Plant Growth

Is There A Pollution Solution?

The Effect of Salt on Fast Plants

Salt is introduced into the environment in many different ways and can cause a wide variety of problems. In the northern United States, salt is frequently used to melt ice on roads. Most of this salt ends up in road side soils.

Overhead irrigation can cause the buildup of salts on farm fields. This is due to the evaporation of the irrigation water and corresponding deposition of salt which was originally dissolved in this water.

In costal areas, extensive well pumping of ground water aquifers causes the infiltration of salts from the oceans in to these aquifers and related soils.

Through the use of a TerrAqua Column and Fast Plants you and your partners will model some of the effects of salt on our environment.

to top of page

Task

You will work with a group of three students to design a TerrAqua Column. This will be used to plant Wisconsin Fast Plants. Fast Plants are a good choice for vegetation in the terrestrial system because they will respond quickly to the presence of salt. Their rapid life cycle also makes it easy to observe the effects of salt at different stages of a plant's development. You will predict the effects that salt water will have on the plants. During the process your group will record observations and take digital pictures of the growing plants. These digital pictures and observations will be put into a presentation of your choice.

to top of page

Process

Design and build your TerrAqua column using these directions. (print these directions)
In the bottom of your TerrAqua column add enough pond soil to cover the bottom of the bottle and a film can's worth of pond water. This will serve as a reservoir for the run off salt water from the Fast Plants.
Once you have your TerrAqua column built plant 20-30 plants in your fertilized soil. Water with pure distilled water at this time.
Using the fertilizer provide by your teacher, fertilize your soil on day four, seven, and fourteen.
To model salt contamination, use one percent salt solution (pure salt and distilled water) to water your fast plants. (20 ml of salt in a two-liter soda bottle works well.
To simulate salt contamination from above, use a watering bottle made from a soda bottle. "Rain" on the Fast Plants and soil (about 100 ml of the salt solution) on days three, six, and nine.
Keep close observations on as many aspects of the columns as possible. All sorts of surprises can pop up!
You will each keep individual journals of your observations. You will want to write observations in your journals on the days you water your column or fertilize your TerrAqua column (ie. days 1, 3, 4, 6, 7, 9, and 14) You may write more observations if you so desire. Your journal entries should include measurements of your plants; any difference in the plants that you observe; and predictions that you foresee.
Your group will also take digital pictures of your TerrAqua column on the days you water your column or fertilize your column (same as days as above).
The group will orally present its findings of the project in anyway you desire. Some ideas are a PowerPoint presentation, pop-up book, bi-fold poster board, or other original idea. Please keep all of your journal entries and materials in an orderly manner as this will help you in completing your project.
Finally you will write an essay using the resources listed below. This essay will be your original work. This essay will be graded separate from the project with a possibility of 75 points. The topic for this essay is:

If you lived in a community that was being polluted, how would that pollution effect your life? What would you do to clean up your community? Is it possible for one person to make a difference in their community? Give examples of each.

to top of page

Resources

	Environmental Explorers' Club
	Guide to the Clean Air Act
	Massachusetts Community Water Watch
	Articles about students making a difference:

Environmental Champions Honored

Students Plant Tree

Success Stories

A Little SOUL Reclaims Urban Wastelands

to top of page

Evaluation

This chart shows how you will get a grade when you are working on the Web Quest. There is a possibility of receiving a total of 25 points on the project.

Rubric

	1	2	3	4	5
Following Directions	I did not listen to the directions, so I did not know what to do.	I did not follow the directions. I was frequently off task.	I followed the directions but I had to be reminded to stay on task.	I followed the directions and stayed on task while I was working on my project.	I followed all the directions and I helped other students who didn't know what to do.
Cooperation with partners	We played around instead of working on our project.	We could not agree on what we should be doing, so we wasted time.	We were able to work together to complete our project.	We worked together on the project but did not share the responsibility of presenting.	We worked, together on the project and shared the responsibility of presenting.
Use of resources	I was unable to find the information I was looking for.	I was able to find some of the information needed to complete my project.	I was able to find most of the information I needed to complete my project.	I was able to find all the information I needed to complete my project with help from others outside my group.	I was able to find all the information I needed to complete my project independently within my group.
Completion of project	I am just beginning to understand the task. My work is incomplete.	I worked on my project, but only included 2-3 slides of information.	I completed 3-4 slides of information on my project.	I included all 6 slides of information. My project looks like I rushed to finish.	I included all 6 slides of information. My project is carefully detailed.
Presentation of project	I was unable to participate in the presentation.	I participated in the presentation but could only remember (1-2) pieces of information.	I participated in the presentation and included (2-3) pieces of the project information.	I participated in the presentation and included all pieces of the project information.	I participated in the presentation and exhibited confidence in knowledge of all the material presented.

to top of page

Conclusion

What have you learned about pollution? Discuss with other students in your class the pollution problems your community has. Is there something that you can do? What will it take to develop a group of students to help make a difference in your community? The challenge is there! Make a difference! I dare you...

to top of page

Permission is granted to teachers and educators to use the information with in this site for educational purposes. If you modify this web quest and publish it for your use please forward a link to me. Comments and questions may be forwarded to the following email address.

number of visitors since June 2003 Hit Counter