purple water has salt and water mixed together, living in one space. So, when you add the green water to it, it is lighter and will float above the purple water.

You can try this at home with other liquids too!

Can you make freshwater float?


DROPS ON A PENNY LAB

Cohesion Water molecules are attracted to other water molecules. The oxygen end of water has a negative charge and the hydrogen end has a positive charge. The hydrogens of one water molecule are attracted to the oxygen from other water molecules. This attractive force is what gives water its cohesive properties. Surface Tension Surface tension is the name we give to the cohesion of water molecules at the surface of a body of water. The cohesion of water molecules forms a surface “film” or “skin.” Some substances may reduce the cohesive force of water, which will reduce the strength of the surface “skin” of the water.

ObjectiveHydrogen bonds and surface tension give water some amazing properties. Let us use them to see how many drops of water fit on a penny.

You might think that you cannot fit many drops of water on the surface of a penny. Pennies are just so small! In this experiment, you will see surface tension and cohesion at their finest. How many drops of water can you fit? There is only one way to find out, one drop at a time.

Procedure1. Wash and rinse a penny in tap water. Dry it completely with a towel.

2. Place the penny on a flat surface.

3. Use an eyedropper or pipette to draw up water.

4. Carefully, drop individual drops of water onto the flat surface of the penny.

5. Keep track of the water drops as you add them, one at a time, until the water eventually runs over the edge of the penny. You will probably be surprised by the number of drops you get on there.

How does it work?There are two properties at work in this experiment: cohesion and surface tension. Cohesion is the attraction of like molecules to one another. In this case, the like molecules are the H2O molecules in the water drops. Surface tension is a term to describe the cohesion between water molecules.

Water’s cohesion and surface tension are special because of hydrogen bonds. Hydrogen bonds are formed by the hydrogen atoms of one molecule being attracted to the oxygen atoms of another molecule.

The cohesion and surface tension of water becomes apparent when the drops of water you added reach the penny’s edge. Once the water has reached the edge, you begin to see a bubble or dome of water forming on top of the penny. The bubble is a result of the water molecules clinging to one another in an optimal shape.


DROPS ON A PENNY LABTake it furtherExtend this experiment by trying different coins such as dimes, nickels, or quarters or try using saltwater instead.

WATER PROPERTIES LAB - Loxahatchee River Center

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