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1
TEACHER
-
C.P.RC₃D
<<<<<<<<<<<<<<<<<<<<<<<<<
&
CLINCH-POWELL - RC3D COUNCIL
WATER WIZARDS
TEACHERS GUIDE
An environmental program for third grader focusing on water quality and related eco-issues.
"Localized efforts like Water Wizards are important in educating youth about
environmental concerns."
Senator Albert Gore, Jr.
August 10, 1990
Clinch - Powell RC&D Office
FEATURES OF WATER WIZARDS
1. Student workbooks are provided. The workbook is divided into nine lessons, one for each
full month of the school year. Each lesson plan includes background information on the topic,
study questions and a fun activity called Water Wizard |Workout. Vocabulary words are
underlined in the text and defined in the glossary. The workbooks can also be used as coloring
books.
2. Teacher's Guide provides step by step "how-to" instructions for each activity. Each lesson
includes an experiment to illustrate the topic. Teacher manuals also include suggested extended
activities to reinforce the topic.
3. Classroom posters are included to keep students excited about the program and to measure
progress. The poster can be colored by students.
4. Tee-shirts will be provided to each student and teacher. We hope students and teacher will
wear their shirts as an honor, especially on Water Wizard activity days. We want Water Wizards
to feel special.
5. Home Brew extended learning sheets are designed to encourage students and parents to
discover ways they can change their own lives and help save the earth. Home Brews can be
pulled out of the workbook to take home.
6. Graduation Certificates will be presented to students at the end of the program to recognize
their achievement.
7. Timely is the best way to describe the program. Not only is it very appropriate in today's
world, but each lesson can be completed in 1/2 to 1 hour.
8. Teacher training to be provided on request. Or a trained instructor will train volunteers to
help you.
9. Evaluations are important to measure the success of the program and to make revisions as
necessary. You will be asked to make a short evaluation after each activity and then of the
programs a whole at the end of the year. Please help us help you.
WATER WIZARDS
TEACHERS GUIDE
CONTENTS
This manual was designed with you, the teacher in mind. Our intentions were to create a
quality educational prgram for the student and a usable guide for the teacher. We think we have
succeeded.
Letter to the Teacher
Letter to the Principal
Letter to the Parents
How to Get Started
The Big Earth Burp
"Water You Know" Instruction Sheet
Student Sheet
Home Brew
Activity Evaluation
"Acid Rain" Instruction Sheet
Student Sheet
Home Brew
Activity Evaluation
"Water Stoppers" Instruction Sheet
Student Sheet
Home Brew
Activity Evaluation
"Awesome Filter" Instruction Sheet
Student Sheet
Home Brew
Activity Evaluation
"Deadly Waters" Instruction Sheet
Student Sheet
Home Brew
Activity Evaluation
"Natural Fact" Instruction Sheet
Student Sheet
Home Brew
Activity Evaluation
"Shop for the Environment"
Student Sheet
Home Brew
Activity Evaluation
"Wicked Waste" Instruction Sheet
Student Sheet
Home Brew
Activity Evaluation
Glossary
References
WATER WIZARDS
CONGRATULATIONS TEACHER!
You have been selected to participate in a special program in environmental education.
We hope you will choose to participate.
Even though you are just one person, you have great influence over a whole classroom of
people each year. You are one of the most important people in your students lives for nine months.
They will remember you for the rest of their lives. What an opportunity to teach them how to be
good citizens of the earth!
Water Wizards was developed especially for kids at this grade level, while they are so open
to learning about the environment. Although the focus of the program is water, they will learn
about many related environmental issues. But the best part is its FUN, for you and the students.
Water Wizards was also developed with you in mind. We appreciate the pressures you
face in education and have tried to make the program as easy to incorporate as possible.
What is Water Wizards? It is a nine lessons in water quality awareness.
Each lesson will focus on one aspect of water and will build on the knowledge gained from the
previous lesson. Water Wizards incorporates science, math, reading vocabulary and critical
thinking skills. The water issues they will be learning about are important here in our area, not just
in a far away country.
Water Wizards is made possible by a grant from the State Planning Office to your county
government to provide public education of water quality in the Clinch and Powell River basins in
Tennessee.
We believe in Water Wizards and think you will also. It is our hope you will make it a
regular part of your curriculum each year. If at any time you have questions, please call the
RC&D office at (615) 828-5927 for assistance.
Lindy Lindy Furner
Lindy Turner
Project Coordinator
Route 2, Box 423
Rutledge, TN 37861
WATER WIZARDS
Dear Principal:
Your third grade teachers have been given an opportunity to participate in a program
called Water Wizards. This program involves nine activities focusing on water but covering many
other environmental issues.
Water Wizards is a complete program designed to be easy to incorporate for teachers and
fun and educational for students. We believe students will feel special and honored to be involved
and will begin to learn values they will carry with them until adulthood.
Protecting our environment is a very real problem today. These children will inherit an
earth far more endangered than the earth of their grandparents. It is critical that today's children
develop better habits than many of their elders and be equipped with knowledge to help them make
intelligent decisions.
Time is a valuable commodity and we realize there are many requirements which must be
met in third grade. For this reason we have kept the requirements at a minimum. Water Wizard
activities can be completed in 1/2 to 1 hour each lesson.
We hope you will encourage your teachers to participate in Water Wizards. Attached is a
list of the main features of the program. If you would like a copy of the teacher manual, please let
me know and I will see that you receive one. You are also encouraged and invited to visit
classrooms where Water Wizards are being taught. We welcome any input or suggestions you
might have to improve the program.
Bixdy Jurner
Lindy Turner
Clinch-Powell RC&D Council
Route 2, Box 423
Rutledge, TN 37861
(615) 828-5927
Water Wizards
Dear Water Wizard Parent:
Your child is participating in a very special program this year called Water Wizards. As a
Water Wizard, your child will be learning about the importance of clean water to his/her world and
learn about many of the related environmental issues affecting water.
Your child will be given a workbook, a tee-shirt and a graduation certificate at the end of
the year. Once per month Water Wizard activities will be held at school. Your child will learn
about topics which are important here in your county and will participate in an experiment about
water. He/she will be given a Water Wizard Home Brew sheet to bring home to share with you.
Home Brew will highlight what the student has learned that day and includes ways you and your
child can build on that knowledge. Our children will inherit an earth much less healthy than the
earth of their grandparents. They will pay the price for the bad habits of their ancestors. It is
critical that they be armed with knowledge and appreciation of their environment so that they can
make informed decisions in their lives. As parents we can help our children by being involved and
by setting a good example ourselves. Even small changes can make a difference when taken by
many.
Children of this age are very open and eager to learn about the world around them. Let's
help them all we can! This program is provided by the Clinch-Powell RC&D Council at no cost to
you or your school system through a grant from the Governor's Planning Office to your county
government. The Council includes Claiborne, Grainger, Hancock, Hawkins and Union Counties.
Teacher
"The Big Earth Burp"
Once upon a time, billions and billions of years ago, the earth was dry. There was no
water. No life existed. This was when the earth was very young (in planet years)!
The center of the earth was very hot and unsettled like a whole world of volcanoes! It got
so hot the earth "burped" to let some of the heat and gases out.
The hot gasses cooled off when they reached the atmosphere and then fell back to earth as
rain. ALL the water the earth will ever have fell at that time.
So really there is no such thing as "fresh" water. All our water is billions of years old and
has been recycled many times!
Our clean water is in trouble and needs your help or it may become extinct. Humans are
polluting the water faster than the earth can recycle it to make it clean again.
Water Wizards can help save our clean water by learning about how water is polluted and
telling others. They can also change things they do which pollute the water and ask people they
know to change too!!
We created Water Wizards especially for you! So get ready to have fun learning about the
water and what you can do to save it!!
Clinch-Powell
Resource Conservation and Development Council
Route 2, Box 423
Rutledge, Tennessee 37861
(615) 828-5927
WATER WIZARD
TABLE OF CONTENTS
TEACHER'S
STUDENT
LESSON
PAGE
PAGE
PAGE
WATER YOU KNOW
1
2
ACID RAIN
5
7
WATER RECYCLE
10
12
WATER STOPPERS
15
17
AWESOME FILTER
20
21
DEADLY WATERS
24
26
NATURAL FACT
31
32
SHOPPING FOR THE ENVIRONMENT
35
38
WICKED WASTE
42
44
GLOSSARY
47
REFERENCES
48
TEACHER'S GUIDE
WATER WIZARDS
WATER YOU KNOW
Purpose
The purpose of this activity is to help the student understand the importance of water to
living things and the limited amount of fresh water available in the world.
Preparations
Review "Why is This Important" with students.
Materials: quart jar or empty mayonnaise jar, set of measuring spoons, eyedropper.
Experiment for "DO THIS..."
1.
Explain to the children that an empty quart jar (1000 ml) will hold all the water on earth.
Add water to the empty jar in the proportions that follow.
*
973 ml - The earth's oceans hold 97% of all water on the planet. Their saltiness greatly
limits usefulness.
* 21 ml (1 1/2 tablespoons) - Ice caps and glaciers contain 2.1% of the earth's water.
These sources of water are also inaccessible.
* 6.1 ml (1/2 tablespoon) - Groundwater (down to 13,000 ft) comprises 0.6% of the
earth's water. Much ground water is too salty to be of use.
* 0.08 ml (2 drops) - Saline lake and inland seas account for 0.1% of all water on earth.
Again, saltiness greatly limits usefulness.
2.
Continue to add water to the jar. Most of the usable water on earth comes from the
following sources:
* 0.09 ml (2 drops) - Freshwater lakes (like those in Tennessee) hold only 0.1% of all
water on earth.
* 0.05 ml (1 drop) - Soil moisture accounts for 0.005% of all water on earth.
* 0.01 ml (1/5 drop) - The atmosphere at any time holds 0.001% of all earth's water.
* The rivers of all the world hold only 0.0001% of the water on earth. Such a small
quantity that it cannot practically be added to the jar.
3.
Despite the fact that we consider Tennessee as a state rich in water resources and relatively
speaking it is, using the proportions from this demonstration, Tennessee would hold far
less than a drop of the world's freshwater supply.
Reinforcement in "Can You Tell Me..."
Have students answer questions individually or as a group. Encourage Creativity. Let
students complete Water Wizard Workout when time allows.
Extension
1.
Review "Water Wizards Home Brew" and have students tear out and take home.
Encourage students to share with their parents and incorporate activities into their daily
life. Give students and opportunity to share results in class.
2.
Show "Down the Drain" a 3-2-1 Contact videotape (available at your Board of Education
Office).
1
"Water You Know"
YOU WILL LEARN
*
How water is important to living things and how much is
drinkable.
WHY IS THIS IMPORTANT?
Have you ever been so thirsty it felt like your lips were stuck together? Have you ever
seen the grass in your yard turn brown in summer? Have you ever seen a flower droop when you
forgot to water it? These are some of the things that happen when people and plants need water.
All living things need water to survive. Your body is 75% water. In other words, if your
body were a puzzle with one hundred pieces, 75 pieces would be water! People and animals can
only live a few days without water. Plants need water too. They drink moisture from the soil
through their roots. If the soil does not have water the plant may die. This is called a drought.
You may use water in many ways every day. Clean water is necessary for life, but not all
water is clean. Water Wizards know why clean water is important and they teach others who
don't.
Because the supply of water seems to go on forever, we forget that clean water is truly
precious. At least 25 million people in poor countries die each year (three out of five are children)
due to unclean drinking water and from diseases carried in unclean water supplies.
DO THIS
Pay attention to your teacher and follow directions. You are going to discover how much
water on earth is drinkable.
-
2
WATER WIZARD,
3
4
CAN YOU TELL ME
How water is important to living things?
How much of your body is made of water?
Eight ways that people use water?
Three ways that people can conserve water?
5
WATER WIZARD WORKOUT
6
7
ACROSS
1. Pets need fresh
to drink.
2. When it is very dry because it has not rained for a long time it is called a
5.
are large plants that grow in the forest.
6. Daisies and tulips are two kinds of
7.
is frozen rain.
DOWN
1. Water
know clean water is important.
2. Your
is mostly water.
4. If you need a drink of water, you are
.
2
Water Wizards
"HOME BREW"
WATER YOU KNOW
WATER WIZARD:
You learned a valuable lesson about water today. Share what you learned with your parents. Do
you remember talking about these things?
1. Why water is important.
2. Your body is 75 percent water
3. Plants drink water through roots.
4. the many ways we use clean water every day.
5. How much of the water on earth is drinkable.
MORE WIZARD THINGS TO KNOW!
1. Name ten ways you and your family use clean water at home.
2. Find out where your water comes from.
3. Water comes out of the faucet very fast. The water wasted while you wait to get a cold drink
could fill three gallon milk jugs.
4. If you leave water running while you brush your teeth, you can waste enough water to fill five
gallon milk jugs.
WATER WIZARD WAYS TO SAVE THE EARTH!
1. If you like cold water to drink, keep a jar in the refrigerator instead of letting water run.
2. When you brush your teeth, just wet your brush and then turn off the water. Turn it on again
when you need to rinse.
3. Think of other ways you can save water!
Easy, right? Not only will you save water, but you will also save the electricity it takes to run the
pump to pump the water. Be sure to tell your family what you have discovered so they can be
Water Wizards too!
DO YOU CARE ENOUGH?
The Clinch, Powell and Holston Rivers flow out of the rugged mountains of southwest
Virginia into Tennessee. In Tennessee, all or portions of Claiborne, Grainger, Hancock, Hawkins,
and Union Counties drain into these rivers. the Clinch and the Powell feed into Norris reservoir
which was the first dam in the great Tennessee Valley system.
3
WATER WIZARDS
ACTIVITY EVALUATION
We are interested in your opinion! Evaluate this activity and return by folding in half, staple and
mail. We will use your comments to review and revise the Water Wizards program.
Activity Title
1. Please rate the overall effectiveness of this activity as an overall teaching tool.
very effective
somewhat effective
effective
ineffective
2. Please rate the difficulty level.
too advanced
appropriate
too easy
3. Were the materials presented in an appropriate format?
yes
no
4. Were the students motivated to learn more about the subject?
yes
no
5. Did the experiment illustrate the lesson appropriately and did it produce the results expected?
yes
no
6. Please make any suggestions you have to make this activity more effective or comment on the
value of the lesson.
Name
Address (school)
Thank you for your help.
4
PLACE
STAMP
HERE
Clinch-Powell RC&D Council
Route 2, Box 423
Rutledge, TN 37861
TEACHER'S GUIDE
WATER WIZARDS
ACID RAIN
Review
Remind students of what they learned in the last activity.
Purpose
The purpose of this exercise is to show the student that gases dissolved in water can turn
that water into an acid. Also, the student will learn that this acid is harmful to our environment.
Preparation
Review "Why Is This Important?" with students. Explain to the students that acid rain is
a very real problem in east Tennessee. Gaseous pollutants (such as nitrogen oxide and sulfur oxide
from auto and factory emissions) in the air, dissolve in rain as it falls. The resulting acid rain
affects not only the plant life on earth but raises the acid level in lakes and in streams where it can
be damaging to water life.
Materials
Small paper cups (enough for each child or divide into small groups)
Water
Red, blue, or green food coloring
Celery sticks (same number as cups, each stick 4-5 inches long).
Old white sock
Experiment for "Do This..."
Experiment #1
1. Give each student or small group a cup and fill with about two inches of water.
2. Add enough food coloring to produce a distinct color (explain this is acid water).
3. Make a fresh cut on each celery slice and put into water to represent plants and
animals.
4. Let stand a couple of hours and then talk about the effects of acid rain on plants.
Experiment #2
1. Take class outside to see acid rain causing pollution at work. Place sock on the
exhaust pipe of a car.
2. Explain that the sock will "catch" acid rain causing pollution from the car which enters
the air as gas.
3. Turn on car and let run for one minute.
4. Carefully remove sock from pipe.
5. Turn sock inside out to see pollutants. If your exhaust system is working well, you
won't see much on the sock. (That's good!) Encourage students to imagine this pollution
going into our air from all the cars in your county, state, country, and our world!
5
Reinforcement in Can You Tell Me..."
Have students answer questions individually or as a group. Let students complete Water
Wizard Workout as time allows.
Extension
1. Tear out and review "Water Wizards Home Brew" for students to take home. Encourage
students to share with their parents and incorporate activities into their daily life. Let
students
share results in class.
2. Invite a forester or a wildlife officer to your class to talk more about the effects of acid rain on
plants and animals.
3. Demonstrate the effects of acid rain (long-term) on limestone rocks and our buildings made
from limestone products. For better illustration, shake enough gravel for each student in a bag
containing half a box of baking soda. Give each student a rock and then let them use an
eyedropper to sprinkle acid rain (half diluted vinegar) on their rock. Wow! Explain that this is
what is happening to the Acropolis in Greece. Show students a picture of the Acropolis and point
out where it is on the globe.
6
"Water Recycle"
YOU WILL LEARN
*How the water cycle works.
WHY IS THIS IMPORTANT
Water is recycled. Think about the water on the ground. The water on the ground evaporates
when the ground gets warm. Think about the warm air rising. The air and water vapor expand
and rise high. The air is cooled when it rises. When the air is cooled, the water vapor condenses
make clouds. Cloud drops come together to make bigger water drops. The bigger drops are rain.
Rain that falls on the ground id called precipitation. The water evaporates again. Some of the
water seeps into the ground. This is called infiltration. The water left on the ground evaporates
again. The vapor condenses. Rain falls to the ground. This is called the WATER CYCLE!
DO THIS
Pay special attention to your teacher. Your teacher will make it rain right there in your
classroom!
Complete the Water Wizard workout.
WATER WIZARD,
CAN YOU TELL ME
Where rain comes from?
How clouds are made?
How plants affect the water cycle?
WATER WIZARD WORKOUT
Make as many new words as you can from the following word. Good Luck!
PRECIPITATION
7
WATER WIZARDS
"HOME BREW"
WATER RECYCLE
WATER WIZARD:
You learned a valuable lesson about water today. Share what you learned with your
parents. Do you remember talking about these things?
1. How water from earth evaporates into the sky.
2. How the warm vapor condenses when it reaches the cool air.
3. How the condensed vapor falls back to earth as precipitation (rain or snow)
4. How the precipitation either infiltrates into the groundwater or runs off into the rivers and
lakes.
5. This is called the Water Cycle.
MORE WIZARD THINGS TO KNOW!
1. Trees are our best friends when it comes to cleaning our air. They take in carbon dioxide (one
kind of pollution) and use it to make oxygen which they release back into the air. What a
Wizard trick!
2. It takes 500,000 trees to make the Sunday newspapers for just one Sunday in the U. S.!!
3. Rainforests are where most of our oxygen is produced and were half of the worlds different
kinds of plants and animals live. Rainforests are very important in cleaning our air of pollution.
4. Rainforests are being destroyed at the rate of 100 football fields every minute! At this rate
they will all be gone in your lifetime.
WATER WIZARD WAYS TO SAVE THE EARTH!
1. Plant trees! Trees make oxygen, they provide shade and homes to animals and they are
beautiful to look at.
2. Don't waste paper! It takes a whole tree to make a stack of paper four feet high. Each year
our nation uses about 67 million tons of paper. That's 580 pounds per person!! Save trees by
taking your old bags to buy new groceries. Write on both sides of paper. If your parents work
in an office, ask them to save scrap paper with a blank side for you to use!
3. Tell your parents about the problems of the rainforests. Ask them not to buy products (except
medicines) that come from destroying the rainforests. Some of your favorite fast-food
restaurants use beef produced on destroyed rainforest land. Ask the restaurant manager (or
get your teacher to help you write the President of the company and ask them) to buy
American beef. Be sure to tell them why!
Take a deep breath Wizard, if you did these things there is more clean air to breathe!
DO YOU CARE-ENOUGH?
The Clinch and Powell Rivers played very important roles in our frontier history. They
provided drinking water, fish, game transportation and fertile bottom land for growing crops for
food and fiber. Daniel Boone even traveled these waters and forged trails for other early settlers.
8
WATER WIZARDS
ACTIVITY EVALUATION
We are interested in your opinion! Evaluate this activity and return by folding in half, staple and
mail. We will use your comments to review and revise the Water Wizards program.
Activity Title
1. Please rate the overall effectiveness of this activity as an overall teaching tool.
very effective
somewhat effective
effective
ineffective
2. Please rate the difficulty level.
too advanced
appropriate
too easy
3. Were the materials presented in an appropriate format?
yes
no
4. Were the students motivated to learn more about the subject?
yes
no
5. Did the experiment illustrate the lesson appropriately and did it produce the results expected?
yes
no
6. Please make any suggestions you have to make this activity more effective or comment on the
value of the lesson.
Name
Address (school)
Thank you for your help.
9
PLACE
STAMP
HERE
Clinch-Powell RC&D Council
Route 2, Box 423
Rutledge, TN 37861
TEACHER'S GUIDE
WATER WIZARDS
WATER RECYCLE
Review
Remind students of what they learned in the last activity.
Purpose
The purpose of this activity is to allow students to become familiar with the water cycle.
Preparation
Review "Why is This Important?" with students. Sketch on the blackboard a diagram of
the water cycle. Discuss the diagram with the students.
Materials
water
hot plate
pan of water with lid
salt
small cup
Experiment for "DO THIS..."
1.
Boil water in covered pot on the hot plate. Steam from the boiling water condenses when
it hits the lid. The condensed water then falls back to be changed to steam again,
completing the cycle. Relate what is happening to the water cycle of earth.
2.
Add enough salt to make the briny. Relate to the oceans where most of earth's weather
is formed. Let "rain" drip into cup. Let cool and then let a student taste to see if it is
salty. Explain this phenomenon.
Reinforcement in "Can You Tell Me..."
1.
Have students answer questions individually or as a group. Encourage creativity. Let
students complete Water Wizard Workout as time allows.
2.
Have students construct a "water recycle" (terrarium) to take home.
Materials
clear, clean 2 liter plastic bottle with lid (label removed)
scissors
clear, wide packing tape
gravel
soils
peat moss
plants (ferns, mosses, etc.)
water
10
1.
Cut bottles in half.
2.
Cut two vertical slits (about 2" long) in top half so top can slide down inside or over
bottom.
3.
In the bottom of the container, put a 1-inch layer of gravel for drainage.
4.
Add a layer of soil (about 3 inches).
5.
Add a layer of peat moss.
6.
Plant the plants, water lightly and replace top half inside bottom. Tape around the outside
to hold together and make air tight.
7.
Place in a sunny spot. (You should not have to add any more water). Tell students to
watch for condensation over time as their water recycle grows.
Extension
1.
Tear out and review "Water Wizards Home Brew" for students to take home. Encourage
students to share with their parents and incorporate activities into their daily life. Let
students share the results in class.
2.
Invite a meteorologist to talk to the class about weather.
3.
Watch "You Can't Grow Home Again" a 3-2-1 Contact video available in your Board of
Education office.
11
"ACID RAIN"
YOU WILL LEARN
*
How acid rain is made.
*
Where gases that pollute rain come from.
*
How acid rain is bad for our environment.
WHY IS THIS IMPORTANT?
All rain is not good for the earth. Acid rain can make trees, plants and aquatic life sick. If
the acid is strong enough it may even kill the trees, plants and aquatic life. Acid rain is a problem
in Tennessee.
What causes acid rain? Acid rain is created when rain falls through air pollution. The
pollutants dissolve in the water and fall to the ground as acid rain. Plants and animals cannot stand
too much acid,. Our rivers and lakes are being damaged by acid rain.
What causes the air pollution? Much of it comes from the exhaust of automobiles and
trucks. The exhaust turns into gases that float up into the sky. Some industries and manufacturing
plants give of pollution too. Have you ever scen smoke come out of a smoke stack? This smoke
adds to the air pollution.
Do you know someone who burns wood or coal to heat their home? This is also air
pollution. Air pollution is a big problem. We can control acid rain by reducing air pollution.
DO THIS
Pay close Water Wizard attention to your teacher and follow her directions.
WATER WIZARD, CAN YOU TELL ME...
*
What acid rain is?
*
What causes acid rain?
*
What acid rain could do to rivers, plants, fish and people?
*
Two ways that people can solve the problem of acid rain?
COMPLETE THE WATER WIZARD WORKOUT
WATER WIZARD WORKOUT
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VKUEAAEWLBO
ROCK
BNMARZYVWOL
ACID RAIN
UBDMDHLIGEL
ATMOSPHERE
IRIVERSNRXU
GASES
LSAKNBXE IT
GARDENS
DJTDSEHG
VINEGAR
IDCLEPDA
K
<
BUILDINGS
NZTQSUFRUMN
VINEGAR
GCEONCIBVAG
BUILDINGS
SJMSGCPHGSZ
POLLUTION
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ACIDRAINREX
Find the words listed above and circle them. Words may be upside down, diagonal or even
backward! You can use each letter more than once. The first one is done for you.
12
WATER WIZARDS
"HOME BREW"
ACID RAIN
WATER WIZARD:
You learned a valuable lesson about water today. Share what you learned with your
parents. Do you remember talking about these things?
1. How acid rain is made.
2. Where gases that pollute rain come from.
3. How acid rain affects plants and animals.
MORE WIZARD THINGS TO KNOW!
1. It takes about 400 pounds of coal to keep a single 100-watt light bulb burning for twelve hours each
day for one year.
2. Burning the coal to make the energy to light the bulb makes about 90 pounds of pollution that causes
acid rain.
3. It costs about $39.00 to light the bulb for a year at 8.8 cents per kilowatt hour.
4. Ask a parent to explain these things to you. Then count all the light bulbs at your house (don't forget
the porch). Multiply the number of lights times 90 pounds of pollution caused from lighting your
house
for one year. WOW!
WATER WIZARD WAYS TO SAVE THE EARTH!
1. Turn the lights off when you leave the room.
2. Use daylight when possible. Sit by the window to get more light.
3. Use fixtures that use only one bulb. One 100-watt bulb uses less energy and gives of 20 percent more
light than two 60-watt bulbs.
4. Encourage your parents to switch to new fluorescent light bulbs which will fit regular light fixtures.
One 18-watt fluorescent bulb provides the light of a 75-watt incandescent bulb. Even though they cost
more, it lasts ten times longer and a single bulb will keep more than 80 pounds of coal in the ground
and out of the air. Ask your parents to help you understand this.
Your work is awesome!
DO YOU CARE-ENOUGH?
The Clinch and Powell Rivers are very important to everyone in East Tennessee, even those who
don't live directly in the drainage basin. The rivers are recreation areas which provide important living
conditions for many kinds of wildlife.
13
WATER WIZARDS
ACTIVITY EVALUATION
We are interested in your opinion! Evaluate this activity and return by folding in half, staple and
mail. We will use your comments to review and revise the Water Wizards program.
Activity Title
1. Please rate the overall effectiveness of this activity as an overall teaching tool.
very effective
somewhat effective
effective
ineffective
2. Please rate the difficulty level.
too advanced
appropriate
too easy
3. Were the materials presented in an appropriate format?
yes
no
4. Were the students motivated to learn more about the subject?
yes
no
5. Did the experiment illustrate the lesson appropriately and did it produce the results expected?
yes
no
6. Please make any suggestions you have to make this activity more effective or comment on the
value of the lesson.
Name
Address (school)
Thank you for your help.
14
PLACE
STAMP
HERE
Clinch-Powell RC&D Council
Route 2, Box 423
Rutledge, TN 37861
TEACHER'S GUIDE
WATER WIZARDS
"WATER STOPPERS"
Review
Briefly remind students what they learned in the last lesson.
Purpose
The purpose of this activity is to show the student that different soils affect the movement
of water.
Preparation
Before doing this activity, review "Why Is This Important?" section with students. Be sure
to include a discussion of types of soils, and how water is absorbed into the soil and moves, with
time, around the soil particles. Let students feel, smell, and describe how they are alike and how
they are different.
Materials
3 large paper cups
sand or loose soil
3 coffee filters
clayey soil
3 glass quart jars
gravel
rubber bands
measuring cup
water
scissors
thumbtack
watch or clock
Experiment for "Do This..."
Let students help with this activity as much as possible.
1. Using the thumbtack, punch several holes in the bottom and around the lower part of each cup
2. Place a square filter over the bottom of each cup so it covers all the holes. Secure the filter
with a rubber band.
3. Place each cup in a jar. Label the cups A, B, and C.
4. Fill Cup A half full of dry sand, Cup B half full of clay, and Cup C half full of a mixture of
sand, gravel, and clay. Pack.
5. Pour 100-ml of water into each cup. Record the time when the water was first poured into
each cup.
6. Record the time when the water first drips from each cup. Note the appearance of the water.
7. Allow the water to drip until finished. At the end of this time, remove the cups from the glass
jars. Measure and record the amount of water in each jar. (During waiting time, let students
complete the workout.)
15
8. Fill out the following chart on the board with students. Discuss the results.
TIME
CUP
WATER IN
WATER OUT
OBSERVATIONS
A
B
C
Reinforcement in "Can You Tell Me..."
Have students answer question individually or as a group. Encourage creativity. Let students
complete Water Wizard Workout as time allows.
Extension
1. Tear out and review "Water Wizards Home Brew" for students to take home. Encourage
students to share with their parents and incorporate activities into their daily life.
2. Have a soil conservationist visit your class to learn more about soils and how they are formed.
16
WATER STOPPERS
YOU WILL LEARN
How to tell the difference between three types of soil.
How water moves through soil.
How to measure water.
WHY IS THIS IMPORTANT?
Have you ever thought about the soil you walk on in your yard? How does it feel when
you squeeze it? Is it different from the soil at your school?
Soils are like people, they are all different. In the United States there are more than 70,000
different kinds of soil. Soils are made of three kinds of soil particles, sand, silt and clay. Water is
also an important ingredient in soil. The water holds the soil particles together.
When it rains, water moves through the air spaces between soil particles. If a soil has
many air spaces then the water drains quickly. If the air spaces are very small, the water drains
very slowly.
DO THIS
Pay close attention to your teacher. Your teacher will show you how water moves through
soil. You are going to enjoy this!
WATER WIZARD, CAN YOU TELL ME
*
How soils are like people?
What the three kinds of soil particles are?
If your yard stays muddy for a long time after it rains, what kind of soil is it?
What three types of soil look like?
What three types of soil feel like?
WATER WIZARD WORKOUT
Help the rain from the cloud get to the duck pond.
17
WATER WIZARDS
"HOME BREW"
WATER STOPPERS
WATER WIZARD:
You learned another valuable lesson about water today. Share what you learned with your
parents. Do you remember talking about these things.
1. The different kinds of soils.
2. How water moves through soil.
3. How to measure water.
4. How water is an important ingredient in soil.
5. The experiment you conducted.
MORE WIZARD THINGS TO KNOW!
1. Tiny leaks can waste a lot of water. A dripping faucet will waste thousands of gallons of
water in a year.
2. Twenty out of every hundred toilets in America are leaking water right now. In a year that is
enough water to take three baths every day (22,000 gallons).
3. Look out your window the next time it rains hard. Where does the water go that falls on your
driveway? Where does the water go that falls on the grass? How long does it take your yard
to dry out? Do you think your soil has more clay or more sand in it? Ask your mom if she
knows!
WATER WIZARD WAYS TO SAVE THE EARTH!
1. Investigate all the faucets at your house (don't forget outside) to check for drips. Tell your
parents what you find. Leaky faucets can be easily fixed and you will save thousands of
gallons of water.
2. Ask your parents to help you check the toilet for leaks. Remove the lid from the toilet tank,
drop about 12 drops of food coloring into the tank and replace the lid. Wait 15 minutes and
then look in the toilet bowl. If colored water shows up you've found a leak! Be sure you don't
flush the toilet while you wait. Tell your parents what you've found and ask them to fix the
leak.
DO YOU CARE-ENOUGH?
The Clinch River contains many different kinds of shellfish and nearly 50 kinds of
mussels. Some of these are endangered. Mussels die easily when the rivers and streams become
polluted. The Clinch River is known worldwide for its wealth of mussels. A long time ago buttons
were made from mussel shells and wood before plastic was invented.
18
WATER WIZARDS
ACTIVITY EVALUATION
We are interested in your opinion! Evaluate this activity and return by folding in half, staple and
mail. We will use your comments to review and revise the Water Wizards program.
Activity Title
1. Please rate the overall effectiveness of this activity as an overall teaching tool.
very effective
somewhat effective
effective
ineffective
2. Please rate the difficulty level.
too advanced
appropriate
too easy
3. Were the materials presented in an appropriate format?
yes
no
4. Were the students motivated to learn more about the subject?
yes
no
5. Did the experiment illustrate the lesson appropriately and did it produce the results expected?
yes
no
6. Please make any suggestions you have to make this activity more effective or comment on the
value of the lesson.
Name
Address (school)
Thank you for your help.
19
PLACE
STAMP
HERE
Clinch-Powell RC&D Council
Route 2, Box 423
Rutledge, TN 37861
TEACHER'S GUIDE
WATER WIZARDS
AWESOME FILTER
Review
Remind students of the last activity and what they learned. Recall the movement of water
around the sand, clay, and mixture.
Purpose
The purpose of this activity is to show students that filtration is a way water can be
purified.
Preparation
Review "Why Is This Important?" section with students. Be sure to explain to students
that this is one process which purifies groundwater naturally. Filtration is used by some cities as a
water treatment process.
Materials
1 large glass or plastic funnel (or cut an empty milk jug in half and cut a hole in the lid).
small pebbles
coffee filter
soil
fine sand
clean water
muddy water
narrow mouth glass jar
Experiment for "Do This..."
Let students help as much as possible with the activity.
1. To a large plastic or glass funnel add a coffee filter, a layer of small pebbles, then a layer of
soil, and finally a layer of fine sand.
2. Pour some clean water through the funnel to allow the layers to settle and pack together.
3. Place the funnel in a narrow-mouth glass jar and pour some muddy water into the funnel. The
layers will filter the mud, and clear water will pass into the jar.
4. Relate this to natural occurrence and to waste treatment plants. Explain that soil layers are
nature's filter and are very important in recycling water and making it clean.
Reinforcement in "Can You Tell Me..."
Have students answer questions individually or as a group. Encourage creativity. Let
students complete Water Wizard Workout as time allows.
Extension
1. Tear out and review ""Water Wizards Home Brew" for students to take home. Encourage
students to share with their parents and incorporate activities into their daily life.
2. A water-treatment plant might be visited, or a worker might be invited to visit the class.
20
"AWESOME FILTER"
YOU WILL LEARN
*
How water can be cleaned through filtering
WHY IS THIS IMPORTANT?
Can polluted water be turned into clean water? Yes, but it isn't easy. A process called
filtration is used to remove the pollution from the water.
Filtration is a process where polluted water is poured through filters. As the water trickles
through different layers of soil, the pollutants become attached to the soil particles. The water
keeps draining and is clean after it moves through all the layers.
Many cities use filtration as a water treatment process. Water is used in homes and then
goes into a sewer system. The sewer system takes the water to the waste water treatment plant.
Chemicals are added to the water to kill all the bacteria. Then filtration is used to finish cleaning
the water.
DO THIS
Pay attention as your teacher shows you how water can be cleaned by filtering. Complete
the Water Wizard Workout.
WATER WIZARD, CAN YOU TELL ME
*
The meaning of the word filtration?
*
How cities can use filtration as a water treatment process
*
What a sewer system does?
1
2
WATER WIZARD WORKOUT
3
4
5
6
Across
3. We need clean
to drink.
4. A process called
is used to remove pollution from water.
5. A
system takes dirty water to the waste water treatment plant.
6. Chemicals
the bacteria in the water.
Down
1. A waste water
plant turns dirty water into clean water.
2. Chemicals are added to polluted water to kill
.
21
WATER WIZARDS
"HOME BREW"
AWESOME FILTER
WATER WIZARD:
You learned a valuable lesson today. Share what you learned with your parents. Do you
remember talking about these things?
1. How water can be cleaned through filtering.
2. How filtering is sued in waste water treatment plants.
MORE WIZARD THINGS TO KNOW!
1. Ask your parents where the waste water from your home goes. If it goes to a septic tank, ask
how it works.
2. The water you flush down the toilet starts out as clean drinking water. Each time you flush,
you use five to seven gallons of fresh water!
3. A bath uses twice as much water as a shower. A five minute shower uses about 25 gallons of
water. How much water does a bath use?
WATER WIZARD WAYS TO SAVE THE EARTH!
1. Ask your parents for permission and help with this project. Wash out an empty plastic jug and
put some rocks in the bottom. Fill it with water and set it in the toilet tank. Now your toilet
will save between one and two gallons of water when you flush it! Make sure your jug fits
without getting in the way of the arm and chain.
2. Take showers instead of baths, they use half as much water and they are quicker!
3. Tell your parents about "low-flow" shower heads. These shower heads add air to the water so
it cuts the amount of water used and feels great. The next time they need to replace the
shower head they might want to consider buying a "low-flow" head.
Keep up the good work Water Wizard, you're no drip!
DO YOU CARE-ENOUGH?
Sport fishing is the most popular outdoor activity in East Tennessee. Over 30 percent of
the people who live here fish regularly. Each fisherman spends an average of $220 per year
fishing. That means that the Clinch and Powell Rivers bring MILLIONS of dollars into our local
economy. That is another good reason to protect the quality of water in the Clinch and Powell
Rivers.
22
WATER WIZARDS
ACTIVITY EVALUATION
We are interested in your opinion! Evaluate this activity and return by folding in half, staple and
mail. We will use your comments to review and revise the Water Wizards program.
Activity Title
1. Please rate the overall effectiveness of this activity as an overall teaching tool.
very effective
somewhat effective
effective
ineffective
2. Please rate the difficulty level.
too advanced
appropriate
too easy
3. Were the materials presented in an appropriate format?
yes
no
4. Were the students motivated to learn more about the subject?
yes
no
5. Did the experiment illustrate the lesson appropriately and did it produce the results expected?
yes
no
6. Please make any suggestions you have to make this activity more effective or comment on the
value of the lesson.
Name
Address (school)
Thank you for your help.
23
PLACE
STAMP
HERE
Clinch-Powell RC&D Council
Route 2, Box 423
Rutledge, TN 37861
TEACHER'S GUIDE
WATER WIZARDS
DEADLY WATERS
Review
Remind students of what they learned in the last activity.
Purpose
The purpose of this activity is to allow students to becomes familiar with different kinds of
pollution that can effect water, as well as animals and plants that live in water.
Preparation
Review "Why Is This Important?" with students. Tell the students that they are going to
be divided into research teams and given a river to analyze for pollution (can be done individually).
Materials
10 different colors of construction paper (3 sheets each)
writing or graph paper (in workbook)
glue
1 teaspoon
Experiment for "Do This..."
1. Make 100 tokens of each of the 10 colors of construction paper (1/2" squares) Put all the tokens
in a container. This is pollution.
2. Cut out explanation of each kind of water pollutant and glue to a different color construction
paper. These will be the pollution keys. Tape each key to the wall or blackboard at a level where
students can read them.
3. Divide students into groups of three. Explain that they are scientists who are going to determine
how polluted a river is. Explain that the graph represents a river. Have them name the river and
list the names of the scientists who investigated the rivers.
4. Give each research team a teaspoon of pollution (construction paper). Each team will need
access to a glue stick or glue.
5. The teams should separate the colored tokens into piles and then glue all squares of the same
color in a row on graph paper to make a bar graph.
6. Have teams come one at a time to the pollution keys and read out loud about the biggest
pollutant in their river. All the pollutants should be discussed by the end of the activity. Have
teams label each pollutant on their graph.
7. When they have the bar graphs completed and have compared the team's results, tell them that
any quantity above two units of each kind of pollutant is considered damaging to wildlife habitat.
In their hypothetical rivers, what pollutants would be likely to cause the most damage to wildlife
and wildlife habit. Give examples and discuss the kinds of damage that could be caused.
8. Post "rivers" in the hall or bulletin board so students can see how each river is polluted
differently.
24
Reinforcement in "Can You Tell Me..."
Have students answer questions individually or as a group. Encourage creativity. Let
students complete Water Wizard Workout as time allows.
Extension
1. Tear out and review "Water Wizards Home Brew" for students to take home. Encourage
students to share with their parents and incorporate activities into their daily life. Let students
share results in class.
2. Have water pollution specialist visit the class or have the class Adopt-A-Stream near school.
0
0
0
Tu
€
S
@
0
0
R
0
1 2 3 4 5 6 7 8 9 10
POLLUTANTS
25
DEADLY WATERS
YOU WILL LEARN..
About different kinds of water pollution
*
How this polluted water affects the animals and
plants that live in water.
*
Some ways that this pollution can be stopped.
WHY IS THIS IMPORTANT?
Did you know that all the water that will ever be on earth is on earth right now? All the
rain and snow that falls on the land either soaks into the ground or is carried to the sea. All along
the way, water evaporates or finds its way through plants and transpires back into the atmosphere
to make clouds and precipitate again.
We know how important water is to living things. It is what keeps us alive. But each day
humans damage the water supply by polluting it. This polluted water causes illness and death in
wildlife. It can also cause illness and death in humans.
Many things can get into water and cause it to become polluted. Most of the pollution is
caused by people being careless and not knowing the damage they are causing.
DO THIS
Listen carefully to your teacher for instructions. You are going to be a scientist.
WATER WIZARD, CAN YOU TELL ME
*
Five kinds of pollution that affect our water?
*
Five things you can do - starting today- in your own life to reduce the number of
pollutants you add to the environment?
WATER WIZARD WORKOUT
PAZDHUMANSX H
REKLSZPEZLT
EPVEWYRIEAR
CRQAN 5 ZLPMA
IDMRP APOIN
PHBTL
IQLNS
IZUHU W RSLAP
TOIRPAPAUNI
AGVXSMBITQR
TXEJRDGBEEE
EYTABZYAPUS
Find these words and circle them. Words may be upside down, diagonal or even backward! You
can use each letter more than once. The first one is done for you.
Snow
Evaporates
Animals
Earth
Precipitate
Pollute
Transpires
26
WATER WIZARDS
"HOME BREW"
DEADLY WATERS
WATER WIZARD:
You learned a valuable lesson today. Share what you learned with your parents. Do you
remember talking about these things?
1. The 10 different kinds of water pollution.
2. How polluted water affects the plants and animals that live in water.
3. Some ways that pollution can be stopped.
MORE WIZARD THINGS TO KNOW!
1. It is very easy to pollute water. For example, a gallon of paint or a quart of motor oil can seep
in the Earth and pollute 250,000 gallons of drinking water. A spilled gallon of gasoline can
pollute 750,000 gallons of water.
2. Litter and garbage often find their way into rivers and lakes and pollute the water.
3. Deer and other animals often cut their tongues on open cans. Animals are sometimes hurt
when they eat cigarette butts, plastic wrappers or styrofoam.
4. When your parents were young they didn't worry about saving the environment because they
didn't know it was in trouble. They developed some bad habits. They made as much garbage
as they wanted, they wasted energy whenever they wanted and they used up the earth's
resources very fast. Today they know better, but they still have a lot of bad habits. That's
because it's hard to break bad habits.
WATER WIZARD WAYS TO SAVE THE EARTH!
1. If you know a farmer, ask him to please be careful when he throws away chemicals he uses.
Even empty containers are dangerous, especially if they get in the water.
2. Be a nice neighbor. Pick up litter and throw it in the trash and definitely don't litter yourself.
Keep our rivers and lakes clean enough for swimming!
3. Ask your family about adopting a stream. Your teacher can find out more about it.
4. Ask your grandparents what it was like to go shopping when they were kids. How is it
different now? Which way is better for the environment?
5. Gently tell your parents about your concern for the environment. Don't bug them, but tell them
how important it is to take care of the Earth so it will be healthy when you grow up.
DO YOU CARE-ENOUGH?
Water quality in streams and rivers depends on the actions of humans who live or play
around them. Farming, timber cutting and mining for coal are practices which can kill a river. If
these practices are done carefuly using good conservation methods they will not harm the rivers.
27
River
28
1
2
3
4
5
6
7
8
9
10
Pollutants
KINDS OF WATER POLLUTANTS
SEDIMENTS
Tiny pieces of soils wash from land and paved areas into creeks and streams. When a lot
of pieces get into water, they are called pollutants. Sediments come from places where buildings
are being built or where farmers are growing crops. Sediments can kill fish by covering fish nests
and clogging the gills of some fish.
PETROLEUM PRODUCTS
Oil and other petroleum products like gasoline and kerosene get into water from ships,
automobile service stations, and streets. Oil spills kill animals that live in or near water. Birds can
not fly when oil covers their feathers. Fish are poisoned. Oil is very hard to clean up.
ANIMAL WASTE
Flooding or barnyards or stock pens can cause animal waste to flow into our streams and
rivers. Not only does the water look ugly and smell bad, but it is also harmful to our wildlife.
MUNICIPAL WASTE
Human wastes that are not properly treated at a waste treatment plant may have a lot of
germs in it that will make people sick. This usually happens when sewage gets into water.
Normally sewage, or water and waste from toilets, is stored in a septic tank. Sometimes septic
tanks fill up and sewage runs out into our water.
HOUSEHOLD WASTE
Detergents and pesticides can get into our water system. Many of these can kill fish and
make humans sick. They cause water to taste and smell bad.
MINING WASTE
Some pollutants from farms is fertilizer. These pollutants cause streams to stay dirty.
They also kill fish and plants that live in water.
FERTILIZERS
The main pollutant from farms is fertilizer. When it rains, the fertilizer is carried into
streams and rivers. It uses up all of the oxygen in the water. Then the animals in the water die.
HEATED OR COOLED WATER
Electric power plants use a lot of water. They often return heated water to streams. This
heated water has less oxygen in it, so it kills fish and other animals that live in water. Water that is
colder than normal can also harm wildlife.
ACID RAIN
Animals and plants that live in water like clean water. When water gets too much acid in
it, fish and plants die.
PESTICIDES
Farmers sometimes spray chemicals on weeds or bugs to kill them. Rain carries these
chemicals into our streams, rivers, lakes and oceans.
29
WATER WIZARDS
ACTIVITY EVALUATION
We are interested in your opinion! Evaluate this activity and return by folding in half, staple and
mail. We will use your comments to review and revise the Water Wizards program.
Activity Title
1. Please rate the overall effectiveness of this activity as an overall teaching tool.
very effective
somewhat effective
effective
ineffective
2. Please rate the difficulty level.
too advanced
appropriate
too easy
3. Were the materials presented in an appropriate format?
yes
no
4. Were the students motivated to learn more about the subject?
yes
no
5. Did the experiment illustrate the lesson appropriately and did it produce the results expected?
yes
no
6. Please make any suggestions you have to make this activity more effective or comment on the
value of the lesson.
Name
Address (school)
Thank you for your help.
30
PLACE
STAMP
HERE
Clinch-Powell RC&D Council
Route 2, Box 423
Rutledge, TN 37861
TEACHER'S GUIDE
WATER WIZARDS
NATURAL FACT
Review
Remind students of what they learned in the activity.
Purpose
The purpose of this activity is for students to identify natural and man-made objects in the
environment.
Materials
two signs labeled "natural" and "man-made"
samples of natural and man-made objects (leaves, sticks, soil, pebbles, feathers, cotton
balls, shells, dried flowers, sandpaper, toothpicks, bottle caps, buttons, paper, plastic
straws, styrofoam, pencils, pine cones, sponges, salt, etc.)
construction paper
Experiment for "Do This...?"
1. Place the "natural" sign and all the objects on one table and the "man-made" sign and man-made
objects on another table.
2. On the chalkboard, make two columns labeled: "natural" and "man-made." Ask students to list
some characteristics they can expect to observe from each object (i.e., hard soft, sharp, furry,
smooth, shiny, scratchy, brown, red, green, blue, smelly, sweet, etc.).
3. Divide the class into two groups and let them handle the objects from the tables, one group
handling only natural objects and the other group handling only man-made objects. Encourage
them to touch and smell each object. Have students decide whether each object was made by
nature or if someone made it. Explain to students that man-made objects that came from a natural
objects. Ask students, if they can identify any man-made objects that came from a natural object
and, if so, name them.
4. Ask students to name characteristics they observed. First, ask students to name characteristics
of the natural objects and then name characteristics of the man-made objects. Add these
characteristics to the list on the chalkboard. Discuss whether these characteristics show if an
object is man-made or both and if some traits are common to both.
5. Repeat the procedure with the groups switching tables.
Reinforcement in "Can You Tell Me..."
Have students answer questions individually or as a group. Encourage creativity. Let
students complete Water Wizard Workout as time allows.
Extension
1. Tear out and review "Water Wizard Home Brew" for students to take home. Encourage
students to share with their parents and incorporate activities into their daily life.
2. Have students draw their left and right hands onto two pieces of construction paper or
cardboard. Have them glue five man-made objects to one hand and natural objects to the other.
Label, collect and display.
31
"NATURAL FACT"
YOU WILL LEARN
*
The difference between natural and
man-made objects in the environment
How to define an unsafe and a safe
way to dispose of garbage.
WHY IS THIS IMPORTANT?
Most Tennesseans understand that natural resources are growing more scarce. The
"ecological movement" that began in the 1960's began a far-reaching attempt to conserve what was
given to us when earth was created. Nonrenewable resources such as oil and minerals are used to
produce millions of products. Even renewable resources such as trees are carelessly wasted.
When products are "thrown away", they are buried in landfills, ending the cycle and availability of
renewable and nonrenewable resources.
Tennesseans "throw away" an average of six pounds per person per day. Of this six
pounds of trash and garbage, about 40% is made from nonrenewable resources. Another 35% is
made from paper which comes from trees (a renewable resource).
DO THIS
Follow your teachers instructions. Put your thinking caps on!
WATER WIZARD, CAN YOU TELL ME
*
Name five toys you have at home made from paper, plastic or metal
*
Name five toys you have at home made from natural materials.
WATER WIZARD WORKOUT
Make as many new words as you can from the following phrase. Good Luck!!!
RENEWABLE RESOURCES
32
WATER WIZARDS
"HOME BREW"
NATURAL FACT
WATER WIZARD:
You learned a valuable lesson today. Share what you learned with your parents. Do you
remember talking about these things?
1. The difference between natural and man-made.
2. The difference between renewable and non-renewable resources.
MORE WIZARD THINGS TO KNOW!
1. Batteries that are thrown away contain mercury which is very bad for the earth and water.
2. Americans throw away 25 billion styrofoam cups every year. That's enough to circle the earth
436 times! Many styrofoam cups get into rivers and lakes where the fish may be harmed by
eating them.
3. Many six-pack rings wind up in the water. Why? Sometimes careless people leave their
garbage after picnicking, or camping or boating. Sometimes the wind blows them from the
garbage to the water. Fish easily get caught by trying to swim through the holes. In the
ocean, turtles eat them and then die because they look like jellyfish.
WATER WIZARD WAYS TO SAVE THE EARTH!
1. Ask your parents to consider buying rechargeable batteries and a recharger. They are more
expensive but they will last much longer.
2. Just say no to styrofoam. If you have a choice between styrofoam and paper, always choose
paper. At least it is recyclable.
3. Before you throw away a six-pack ring, snip the circles so that no animal can get caught in it.
Pick up any rings you see and do the same thing.
Your fishy friends will thank you for your good work Wizard!
DO YOU CARE-ENOUGH?
Our rivers and streams are important natural treasurers. Without these natural waterways,
the cost of getting water to our homes, farms and factories would be very expensive. Clean,
running waters are necessary for good fishing, hunting, swimming, boating, camping, nature study
and wildlife.
33
WATER WIZARDS
ACTIVITY EVALUATION
We are interested in your opinion! Evaluate this activity and return by folding in half, staple and
mail. We will use your comments to review and revise the Water Wizards program.
Activity Title
1. Please rate the overall effectiveness of this activity as an overall teaching tool.
very effective
somewhat effective
effective
ineffective
2. Please rate the difficulty level.
too advanced
appropriate
too easy
3. Were the materials presented in an appropriate format?
yes
no
4. Were the students motivated to learn more about the subject?
yes
no
5. Did the experiment illustrate the lesson appropriately and did it produce the results expected?
yes
no
6. Please make any suggestions you have to make this activity more effective or comment on the
value of the lesson.
Name
Address (school)
Thank you for your help.
34
PLACE
STAMP
HERE
Clinch-Powell RC&D Council
Route 2, Box 423
Rutledge, TN 37861
TEACHER'S GUIDE
WATER WIZARDS
SHOPPING FOR THE ENVIRONMENT
Review
Remind students of what they learned in the last activity.
Purpose
The purpose of this activity is to encourage critical thinking skills and demonstrate real life
choices based on concern for the environment.
Materials
Items listed on teacher's product list (or substitutions as desired). Many stores will let you
"borrow" the items for class so that no purchase is necessary. Student shopping list is in the
student workbook.
Experiment for "Do this"
1. Lay out products on tables.
2. Direct students to make product choices they think are "best for the environment" and write
their choice in the second column. They are not to write in the third column yet.
3. Encourage students to read labels to look for clues, but warn them this may not be enough to
make an informed choice. They will need to rely on their knowledge and common sense.
4. Students should be encouraged to talk to others about their choices while they are shopping.
5. Shopping will take 20-30 minutes for most students, them the remainder of time can be used for
discussion.
6. Score using summary.
Reinforcement in "Can You Tell Me..."
Have students answer questions individually or as a group. Encourage creativity. Let
students complete Water Wizard Workout as time allows.
Extension
1. Tear out review "Water Wizards Home Brew" for students to take home. Encourage students
to share with their parents and incorporate activities into their daily life. Let students share results
with the class.
2. in another class period show "Bottom of the Barrel" 3-2-1 Contact Videotape (should be
available in your Board of Education office).
3. Take shopping field trip. Visit a grocery store or toy department and let students make
shopping choices based on amount of packaging, natural or man-made products, reusability,
renewable/nonrenewable resources and amount of trash generated.
35
TEACHER'S PRODUCT LIST
ITEM
PRODUCT CHOICE
apples
canned applesauce ⑉ fresh apple
light bulbs
75 watt - 40 watt
candy
large bar, paper wrap - bag of small bars, foil wrap
snacks
large bag of chips - box of assorted individuals
bug killer
aerosol spray - fly swatter
soda pop
can - glass bottle - plastic
laundry detergent
large size - individual packages
milk
plastic jug - paper carton
picnic plate
paper - foam
napkins
cloth - printed - white
diapers
cloth - disposable - ultra thin disposable
dolls
all plastic body - Cabbage Patch or cloth body
matchbox cars
multi-pack - individual packaged car
batteries
rechargeable - single use
notebook paper
recycled notebook - unrecycled paper
sandwich container
sandwich bags - plastic sandwich box - wax paper
popcorn
microwave bags - large bag
fast food
paper wrap - styrofoam box
clothes
100 % cotton shirt - synthetic fabric garment (with label)
barbies
new barbie - new outfit
toy
battery operated - non-battery operated
PRODUCT DISCUSSION:
ITEM
CHOICE
apple
choose the fresh apple which requires much less energy to bring
to you. score canned +2 fresh +1
light bulb
choose the 40 watt bulb which uses less energy.
score 75 watt +2 40 watt +1
candy
choose the paper wrap which is biodegradable.
score foil +2 paper +1
snacks
choose the large bag of chips which has less packaging.
score individuals +2 large bag +1
bug killer
choose the fly swatter which may be reused many times and is not
hazardous. score aerosol +2 swatter +1
soda pop
choose the bottle which may be reused many times or recycled. The
aluminum can is from more scarce and expensive resource. The plastic
bottle is the worst of all because it is very hard to recycle, uses oil to
produce and is not biodegradable. score plastic +3 can +2 glass +1
laundry detergent
Choose the large size because there is less waste packaging and less
energy to produce. The individual packages are the worst. Look for
large boxes made from recycled paper (Proctor & Gamble products).
score packets +2 large size +1
milk
Choose the paper carton because it is biodegradable.
score plastic jug +2 paper carton +1
36
picnic plates
Choose the paper because it is biodegradable and does not use oil
to produce. score foam +2 paper +1
napkins
Choose the cloth napkins because they are made from natural
products and can be used over and over. White paper napkins are
better than printed because the dye will pollute the water.
score printed +3 white +2 cloth +1
diapers
Choose cloth because they can be used over and over without
adding garbage. Ultra-thin disposables are better than
disposables because they make half as much waste, but the plastic
still uses oil in manufacturing.
score regular disposable +3 ultra-thin +2 cloth +1
dolls
Choose cloth body doll because of energy required in plastics.
score plastic +2 cloth +1
matchbox cars
Choose the multi-pack because of less packaging per car.
score individual +2 multi +1
sandwich containers
Choose the wax paper because it is biodegradable. The box is
better than bags because it can be used over and over.
score bags +3 box +2 paper +1
popcorn
Choose the large bag because of less waste and energy to
package. score microwave +2 bag +1
clothes
Choose the cotton garment because it is from a natural product
and does not use oil. score synthetic +2 cotton +1
barbies
Choose the outfit because you probably already have the doll and
she is plastic. barbie +2 outfit +1
toy
Choose the non battery toy to save energy and waste.
score battery operated +2 non battery +1
SCORE:
The best score is the lowest.
None of the products were given an eco rating of 0 because they all
require resources and energy to deliver them to you, so they all have
some environmental cost.
37
"SHOPPING FOR THE ENVIRONMENT"
YOU WILL LEARN
* How to select products which are the
least damaging to the envíronment.
WHY IS THIS IMPORTANT?
When choosing what to buy at the store, people make choices for many different reasons.
Some always choose the least expensive item, while others (for whatever reasons) always choose
the most expensive. Some look for the best value, some a certain brand, and still others will
consistently choose the blue one.
It takes a lot of water to make natural and man-made products. But the water in man-
made processes makes it very polluted. One of the biggest man-made products in our lives is
plastic. It takes a lot of water and oil to make plastic. Oil is a nonrenewable resource buried deep
in the earth. It took millions of years to make oil and when it is all used up it will be gone forever.
We use oil to make most of the things we use in our life. Plastics are in your toys, clothes,
cars, food containers and the packages they come in. Plastics make our life convenient, but they
are creating a terrible environmental problem. When we throw plastics away they don't go away.
Scientists estimate that it will take a million years to evolve microorganisms capable of breaking
down plastic.
Water Wizards can make a difference. You can learn how to make shopping decisions
which are "best for the environment" and teach your family and friends how to do it too. It isn't
always easy. Items which are best for the environment, are not always the "coolest" or "prettiest",
SO your decision may be difficult to make.
DO THIS
You are going shopping to choose items "best for the environment." Listen to your teacher
for instructions.
WATER WIZARD, CAN YOU TELL ME...
* Five things made from or with oil?
* Two ways to use less plastic
* How does it feel to make a choice "best for the environment" if it is not the product
you really want.
WATER WIZARD WORKOUT
CIRCLE THE HIDDEN WORDS.
TZSEMYRPPOHS
BEST
CONSERVE
SUAACWIZARDO
STOP
ENVIRONMENT
ENVIRONMENTN
PLASTIC
NATURAL
BPEEUDNQFAGO
OIL
CHOOSE
CTOYSCTSVTWI
SAVE
WATER
HAIWEHRNEUBS
WIZARD
PACKAGE
OPLASTICKRLI
TOYS
DECISION
OXITRZJNTAVC
SMOEOWDUMLIE
EPEREGAKCAPD
38
WATER WIZARDS
"HOME BREW"
SHOPPING FOR THE ENVIRONMENT
WATER WIZARD:
You learned a valuable lesson about water today. Share what you learned with your
parents. Do you remember talking about these things?
1. Shopping Decisions affect the environment.
2. Plastic is one of the biggest man-made products in our life.
3. Oil is a nonrenewable resource used to make plastic.
MORE WATER WIZARD THINGS TO KNOW!
1. Oceans cover two-thirds of the earth's surface and produce most of the weather systems.
2. The dyes used to color paper towels, napkins, and toilet paper can pollute the groundwater.
3. Plastic and foam picnic items do not decompose when you throw them away. They can be
bad for the environment. It takes a valuable resource called oil to make plastics and foam.
We need to use oil wisely.
WATER WIZARD WAYS TO SAVE THE EARTH!
1. Ask mom to buy plain white paper products like paper towels, napkins and toilet paper to
keep dyes out of the groundwater. Better yet, use cloth napkins!
2. Ask mom to use reusable items for picnics. You can help by offering to help wash them!
3. Choose your fast-food wisely. Does the hamburger come packaged in paper or styrofoam?
Paper will decompose and takes up less space in the landfill. Ask your parents or teachers to
help you write a letter asking restaurants to use paper instead of styrofoam. The food tastes
the same!!
Pat yourself on the back Water Wizard! If you did these things you are helping to keep our water
cycle clean.
DO YOU CARE-ENOUGH?
Many things are damaging the water in the Clinch and Powell and other rivers of our area.
You have learned about some of those in Water Wizards. Pollution caused by soil washing into the
streams, chemicals getting in the water acid from air pollution, fertilizers, animal wastes, untreated
sewage, oil, gas and coal mining wastes are choking the life out of the streams and rivers. People
are causing these things to happen and people can stop them.
39
STUDENT SHOPPING LIST
SHOPPING FOR THE ENVIRONMENT
NAME
ITEM
YOUR CHOICE
ECO-RATING
APPLE
LIGHT bulb
CANDY
SNACK
BUG KILLER
SODA POP
LAUNDRY DETERGENT
MILK
PICNIC PLATE
NAPKIN
DIAPER
DOLL
MATCHBOX CAR
BATTERY
NOTEBOOK PAPER
SANDWICH CONTAINER
POPCORN
FAST FOOD
CLOTHES
BARBIE
TOY
TOTAL SCORE
40
WATER WIZARDS
ACTIVITY EVALUATION
We are interested in your opinion! Evaluate this activity and return by folding in half, staple and
mail. We will use your comments to review and revise the Water Wizards program.
Activity Title
1. Please rate the overall effectiveness of this activity as an overall teaching tool.
very effective
somewhat effective
effective
ineffective
2. Please rate the difficulty level.
too advanced
appropriate
too easy
3. Were the materials presented in an appropriate format?
yes
no
4. Were the students motivated to learn more about the subject?
yes
no
5. Did the experiment illustrate the lesson appropriately and did it produce the results expected?
yes
no
6. Please make any suggestions you have to make this activity more effective or comment on the
value of the lesson.
Name
Address (school)
Thank you for your help.
41
PLACE
STAMP
HERE
Clinch-Powell RC&D Council
Route 2, Box 423
Rutledge, TN 37861
TEACHER'S GUIDE
WATER WIZARDS
WICKED WASTE
Review
Remind students of what they learned in the last activity. Recall the many difficulties fish
must avoid to survive.
Purpose
The purpose of this activity is to show the student how a landfill can pollute groundwater.
Materials
A clear, flat-bottomed pan or box (a deep baking dish, shoe storage box, clear loaf pan
work well). Four or five sponges to cover the top, a water can, flour, clear jars, red and blue food
coloring, a meat baster, and two quarts of sand. Note: The sand will need to be replaced each time
the demonstration is repeated so figure total amount.
Experiment for "Do This"
To help you students visualize underground water and the problems with leaching landfills,
try the following demonstration.
1. Fill clear container two-thirds full of sand. Place a layer of sponges top of sand to represent top
soil. Soil is not used because it will discolor the water and prevent the food coloring from being
usable. Elevate one end of the box to create a slope (see figure 1).
2. The layer of sand represents subsoil and the bottom of the pan represents bedrock. Use
watering can to sprinkle a few cups of "rain" into the model. Note how the "topsoil" becomes
saturated and then how the water percolates down to the underground water table (where sand and
pan meet). Continue the "rain" until the model is saturated, but not standing in water (see figure
2). Ask students why groundwater is not visible. (It is stored between the pore spaces in the sand.)
3. Use a meat baster at the lower end of the model to stimulate the pumping of water from a well.
Pump some of the water and place in a clean jar. Some sand will also come up, but will settle to
the bottom (see figure 3).
4. Designate the elevated end of the model as a town's landfill. Mix approximately 10 drops of red
and blue food coloring separately in two jars with 1/4 cup of water. These solutions will represent
some pollutants. Use the meat baster to drop samples of food coloring onto the landfill. As you
add up each drop, you can incorporate a little humor by referring to familiar products which end
up in landfills. You could mention the half-used you tossed out because you didn't like the color,
or the triple strength spot removes which worked so well it made a hole in your shirt. Encourage
the class to join in as you alternate red and blue drops onto the landfill (see figure 4).
5. Simulate rain by pouring water over the surface. As the food coloring soaks through the topsoil
suggest that the rain is washing the pollutants away. Ask students where "away" is. Then use the
baster to pump water from the well again. What has happened to the groundwater? Keep pumping
water out of the well until the well runs dry. then add more rain to see if the water is purified when
it is pumped from the well again. It will still be polluted. Make the point that once groundwater is
polluted it is very difficult to clean it up (see figure 5).
42
Reinforcement in Can You Tell Me..."
Have students answer questions individually or as a group. Encourage creativity. Let
students complete Water Wizard Workout as time allows.
Extension
1. Tear out and review "Water Wizards Home Brew" for students to take home. Encourage
students to share with their parents and incorporate activities into their daily life. Let students
share results with the class.
2. If a little landfill was made on the school grounds at the beginning of the year, dig it up and
make observations.
3. Watch "The Rotten Truth" 3-2-1 Contact videotape (should be available at the Board of
Education Office).
figure 1
figure 2
figure 3
figure 4
figure 5
43
"WICKED WASTE"
YOU WILL LEARN
*
How precipitation on a landfill can leach chemicals
into the groundwater contaminating wells, ponds,
and streams
How to define an unsafe and a safe way to dispose
of garbage
WHY IS THIS IMPORTANT?
Where does your trash go after you throw it in the can? Does it magically disappear? No! After
trash leaves your house, it goes to a landfill. A landfill is a very large place where all the garbage is
buried in the ground. After it is buried in the ground do you think the garbage decomposes? Some of it
will, but most of it won't. It just sits there and never goes away. The milk carton you threw away at lunch
will still be the same and be in the landfill when you are an adult and have a child in the third grade!
When it rains on the landfill, the water travels down through the soil and the garbage, and
becomes polluted water called leachate. Leachate is very dangerous to pcople and animals. The leachate
usually stays in the ground but sometimes comes out on the ground surface. It is very important to keep
leachate away from people and animals.
Landfills are safe places for garbage when they are operated correctly. It is very expensive to
operate a good landfill, so we need to reduce our garbage so they don't fill up as fast.
Dumps are also places where garbage goes, but dumps are very bad for the environment. They
pollute the water, they breed germs and diseases which can make people and animals sick and they attract
rats which can carry diseases. Dumps are against the law and they are very bad. Water Wizards need to
do their best to teach others not to dump illegally.
These are ways we can reduce the amount of garbage being buried in the landfill. We can reduce
the amount of garbage we make by buying products which have less packaging or are made from all
natural materials. We can reuse items instead of throwing them away. We can recycle items so that they
can be processed into other goods we can buy again. When we do these things we will save landfill space
and save precious natural resources and be good friends to the earth.
DO THIS
Your teacher will help your class build a model of a landfill, so you can see how the groundwater
becomes contaminated. Give your teacher all of your Water Wizard attention.
WATER WIZARD, CAN YOU TELL ME
*
Where trash goes after it leaves your house?
*
What leachate is?
*
What happens when it rains on a landfill?
WATER WIZARD WORKOUT
2
Across
1. A
is where garbage is taken and buried
in the ground.
3
5. We can reduce garbage by
aluminum
cans and other products.
&
Down
1.
is a very polluted liquid which flows out
of landfilled garbage.
2. Garbage takes many years to break down, or
5
after it is buried.
4.
are the biggest polluters.
44
WATER WIZARDS
"HOME BREW"
WICKED WASTE
WATER WIZARD:
You learned a valuable lesson today. Share what you have learned with your parents. Do you
remember talking about these things?
1. How precipitation on a landfill can leach chemicals into the groundwater and pollute
wells, ponds and streams.
2. The difference between a landfill and a dump.
3. What kind of things decompose and what kind of things don't.
MORE WIZARD THINGS TO KNOW!
1. Recycling is a very good way to reduce the amount of garbage we throw away.
2. Recycled products are made from products which were used before.
3. Sometimes you pay as much for the package your new toy comes in as you do for the toy!
4. Each year, Americans throw away 18 billion disposable diapers, 1.7 billion pens, 2 billion
razors and blades and 220 million tires. Enough aluminum is thrown away to rebuild the
entire U.S. commercial airline fleet every three months. Ask your parents to read and think
about this with you.
5. Disposal of plastic waste is one of the biggest problems. It doesn't decompose and it takes up
valuable landfill space. It also can't be easily recycled. Plus, it is made from oil, a decreasing
and very valuable resource.
WATER WIZARD WAYS TO SAVE THE EARTH!
1. Ask your parents to help you start a recycling program at home. Products which are easily
recycled are aluminum, glass and cardboard. One recycled can may save enough energy to
power your television for three hours. One recycled glass jar will save the energy to burn a
light bulb for four hours.
2. Encourage everyone you know to buy recycled products like recycled paper and aluminum
cans. These products may be hard to find and a little more expensive, but remember you are
saving the earth. When more people buy recycled, the price will go down.
3. Don't judge a toy by its wrapper! Choose the one with less garbage to be thrown away. It's
probably cheaper too! Ask you mom to do the same thing.
4. Try to buy and use fewer disposable items. Buy products in recyclable containers and then
recycle them.
5. Try to use plastic wisely. It is a very valuable and useful product, but we are literally burying
our planet in it. Why not use more paper milk cartons? And returnable soda bottles? Ask
your grocery store manager about this!
You did it Water Wizard! You have started doing some things to save the environment. You should feel
very proud. Keep up the good work and keep telling others what you have learned. Mother Earth says
thank you Water Wizard!!
DO YOU CARE-ENOUGH?
Tell others about the value of the Clinch and Powell and other rivers. They may not realize just
how special and important they are. Watch out for the rivers and do your part to take care of them. If you
see people dumping garbage or littering, ask them nicely not to and explain why. Each one of us can
make a big difference!
45
WATER WIZARDS
ACTIVITY EVALUATION
We are interested in your opinion! Evaluate this activity and return by folding in half, staple and
mail. We will use your comments to review and revise the Water Wizards program.
Activity Title
1. Please rate the overall effectiveness of this activity as an overall teaching tool.
very effective
somewhat effective
effective
ineffective
2. Please rate the difficulty level.
too advanced
appropriate
too easy
3. Were the materials presented in an appropriate format?
yes
no
4. Were the students motivated to learn more about the subject?
yes
no
5. Did the experiment illustrate the lesson appropriately and did it produce the results expected?
yes
no
6. Please make any suggestions you have to make this activity more effective or comment on the
value of the lesson.
Name
Address (school)
Thank you for your help.
46
PLACE
STAMP
HERE
Clinch-Powell RC&D Council
Route 2, Box 423
Rutledge, TN 37861
GLOSSARY
Aquatic - Growing or living in water.
Bacteria - A large group of one-celled plants which may cause disease.
Condense - To become smaller.
Decompose - To rot or decay.
Drought - Dryness, a bad need of water.
Evaporate - To escape as a vapor.
Evolve - To develop by the use of natural resources.
Filtration - A process where polluted water is poured through filters to clean it.
Infiltration - To pass through or into as in filtering.
Leach - To percolate through something.
Leachate - Fluid which has percolated through something, especially garbage.
Microorganisms - Very small organisms, sometimes hard to see with the naked eye.
Natural Resources - Materials and energy resources not made by man.
Nonrenewable - Not capable of being restored because they are replaced more slowly than they
are used.
Oil - A nonrenewable natural resource taken from deep in the earth. Very valuable in making
products such as gas and plastics.
Precipitate - To condense vapor and fall as rain or snow.
Recycle - To separate material from waste so it can be used again.
Reduce - To make smaller, as in making smaller amounts of garbage through careful product
buying.
Renewable - Capable of being restored and can be replaced.
Reuse - To use again or find another use for.
Transpire - To evaporate from plant cells.
Water Cycle - The recycling process water goes through from the sky to the earth and back to the
sky.
47
References
Aquatic: Project Wild. 1987.
Groundwater: A Vital Resource, Cedar Creek Learning Center and The Tennessee Valley
Authority.
Project Learning Tree Activity Guide K-6, Western Regional Environmental Education Council
and the American Forest Foundation. 1987.
Save Our Planet, Diane MacEachern, Dell Publishing, 1990.
50 Simple Things Kids Can Do To Save The Earth. The Earthworks Group, Andrews and
McMeel A Universal Press Syndicate Company, 1990.
4 Rs Project - A Solid Waste Management Curriculum for Florida Schools, Florida Department of
Education, 1990.
Lines On The Land, National Association of Conservation Districts. 1991
Project Stewardship Minnesota, Minnesota State Planning Agency. 1990
Shopping For A Better World, The Council on Economic Priorities. 1990
Water 4 Ever, WCCO - TV, Minneapolis, MN 1991
We wish to gratefully acknowledge the materials listed in the reference section in the back
of the student workbook. Project C.E.N.T.S. includes many of these and other materials used for
in-service training to teachers through the Tennessee Department of Education.
Special thanks to Lorie Whitt, Betty Sorrell, Pat Cumby and Duane Burks for their
suggestions and assistance in the development of this project.
1994 Water Wizards curriculum revisions were completed by the AmeriCorps
Environmental Educator.
"All programs and services of the Clinch ⑉ Powell RC&D Council are offered on a
nondiscriminatory basis, without regard to race, color, national origin, religion, sex, age, marital
status or handicap."
48
The Tourist
May 1995
A Publication of
Volume 1 Issue 2
AmeriCorps and Clinch-Powell Resource Conservation and Development Council
AmeriCorps Team Finalizes
Profit From
TN Wilderness Route
Your History
ourism professionals from
it covers all counties in the Clinch-
he Clinch-Powell Regional
T
the Clinch-Powell region
Powell area. "The main trail will at-
T
Historical Society Seminar
met recently to discuss fur-
tract vistors here initally, and off-
was held on
ther plans in the development of the
shoots from the trail will get them
March 24, 1995 in Rutledge.
Tennessee Wilderness Road driving
into surrounding counties," said
Speaker Billie McNamara, an expert
tour. Americorps members of the
Lindy Turner, Project Director of the
in genealogical research, discussed
Clinch-Powell Specialty Recreation
Clinch-Powell Resource Conserva-
numerous ways to assess and utilize
and Tourism Initiative hosted their
tion & Development Council.
a county's historical resources.
fourth com-
The Wilderness Road is a multi-state
These resources are a key factor in
"The main trail
mittee meet-
concept, based on the historic routes
attracting the tourist who is visiting
will attract
ing, at the
followed by the pioneers. Kentucky,
an area to look up family roots.
visitors here
historic
Virginia, and North Carolina also
A good index of county genealogical
initially, and
Grainger
have developed sections of the Road,
resources is an important tool for
offshoots from
County Jail in
making it important to work with
providing the tourist with a clear idea
the trail will get
Rutledge on
these states in the promotion of the
of available information. "A cross-
them into
March 29.
driving tour, and in the coordination
county index is more marketable,"
surrounding
The featured
of road signs. Dan Kidd, Kentucky
McNamara said. "It should include
counties."
speaker was
Coordinator of Cultural & Heritage
all counties in the area. A good index
Lee Curtis,
Tourism for the Kentucky Depart-
of contents in the guide is also impor-
Director of Heritage & Community
ment of Travel Development, was a
tant, especially one that cross-
Development for the Tennessee De-
second speaker at the meeting. He
references the information well."
partment of Tourist Development.
presented slides on the Daniel Boone
The following should be included in a
She emphasized the importance of
Heritage Trail, which focuses on the
good county historical index:
taking a regional approach to
contributions of pioneer Daniel
tourism. "Tourists don't recognize
Boone and his travels through Ken-
1) A brief history of court records
county lines as much as regions," she
tucky. The Tennessee Wilderness
said. She stated that the payoff for
Road will trace historic pioneer paths
2) A brief history of the region, and
towns with a "good neighbor" policy
that follow today's U.S. Highway 11-
of each county, to show how
is much higher than for towns or
W and 25-E. The map is being done
counties are interrelated historically.
counties that compete for tourists.
by the Americorps tourism initiative
The planned Tennessee Wilderness
team, and will be ready for printing in
(continued on page 3)
Road map follows this approach, as
(contined on page 3)
June 10-11- "Cumberland Gap Folk Fest & Heritage Days," (For more information- 626-7887)
Dates of
June 10-11- Greater Tri-Cities Area All American Soap Box Derby- Mt. Carmel (Information- 357-7311)
Interest
July 4th Celebrations- Rogersville (For more information- 272-7497) and Surgoinsville
July (last weekend)- Grainger County Tomato Festival and Mt. Carmel Block Party
Page 2
Recreational Resource
GRAINGER*COUNTY
Technological
Guide Map Planned
Approaches to Tourism
Marketing- 25E
A comprehensive natural and
recreational resource guide map is being
The 25E Tourism Committee held a
developed by the Clinch-Powell
TOMATO FESTIVAL
meeting on Tuesday, May 9 at Walter
Americorps Tourism Team as part of an
State Community College to discuss
initiative to increase the visibility of
current developments within the field of
tourism resources within the region.
AmeriCorps Works on
computer technologies and their
The guide map will include a locational
New Logo for Tomato
potential applications in the marketing
index that will aid visitors in identifying
Festival
of rural tourism. Representatives from
general features of interest such as
US. Internet were on hand and discussed
rivers, lakes and campsites, but will also
AmeriCorps members from the Clinch-
the advantages of marketing the 25E
feature specialty recreation information
Powell RC and D Council have been
region by establishing a home page on
for target audiences such as spelunking,
serving as members of the Grainger
the World Wide Web. A home page
fishing, mountain biking and
County Tomato Festival Commitee. The
would allow an estimated 48 million
photography clubs. To date, most
members have been working with Sarah
Internet users to access information on
Fennell of the Grainger County Chamber
marketing campaigns have focused
of Commerce to improve the
the region in their search for potential
primarily on historical attractions with
marketing/promotion and create a new
vacation destinations. The advantage
the result that many of the region's
logo for the festival.
of advertising using the Internet is
natural resource opportunities have
The festival will be held the last weekend
related to its increasing popularity as a
gone virtually unnoticed. The Clinch-
in July and will feature music, crafts,
source for travel and destination
Powell Resource Conservation and
games, a beauty pagent, and the Great
information and the ability to rapidly
Development Council has recently
Grainger County Tomato Wars.
update information in a more timely and
completed the task of compiling a
less capital intensive manner than
comprehensive nature-based and
AmeriCorps and Historic
traditional marketing methods such as
recreational resource inventory which
Society to Restore
brochures, magazines advertisements
has proven instrumental in identifying
Hancock Old Jail
etc. Concerns were expressed by some
the wealth of such resources within the
committee members as to the
region. The design and publication of a
The
Clinch-Powell
Resource
effectiveness of using a home page to
regional natural and recreational
Conservation and Development Council
market the region and the difficulties in
resource guide map will greatly increase
AmeriCorps Tourism Development
measuring returns and target audience
visitor awareness of these opportunities
Team have partnered with the Hancock
participation.
Other
topics
of
and serve to generate additional tourism
County Historical Society and Chamber
discussion
included
current
revenues for the region. The Clinch-
of Commerce to restore the Hancock
developments in the field of video-
Powell Specialty Recreation and
County Olde Jail in Sneedville, TN.
conferencing and the installation of
Tourism Initiative has recently been
The architectural redesign plans for the
computers in the region for automated
approved for a United States Forest
building will be done by AmeriCorps
tourism information distribution.
Service Economic Recovery Grant in
Vista members from the East Tennessee
The 25E Steering Committee is
the amount of $1500.00 that will be
Community
Design
Center.
comprised of public and private entities
used to help cover expenses associated
Grantwriting and technical resource
interested in tourism along the 25E
with map layout, design and project
assistance for the project is being
corridor. Representatives are from
administration costs.
TVA's
provided by the Clinch-Powell
Claiborne, Hamblen, Grainger,
Community Development Division has
AmeriCorps Team.
Hancock, and Jefferson Counties. The
tentatively agreed to assist in the future
The project is expected to be completed
25E steering commitee is working in
printing of this important resource. The
by the spring of 1996 in time for the partnership with the Clinch-Powell
guide map should be printer ready by
1996 Summer Olympic Games in Specialty Recreation and Tourism
July 1, 1995 and is an important step
Atlanta and the Tennessee Bicentennial.
Initiative
to
develop
and
promote
towards the development of a
The restoration of the old jail is part of sustainable
economic
development
sustainable nature-based tourism
the Wilderness Road development plan throughout Middle East Tennessee.
industry for the region.
for the Clinch-Powell Region.
Page 3
Restoration of Speedwell Academy Underway
Profit..
Speedwell Academy, a 19th century formulate restoration plans for the 3) Maps, both old and new, to reflect the
schoolhouse located in southeastern project. James Adams, an architect changes that have occurred in an area.
Claiborne County, is currently from Middlesboro, KY whose Also include maps that show changes in
undergoing historic restoration thanks to grandmother attended the Academy, has county lines. This informs the
the efforts of the Speedwell Academy graciously donated his time and researcher to look at records in nearby
Board of Trustees and concerned services, providing much needed counties, because records may shift to
citizens. The academy was built in assistance to the restoration. The other counties when county lines
1827
by
George
Shutter,
a
German
Academy was placed on the National change.
native who migrated to Tennessee from
Register of Historic Places as of
Pennsylvania in the early 1800's. The
February 16, 1995, thanks to the 4) An inventory of photos available in
two story Barrochial structure was persistence of Ms. Wilma Rogers, the each county, and their location.
originally founded as the Powell Valley
Speedwell Board of Trustees, and Kim
Male Academy and served as a college
Murphy of the East Tennessee
5) Inventory of county-related records
preparatory school for area males who
Community Design Center. Restoration
located elsewhere, because few counties
would provide labor on the Shutter
work is proceeding at a breakneck pace
have all their records, due to fires,
Farm in exchange for tuition and board.
thanks to the dedication of all involved.
changing
county
lines,
etc.
The name of the institution was later
Individuals and/or organizations
changed to Speedwell Academy and
interested in donating time/resources
"Anything you can do to make their
during the course of its rich history has
should contact Ms. Wilma Rogers at the
research easier, even when research is
served as schoolhouse, church, following address:
done from a distance, will encourage the
Confederate headquarters and Civil War
researcher to write and thank you. This
hospital. By the 1970's the building had
Speedwell Academy
in turn can lead to a correspondence in
become vacated and fell into disrepair.
c/o Wilma Rogers
which you can tell them what other
Restoration of the structure began in
Old Highway 63
resources are available in the county. In
1993 due to the concerns of the
P.O. Box 67
this way, you become a promoter of
Academy's Board of Trustees and area
your county. 'If they come in for a
Speedwell, TN 37870.
citizens.
The East Tennessee
hamburger, sell them fries as well.'
Phone- (615) 562-1280 or
Community Design Center has
Letting them know what other resources
(615) 869-3414
performed extensive historical studies
are available can encourage sales of
on the structure and has helped to
those items."
Wilderness Road.
Area Festivals and Celebrations
June, 1995. It will include area shop-
Second Weekend in June:
ping, food, lodging, and recreation op-
Cumberland Gap Folk Festival and Heritage
portunities. Other committee members
Days.
For more information, Pam Atwood at 626-7887.
present included Marvin Jeffries of the
Greater Tri-Cities Area All American Soap Box
Union County Business and Profes-
Derby.
sional Association, Kevin Collins,
Mt. Carmel at East Main Street. All day Saturday.
Grainger County Historical Society,
For more information, call 357-7311.
Kay Aker, Hancock County, Carolyn
Last Weekend in June:
Elder, Rogersville Chamber of Com-
Annual Ice Cream Supper.
merce, Don Mclain, 25-E Steering Com-
Surgoinsville. Surgoinsville Elementary School. Saturday night- 5:30 to close.
mittee, Agnes Gorham, Director of the
Local bands, clogging, dunking machine, food and drinks, cake walks.
Middle East Tennessee Tourism Coun-
For more information, Hugh Jarvis 345-3585 or Mercel Carpenter 345-2907.
cil, Beulah Ferguson, of the First Ten-
July:
nessee Development District, and Clau-
Rogersville Independence Day Celebrations- July 4th
Mt. Carmel Block Party- July 21st
dia Moody, Director of the North East
Grainger County Tomato Festival and Tomato Wars- last weekend in July
Tennessee Tourism Council.
Page 4
Cultural and heritage tourism key to economic development
number of factors combine
In addition senior citizens- who, to
out the year, with historical attrac-
A
to make history "hot" in the
a certain extent, have lived some
tions fitting in very well with their
gigantic tourism industry. A
history- likewise appreciate the
plans. This is also true of metropoli-
national travel survey found that vis-
same kind of attractions.
tan dwellers seeking a weekend es-
iting historic sites was the fourth
cape from time to time.
most popular activity of families on
Travel industry experts regard the
International Tourists
trips. Only visiting scenic areas,
surge in heritage tourism as here to
Historic places hold strong appeal
swimming, and hiking rank higher,
stay, and that's important since this
for international visitors, who are
but that's changing: with all the pub-
type of traveler, being more upscale,
tending - more and more- to
licity about exposure to ultraviolet
tends to stay longer, spend more
avoid places where they feel endan-
radiation and ozone depletion, visi-
money ($62 more a day than other
gered. Significantly, it is anticipated
tors may not want to spend all their
types of travelers), and return more
that tens of thousands of foreign vis-
vacation at the beach or outdoors.
often.
tors to the 1996 Olympics in Atlanta
Activities are now likely to include
Heritage tourism presents chal-
will be fanning up throuout the south-
indoor pursuits, such as those af-
lenges, but developing and market-
eastern United States- more likely
forded by visiting museums and
ing a heritage attraction or program
in search of rural Americana instead
other types of historic sites.
is worthwhile due to the high stakes.
of seeking pastimes such as nightlife
The most important factor influenc-
Indeed, tourism experts report that
in large cities.
ing cultural participation, affluence
attendance at hisorical attractions is
Simultaneously, the two-week,
and travel is level of education,
growing by leaps and bounds from
American family vacation is no
which is steadily rising. The so-
coast to coast.
longer a standard thing- especially
called "baby boomers" are at the
with both spouses working and kids
height of their earning power and
(Excerpts from the May 1995
involved in a host of extra-curricular
want their children to experience cul-
Monthly newsletter of the KY Associ-
activities. Rather, many Americans
tural advantages offered by muse-
ation of Counties. Article by Daniel
are taking shorter trips ("mini-
ums, historic houses and sites, etc.
Kidd- KY Dept. of Travel Dev.)
vacations") closer to home through-
The Tourist
Clinch-Powell Specialty Recreation and
Tourism Initiative
Clinch-Powell RC & D
Rt. 2 Box 423
Rutledge, TN 37861
EMERICORPS NATIONAL SEP A
The next meeting of the Clinch-Powell Specialty Recreation and Tourism Initiative
Date of
Advisory Committee will be meeting June 6th, 1995 at the Grainger County Historic Jail.
The meeting will begin at 10am and focus on the review of the Tennessee Wilderness
Next Meeting
Road Interpretive Guide and Map.
AMERICORPS
DEPARTMENT
Ecotourism in the Clinch-Powell Region:
Opportunities and Constraints
Definition of ecotourism and its application in the Clinch-Powell Region as a means
of stimulating economic development
Although numerous definitions abound, nature-based or ecotourism can primarily
be defined as a form of responsible travel where the focus of activity is on the natural
resources, ecology and cultural history of a region.
Outdoor recreation and historical-based tourism play significant roles in revenue
generation for Claiborne, Grainger, Hancock, Hawkins, and Union counties, Tennessee.
The vast majority of visitor activities currently center around Cherokee Lake, Norris Lake,
Historic Rogersville and Cumberland Gap. However, with an overwhelming abundance of
unique natural and cultural resources, unrealized potential exists for the development and
packaging of the Clinch-Powell region as a competitive ecotourism destination. While
ecotourism is not a "miracle cure" for the region's economic woes, it can become a healthy
component of the regional economic base. For the Clinch-Powell region ecotourism
should include relatively small groups of people visiting on a year-round basis to enjoy and
learn about the natural and cultural resources of the area through a variety of recreational
and educational activities. In order to ensure that both community values and the
environmental integrity of the region are safeguarded, development should be carefully
managed by local governments, existing development organizations and community
groups.
Trends Toward Ecotourism
There are three primary factors influencing the demand for nature-based or
ecotourism: overall growth within the tourism industry, growth in specialty recreation and
travel, and an increasing awareness and concern for the natural environment. Tourism is
expected to experience growth rates on the average of 4% annually over the course of the
next decade due to such factors as population increases and rising incomes. Increasing
emphasis on outdoor recreation, health and physical fitness is fueling the demand for
specialty recreation and recreational-based travel. A growing public awareness of
environmental issues and the perceived need for education and protection are the key
factors driving the interest in ecotourism. The following figures emphasize the importance
of the nature-based segment within the travel industry:
Between 4-6 million Americans travel overseas for nature-oriented tourism
annually.
A survey by the U.S. Travel Data Center determined that nearly 7% of U.S.
travelers, or 8 million Americans, report having taken an eco-trip.
Nature tourists take longer trips and spend more money. A survey conducted by
Discover America for a "Tourism and Environment" report estimated an
average expenditure of $264.00 per day.
A survey by McKinsley & Company indicates that there are 275 nature tour
operators in the U.S. who serve 108,000 travelers each year. Total revenues for
1991 were $95 million. Their study further reported that 7 million American
tourists are willing to pay $2,000 to $3,000 for a nature related tour.
More than 76 million adults enjoyed non-consumptive wildlife recreation in
1991, such as feeding, observing and photographing wildlife.
The Anderson Group, a Minneapolis tourism consulting firm reports that
"ecotourism is the travel industry's most explosive growth area."
Attendance is down 9-17% within national parks. "People are tired of going to
overcrowded parks" and are seeking nature-based opportunities in less crowded,
less developed areas.
Traditional Vs Ecotourism
Traditional tourism support facilities are contrasted below with those that are more
resource oriented and heritage sensitive, and thus appealing to nature-based tourism
markets.
Traditional
Ecotourism
Hotel
Bed and Breakfast
RV Campground
Primitive Tent Sites
Chain Fast Food
Family Style Restaurants
Shopping Malls
Artisan Craft Fairs
Supermarket
Farmer's Market
Highways
Rural Roads
Recreational Parks
Nature Trails
Water Parks
Rivers, Lakes and Streams
Man-made Attractions
Natural Features (caves etc.)
Profile of the Ecotourist
Recent studies have identified ecotourists in terms of their demographic, economic,
sociological, psychological and geographical characteristics ( Source: Partnership for the
Sounds).
Affluent - averaging over 58,000 per household
Educated - most have graduate school
Experienced - most took more than 7 airline trips last year
Mature - over 30 with a mean of 37
Environmental - nearly all voluntarily recycle
Physical - vigorous outdoor activity oriented
Inquisitive - interested in intellectual and cultural discovery
Focused - travels more frequently and longer distances, visitations longer
Opportunities for Ecotourism in the Clinch-Powell Region
The Clinch-Powell region in northeast Tennessee is strategically located and blessed with
an abundance of natural, aesthetic and cultural resources which reflect its unique position
in the history of our nation and offers numerous opportunities for ecotourism and specialty
recreation. Located within an hours drive of two of the nation's busiest travel corridors
(I-75 and I-40) and with millions of tourists visiting east Tennessee annually, the area is
prime for promotion. Proposed ecotourism activities will center around, but not be
limited to, the following resources (see inventory for specifics):
Appalachian cultural history and human ecology
Berry Island State Natural Area
Blackwater E & W Spring
Buffalo Springs Wildlife Management Area
Cumberland Gap National Historic Park
Cumberland Mountain
The town of Cumberland Gap
Cherokee and Norris Lakes
The Clinch, Powell and Holston Rivers
Chuck Swan Wildlife Management Area
Comby Ridge State Natural Area
Numerous caves throughout the region (including Indian Cave)
Clinch Mountain
Ebbing and Flowing Spring
Elrod Falls
Fall foliage
Unique geologic features and geologic history of the region
Hemlock Bluff Small Wild Area
History of mining and quarrying activities (coal, marble etc.)
John Sevier Wildlife Management Area
Local artisans, musicians, crafts and home products
Monks Corner Small Wild Area
The Melungeon Cultural Heritage
Phipps Bend Waterfowl Refuge
Historic Rogersville
Rural lifeways and pastoral scenery, including working farms
Stiner's Woods State Natural Area
Unique plant and Animal species
While this list is not exhaustive it does provide an overview of some of the region's
assets that could form the infrastructure for a thriving ecotourism industry. Through a
cooperative and coordinated planning effort a number of educational and recreational
activities could be developed that would maximize the economic value of these
resources to the regional economy, while at the same time increasing both the quality
and quantity of recreational opportunities available to local residents.
Potential Ecotourism Activities in the Clinch-Powell Region
A tentative list of ecotourism activities focusing on the natural and cultural
resources of the Clinch-Powell region that could be developed include the following:
1. Driving tours
A. Small tour buses and vans with local guides focusing on individual or a combination of
themes (historical, geological, caves, plant and animal life, rivers, rural lifeways etc.)
B. The proposed Wilderness Road (see handout).
C. Heritage shopping tours focusing on local artisans, crafts and home products (self-
guided or group tour with maps).
D. Regional historical tours focusing on the history of human settlement in the region
(self-guided or group tour with maps).
E. Fall foliage tours (self guided or group tours with maps).
F. Individual or combination natural resource tours focusing on the region's rivers, lakes,
geology, caves and wildlife (self guided or group tours with individual maps).
H. Photography tours concentrating on natural and cultural resources (self-guiding or
group with individual maps).
2. Walking on backroads and hiking trails to enjoy and learn about:
A. Nature and wildlife habitat
B. History and cultural heritage
C. Archeology, caves and bluff shelters
D. Genealogy, including gravestone rubbings
E. Geological formations
3. Educational/Interpretive programs
A. Special seminars on natural sciences, river and forest ecology
B. Interpretive programs on the history of human settlement in the region and interactions
with the natural environment
C. Interpretive programs on the history of mining and quarrying activities in the region,
including visits to abandoned mines/quarries and TN. Luttrell
D. Botanical and wildlife habitat excursions
E. Tours of working farms
F. Tours focusing on the region's tobacco industry including visits to a tobacco auction
4. Outdoor recreational
A. Camping/backpacking
B. Horseback riding and group campouts
C. Canoeing on the Clinch, Powell and Holston Rivers (self-guided or with guide)
D. Spelunking
E. Hunting (self-guided or guided)
F. Rock climbing/rappelling
G. Fishing
H. Mountain biking/bike touring
5. Special events
A. Regional music festival showcasing local talent
B. River festivals focusing on the ecology of the Clinch and Powell
C. Fishing contests on Cherokee and Norris lakes
D. Arts and crafts festivals focusing on traditional Appalachian products
E. Farm festivals focusing on the agricultural heritage of the region
F. Photography workshops and contests
This list provides specifics in terms of the types of activities that can be developed
or expanded upon to both increase visitation to the region, and improve the quality of
visitor experience. Many of the above mentioned activities already exist in some form and
currently provide the focal point of experience for a number of visitors to the region. For
the majority of these activities the necessary infrastructure is already in place, and it is
merely a matter of coordinating and packaging existing resources to meet consumer
demand. Where development is necessary, the required investment capital is relatively
modest when compared with traditional tourism facilities development.
Current Needs/Constraints
While the basic components of a successful ecotourism industry in the Clinch-
Powell region are already in place, there are certain needs/constraints that should be
addressed prior to its implementation and/or promotional/marketing efforts. They include
the following:
A. The lack of a cohesive regional identity to lure visitors. The development of a
thematic concept for the Clinch-Powell region would greatly increase its attractiveness and
visibility to potential visitors and would make marketing/promotional efforts more
successful. The theme for the Clinch-Powell region should build upon its natural, cultural
and historical character.
B. A lack of facilities to accommodate visitors for overnight or multiple day stays.
The quantity of current accommodations is inadequate to support overnight and multiple
stays for visitors to the region. This results in the loss of much needed revenues to the
local economies and prevents visitors from experiencing all that the region has to offer.
Development in this area should concentrate on less capital intensive operations such as
bed and breakfasts and rental cabins which are more in line with the character of the
region.
C. A lack of designated hiking trails. Although the region has excellent potential as a
hiking destination, there are very few designated public access hiking trails. With the
exception of Union and Claiborne counties, no public access hiking trails exist.
D. A lack of primitive camping facilities. Backpacking, river and lakeside camping all
have great potential in the Clinch-Powell region but the availability of primitive facilities is
almost non-existent with the exception of Cumberland Gap National Historic Park.
Although there are numerous RV campsites along Cherokee and Norris Lakes, they have
limited appeal to those individuals seeking a "wilderness" experience. The Clinch and
Powell Rivers have excellent potential for multiple day floating and fishing trips but the
lack of primitive camping facilities precludes such activities.
E. A lack of public canoe access sites on the Clinch and Powell Rivers. As mentioned
above, the Clinch and Powell Rivers offer excellent opportunities for fishing and floating
but a lack of public access sites currently inhibits such activities. Although two access
sites have been developed in Hancock county at Kyles Ford and Sneedville, no facilities
exist between the latter and 25E. No public canoe access sites exist on the free flowing
sections of the Powell River within Tennessee.
F. The need for a long term strategic ecotourism plan for the region. Proper
planning is essential to the success of a unified regional ecotourism endeavor. A blueprint
for action should be developed prior to any capital dependent ventures and/or marketing
efforts. Such a plan should include: resource identification and a map of regional assets,
the identification of both short term tasks and long term actions, economic development
strategies, an examination of potential environmental and social impacts, including
carrying capacity analysis, and a comprehensive marketing plan.
Potential Economic Impacts
While ecotourism will not serve as a "panacea" for economic growth in the region,
it has the potential to become a healthy component of a diversified economic base and
to distribute tourism revenues more evenly throughout the region. Many of the areas
within the Clinch-Powell watersheds have poverty levels which exceed national
averages, and through the proper utilization and development of local resources these
numbers could be markedly reduced. Some of the potential economic benefits of an
ecotourism industry would include:
Increased jobs and career opportunities within the local communities
Incremental improvements in per capita income
Increased educational opportunities for the region
A more diversified tax base less susceptible to national recessionary downturns
Increased entrepreneurial opportunities for local citizens
Spin off business development and multiplier effect
Potential Environmental Impacts
Increased visitation and utilization of the region's natural resources has the
potential to adversely affect sensitive and biologically critical wildlife habitats. A number
of currently endangered and threatened animal species inhabit the biomes of the Clinch and
Powell Watersheds. Certain stretches of the Clinch River within Hancock county have
been designated as either globally outstanding or significant with respect to their aquatic
biodiversity, and together the Clinch and Powell rivers remain as the greatest freshwater
mussel sanctuary on the planet in terms of their species diversity. A number of rare and
endangered cave species are also found throughout the watersheds and protection remains
a critical issue. In order to ensure that ecotourism activities do not have a negative effect
on the ecology of the region, and that visitors do not "love" these precious resources out
of existence, an environmental impact analysis (EIA) should be conducted to determine
the potential effects of each recreational or nature-based activity to be developed in critical
wildlife habitat areas. Once carrying capacity analysis of specific eco-systems has been
identified, development can proceed according to established guidelines. As a result,
certain areas may in turn be designated as "off limits" due to their inability to absorb
sustained human activity.
Ecotourism may also have the result of positively affecting the region's natural
resources. The realization of economic benefits, as a direct result of increased visitation
and use by tourists, may in turn serve to instill a conservation ethic in local citizens. An
increased awareness of the economic value of the region's natural resources will only help
to improve and protect both the quality and quantity of these environmental assets.
Potential Sources of Technical and Financial Assistance
The development of a successful ecotourism industry in the Clinch-Powell region
will necessarily require technical assistance and cooperation from various federal, state and
local agencies. The following is a list of potential sources of both technical and financial
assistance that are available
Federal Agencies
A. The Clinch-Powell Resource, Conservation and Development Council. The RC &
D could potentially serve as the administrative body and planning agency for the
development of ecotourism activities. Such duties would fall under the auspices of the
Americorps sponsored Specialty Recreation and Tourism Initiative. The RC & D also
provides assistance in the areas of community development, environmental management,
solid waste assistance, and environmental education and might be able to provide
assistance and guidance in specific project development.
B. Natural Resource and Conservation Service (NRCS). Could provide both
technical and financial assistance for specific project development and supply trained
consultants for environmental risk studies as they relate to project development.
C. The National Park Service (NPS). Could develop additional ecotourism activities
(educational programs etc.) at the Cumberland Gap National Historic Park to help
increase regional offerings.
D. United States Forest Service (USFS). The USFS could provide finical and technical
assistance for forest-based recreational activities in the region such as the development of
hiking trails and primitive campsites.
E. National Endowment for the Arts (NEA). The NEA could provide funding for the
documentation of folklife traditions and funding rural arts initiatives for various pioneer
and heritage-based museums.
F. Tennessee Valley Authority (TVA). Could provide land grants and technical
assistance for the development of various recreational activities such as increasing canoe
access sites on the Clinch and Powell Rivers and the development of hiking trails.
State Agencies
A. The Northeast Tourism Council (NETA). NETA will serve as the primary
marketing agency for the promotion of ecotourism and specialty recreation activities in
Hancock and Hawkins counties. NETA will play a key role in both the planning and
development of any such activities.
B. Middle East Tourism Council (METC). METC will serve as the primary marketing
agency for the promotion of ecotourism and specialty recreation in Claiborne, Grainger
and Union counties. METC will play a key role in both the planning and development of
any such activities.
C. First Tennessee Development District (FTDD). FTDD will play an integral role in
coordinating the planning and-development of an ecotourism industry in the Clinch-Powell
region within the context of existing roles.
D. East Tennessee Development District (ETDD). ETDD will play an integral role in
coordinating the planning and development of an ecotourism industry in the Clinch-Powell
region within the context of existing roles.
E. Tennessee Department of Tourism Development. Could offer technical assistance
to aid in the development of specific ecotourism projects as defined by the roles and
objectives of The Community Development Assistance Program. Will serve as a primary
sponsor of the Wilderness Road driving tour.
F. Tennessee Department of Environment and Conservation (TDEC). TDEC could
aid in the development and administration of regional ecotourism activities. TDEC could
provide technical assistance in preparing EIA's and monitor ecotourism activities to
ensure compatibility between human use and conservation.
G. Tennessee Wildlife Resources Agency (TWRA). TWRA could provide both finical
and technical assistance for specific project development such as public access site
acquisition and development as well as monitor activities impacts, aid in EIA preparation
and provide qualified biologists for educational programs.
H. Tennessee Historical Commission. The Tennessee Historical Commission could
provide funding and technical assistance to aid in the preservation of state identified
historical structures that would serve as focal points for the historical components of an
ecotourism industry.
Local agencies
A. Individual County Governments. Individual county governments within the Clinch-
Powell Region will help to garner support for the development of ecotourism activities.
Will assist in the upkeep and preservation of nature-based recreational sites.
B. Individual County Chambers of Commerce. Local chambers will serve in a
consultation capacity and act as a liaison for individuals/organizations interested in
investing in local ecotourism projects.
C. Individual County Service Organizations. County service organizations such as the
Lion's Club, Rotary Club etc. could provide a community support base for activities such
as beautification projects and community fundraising heritage festivals, which are an
integral part of an ecotourism industry.
D. Friends of the Clinch and Powell Rivers. This group could provide assistance in
preparing EIA's and developing recreational and educational activities in the Clinch-
Powell Watersheds.
Private businesses
Private business groups and organizations could assist in financing and developing nature-
based tourism opportunities within the Clinch-Powell Region.
Private Foundations.
A. The Nature Conservancy. The Nature Conservancy could provide technical
assistance in the preparation of EIA's and serve in a consultation capacity for the
development of ecotourism activities. The Nature Conservancy could also assist in the
development of educational programs and provide qualified individuals to serve as
instructors.
B. The Conservation Fund. The Conservation Fund has expressed an interest in
sponsoring an ecotourism pilot project within our region and could provide much needed
assistance in the areas of strategic planning and specific project development.
AMERICORPS
A
THE WILDERNESS ROAD
A Draft Outline for the Development of the
TN Wilder ness Road.
DOCUMENT OBJECTIVE
The object of this document is to provide background information, potential economic
impacts, possible cooperative and funding opportunities, and a draft proposal for the
development of the Wilderness Road within the Clinch-Powell Watershed.
BACKGROUND
Few names in American history evoke as distinct an image as the name Daniel Boone, the
lone leader of thirty axmen dressed in a coon skin hat carving the path for American
settlement with nothing more than his ax, gun, and a will to survive. It is this legend of
the American pioneer spirit who is credited with forging what is now termed then
"Wilderness Road."
This former Athawominee Indian trail, originally known as the "Warrior's Path," was
made more accessible to travel by Boone and opened up the only natural pathway for
settlement through the Allegheny Mountains. For 200 years these mountains formed the
western edge of settlement and restricted expansion beyond the thirteen seaboard colonies.
Once opened by Boone to settlement travel, the Wilderness Road served as the main
artery for western expansion, handling 375,000 people from 1775 to 1830.
Frederick Jackson Turner wrote over 90 years ago, "Stand at the Cumberland Gap and
watch the procession of civilization marching single file-- the buffalo following the trail to
the salt springs, the Indian, the furtrader and hunter, the cattleraiser, the pioneer farmer--
and the frontier has passed by." Today, the route is mimicked by the modern day roadway
system. Interstates and highways trace the historical trail from its beginnings in the
Shenandoah Valley and forking down into Kentucky and Tennessee to ultimately meet in
Cumberland Gap before heading north towards the Bluegrass Area of Kentucky.
A Current History: 1984 - 1994
Public Law 98-405 passed by Congress in 1984 authorized the National Park Service
(NPS) to provide recognition to the regional significance of the contributions of Daniel
Boone. The route and sites associated with Boone's travels were to be marked with a
distinctive logo using the standard NPS informational sign colors of brown and white
(Figure One). Unfortunately, there was no provision made for federal funds to mark the
trail, but Congress did authorize the Park Service to accept donations for erecting signs.
As of 1990, approximately $2,900 in donations had been collected for signage in the states
of North Carolina, Virginia, Kentucky, and Tennessee. Wallace H. Jones of the NPS
southeast region stated about implementation of signage, "because of minimal donations
from North Carolina and Tennessee, only highways in Virginia and Kentucky will be
marked in this initial marking program."
The initial route for the Wilderness Road differs significantly from the accepted historical
route (Figures Two and Three). Of particular interest is the NPS's elimination of the
southern route of the trail which runs from Bristol through Bean's Station and up to
Cumberland Gap. It is conceivable that the lack of donations for signage from the State of
Tennessee is a reflection of this omitance. It is this historically significant route which will
likely be the focus for the Tennessee Wilderness Road efforts in the Clinch-Powell Region.
PROPOSED DRAFT FOR THE DEVELOPMENT OF THE WILDERNESS ROAD
Program Description
The Wilderness Road will be a historically-based interpretive auto trail centered on the
contributions of Daniel Boone. It will be complemented with both a series of secondary
driving, heritage shopping, and photographic tours and a nature-based and specialty
recreation industry.
Program Outline
The development of the Wilderness Road will be a multiphase program.
Phase One- The formation of a cooperative coalition to direct strategic planning and
solicit/administer funding for the project.
Phase Two- The development of the Wilderness Road route, identification of historically
significant sites, and the design of interpretive signage.
Phase Three- The development of both supplementary auto driving tours, heritage
shopping tours, and photographic tours and the creation of historic cultural
museums and heritage festivals to complement attractions along the route.
Phase Four- Provide technical assistance in the form of educational training, planning
development, and fund acquisition to local business and community groups.
Additional assistance will be provided to public and private historic attractions
and various support businesses in how to better provide tourism-related services
and maximize generated revenues.
Phase Five- The development of a complementary nature-based tourism and specialty
recreation industry. This will include biking, hiking, hunting, camping, canoeing,
fishing, boating, and ecotours.
Phase Six- The development of a five year marketing and promotional plan for the
Wilderness Road.
Phase Seven- The implementation of the five year marketing and promotional plan.
Phase Eight- A periodic refinement and evaluation of the marketing, promotion, attraction
development, and funding sources for the Wilderness Road.
Elements of Program Outline
Phase One-
A cooperative coalition consisting of federal, state, and local organizations, community
groups, private business, private foundations, and individual citizens must be formed to
direct the strategic planning for the Wilderness Road. This group will additionally be the
primary body to solicit and sponsor fund acquisition for the development, marketing, and
promotion of the road. The proposed organizational structure will consist of an advisory
body sponsored by the Clinch-Powell Resource Conservation and Development Council.
Normal operation and duties for the trail will be shared by the Tennessee Department of
Tourism Development, local county governments, and the Clinch-Powell Specialty
Recreation and Tourism Initiative.
Phase Two-
The development of the Wilderness Road route will be based on the contributions of
Daniel Boone. The exact geographic path for the trail will be loosely dependent on
various historic interpretations and the current highway and secondary road network. The
identification of historically significant sites will, again, loosely be based around, but not
necessarily limited to the history of Daniel Boone. Other historically significant sites that
served an integral role in the development and cultural heritage of the area should be
included. The format of the road should be a self-guided driving tour with posted
interpretive literature and signage, however, the development of commercial bus tours and
expeditions should be strongly encouraged.
Phase Three-
A series of supplementary self-guided historic and scenic driving tours will be created to
help promote areas and attractions not directly served by the route. These tours will
include, but not be limited to a Melungeon heritage and scenic driving tour of Hancock
County and a series of recreational-based tours of Grainger and Union Counties. Each
tour will be accompanied by a list of photographic opportunities along the routes. A
series of heritage shopping tours will additionally be developed to promote regional arts
and crafts. Tours will include descriptions of the artisan, original methods of
manufacturing, and individual products explanations, for items such as quilts,
honey/foodstuffs, and woodcrafts. Hours of operation, specific location maps, and other
pertinent information will be included in the tours. Commercial tours and expeditions for
these tours should be strongly encouraged.
Phase Four-
A partnership will be developed between those governmental agencies, including the
Tennessee Bicentennial, Tennessee Department of Tourism Development, Northeast
Tourism Council, Middle East Tourism Council, County Extension Services and the
Clinch-Powell RC & D to provide technical assistance in the form of educational training,
development planning, and fund acquisition for local businesses, county governments, and
community groups. The focus of the educational training will include, but not be limited
to museum design, hospitality training, small business development, festival design and
operation, maximizing tourism generated revenue, and individual marketing of historic and
nature-based attractions. The educational role of before mentioned groups will be vital in
the development of regional entrepreneurship.
Phase Five-
A nature-based and specialty recreation industry will be developed to complement the
natural resources of the region and specifically assist those areas not directly served by the
route of the Wilderness Road. A variety of activities will be researched and developed
including biking, hiking, canoeing, camping, boating, fishing, hunting, and ecotours based
on species diversity. These activities will be realized through partnerships will the
Tennessee Valley Authority, United States Forest Service, Natural Resource Conservation
Service, Tennessee Department of Environment and Conservation, Tennessee Wildlife
Resources Agency, National and Tennessee Park Services, The Nature Conservancy, The
Conservation Fund, Friends of the Clinch and Powell Rivers, and the Clinch-Powell
Resource Conservation and Development Council. For more information on potential
nature-based tourism opportunities, economic and environmental impacts, and resource
assessments, please refer to the Clinch-Powell Specialty Recreation and Tourism
Initiative's, Strategies for the Development of Nature Oriented Tourism and Specialty
Recreation in the Clinch-Powell Region.
Phase Six-
A marketing and promotion plan will be developed by a coalition sponsored by the
Tennessee Department of Tourism Development, Northeast Tourism Council, Middle East
Tourism Council, private business interests, and the Clinch-Powell Specialty Recreation
and Tourism Initiative. The plan will incorporate strategies for the marketing and
promotion of the Wilderness Trail its related nature-based tourism opportunities.
Additional planning will be developed for the recruitment of new business and
entrepreneurs associated with growth in tourism potential.
Phase Seven-
The implementation of the marketing and promotional plan will be administered by private
business interests, Northeast Tourism Council, Middle East Tourism Council, and the
Tennessee Department of Tourism Development. The Clinch-Powell Specialty Recreation
and Tourism Initiative will serve only to assist in a complementary role with the before
mentioned organizations in the evaluation and future refinement of marketing and
promotional planning.
Phase Eight-
The periodic evaluation and refinement of development strategies, market and promotional
plans, and funding sources is necessary for the continued success of tourism in the region.
The evaluations will be conducted by a partnership of all participating actors and will be
administered by the Clinch-Powell Specialty Recreation and Tourism Initiative, Northeast
Tourism Council, and the Middle East Tourism Council.
POTENTIAL ECONOMIC AND CULTURAL IMPACTS
The development of the Wilderness Road in the Clinch-Powell Region presents a variety
of economic and cultural opportunities to the area. Economically, the road offers the
potential for the development of a heritage-based tourism industry, various small business
developments, and economic stimulation through a diversification in the economy.
Culturally, the route should increase public awareness in the area's frontier history through
genealogical links and the preservation of historically significant structures. Finally, a
cooperative development and marketing effort with the Tennessee Bicentennial activities
presents the opportunity to promote the historical role of the area to a larger statewide
and regional audience.
Current and Potential Economic Impacts
The socio-economic situation of the Clinch-Powell Region, like much of Appalachia, is
well below national averages. Hancock County, the poorest of the five county region, has
some 75 percent of its population dependent on some form of government aid or subsidy.
Chronic poverty in the rest of the region, although not as severe as Hancock County, is
not substantially better. Much of the economic woes of this region are attributable to
underemployment and a dependency on subsistence agriculture. Although agriculture has
always been, and will continue to be the primary economic driver in the region, there is
great potential and need to develop alternative economic opportunities. Issue papers and
studies by various agencies indicate little chance for economic development through
traditional industrial recruitment. The small nonagricultural economy present in the area is
predominantly centered around textiles and wood-based industries which are
hypersensitive to a recessionary economy. Existing employment opportunities are
primarily minimum wage, low skill, and have little job security.
There are chronic problems with "brain drain" in the region. The high school drop-out
rate ranges from 27-40 percent. These students are the citizens and leaders of tomorrow
and the up-and-coming local work force. The best and brightest go to college and then
take their talents to regions with high-tech, high-paying, white collar jobs. According to
the 1990 Census, the region lost population to the nearby cities of Morristown, Knoxville,
and Kingsport. The result is a smaller, more elderly, more unskilled, and more uneducated
population to share the ever increasing tax burden of the area. As a result, the region
continues to suffer under the burden of a growing number of second and third generation
welfare-dependent families. A clearer picture of the socio-economic conditions of the
region is illustrated in the selected statistic below.
Selected Statistics
Category
Statistic
Notes
1. Population
111,526
2. Largest City
4,500
3. Average Unemployment Rate
5.2%
4. Housing
25% in mobile homes
5. Education
49% of population below
12th grade education
6. Per Capita Income
Average- $10,500
41% below
national
Low- $8,160
average
7. Persistent Poverty Counties
4 of 5 in region
8. Population Living in Poverty
26%
One county
high of 40%
9. Minority Population
<1%
10. Agriculture Based Employment 40%
One county
high of 77%
The development of the Wilderness Road could potentially address many of the region's
socio-economic problems. The road would offer the opportunity for the creation of a
regionally-based tourism industry. The route could be constructed to pass through at least
a part of each county in the region. Unlike traditional forms of economic development,
tourism allows for the diversification of a local economy and has proven to be less affected
by recessionary shifts in the regional or national economy. From the standpoint of
employment, a larger tourism industry requires less specialized training for a majority of
the workforce, while concurrently fostering a positive environment for future
entrepreneurship. A partnership with the Tennessee Department of Tourist Development
and the Tennessee Bicentennial could result in a series of educational seminars and direct
technical assistance which would aid in formation of these types of activities.
The potential economic impact of the Wilderness Road would be felt throughout the
region and in a variety of economic sectors. Although the exact extent of the economic
impact of the Wilderness Road is unknown, the potential economic revenues of the route
on the local economies of the region can be estimated. For example, a three percent (3%)
increase in tourism revenues from 1993 would result in a direct economic impact of an
extra $1,030,000 for the region, while a ten percent (10%) increase would result in an
extra $3,434,000 for the area. These estimates are conservative and do not take in
account tourism's expected natural growth increase based on the performance of the
region over the past five years. Additionally, these estimates do not account for the
indirect multiplier effect of increased revenues created by businesses purchasing goods and
services from local supplies or induced economic impacts created a result of the
employees of those businesses and suppliers spending part of their earnings on goods and
services in the area.
Table One
Tourism's Potential Contribution to a Local Economy in the Clinch-Powell
Business
Percent of Income from Tourism
Motel/Hotel
94.5%
Restaurants
49.4
Taverns/Bars/Liquor Stores
34.8
Amusements
33.1
Gasoline Stations
31.5
General Merchandise
18.6
Auto Dealers and Garages
15.8
Food (Retail)
13.8
Apparel and Accessories
13.6
Lumber, Hardware, and Building Material
13.1
Furniture and Furnishings
12.1
Other Retail
12.2
Drugs
11.4
Farm Supplies and Agricultural Products
8.5
The additional revenues earned from the a growth in the tourism industry will be
distributed among a variety of economic sectors. A study by the U.S. Department of
Commerce revealed tourism's potential contribution to a local economy, the results of that
study are summarized in Table One. Although the current socio-economic situation of the
Clinch-Powell Region is below national averages, tourism and specifically the Wilderness
Road offer an excellent opportunity for a more nontraditional form of economic
development.
Potential Cultural Impacts
The creation of the Wilderness Road offers opportunities for the region and individual
counties to discover the area's pioneer history and traditions. The material culture and
attitudes of the people of the Clinch-Powell Region are, however, intricately linked to its
Appalachian and frontier history. These traditions may act as a potential barrier to tourism
development in the region. The primary cultural impact and challenge for this project will
be to maintain and strengthen the trust of local community groups. This essential bond
can be forged only by a dedication to work within the framework of the local community.
Tourism by its very nature involves change. It entails contact with persons from outside
the region who may not be empathetic to the long established Appalachian belief systems
of the area. It is vital, therefore, not to push the region into any endeavors that may
detrimentally affect the region's heritage and quality of life.
The increased awareness of the region's heritage presents the opportunity for the
development and preservation of historically significant sites. Buildings, museums, and
other such structures should be able to more easily receive federal, state, and private
foundation funding due to a stronger regional and cooperative coalition. From an
educational standpoint, the Wilderness Road can serve a hand's-on learning tool for
children of the area to more easily discover their region's role in Tennessee and national
history. These types of educational program may help to curb the future "brain drain" of
the best and brightest students of the area by instilling a sense of regional and community
pride. Last, the road will open markets for regional arts and crafts. This should help to
both stimulate the regional economy and promote the rich cultural heritage of the area.
POTENTIAL COOPERATIVE AGENCIES AND FUNDING OPPORTUNITIES
The success of the Wilderness Road project will be dependent on an effective coalition
comprised of local, state, and federal agencies, community groups, private business,
private foundations, and individual citizens. The following is a list of potential key actors
and their possible role in the development of the Wilderness Road. It is important to note
that this list is not exhaustive, nor is it a contract for services by the listed organizations
and groups. For further information, please consult the Clinch-Powell Specialty
Recreation and Tourism Initiative.
Federal Agencies
The Clinch-Powell Resource Conservation and Development Council- (RC & D)
The RC & D will act as the local administrative body for the Wilderness Trail providing
technical, marketing, and planning assistance to all persons of the region. Duties will fall
under the auspices of the AmeriCorps sponsored Specialty Recreation and Tourism
Initiative (SPTI).
Natural Resource and Conservation Service- (NRCS)
The NRCS will be an integral source of funding and technical assistance in the
development of projects associated with nature-based tourism along the Wilderness Road.
The National Park Service- (NPS)
The NPS will continue to their role of providing and overseeing signage for the Daniel
Boone Heritage Trail per Public Law 98-405. The NPS will additionally provide technical
assistance and possible funding opportunities for historic structures on park land which fall
along the route of the road.
United States Forest Service-(USFS)
The USFS will be an integral source of funding and technical assistance in the
development of forest-based recreational activities associated with the Wilderness Road.
National Endowment for the Arts- (NEA)
The NEA will be an integral source of funding for documenting folklife traditions and
funding rural arts initiatives for various pioneer and heritage-based museums.
Tennessee Valley Authority- (TVA)
TVA will serve as a partner in providing small grants for marketing of heritage based
attractions and land grants for additional access sites along waterways and reservoirs to be
used in the development of nature-based recreational activities.
Cooperative Extension Service- (CES)
The CES will continue to provide and help sponsor educational programs to help foster
small business development.
State Agencies
The Northeast Tourism Council- (NETA)
NETA will continue to act as the primary marketing agency for Hancock and Hawkins
Counties. They will continue to work with the SRTI to coordinate the development of
nature-based activities.
Middle East Tourism Council- (METC)
METC will continue to act as the primary marketing agency for Claiborne, Grainger, and
Union Counties. They will continue to work with the SRTI to coordinate the
development of nature-based activities.
First Tennessee Development District- (FTDD)
FTDD will continue to work with the SRTI to coordinate the development role of tourism
in the Clinch-Powell Region within the context of the First Tennessee Development
District.
East Tennessee Development District- (ETDD)
ETDD will continue to work with the SRTI to coordinate the development role of tourism
in the Clinch-Powell Region within the context of the East Tennessee Development
District.
Tennessee Department of Tourism Development- (TDTD)
The Community Development Assistance Program will help coordinate the development
of the Wilderness Road. TDTD will act as one of the two primary development agencies
at the state level. The agency will additional act as a primary sponsor for the funding a
regional technical assistance program and the acquisition ISTEA grants.
Tennessee Bicentennial (TN200)
TN200 will help coordinate the development and signage for the Wilderness Road. The
organization will work in coordination with TDTD and SRTI to provide technical
assistance and will be a primary sponsor for ISTEA grant acquisition. TN200 will act as
the second of two primary development agencies at the state level.
Tennessee Department of Environment and Conservation- (TDEC)
TDEC will work with SRTI in the development and administration of many of the regions
nature-based tourism activities. The TDEC will provide much of the enforcement to
ensure a continued environmentally conscience ecotourism industry.
Tennessee Wildlife Resources Agency- (TWRA)
TWRA will work with TVA and SRTI to help develop water access sites within the
watershed. The organization will additionally provide technical monitoring of potential
impacts of a ecotourism industry and provide educational training on sustainable tourism
development.
The University of Tennessee and Walter's State Community College- (UT & WSCC)
UT and WSCC will provide needed technical assistance and possible funding opportunities
for the study and development of the Wilderness Road. Technical assistance could include
architectural design assistance, marketing design, and regional promotion.
Tennessee Historical Commission
The Tennessee Historical Commission will provide funding and technical assistance
associated with the preservation of state identified historical structures along the
Wilderness Road.