THE WYANDOTTE LAKE PROJECT: ENHANCING MIDDLE AND HIGH SCHOOL SCIENCE CLASSES THROUGH A HYDROLOGIC CASE STUDY

Misconceptions about the hydrologic cycle often preclude informed discussion of public policy issues related to the protection of water supplies and the environment. An awareness of such concepts is typically developed in middle and high school earth and environmental science classes. There is, however, often little if any opportunity for students to develop an in-depth understanding of water resources or the environmental issues related to their use and protection.

Integration of local case studies in environmental and earth science classes relates fundamental concepts to a geographical locale that is familiar to students. Field and laboratory exercises can be tailored to a specific problem that can be revisited seasonally or annually, and permits the collection of long–term records for use by future classes. We used the “case study” approach, in a workshop for middle school earth science teachers. Materials provided included aerial photographs, water samples for analyses, rock and soil samples for evaluation, and interactive activities designed to help teachers to explain concepts.

Our case study focused on Wyandotte County Lake Park in northeastern Kansas and utilized multi-year photographs to provide a basis for discussion of land-use change, erosion, sedimentation of lake issues, and potential impacts of development on the watershed. Discussion of environmental concepts using the aerial photography permitted the teachers to incorporate hydrogeologic concepts into their understanding of the varying effects of development on a watershed scale. Examination of rocks and soils, assisted by power point presentations and handouts, enabled the teachers to relate “real” geology to a specific area. Use of chemical kits for water analyses provided a means to compare the impact of different rock types (limestone versus shale or sandstone) and hydrologic settings (streams versus lake) on observed water chemistry. Finally, use of hands-on activities, such as edible soil-profile and calculating a water balance for the watershed, provided an association for remembering basic concepts. In addition to providing curricular tools, the workshop served to stimulate teacher confidence and enthusiasm for classroom teaching of hydrologic concepts.