The Scituate Reservoir Watershed Education Program 2014...

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The Scituate Reservoir Watershed Education Program 2014 Theme:

Teacher Resource Packet

Gina DeMarco District Manager [email protected] Molly Allard Education and Outreach Coordinator [email protected]

SRWEP is a partnership between and Northern RI Conservation District

2014 Partners:



Part 1: Travelling Through a Watershed

A watershed, which can also be called a drainage basin, is the entire area of

land that drains to a given body of water. For example, the map below shows a

picture of the Scituate Reservoir watershed. All of the rain and snow that falls in

this watershed will eventually end up, unless it is used or evaporates, in the

Scituate Reservoir. The Scituate Reservoir Watershed includes large parts of

Foster, Glocester, and Scituate, as well as a tiny sliver on the western border of

Johnston.

Watershed boundaries exist on

many different scales. The Scituate Reservoir Watershed and the

Woonasquatucket River Watershed in the Providence area are both

examples watersheds that drain to a well-known body of water.

However, they are both also part of much larger watersheds. The

image below shows a map of the Narragansett Bay Watershed, which

includes most of Rhode Island and some of Massachusetts. All of the

water that falls in the

green shaded area and

does not evaporate or get used by people or animals will eventually

drain to Narragansett Bay. As you can see, all land is not only part of a

watershed, but is ultimately part of many watersheds of very different

sizes. The Scituate Reservoir Watershed contains smaller watersheds

as well. Even the area that drains to a small backyard fish pond or a

parking lot puddle can be considered a watershed at the smallest

scale.

Natural resources scientists often think of land in terms of

watershed boundaries instead of state or town boundaries when they

study water quality. When water flows through a watershed, it may

flow through forest streams, underground, over roofs, or down busy

roads. Wherever it flows, it can pick up pollution like road salt,

fertilizer, human and animal waste, motor oil, litter, sediment (dirt and

sand particles), and harmful bacteria. It makes more sense for

scientists to look at watershed boundaries than state or municipality

boundaries because watershed boundaries more accurately reflect the

way that water carries pollutants through the landscape. However,

working within watershed boundaries can present political and

logistical challenges. For example, the Blackstone River watershed, one of the major watersheds that drains to

Narragansett Bay, is located mostly in Massachusetts. The water in the Blackstone River is subject to

Massachusetts’ water quality restrictions, even though it ends up in Rhode Island. Worcester, Massachusetts’

second-largest city, has repeatedly fought in court against the EPA’s restrictions on the amount of nitrate (a nutrient

present in treated sewage) that it releases into the Blackstone. Rhode Island is forced to manage this polluted

water, even though it is not responsible for all of the initial pollution.

The fastest way for water to move across a watershed without entering a river, stream, or pipe is as

stormwater. To illustrate stormwater to your students, have them look out the window or head outside with

raincoats and umbrellas the next time there is a hard rainstorm during the school day and watch where the water

that lands in front of their school flows. In many cities and towns, water that flows down the street and into storm

The Narragansett Bay Watershed

(courtesy of the US EPA)



drains ends up going directly to the ocean, taking chemicals, sediment, viruses, nutrients, and other pollutants with

it. Does this water seem clean? In 2008, Providence started collecting its stormwater underground and treating it

before releasing it into the ocean. Since then, scientists have noticed an improvement in Narragansett Bay’s water

quality. In the Scituate Reservoir watershed, some water is collected by storm drains but other water flows over

land, taking the path of least resistance until it either is absorbed by the ground or enters a waterbody like the

Reservoir. In these cases, the water receives little or no treatment before entering the Reservoir. Nonpoint source

pollution is a term that is used to describe the various types of pollution that can be carried in stormwater. It is

usually not possible to pinpoint exactly where nonpoint pollution is coming from, but its concentrations in

waterbodies tends to be higher in areas with a lot of impervious surfaces, such as pavement, that keep stormwater

above ground. The diagram below shows the differences between where stormwater goes in an undeveloped area

and where it goes in an urban area with a lot of impervious cover.

In addition to carrying pollutants, stormwater can also change aquatic ecosystems by changing the

temperature of the water that it enters. When water runs over pavement, it gains energy and becomes warmer. If,

from the pavement, it runs into a small stream, it can change the water’s temperature enough to change which

types of animals can survive there. This is known as thermal pollution. Larger waterbodies such as the Reservoir

are less susceptible to thermal pollution, but in rivers and streams thermal pollution can cause certain fish and

insect species that like cold water, such as trout and stoneflies, to be extirpated, or killed off in a small area. Very

heavy stormwater flow can also change the structure of streams; in a watershed with lots of impervious surfaces like

pavement for water to run over, streams tend to have steeper banks because of erosion, and sediment carried by

stormwater can cover the bottoms of rivers and kill or displace bottom-dwelling animals like mussels and mayflies.

The chart on the following page, adapted from the document Rhode Island Stormwater Design and

Installation Standards Manual (RIDEM, 2010), summarizes the different types of pollution that can be carried by

stormwater and their effects on water quality and aquatic ecosystems. An ecosystem is an interconnected,

biological community of plants and animals that includes non-living components such as sunlight, air, and soil.



Nonpoint Pollutant Effects

Sediments (including solid or dissolved soil or

sand particles)

Waterbodies gradually fill with sediment and

become shallower, water becomes more cloudy

(increases in turbidity), the change from rocky to

sandy bottom changes which organisms can live

in a given habitat, other pollutants attached to

the sediment are carried into the waterbody

Nutrients (primarily nitrogen and phosphorous in

their many forms)

Increased nutrients may cause intense algae

growth called “algal blooms,” waterbodies may

become eutrophic as increased nutrients feed

algal and plant growth, algae uses up dissolved

oxygen and leaves less behind for fish and other

animals, ammonia toxicity and nitrate toxicity can

occur when nitrogen concentrations are very high

Pathogens (bacteria, viruses, or parasites,

usually from human or animal waste)

Contact with water or contaminated fish can

cause ear or stomach infections, shellfish beds

and beaches must be closed

Organic matter (plant or animal material that will

decompose)

The decomposition process causes dissolved

oxygen depletion which can lead to fish kills,

decomposing matter causes unpleasant odors

Toxic pollution from heavy metals, industrial

chemicals, and deicing salts

Toxic pollution can bioaccumulate in the food

chain, initially being consumed by small animals

and staying in the food chain when they are

consumed by larger fish; chemicals can cause

toxic reactions in humans and animals, including

mercury poisoning from eating contaminated

fish.

Thermal pollution As water warms, cold water species such as

trout, mayflies, and stoneflies are replaced by

warmer-water species such as sunfish, carp, and

aquatic worms

Trash and debris Trash and debris are visually unappealing and

may represent choking or entanglement hazards

for animals

Water stays cleaner as it travels through a watershed if it infiltrates, or is absorbed into the soil, quickly and

doesn’t spend much time running over human-made landscapes such as roads and roofs where it can pick up

nonpoint pollutants. Water still flows, albeit very slowly, once it is underground, and the soil it travels through acts

as a very effective filter. Big particles like sediment stay in the soil, and the bacteria that live in the soil can break

down many chemicals, even some very harmful ones. Water in underground aquifers stays cooler than stormwater,

and does not cause thermal pollution or sediment buildup. In the Scituate Reservoir Watershed, Providence Water,

NRICD, and many independent businesses and homeowners are installing best management practices (BMPs) that

encourage stormwater to infiltrate as quickly as possible. Some common BMPs include rain gardens, where water

pools around plants and infiltrates, and detention basins, where water from busy roads or big parking lots can pool

while slowly being absorbed by the soil. Across from Clayville School in North Scituate a parking lot has also been

installed by the town that is composed of pervious pavement. This pavement looks like regular asphalt, but has tiny

pores that allow water to infiltrate through it and into the groundwater for a period of approximately twenty years

before maintenance is required. BMPs such as rain gardens and pervious pavements are both examples of low-

impact development (LID), or development that works with the natural landscape to help stormwater infiltrate as

close to its source as possible. The chart below shows some of the most commonly-used BMPs for stormwater

control in Rhode Island.



BMP What it Does What it Looks Like Where it Goes Rain Garden Pools water in an

attractive garden until it

can infiltrate

(Photo: NRICD)

Homes or

businesses; the size

of the garden varies

based on the size of

the roof or pavement

area feeding it

Infiltration Trench Collects water in a

trench packed with

loose gravel until it can

infiltrate

(Photo: RIDEM)

At the base of a

driveway (small

trench) or at the end

of a series of larger

BMPs for a larger

parking lot area

Pervious Pavement Provides a smooth

surface for cars while

still allowing

stormwater to infiltrate

(Photo: URI Cooperative

Extension NEMO)

Anywhere that

pavement is normally

used, including

driveways and

parking lots

Dry Well An underground basin

where stormwater pools

until it can infiltrate

(Photo: RIDEM)

Drywells can be found

on properties of

almost any size, from

small homes to larger

businesses

Vegetated Swale A channel, planted with

grass or other

vegetation, where water

can pool until it

infiltrates

(Photo: RIDEM)

Next to roads,

highways, and

parking lots

Most BMPs blend seamlessly into the landscape, but your students may begin to notice them once they

know what they are looking for. Rhode Island has been a leader nationwide in encouraging LID development, and all

new residential and business developments in the state must adhere to certain LID standards published by RIDEM.

Homeowners, engineers, or landscape architects choose the appropriate BMP for each site by making sure that the

soil has sufficent drainage (ability to quickly dissipate water into the ground) and an appropriate slope (steepness of

the landscape) to ensure that the BMP will not become overwhelmed with stormwater during intense storms.



SRWEP, Providence Water, and the Town of Scituate have been involved in the installation of many of the BMPs that

can be found in North Scituate Village. Ask your students what kind(s) of BMPs they can spot in their

neighborhoods!

Part II: The Woods to Water Connection

To keep the Scituate Reservoir clean, Providence

Water has purchased about 29% of the land surrounding the

Reservoir and kept about 60% of it forested. In fact, about

60% of all of the land around the Reservoir is forested even

when privately-owned land is included. Forests are very

helpful for maintaining water quality, so over half of the

drinking water supply in the United States comes from

forested watersheds like the Scituate Reservoir Watershed.

Trees help to protect water quality at all points in their

lifecycle. Deep tree roots hold soil in place so it can filter

groundwater. Soil, when held in place, is an excellent filter.

However, when it is not held in place it is more susceptible to

erosion, or movement caused by wind or water, and can

become sediment, a nonpoint pollutant. In a healthy forest,

roots both prevent erosion and act as pathways through the

soil that water can use to infiltrate more quickly. Dead leaves

and branches help to rebuild the soil as they break down.

Trees help keep soil in the ground where it can perform its

filtering functions instead of contributing to sedimentation.

Tree roots also play a role in breaking down rocks to form new

soil, while fungi and bacteria that grow around tree roots help

replenish the soil by decomposing organic matter.

Forests also provide excellent wildlife habitat. The

forests surrounding Scituate Reservoir are home to typical

New England wildlife such as coyotes, red-bellied woodpeckers, fishers, and box turtles. The forests also host vernal

pools in the spring, which are important breeding grounds for amphibians and invertebrates that cannot reproduce

in any other environment. Even dead trees provide habitat; standing dead trees, known as snags, provide great

homes for animals such as woodpeckers that excavate nesting cavities. Trees that fall also become an important

part of the forest habitat, providing shelter for ground-dwelling mammals and a substrate on which detritivores,

animals such as pill bugs and millipedes that consuming decaying material, can feed. The shade of a tree creates a

distinctive microclimate where summers are cooler and winters are less windy than in the surrounding area. The

plants, animals, and fungi that live in a forest are specifically adapted for this microclimate, and some may not be

able to survive if the forest’s composition changes. By decreasing thermal pollution, trees also create cooler

microclimates in the waterbodies they surround. Water that enters lakes and streams through the groundwater is

much cooler than stormwater, and provides the conditions that temperature-sensitive species need to flourish.



What Can Be Found in a Healthy RI Forest?

Native Trees: Red Maple, Sugar Maple, White

Pine, Ash, Hemlock, Wild Black Cherry, American

Elm, White Oak, Red Oak, Yellow Birch, White

Birch, etc.

A mixture of native tree species creates a

biodiverse forest community that is resistant to

human disturbances and tree pests, and also

provides excellent wildlife habitat

Snags: (Photo by Gary Halvorson, Oregon State Archives)

Standing dead trees that create habitat for birds,

insects, and small mammals are healthy for

forests.

Wildlife Openings: (Photo by Alan Partridge)

Small clearings where plants that need sunlight

can flourish and create new forest growth. These

habitats are advantageous for some wildlife,

such as raptors, that need clear view lines to

hunt for prey.

Edge Habitat: The area that forms a boundary between

forested and unforested areas (including water,

fields, or swamps). This area is essential for

many species, including birds and small animals

such as the New England Cottontail, that seek

shelter in low brush.

Brush and Debris: (Photo by Stanley Howe)

Pieces of wood, bark, and leaves that both

provide habitat for animals, plants, and fungi and

break down to replenish the soil.

Vernal Pools: Pools that flood temporarily, usually in the spring,

and provide important breeding habitat for

amphibians and insects.



Wildlife: Mammals: Fisher, coyote, chipmunk, New

England cottontail (which have mostly been

replaced by Eastern Cottontail), Eastern Gray

Squirrel, Eastern Red Bat, Squirrel-Haired Bat,

red fox, gray fox, mink, beaver, skunk

Reptiles: Eastern smooth green snake, Eastern

milk snake, Eastern garter snake, Northern

ringneck snake, Northern redbelly snake, spotted

turtle, wood turtle, Eastern box turtle,

Amphibians: Wood Frog, Spotted Salamander,

Marbled Salamander, Red-backed Salamander,

Gray Tree Frog

Birds: Pine Warbler, Yellow-rumped Warbler, Bald

Eagle, Northern Goshawk, Black-crowned Night

Heron, Eastern Kingbird, Bobolink, Red-bellied

Woodpecker, Wild Turkey

Insects and other Invertebrates: Black and yellow

garden spider, katydid, damselfly, dragonfly,

millipede, pillbug

Part III: Forest Hydrology

Hydrology is the science of the movement, quality, and distribution

of water worldwide. Trees play a large role in the hydrology of the areas in

which they grow. They use a lot of water, so sudden deforestation, or

removal of trees, in a given area will cause a greater than usual amount of

stormwater and groundwater to enter streams. A lot of the water that trees

use is lost during a process called transpiration. Trees use tiny pores on

the bottom of their leaves, known as stomata, to take in the carbon dioxide

they need to make their own energy from sunlight in the process known as

photosynthesis. When stomata open, however, they also release water

vapor into the air. Transpiration and the more familiar process of

evaporation are collectively known as evapotranspiration. Although

transpiration makes trees very thirsty, the process also releases oxygen, which all animals need to survive. There

are many additional ways that trees help to keep the air clean as well. Leaves intercept airborne pollution particles,

providing them with a place to rest and taking them out of the air that we breathe. They absorb carbon dioxide and

other, more toxic greenhouse gases such as carbon monoxide. Finally, by keeping land cooler in the summer and

less windy in the winter, they reduce the need for heating and cooling practices that use a lot of energy.

As an extension of their role in the water cycle, forests help preserve clean water by using up nutrients, such

as phosphorus, that are found in fertilizers and animal waste. These nutrients are essential for plant (and animal)

growth; your students might be able to compare them to nutrients they have heard of such as calcium. However, if

too much phosphorous or nitrogen ends up in a waterbody such as the Scituate Reservoir or Narragansett Bay, it will

feed algae or aquatic plants. When water looks very green, the reason is usually because nutrients from fertilizer or

animal waste (including waste from geese, ducks, pets, farm animals, and faulty septic systems) have ended up in

the water and fed high algae growth. Phosphorous is the limiting nutrient in freshwater ecosystems, which means

that algae will utilize as much phosphorous as a waterbody holds by growing and reproducing rapidly. When too

much phosphorous has entered a freshwater waterbody (or too much nitrogen has entered a saltwater waterbody), it

is said to be eutrophic, like the river at the right. Eutrophic waterbodies have an excess of nutrients and tend to

appear murky. They have too many aquatic plants to be suitable for swimming, and their dissolved oxygen is too low

Courtesy of USGS



to support popular fishing species like trout. Providence Water strives to keep

the Scituate Reservoir oligotrophic, or low in nutrients. The trees and other

plants in the forests surrounding the Reservoir help by using some of the

phosphorous from fertilizer and animal waste, causing less to end up in the

reservoir.

The many ways that forests help to preserve clean air and clean water

are examples of ecosystem services, which are the natural processes of an

ecosystem that also benefit humans. Some other examples of ecosystem

services include the flood control functions of wetlands and the pollination

functions of bees. Forests, including those around the Reservoir, can be

managed so that some trees are taken for timber but the forest can still perform

its valuable ecosystem services. The foresters at Providence Water harvest and replant trees in ways that keep the

forest healthy; for example, they focus on removing trees that are unhealthy and try to maintain a mix of many

different species. Most tree diseases and pests target one species in particular, so maintaining a mixture of species

helps to keep the forest healthy overall. Even though some of the trees cut from around the reservoir are sold for

timber, fuel, or firewood, the primary reason for harvesting them is to maintain the health of the forest ecosystem.

One threat that foresters have to carefully manage for is invasive

species. Some “invasives” are plants such as oriental bittersweet and

Japanese knotweed that grow so quickly that they can “choke”

healthy trees, depriving them of water and nutrients. Some invasives

are simply other types of trees that compete with native trees for

resources. Other invasives are insects. While driving through

Providence Water land near the Reservoir, you may notice unhealthy-

looking pine trees, like those in the picture at left. These red pine

trees have fallen victim to the red pine scale, which is a tiny, scale-like

insect that is spread by wind and birds and kills pine trees in 2 to 10

years. Many land managers chose to plant lots of red pines around

reservoirs in the 1940s since they grow quickly and do a good job of keeping water clean, but they are not native to

the Northeast and have been greatly hurt by this insect. Providence Water has dealt with this infestation, which was

first discovered in 1998, by harvesting infected trees while they are still alive and therefore useful as timber, and by

allowing a combination of plantings and natural succession to create a more diverse forest landscape where it is

more difficult for pests to spread. Many of the plants now growing where red pines have been harvested are native

white pines, which are hardier and not affected by the red pine scale. Some other harmful forest pests, such as the

hemlock wooly adelgid, another small insect that feeds on hemlock sap, are already in Rhode Island. Others, such

as the emerald ash borer and Asian longhorn beetle, have been found in neighboring Massachusetts.



Part IV: Providence’s Water, the Watershed’s Water

Providence’s drinking water comes from the Scituate Reservoir; in one study, it was found to be the

second-cleanest drinking water in the nation. After the water is cleaned naturally by the forests

surrounding the Reservoir, it is further treated at the Philip J. Holton Purification Works in Scituate. It

travels to the plant by way of a large underground aqueduct, or pipe, and in most cases it is able to travel



through the distribution system powered by gravity alone. The water is treated both chemically and

physically in a multi-step process, and tested after every step, before it is declared safe to drink. Steps in

the treatment process include:

Adding the chemical ferric sulfide to remove detritus (dead and decaying plant and animal matter)

A trip through the aerators, which look like big fountains, to remove carbon dioxide, tastes, and

odors

An adjustment to the pH of the water (clean water in Rhode Island is often slightly acidic)

A stay in the sediment basin, where big particles settle out of the water

The addition of chlorine to kill harmful organisms and fluoride to promote healthy teeth

A trip through a sand filter, which removes any particles that are still in the water at the end of the

purification process

For a more detailed walk through the water purification process, visit

http://www.provwater.com/treatmentProcessOverview.htm.

Most students in the Scituate Reservoir Watershed do not drink water from the Providence Water

Supply Board. Instead, their water comes from private drinking water wells. What they may not realize,

however, is that this water is connected to the Scituate Reservoir’s water by an underground system of

aquifers that carry groundwater towards the reservoir and filter it as they go. Even though soil acts as a

good natural filter, there are some contaminants that it does not filter out. Some of these, such as

beryllium and

arsenic, are occur

naturally in Rhode

Island soils. Others,

such as bacteria from

animal waste, can

easily contaminate

wells. Therefore, it is

very important for all

private well users to

educate themselves

about protecting their wells, and have their water tested yearly. Private well water is not subject to the

rigorous testing that Providence Water conducts on water from the reservoir; the responsibility for making

sure it is clean falls on each individual homeowner. For more information about private well testing from

SRWEP’s partners at the University of Rhode Island Cooperative Extension, please visit

http://www.uri.edu/ce/wq/has/Private%20Wells/PRIVATE.HTM.

Part V: What students and their families can do to help keep our water clean

All Rhode Islanders are part of at least one important watershed and can make small changes to

help keep their water clean. Many of the ways that families can keep their water clean also involve keeping

forests healthy. Keeping the water in the Scituate Reservoir watershed clean also helps to protect

Narragansett Bay. Some water from the watershed is allowed to leave the Reservoir and enter the

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Courtesy of USGS

http://www.provwater.com/treatmentProcessOverview.htm

http://www.uri.edu/ce/wq/has/Private%20Wells/PRIVATE.HTM



Pawtuxet River, which flows to the ocean where many Rhode Islanders enjoy swimming, fishing, and fun at

the beach.

After learning about watersheds, students may have their own ideas about how they can keep their

water clean; we suggest asking students for their suggestions before sharing our list!

Clean up after pets and other animals (this will keep both nutrients and bacteria out our water) and

keep animal waste away from streams.

Keep harmful chemicals from going down the drain; both household drains and storm drains may

lead directly to ground or surface water.

Wash cars at commercial car wash facilities (which clean and reuse their water) or on the lawn

instead of in the driveway.

Don’t feed geese and ducks; their waste is high in both nutrients and bacteria

Put trash and recycling where they belong!

Use garden plants that are native to Rhode Island; non-native plants can spread to forests and

disrupt the forest community.

Tell others what you have learned about how watersheds work and how forests help to keep our

water clean.

Use firewood from your own area only, and don’t carry firewood with you when you are going on a

trip. Moving wood can spread invasive insects.

Plant a tree in your backyard.

Use fertilizer sparingly; do not use more than recommended on the package, and consider using

compost to fertilize your home garden.

Part VI: Important Vocabulary for Learning and Understanding the “Woods to Water” Connection

Algae: Very small plants and bacteria that grow in fresh or salt water

Aqueduct: A large channel or pipe that carries water from one to place to another

Aquifer: A part of the soil or bedrock where groundwater is stored

Bacteria: Small one-celled organisms that are all around us on land, underground, and in the water. Most

are helpful, but some can cause diseases.

Best management practice (BMP): A device used to treat, collect, or control stormwater

Detritus: Dead and decaying plants or animals

Ecosystem: A community of living organisms and the nonliving parts of their environment

Erosion: The process by which wind or water move soil and rock across the earth’s surface

Evaporation: When water or another liquid changes from its liquid form to its gas form

Evapotranspiration: The combined processes of evaporation and transpiration

Fluoride: A substance added to drinking water because it helps to make teeth stronger



Forester: A scientist whose job is to manage forested land

Hemlock wooly adelgid: A tiny insect that weakens and kills hemlock trees

Nutrient: A substance that people, plants, or animals need to grow and live

Phosphorous: A nutrient that is very helpful for growing plants, but can also cause algae to grow quickly if

there is too much of it

Photosynthesis: The process by which plants make their own energy using sunlight and carbon dioxide

Red pine scale: A tiny insect that weakens and kills red pine trees

Reservoir: A place where water is collected and stored to be used by people

Sediment: Tiny pieces of dirt and rocks that can be carried and moved by water

Succession: The process of one type of plant community replacing another one naturally

Stormwater: All of the water that flows above ground instead of being absorbed into the ground after a

rainstorm or snowmelt

Transpiration: The process by which plants use water when their stomata open during photosynthesis

Tributary: A river or stream that flows to a larger river or a lake

Watershed: All of the land that water crosses or flows under on its way to a specific stream, lake, reservoir,

or part of the ocean



Career Connections

All statistics are from the U.S. Bureau of Labor Statistics’ Occupational Outlook Handbook, www.bls.gov/oco/

Forester: The work of foresters includes establishing plans for managing forest lands, preparing sites to

plant new trees by burning or bulldozing, creating plans to harvest timber without damaging the

environment, monitoring forest health, and supervising timber harvests. Many foresters are also involved

in acquiring new forest lands for conservation or timber, and in creating and analyzing maps using

geographic information systems (GIS) and remote sensing of aerial photographs. Many foresters spend

some time working in the field and some time working from an office, while others work primarily in the

field. In general, a bachelor’s degree in forestry is required to enter the profession. According to the U.S.

Bureau of Labor Statistics, job opportunities in forestry are expected to grow between 2010 and 2020, but

slower than the national average. In 2010, the average yearly salary for foresters was $57,420

Hydrologist: Hydrologists’ work includes measuring and studying the various properties of water,

forecasting the future availability and movement of water (such as making flooding and drinking water

availability predictions), and helping to coordinate water-related projects such as hydroelectric dam

construction. Most hydrologists specialize in one smaller area, such as groundwater hydrology. A master’s

degree is generally required to enter the field, although positions for hydrology technicians with a

bachelor’s degree are sometimes available. Hydrologists work closely with engineers and environmental

scientists, and will generally be well-versed in both of these fields as well as statistics. They spend some

time in the field, some time analyzing their data in the office, and some time creating papers and

presentations to communicate their research to the public. Hydrology is a growing field, and job growth is

expected to keep pace with the national average through 2020. The average yearly salary for hydrologists

in 2010 was $75,690.

Soil Scientist: Soil scientists study and map soils, with an emphasis on the different types of soils, their

formation, and their agricultural uses. Many soil scientists work with the agricultural community through

the Natural Resources Conservation Service (NRCS). Others perform academic research or work for

consulting firms, where they use their knowledge of soils to find the boundaries of wetlands and ensure

that wetland protection regulations are followed in new building projects. Soil scientists spend lots of time

outside conducting research or soil surveys, and may also perform chemical analyses of soil in the lab or

use computer mapping programs to illustrate and communicate their data. Entry level positions can be

found with a bachelor’s degree, though higher degrees are necessary for some consulting jobs and

academic research positions. The average annual wage for soil scientists is $63,290.

Environmental Engineer: Environmental engineering is a growing field that is well suited for those who

are strong in math and computer science and would like to use those skills to solve environmental

problems related to water, soil, pollution, and other natural resource concerns. Environmental engineers

work in a variety of settings, both outside and in the office, and use sophisticated modeling programs that

require excellent computer skills. Engineering is a fast-paced career, and working long hours to meet

deadlines is a frequent job requirement. Many environmental engineers work on designing and managing

systems that collect and purify drinking water. Entry level positions are available for those with a

bachelor’s degree, and the average yearly salary in 2010 was $78,740. Job growth through 2020 is

expected to exceed the national average



Addressing the GSEs with Woods to Water

Grades 3-4

LS2 Matter and Energy Flows Through an Ecosystem

o 5a …identifying sources of energy for survival of organisms (i.e. light or food)

o 6b and 6c…using information about organisms to develop a habitat and explain how that habitat

provides for the needs of the plants and animals that live there, and explaining the way that plants

and animals within that habitat depend on each other

LS3 Groups of Organisms Show Changes over Time

o 7b…explaining how the balance of an ecosystem can be disturbed

PS1 - All living and nonliving things are composed of matter having characteristic properties that distinguish

one substance from another (independent of size or amount of substance).

o 2c…making logical predictions about changes in the state of matter when adding or taking away heat

PS2-Energy is necessary for change to occur in matter. Energy can be stored, transferred, and transformed,

but cannot be destroyed.

o 6b…showing that heat moves from one object to another causing temperature change.

ESS1-The earth and earth materials as we know them today have developed over long periods of time,

through continual change processes

o 2a…conducting investigations and using observational data to describe how water moves rocks and

soils.

o 4b...using or building models to simulate the effects of how wind and water shape and reshape the

land

o 5b…describing water as it changes into vapor in the air and reappears as a liquid when cooled.

G1-The World in Spatial Terms: Understanding and interpreting the organization of people, places, and

environments on Earth’s surface provides an understanding of the world in spatial terms

o 1a…accurately using maps to identify locations

o 1b…organizing information about people, places, and environments in a spatial context

G4-Environment and Society: Patterns emerge as humans settle, modify, and interact on Earth’s surface to

limit or promote human activities

o 1a…identifying how needs can be met by the environment.

o 3b…generating a possible solution for a community environmental problem.

Grades 5-6


o 5a…identifying and defining an ecosystem and the variety of relationships within it…

o 7a…explaining the processes of precipitation, evaporation, and condensation as part of the water

cycle



o 4a…differentiating among the characteristic features of solids, liquids, and gasses.

PS2-Energy is necessary for change to occur in matter. Energy can be stored, transferred, and transformed,

but cannot be destroyed.

o 7a…identifying real world applications where heat energy is transferred and showing the direction

that the heat energy flows.

G1-The World in Spatial Terms: Understanding and interpreting the organization of people, places, and

environments on Earth’s surface provides an understanding of the world in spatial terms



o 1c…differentiating between local, regional, and global scales.



o 1a…researching and reporting how humans depend on the environment.

o 3a…identifying how human actions have changed the environment and describe its effects.

Grades 7-8


o 5a and 5b…identifying which and analyzing how biotic and abiotic factors affect a given ecosystem

o 5c…predicting the outcome of a given change in biotic and abiotic factors in an ecosystem

o 7a…diagramming or sequencing a series of steps showing how matter cycles among and between

organisms and the physical environment



o 4c…observing the physical processes of evaporation and condensation, or freezing and melting, and

describe these changes in terms of molecular motion and conservation of mass

ESS1-The earth and earth materials as we know them today have developed over long periods of time,

through continual change processes

o 3c…investigating the effects of flowing water on landforms



o 3a…analyzing the relationship between human action and the environment over time, using

researched evidence.

o 3b…comparing and contrasting the physical, social, and economic impacts to suit and satisfy human

needs.

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The Scituate Reservoir Watershed Education Program 2014...

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