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Lesson Plan: Analyzing the Relationship between Snowpack and River Flow
Subject: Earth and Space Science / Hydrology / Water Cycle
Classtime: Total:3-5 days

  • Collect and analyze historical data from Internet sites

Grade Level: 6-12

Materials/Technology:
Per group:

  • USGS topographic map in the 1:24,000 scale for the river basin of study
  • computer with Internet access
  • graph paper
  • data collection notebook
  • Netscape 3.01 browser (or higher) for viewing maps

Safety, Handling, Disposal:
Close supervision is strongly recommended when students are conducting searches on the Internet. Inappropriate sites are easy to access either by mistake or on purpose.

Learner Outcomes:
Students should be able to:

  • Read and interpret a topographical map.
  • Collect data and correctly construct a graph.
  • Increase awareness of the dynamics of the hydrosphere in their surroundings.
  • Increase skills and discipline associated with data collection and interpretation.
  • Appreciate the variables a scientist needs to consider when making informed predictions.
  • Have some exposure to occupational opportunities in science related fields.

Problem/Purpose:
Study the relationship between mountain snowpack and river flow.

Background/Inquiry:

For the teacher from the author: This activity provides an opportunity for students to work with subject matter "relevant to their communities" and close enough to their own experience to be meaningful. This is a direct opportunity for students to experience science in the world around them and to make scientifically informed predictions based on the real data which they "collect". This is a challenging activity that uses "technology as a tool of inquiry". This activity will end itself well to either an individual or a team effort. URL´s are inserted in the lesson so that the students will be provided with enough structure and guidance to guarantee their success.

"Snotel site" is a location in the mountains where accumulated snowfall or "snowpack" is monitored by telemetry. Information is collected using electronic instruments on a daily basis and transmitted to the NRCS data collection center in Portland, Oregon. This information is available to the public on the Internet.

Vocabulary List: Here.

Hypothesis:
Example: There is a strong relationship between high snowpack and high river flow.

Procedure:

Each group does the following:

  1. Obtain a USGS topographic map in the 1:24,000 scale for the local river basin that you are studying.
  2. Mark the boundary of the watershed for the river of study on the map. Maps can be obtained at outdoor stores, the USGS or possibly from a college, university or public library in your area (copies should be made if maps are obtained from these sources): http://water.montana.edu/watersheds2/groups/UDBrowseGroups.asp (Maps of watersheds can be downloaded from this web site).
  3. Locate the river gauging stations on your map and the Snotel sites for the watershed. Pick a gauging station on the river of your choice.

    4. Gauging Stations:

    Snotel Sites:

  4. Pick one or two Snotel sites. These sites are historical data that will provide a basis for predicting future runoff. Identify sites that provide representative information for the watershed. Current conditions and historical data are available for each site.
  5. Gather historical data on both your Snotel sites and your gauging station along the river into a data table spanning ten years.
  6. Create a graph representing the past 10 years of peak flow at your river gauging station.
  7. Create a graph that shows the maximum accumulation of snow at your Snotel sites over the past 10 years.

    8. Graph:

    Stream Data:

Results/Analysis:
 Have students approximate the date when snowpack reaches its peak.

Make note of the date when high water reaches your station each year. Average date of high water __________.

Average peak snow data __________.

Compare the data and see if there is a correlation between the snowpack and river flows.

Are there years when the snow pack is comparable and the river flows are dramatically different?

Conclusions:
What conditions are variables that could explain the lack of correlation between snowpack and runoff?

How could this activity be used to predict a future river flow?

What variables might make predicting future river flow a difficult task?

Assessments: (if included)

Integration: (if included)
This activity integrates technology (the Internet), writing skills, data organization, and prediction making with the water cycle and the water storage function of snowpack.

Reflections:
Share your thoughts on this lesson with the NTEN team.

Please send an e-mail to Patti Harrison.

Extensions: (if included)
OPTIONAL ACTIVITIES:

Use the ten-year historical data to make a prediction of a future river flow based on current records.

Visit your Snotel site (you may need x-country skis!).

Visit your river gauging station.

Meet with a representative of the USFS of USGS who can explain the features of the data collection stations.

When you are planning a ski trip, check the snowpack data to be sure that the rocks are covered.

Note to students: If one of the URL addresses above will not work, try eliminating information after the"/s". This will get you to the home page and you can navigate through the site from there.

References/Resources: (if included)

Credits
Contributing Teacher: Robert Beese
NTEN Course: K-12 Earth Science
Instructor: Jerry Nelson
Assistant Instructor: Bill Ochs
Developing Team:
T.L. Buck Buchanan, Cathy Hensel, Patti Harrison, John Usher, Don Wilson
HTML Programmers: Christy Cousineau, John Usher, Ching-Kwong Chia

Copyright © 1998 - 2002, National Teachers Enhancement Network
Comments: pattih@montana.edu

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