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IV. Land Use and Water Quality

Summary

This activity investigates local watersheds and what land use factors 

influence water quality of the rivers and the Bay. Students then look at 

data from a local monitoring station to find the health of their stream. 

Using maps of land use areas in parts of the Bay, students will look at 

land use and compare that with local stream health. They will learn

about point and non-point source pollutants and determine possible 

local sources; then they will consider ways that these can be managed 

or reduced to enhance water quality, just one step in restoring oyster 

populations. 

Learning Objectives

Students will be able to:

• Explain the concept of a watershed in visual or verbal forms. 

• Compare point and non-point sources of water pollution and give 

an example of each. 

• Give 3 examples of how land use can affect water quality.

• List 3 ways that soil erosion can be minimized in a watershed.

• Identify 4 best management practices to reduce water pollution.

K-12 Oysters in the Chesapeake Bay

Module I

Grade Level: Middle 

School 

Teaching Time – 4-6 class 

periods

Materials

Copies of Student Data Sheets 

1, 2, 3 and 4

Color copies of the 

Chesapeake Bay watershed in 

Student Data Sheet 1

(consider laminating map and 

provide one per pair of 

students)

Access to computers to find 

their watershed address, local 

monitoring stations and water 

quality data
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Background Information

The simplest definition of a watershed is the area of land that catches precipitation and 

channels this water into a marsh, stream, river, lake, or underground reservoir (groundwater). 

These water bodies can be contaminated by runoff that carries pollution from land surfaces 

anywhere within the watershed. Pollution is the presence of substances in the air, land, or 

water that can degrade human health and environmental quality. These substances may come 

from many sources, but some of the most serious pollution problems are the result of 

unwanted by-products—commonly called wastes—from human activities.

In the early 1970’s, major steps were taken to reduce pollution from human activities, including 

passage of the Clear Air and Clean Water Acts, and establishment of state and federal 

environmental protection agencies. Many of these efforts were targeted toward large, 

conspicuous sources of pollution, such as factories and municipal sewage systems. Significant 

progress has been made in reducing pollution from these point sources.

Point source pollution is pollution that comes from a single, identifiable source, such as a pipe 

or smokestack. But many polluting substances do not originate from a single source. Rainwater, 

for example, may become contaminated as it moves over and through the ground, picking up 

pollutants from many different sources. This kind of pollution is known as nonpoint source 

pollution, and now accounts for most of the water pollution in the United States. In fact, 

nonpoint source pollution comes from such a wide variety of human activities that almost 

everyone contributes to the problem in some way, often without realizing it.

Pollutants from nonpoint sources include:

• Fertilizers and pesticides from farms and home landscapes

• Oil, grease, and toxic fluids from roads, parking areas, leaking underground storage 

tanks, and improper disposal of used motor vehicle lubricants

• Sediments from poorly managed construction sites, forest lands, and stream banks

• Acid drainage from abandoned mines

• Bacteria and nutrients from livestock, pet wastes, and faulty septic tanks

Because it is a serious and pervasive problem, contaminated runoff has been the focus of 

numerous state, local, and national efforts. 

The diversity of sources and substances that result in nonpoint source pollution often make it 

difficult to know exactly what actions are needed to reduce or eliminate the problem. In many 

cases, the first priorities are to recognize when pollution is taking place, identify the polluting 

substances, and determine the sources of pollutants.

Environmental computer models are mathematical representations of the real world that 

estimate environmental events and conditions. Models simulate ecosystems that are too large 

or complex for real-world monitoring. These scenarios simulate how various changes can affect 

the Bay ecosystem, especially water quality, wildlife, and aquatic life. Data is collected 14 times 

a year at 22 stations located in Maryland’s Chesapeake Bay main channel and 12 to 20 times a 
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year at 55 stations sampled in the tidal tributaries. The analyzed data provides an assessment 

of the water quality by evaluating the levels of nutrients, dissolved oxygen, and water 

clarity. Go to http://www.chesapeakebay.net/trackprogress/river or http://buoybay.noaa.gov/

to view data.

Very detailed maps of MD streams can be found at http://1.usa.gov/1Th7ZDW

One of the main goals of Chesapeake Bay restoration is to reduce the impacts of excess 

nutrients on the Bay, and these measures provide some of the most direct linkages to 

management programs that are achieving this goal. The Chesapeake Bay Program programs

have agreed to reduce nitrogen, phosphorus and sediment pollution to the Bay.

Key Words

Best management practices – Structures, vegetation, or management practices designed to 

prevent or reduce water pollution from reaching a stream, river, or lake.

Estuary – The widening channel of a river where it nears the sea with a mixing of freshwater 

and salt (tidal) water. 

Non-point source pollution – pollution that does not come from one specific source but comes 

from a large area; for example, runoff from a parking lot, a farm field, or a golf course. 

Nutrient pollution – caused by excess nitrogen and phosphorus in the air and water.

Point source pollution – the contamination source can be identified. Examples include pollution 

from a business, factory, mine, power plant, mill, or wastewater from treatment plants that 

discharge into rivers.

Soil erosion - the wearing away and transport of soil by water, wind, and glaciers. Soil erosion 

can be a major source of turbidity, or suspended fine particles, in streams. The amount of 

erosion depends upon the land cover.

Tributary – A stream that flows to a larger stream or other body of water. 

Watershed - The area that drains to a common waterway, such as a stream, lake, estuary, 

wetland, aquifer, or even the ocean.

Wetlands - Areas where water covers the soil, or is present either at or near the surface of the 

soil all year or at varying times during the year, including during the growing season.
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Activity Procedure

Engagement

Ask students to brainstorm the types of pollution they are familiar with that occur in their own 

yards and neighborhoods. Write their examples on the chalkboard. Ask them if they think these 

types of pollution are effected in any way by rain or snow. Possible examples might include 

Animal/pet waste, litter, sewage, fertilizers and other chemicals, dumped oil, sediment, storm 

water, sticks, grass clippings. 

Have students watch one or more of these videos:

What is Non-point Source Pollution - https://www.youtube.com/watch?v=phmN-IpR3xw

Sources of Water Pollution - https://www.youtube.com/watch?v=ekACmEJLK2Q

Types of Pollutants that affect Water Quality -

https://www.youtube.com/watch?v=yEci6iDkXYw

Have students work in small groups to place the types of pollution into 2 categories on a piece 

of paper. Ask them to report out to their peers. 

Point Source Pollution Non-Point Source Pollution

Discharge from sewage plant Fertilizers or other chemicals

Discharge from mine or factory Soil or sediment

Wastewater from power plant or business Storm water

Litter, grass clippings, sticks

Pet waste

Exploration 

Surf Your Watershed! Every location on land is part of one or more watersheds, which can 

range in size from a few acres to millions of square miles. Most watersheds are part of larger 

watersheds. All watersheds in the United States have a specific name and an identifying 

number known as a “watershed address.” Have students visit 

https://cfpub.epa.gov/surf/locate/index.cfm and put in their zip code to find information about 

their local watershed address and information on pollution and other characteristics. Consider 

using Google Earth or Chesapeake Bay Fieldscope (http://chesapeake.fieldscope.org/map/31).

Students should complete the watershed questions in Data Sheet I.

You can see an image of the whole Chesapeake Bay watershed at 

http://www.chesapeakebay.net/discover/baywatershed and 

http://www.chesapeakebay.net/maps/map/classification_of_watersheds_based_on_2000_lan

d_cover
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Answers to Watershed Questions in Student Data Sheet 1. 

1. How many states make up the Chesapeake Watershed? 7

2. You will notice that the western side of the watershed is highly forested. What major land 

feature corresponds to this? Appalachian Mountains

3. What major pollutants come from forested lands? Sediment and pesticides

4. The middle part of the Chesapeake Bay is dominated by 2 highly developed areas. What are 

they? Washington D.C and Baltimore. 

5. What major pollutants come from highly developed lands? Sediment, chemicals, toxic fluids, 

bacteria

6. Go to http://www.chesapeakebay.net/trackprogress/river and find the river monitoring 

station closest to your school or home. When you click on the marker, you will see a grade and 

information about the major sources of water pollution in the area. Record that information 

below.

My River’s Grade______ Answers will vary

7. What are the major Sources of non-point pollution at this site? Answer will vary

8. What actions do you think would help to reduce these sources of non-pollution? Answers will 

vary.

Water quality and Pollutants: Healthy forests, streams and rivers are critical to the health of 

the Chesapeake Bay. Protecting forests will protect clean air and water, while lowering nutrient 

and sediment pollution entering the Bay. Have the students go to 

http://www.chesapeakebay.net/trackprogress/river (scroll down the page to River Health 

Report Cards) and find the river monitoring station closest to their school or home. When you 

click on the marker, you will see a grade and information about the major sources of water 

pollution in the area. Record that information in Data Sheet 1.

You will find additional information about the status of stream health. This site includes 12 

different map views, measurement tools, and location information. http://1.usa.gov/1Th7ZDW 

Consider giving the students an assignment to provide more detailed information about their 

local stream using the data at this site. Their maps can be printed for documentation. 

Using the information from Student Data Sheet 1, Activity III, Water, Water, ask students to 

complete the last column of the table on Data Sheet 2 by listing at least two potential sources 

of pollution from the local land uses that they identified. 
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Student Data Sheet 2

Water Quality and Pollutants [ANSWER KEY] 

Adapted from: Michigan Technological University GK12 Global Watershed Program, How is Water Quality Affected 

by Land Use?

List at least two potential causes of each pollutant listed below. 

Pollutant Possible Sources

1. Nutrients (nitrogen and 

phosphorus)

1. Livestock (animal wastes) too close to stream 

2. Fertilizers on crops or lawns 

2. Sediment 

1. Roads crossing a stream 

2. Eroding Streambanks 

3. Livestock too close to stream 

4. ATVs driving through streams 

3. Heavy water runoff

1. Poor drainage in urban areas

2. Lack of vegetation or forests in stream banks

3. Erosion from unprotected stream banks

4. Pesticides and Herbicides

1. Residential lawns and gardens 

2. Golf courses and city parks 

3. Crop land 

5. Oil, gas, metals 

1. Parking lot runoff 

2. Leaking underground gas storage tanks 

Students will develop their own investigative question related to the land use and pollutants 

that they identified in Student Data Sheet 2. They will record this on Student Data Sheet 3. 

Here are a few ideas and sources of information. Some sites have additional background and 

accompanying videos about the pollutants. 
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What is the trend of population growth in the Bay watershed?

http://www.chesapeakebay.net/indicators/indicator/chesapeake_bay_watershed_population

What is the trend of forest growth around the Chesapeake Bay?

http://www.chesapeakebay.net/indicators/indicator/bay_watershed_forest_cover

What are the trends of nitrogen in rivers entering Chesapeake Bay? 

http://www.chesapeakebay.net/trackprogress/river

What are the trends of phosphorus in rivers entering Chesapeake Bay?

http://www.chesapeakebay.net/trackprogress/river

What are the trends of sediment in rivers entering Chesapeake Bay?

http://www.chesapeakebay.net/trackprogress/river

Review student hypotheses to make sure they are appropriate, and that students will be able to 

support or disprove them using the data available to them. Once approved by you, they can 

investigate that parameter and document their findings on Student Data Sheet 3. 

After students complete their research, provide time for them to present their findings to the 

class.

Alternatively, your students can learn more about water quality parameters with online data in 

the Water Quality module of Data in the Classroom. 

http://dataintheclassroom.noaa.gov/SitePages/water-quality/index#.VxpEfNQrKt8

Teachers Guide: 

http://dataintheclassroom.noaa.gov/Documents/Water%20Quality%20Teacher%20Guide.pdf

Finally, the Chesapeake Watershed Project of Fieldscope is a tool with many features for 

student investigations. It is a citizen science initiative in which students investigate water 

quality issues on local and regional scales. Chesapeake Bay FieldScope is a project of National 

Geographic's Education Programs in collaboration with the Chesapeake Bay Foundation and the 

NOAA Chesapeake Bay Office. It is open and free for students and educators across the 

Chesapeake Bay watershed to join. There is a tutorial available to introduce you and your 

students to the maps and query tools available. http://chesapeake.fieldscope.org/v3/

Explanation 

Putting the Chesapeake on a Pollution Diet 

Students will develop a simple management plan of best practices to improve Chesapeake Bay’s 

water quality. Some background information is provided on Data Sheet 4. This activity is 
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appropriate for small groups to discuss as a group to suggest management strategies that might 

help to reduce pollution in the Bay. 

Note: This information is used in the final activity of the unit; developing a plan to restore 

oyster reefs and return the Bay to a healthy condition.

Extension 

Challenge students to use Google Earth to identify different land uses in their watershed and 

then create a presentation using screen shots of their findings. Additional information about 

this assignment is at Michigan Technological University GK-12 Global Watershed Program. 

http://www.globalwatershed.mtu.edu/docs/watershed_connections/Watershed_Connections_

Lesson_4_Water_Quality_and_Land_Use.pdf

Alternatively, students can make a 3-D model of their watershed. Divide students into small 

groups. Have each group begin by molding clay to represent landforms in a plastic or metal 

tray. Next, ask students to form the watershed by gradually leveling the clay so that it leads to 

the mouth of their river. Then, have them form river channels and coat with blue enamel paint 

and color the land with tempera paint. Finally, have students place construction paper figures 

on the model to simulate users of a river system. Let the model dry overnight. Try out the 

watershed models with a small amount of water from a spray bottle at the “head” of the 

waterway. Use the models to discuss the local watershed. 

(http://nationalgeographic.org/activity/in-your-watershed/)

Students should be able to explain: 

• Where are its boundaries?

• What are the main sources of pollution in our watershed?

• Who is impacted?

• How can we ensure the watershed is a clean resource for the community?

Alternatively, have students investigate this site from Project WET, “Explore Watersheds.”

http://www.discoverwater.org/explore-watersheds/

Evaluation 

Checking for Understanding: Students will complete Data Sheets 1, 2, 3 and 4 documenting 

their work and evaluated for completeness. 
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Three Dimensional Learning How the Dimensions are Addressed

Core Disciplinary 

Idea(s)

MS-ESS3.C Human Impacts on 

Earth Systems – Human activities 

in agriculture, industry and 

everyday life have had major 

effects on land, vegetation, 

streams oceans, air, and even 

outer space. Individuals and 

communities are doing things to 

help protect Earth’s resources and 

environments. 

Students investigate local watersheds and

land use factors that influence water 

quality, then look at data from a local 

monitoring station to find the health of 

their stream. This activity uses knowledge 

developed in the previous activities. 

Science/Engineering 

Practice(s)

Obtaining, evaluating, and 

communicating information in 6-

8 builds on K–5 experiences and 

progresses to using appropriate 

and sufficient evidence and 

scientific reasoning to defend and 

critique claims and explanations 

about the natural and designed 

world. 

Analyzing and Interpreting DataAnalyzing data in 6-8 builds on K-5 

experiences and progresses to 

extending quantitative analysis to 

investigations. Analyze and 

interpret data to provide evidence 

for phenomena.

Students gather information about 

management practices and complete a 

plan to reduce pollutants and increase the 

health of the Chesapeake Bay. 

Students will review online data from 

reliable sources about the status of 

pollutants in their local stream and 

determine its relative grade. 

Cross-cutting 

Concepts

Cause and Effect – Use cause and 

effect relationships to predict 

phenomena in natural or designed 

systems. Patterns in rates of 

change and other numerical 

relationships to identify cause and 

effect relationships. 

Systems and system models – A 

system can be described in terms 

of its components and their 

interactions. 

Students will use online data, maps, and 

interactive websites to investigate the 

effects of land use on pollutants. They will 

see patterns in land use and stream health 

due to different pollutants. 

Students use maps and interactive 

websites to explore the components of 

the Chesapeake Bay watershed. 
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Ties to Common 

Core

CCSS.ELA-LITERACY.RST.6-8.3

Follow precisely a multistep 

procedure when carrying out 

experiments, taking 

measurements, or performing 

technical tasks.

Students will develop their own 

investigative question related to the land 

use and pollutants and follow instructions 

to look for relevant data and record their 

findings and develop conclusions. 

Ties to MD 

Environmental 

Literacy Standards

Standard 5. Humans and Natural 

Resources – The student will use 

concepts from chemistry, physics, 

biology, and ecology to interpret 

both positive and negative 

impacts of human activities on 

earth’s natural systems and 

resources.

Students investigate the effect of land use 

and the corresponding pollution to 

waterways in the Chesapeake Bay. They 

will use information about their local 

stream to develop a best practices 

management plan. 

Module References

http://www.chesapeakebay.net/maps/map/classification_of_watersheds_based_on_2000_land_cover

http://www.chesapeakebay.net/trackprogress/river

http://buoybay.noaa.gov/

http://1.usa.gov/1Th7ZDW

http://www.chesapeakebay.net/track/guides

http://www.globalwatershed.mtu.edu/docs/watershed_connections/Watershed_Connections_

Lesson_4_Water_Quality_and_Land_Use.pdf

http://www.chesapeakebay.net/blog/post/epa_establishes_chesapeake_bay_pollution_diet

http://www.chesapeakebay.net/data/downloads/cbp_water_quality_database_1984_present

http://www.chesapeakebay.net/maps/map/chesapeake_bay_watershed_model_phase_5_mo

deling_segments

Maryland Environmental Literacy Standards

http://marylandpublicschools.org/programs/Documents/Environmental/MDEnvironmentalLitSt

andards.pdf

Additional Resources

http://estuaries.noaa.gov/ScienceData/Default.aspx?ID=289

http://education.nationalgeographic.org/programs/chesapeake-water-quality/

http://www.mde.state.md.us/programs/water/tmdl/water%20quality%20standards/pages/pro

grams/waterprograms/tmdl/wqstandards/faqs.aspx

https://www.epa.gov/nutrient-policy-data/chesapeake-bay