Watershed Detectives
Students (6-12) analyze water samples from different watersheds and use their
knowledge of water quality to determine the source of their samples.
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PURPOSE: To describe and identify the link between land use activities and water quality.
OBJECTIVES:
Understand how different land uses within a watershed (for example urban,
agricultural, mining or recreation) may affect the quality of the water draining from that
watershed.
Use simple water testing procedures to measure turbidity, pH, and nitrates in streams.
Interpret water quality data to better understand the potential impact and possible
source of pollution; Learn about “best management practices” for different land uses
that can control or prevent contamination of water resources in these watersheds.
SUMMARY:
Simple solutions are prepared ahead of time by the instructor. Before the lesson, several
water samples are made to reflect conditions in a fictional watershed. Students are given a
description of each fictional watershed, including their unique land uses. Students are also
given the spiked water samples from each of these watersheds. The students test the water
samples for turbidity, pH, and nitrates and are given information about the temperature and
dissolved oxygen levels in each sample. Students interpret the water quality data and land use
clues to match the water samples to the watersheds. Students also discuss approaches to
improving or protecting water quality in different settings.
BACKGROUND: A watershed is an area of land from which all the water drains to the same
location, such as a stream, pond, lake, river, wetland or estuary. A watershed can be quite
large, such as the Colorado River drainage basin, or very small, such as a small horse pasture
that drains to a farm pond. Watersheds are “nested”, with many small watersheds comprising
larger watersheds. Watersheds are comprised of upland areas, riparian areas (the strips of
water loving vegetation near streams, lakes and other water bodies), and the streams, lakes and
wetlands that collect and transport the water and anything carried by the water.
The natural conditions of a watershed, such as its elevation, annual precipitation and
temperature, native geology and plant communities will all determine the quality of the water
leaving that watershed. “Point sources” of pollution are discharges from industries or waste
water treatment plants and may be significant in some areas. In many watersheds, however,
streams and lakes are more affected by “nonpoint pollution” which enters primarily from rain
and snowmelt runoff over the land surfaces. The amount and types of pollutants are
determined by the land uses and activities in a watershed. Different types of land uses and
activities, such as roads and urban development, mining, timber harvesting, recreation, and
agricultural activities, may result in quite different mixes and amounts of pollutants. Non-point
source pollution is associated with rainfall and snowmelt runoff moving over and through the
ground, carrying natural and human made pollutants into water sources. Examples of non-
point source pollutants are fertilizers, pesticides, sediment, gas, and oil.
Pollutants such as nutrients, pesticides, oil and gas products, salts, sediment and bacteria can
drastically alter the state of the stream or lake’s ecosystem. If we can determine the type of
pollutant and its source, we can take preventative measures to reduce any further
contamination.
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Students will make the following measurements on each water sample:
Turbidity: Turbidity tells us how much suspended material (such as sediment or
microorganisms) is in the water. Suspended sediment eventually settles out in a stream and fills
in the spaces between the rocks and gravel on a stream bottom. This can suffocate the tiny
aquatic animals living between the rocks or the fish eggs laid on stream bottoms. Turbidity
can also prevent sunlight from reaching aquatic plants and may also affect the ability of fish
and aquatic invertebrates to see and capture their prey. Turbidity increases naturally when
flows increase, but also increases from uncontrolled runoff from agricultural fields, roads and
trails or construction sites.
Nitrate (NO3): This is the most common form of inorganic nitrogen in unpolluted waters. It
is an essential nutrient for plant and animal growth. However, increased amounts of nitrate can
lead to excessive plant growth which can decrease the aesthetic value of water bodies (by
making it murky, smelly or creating a slimy bottom). The decomposition of this extra plant
material also uses up oxygen in streams and lakes, resulting in fish kills. Sources of nitrate
include fertilizers, animal waste and failing septic systems.
pH: This is a measurement of how acidic or basic something is. pH is measured on a scale
from 0 to 14 with 7 being neutral. The lower numbers on the scale are more acidic, while the
higher numbers are more basic. The pH scale is logarithmic, which means each unit change
(e.g., from 7 to 8) in pH represents a 10-fold change in the acidity.
Students will also be given information on other measurements that are more difficult to
modify in a classroom setting. These include:
Dissolved Oxygen: This is not the bubbles in water, or the oxygen part of the H20 water
molecule. It is a separate oxygen molecule that is dissolved into water. It gets into the water
either by oxygen from the atmosphere mixing into a river where there is turbulence, or by
aquatic plants realeasing oxygen during photosynthesis. Fish and aquatic macroinvertebrates
require a certain level of dissolved oxygen in order to survive.
Temperature: The temperature of water is the amount of heat energy it contains. Temperature
can be measured in Fahrenheit or Celsius. Since state requirements are usually in Celsius, that
is the preferred scale for testing water samples.
MATERIALS:
Watershed sketches/clues (see page 10)
6 plastic jugs (e.g. rinsed gallon milk bottles) for water samples
Modeling clay or fine silt/soil
Vinegar or Lemon Juice
*Sodium nitrite (or fish tank water)
*Turbidity tubes
*pH strips
*Nitrate kits
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Water Quality Sampling Data Sheet (see page 18) 1 per student or group
Utah’s Requirements Sheet (see page 19) 1 per group
Turbidity Conversion Chart (see page 20) 1 per group
Pencils
*Nitrate kits, turbidity tubes, and pH strips can be borrowed from county extension offices free
of charge. For contact information see https://extension.usu.edu/waterquality/htm/educator-
resources/equip. For suggestions on where to buy these materials, see
http://extension.usu.edu/waterquality/htm/educator-resources/equip/list/.
Sodium nitrite can be obtained free of charge from Utah State University Water Quality
Extension in Logan (for contact information see
https://extension.usu.edu/waterquality/htm/contact) or purchased from a chemistry store. Fish
tank water is also an excellent source of nitrates.
PREPARING WATER SAMPLES:
These measurements are for 1 gallon water samples. Measurements are estimates and may vary due to
differences in tap water.
Gold Creek
High Turbidity: Add a pinch of silt/soil or a small dash of modeling clay until the disc at the bottom of
the turbidity tube can be seen between 25 and 30cm.
Low Nitrates: No addition needed.
Low pH: Add vinegar or lemon juice until pH reaches 4 - 5 (approximately 1T of vinegar).
Straight Shot Stream
High Turbidity: Add a pinch of silt/soil or a small dash of modeling clay until the disc at the bottom of
the turbidity tube can be seen between 25 and 30cm.
High Nitrates: Add sodium nitrate until the concentration is between 1.5 and 2mg/liter (approximately
20 grains).
Neutral pH: Add baking soda until pH is 7 (approximately 1/4T).
Red Ribbon River
High Turbidity: Add a pinch of silt/soil or a small dash of modeling clay until the disc at the bottom of
the turbidity tube can be seen between 25 and 30cm.
High Nitrates: Add sodium nitrate until the concentration is about 5mg/liter (approximately 40 grains).
Neutral pH: Add baking soda until pH is 7 (approximately 1/4T).
Capital Creek
Medium Turbidity: Add slightly less than a pinch of silt/soil or a very small dash of modeling clay until
the disc at the bottom of the turbidity tube can be seen between 35 and 40cm.
Low Nitrates: No addition needed.
Neutral pH: Add baking soda until pH is 7 (approximately 1/4T).
Off Road Dream Stream
High Turbidity: Add a pinch of silt/soil or a small dash of modeling clay until the disc at the bottom of
the turbidity tube can be seen between 25 and 30cm.
Low Nitrates: No addition needed.
Neutral pH: No addition needed.
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Mayfly River
Low Turbidity: No addition needed.
Low Nitrates: No addition needed.
Low-Neutral pH: Add vinegar or lemon juice until pH is between 6 and 6.5 (approximately 1/2T
vinegar).
PROCEDURE:
1. Discuss with your students what a watershed is and the different types of land uses that
can occur in a watershed. (Be sure you cover each land use shown in the watershed
sketches).
2. Explain to your students that each of these land uses impact the quality of the water in
various ways and that during this lesson they will be learning about those impacts.
3. Show students the watershed sketches and talk about the land uses in each watershed.
Have them speculate what type of impacts each use might have on the quality of the
water.
4. Explain to your students how turbidity, nitrates, pH, dissolved oxygen and temperature
are affected by different land uses. As you go through each one, demonstrate how to do
the measurement. (See https://extension.usu.edu/waterquality/htm/educator-
resources/lessonplans/supplemental-material for instructions on sampling each
parameter.
a. Discuss natural and human activities that will raise or lower water
temperature. Examples: Natural – elevation, riparian vegetation, and source.
Human – loss of riparian vegetation, climate change, discharge from industrial
and urban areas.
b. Discuss natural and human activities that will change turbidity. Examples:
natural – geology (a good example is the difference between a stream in the
Uintas (where the geology is primarily granite and other material that does not
erode easily) and the Colorado River (where the geology is primarily sandstone
and other material that does erode easily). Human – phytoplankton, agricultural
runoff, runoff from construction areas, stormwater runoff.
c. Discuss the pH scale. Discuss natural and human activities that will alter pH.
Examples: Natural – geology, acid rain, pine forests. Human – mine drainage.
Mention that most streams in Utah are basic (limestone, calcium carbonate in
bedrock buffers acid snow melt).
d. Discuss natural and human activities that are a source of nitrates.
Example: Human – fertilizers (agriculture, urban lawns and gardens), animal
waste (livestock and pets).
e. Discuss dissolved oxygen and the natural and human activities that
influence the amount of dissolved oxygen. Discuss what will influence the
amount of dissolved oxygen in a water body (temperature, turbulence, and
salinity).
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5. Show the students the water samples and explain that they will measure turbidity, pH
and nitrates for each sample. Dissolved oxygen and temperature will be given to them.
They will then use that information to determine which watershed each sample came
from.
6. Divide the students into groups and give each group a water sample and the sampling
equipment.
7. Have each group report their results and the watershed they think their samples came
from.
8. Review with the class each watershed, the land uses occurring there and reveal which
samples came from which watershed.
WRAP-UP: Review with the class each watershed and the land use occurring there.
Write the results for all groups on a whiteboard. Discuss which watershed each sample came
from and have the students tell you why. Discuss the land use activities that changed each
chemical measurement (see below). Have the students compare the parameters of each
watershed with the Utah criteria (found on page 19).
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Table 1: Description of each watershed with the impacts and pollutants that results from
specific land uses.
Water Quality
Sub Watershed Land Uses Impacts Pollutants
Measurements
Increased runoff High temperature
Metals
Loss of riparian High turbidity
Sediment
vegetation Low nitrates
Gold Creek Mining Acid mine drainage
Roads and surface Low pH
(AMD)
disturbances away Medium dissolved
from stream as well oxygen
Increased runoff
Pet waste
Loss of riparian
vegetation
Impervious surfaces
Fertilizers
Channelization
Pesticides
Increased types of
Sediment
pollutants (oil/gas, High temperature
Oil and gas
Housing stuff sent down High turbidity
PPCPs
Straight Shot Developments storm drains, metals High nitrates
Stuff down storm
Stream Commercial from brakes) Neutral pH
drains
Developments Pharmaceuticals and Low dissolved
Nitrous oxides from
personal care Oxygen
combustion engines
products (PPCPs)
(autos)
Septic systems
Waste water
treatment plants
(WWTP) discharge
Dumping yard
waste
Animal waste High temperature
Increased nutrients High turbidity
Irrigation Nitrogen
Loss of riparian High nitrates
Red Ribbon River Feedlots Phosphorous
Vegetation Neutral pH
Pastures Pesticides
Compacted banks Low dissolved
Increased erosion oxygen
High temperature
Medium turbidity
High temperature
Cooling systems Low nitrates
Capital Creek Nuclear power plant water discharge
that require water Neutral pH
Low dissolved
oxygen
High temperature
Sediment
Loss of riparian High turbidity
Recreation Biological debris in
Off Road Dream vegetation Low nitrates
Logging/logging streams (if poorly
Stream Roads lead to Neutral pH
Roads managed)
increased erosion Low dissolved
oxygen
Low temperature
Low turbidity
Snowpack
Possibly e coli from Low nitrates
Mayfly River Recreation High elevation
wildlife Low-neutral pH
Riparian vegetation
High dissolved
oxygen
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Interpretation of results for each watershed
Gold Creek
High Temperature
Due to loss of riparian vegetation, which was cleared for easier access to the desired
metals, more sun reached the water surface.
High Turbidity
Caused by increased sediment from the excavation and unstable banks.
Low Nitrates (natural)
No impact.
Low pH
Increased acidity from acid mine drainage (AMD).
Medium Dissolved Oxygen (natural)
No impact.
Straight Shot Stream
High Temperature
Loss of riparian vegetation, which was cleared for easier access to the river, more sun
reached the water surface.
High Turbidity
Increased sediment from excavation and unstable banks.
High Nitrates
Increased in nutrients from fertilizers. Also combustion engines (autos) convert
nitrogen gas to nitrous oxides, which come down as acid rain and result in increased
nitrogen concentrations.
Neutral pH (natural)
No impact.
Low Dissolved Oxygen (natural)
Water with higher temperatures can hold less dissolved oxygen.
Red Ribbon River
High Temperature
Loss of riparian vegetation from overgrazing allowed more sun to reach the water
surface.
High Turbidity
Steepened and unstable banks increased sediment input.
High Nitrates
Increase in animal waste.
Neutral pH(natural)
No impact.
Low Dissolved Oxygen
Water with higher temperatures can hold less dissolved oxygen.
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Capital Creek
High Temperature
Discharge of higher temperature water from power plant.
Medium Turbidity (natural)
No impact.
Low Nitrates (natural)
No impact.
Low pH(natural)
No impact.
Low Dissolved Oxygen
The high temperature water discharged from the power plant increases creek
temperature. Water with higher temperatures can hold less dissolved oxygen.
Off Road Dream Stream
High Temperature
Due to loss of riparian vegetation, which was cleared for roads and logging, more sun
reached the water surface.
High Turbidity
Caused by increased sediment from the excavation and unstable banks.
Low Nitrates (natural)
No impact.
Neutral pH(natural)
No impact.
Low Dissolved Oxygen
Water with higher temperatures can hold less oxygen.
Mayfly River
Low Temperature (natural)
No impact because high elevation.
Low Turbidity(natural)
No impact.
Low Nitrates (natural)
No impact.
Low-neutral pH(natural)
No impact because high elevation river fed by rain is naturally acidic.
High Dissolved Oxygen (natural)
No impact.
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Discussion Questions:
How do other mining practices impact our watersheds?
Oil and Gas Exploration
Geologic formations with large quantities of oil and gas often have low permeability.
Hydraulic Fracturing (also known as fracking) is a technique used to release oil and gas
from rock pores by creating fractures running from the trapped substances to the
production well. Water, proppants (sand or ceramic beads), and chemicals are typically
mixed and pumped into the formation in order to make these fractures. Fracturing fluid
is then pumped out and put into surface pits or tanks. However, due to human and
mechanical errors (e.g., cracked cement tubing) some of this mixture can instead
remain underground and contaminate groundwater. The chemicals in these fracturing
fluids can be toxic to humans and wildlife. Sometimes these fracturing fluids are
injected directly into underground sources of drinking water.
How do other industrial practices impact our watersheds?
Wastewater Treatment Plants
Wastewater treatment is a process to remove pollutants and improve and purify water
so that it is fit for reuse or to be discharged back into the environment. However, the
discharge of untreated or inadequately treated water from wastewater treatment plants
can cause outbreaks of disease or other health problems for aquatic and human life.
Contaminants can come from various industries including the production of
pharmaceuticals, food and beverage, pulp and paper, and more. Permit requirements for
wastewater treatment facilities only include some nutrients, temperature, and oxygen
content. Pharmaceuticals, hormones, and other organic material are contaminants found
in water that do not have permit requirements. However, the concentrations of these
unregulated materials are small (usually measured in parts per billion or trillion).
What is clean water?
There is no single definition of clean water. The Clean Water Act defines clean water
according to how we use it. Some beneficial uses for clean water include drinking
water, agriculture, recreation, aquatic wildlife, and aesthetics. Each state designates
beneficial uses. In Idaho industry is considered a beneficial use, but in Utah there is no
such designation. Each designated use has a different set of water quality standards.
The standard for aquatic life is usually the most rigorous. Aquatic organisms are
constantly immersed in water and exposed to any pollutants it might contain. Therefore
the standards for this beneficial use is actually lower than drinking water standards.
What is the difference between point source and non-point source pollution?
Point source pollution is from a single source that can easily be identified or pinpointed
as the source of pollution. An example is an industrial factory, a feed lot or a
wastewater treatment plant. Non-point source pollution comes from a large area of
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land where they are many contributors to the same pollution. An example is urban
runoff, agricultural fields, housing developments.
Point source pollution is easy to regulate because it is easy to identify where the
pollution is coming from and where it is entering the rivers or streams. It is also easy to
measure the amount of pollution entering a water body from a point source. Non-point
source on the other hand is very difficult to regulate.
Additional Resources:
USU water Quality Extension - http://extension.usu.edu/waterquality
Division of Water Resources Water Education - http://www.watereducation.utah.gov/
Surf Your Watershed - http://cfpub.epa.gov/surf/locate/index.cfm
Environment Canada - http://www.ec.gc.ca/water/en/nature/prop/e_cycle.htm
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Water Quality Sampling Data Sheet
Dissolved
Temperature Turbidity Nitrate pH
Oxygen
Sample A 18oC NTUs mg/liter 7.5 mg/liter
Sample B 21oC NTUs mg/liter 6 mg/liter
Sample C 22oC NTUs mg/liter 5.5 mg/liter
Sample D 25oC NTUs mg/liter 5.5 mg/liter
Sample E 21oC NTUs mg/liter 7.0 mg/liter
Sample F 16oC NTUs mg/liter 8.5 mg/liter
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Utah’s Criteria
Temperature
The maximum temperature for warmwater fisheries is 27 C (81 F).
The maximum temperature for coldwater fisheries is 20 C (68 F).
Turbidity
The maximum increase over natural levels in most rivers is 10 NTUs.
Nitrates
The maximum concentration for drinking water is 10 mg/liter.
For rivers a concentration of 4 or above indicates a possible pollution problem.
pH
The allowable range for most waters in Utah is 6.5 to 9.0.
Dissolved Oxygen
The minimum concentration for warmwater fisheries is 5.5 mg/liter.
The minimum concentration for coldwater fisheries is 6.5 mg/liter.
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Turbidity Conversion Chart
Distance from the bottom of the tube NTUs
<6 >240
6 to 7 240
7 to 8 185
8 to 9 150
9 to 10 120
10 to 12 100
12 to 14 90
14 to 16 65
16 to 19 50
19 to 21 40
21 to 24 35
24 to 26 30
26 to 29 27
29 to 31 24
31 to 34 21
34 to 36 19
36 to 39 17
39 to 41 15
41 to 44 14
44 to 46 13
46 to 49 12
49 to 51 11
51 to 54 10
54 to 58 9
58 to 60 8
Over the top 6
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Core Curriculum Alignments
8th Grade
Standard 2, Objective 3: Analyze human influence on the capacity of an environment to
sustain living things.
a. Describe specific examples of how humans have changed the capacity of an
environment to support specific life forms (e.g., people create wetlands and nesting
boxes that increase the number and range of wood ducks, acid rain damages amphibian
eggs and reduces population of frogs, clear cutting forests affects squirrel populations,
suburban sprawl reduces mule deer winter range thus decreasing numbers of deer).
9-12 Biological
Standard 1, Objective 2: Explain relationships between matter cycles and organisms.
a. Use diagrams to trace the movement of matter through a cycle (i.e., carbon, oxygen,
nitrogen, water) in a variety of biological communities and ecosystems.
d. Evaluate the impact of personal choices in relation to the cycling of matter within an
ecosystem (e.g., impact of automobiles on the carbon cycle, impact on landfills of
processed and packaged foods).
9-12 Chemistry
Standard 6, Objective 3: Differentiate between acids and bases in terms of hydrogen ion
concentration.
a. Relate hydrogen ion concentration to pH values and to the terms acidic, basic or
neutral.
b. Using an indicator, measure the pH of common household solutions and standard
laboratory solutions, and identify them as acids or bases.
c. Determine the concentration of an acid or a base using a simple acid-base titration.
d. Research and report on the uses of acids and bases in industry, agriculture, medicine,
mining, manufacturing, or construction.
e. Evaluate mechanisms by which pollutants modify the pH of various environments (e.g.,
aquatic, atmospheric, soil).
9-12 Earth Systems
Standard 2, Objective 2: Analyze how ecosystems differ from each other due to abiotic and
biotic factors.
a. Observe and list abiotic factors (e.g., temperature, water, nutrients, sunlight, pH,
topography) in specific ecosystems.
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c. Predict how an ecosystem will change as a result of major changes in an abiotic and/or
biotic factor.
e. Analyze interactions within an ecosystem (e.g., water temperature and fish species,
weathering and water pH).
Standard 4, Objective 1: Explain the water cycle in terms of its reservoirs, the movement
between reservoirs, and the energy to move water. Evaluate the importance of freshwater to the
biosphere.
d. Make inferences about the quality and/or quantity of freshwater, using data collected
from local water systems.
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