HomeMy Public PortalAbout352440Clean Water Education
Student Activity Workbook
Missouri Department
of Natural Resources
“U.S. Environmental Protection Agency Region VII, through the Missouri Department of Natural Resources, has
provided partial funding for this project under Section 319 of the Clean Water Act, DNR Subgrant G06-NPS-22.”
Clean Water Education Student Activity Workbook 3
Student Worksheet
Create Your Own Water Cycle (Activity 1)
DIRECTIONS
• Formulate a hypothesis about what you think will happen to the water in the jar.
• To test your hypothesis, observe your jar over the next couple of days.
• Record your observations and use them to complete the remainder of the worksheet.
Hypothesis
What you think will happen to the water in the jar?
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Observations
What did you observe happen to the water in the jar? Record the date and time your
observations were made.
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Describe how the water cycle affects living things.
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Name_____________________________________
Clean Water Education Student Activity Workbook 4
Student Worksheet
Watersheds—Shapes and Sizes (Activity 2)
On the map above:
• circle the Black Creek Watershed in yellow,
• circle the Deer Creek Watershed in green, and
• circle the River des Peres Watershed in red.
Name_____________________________________
Clean Water Education Student Activity Workbook 5
Student Worksheet
Schoolyard Watershed Walk (Activity 3)
Where is the highest point in the schoolyard?
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Where is the lowest point in the schoolyard?
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Where did you or (where might you) find puddles?
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Which way does the water flow?
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Draw some arrows on the map to indicate which way water would flow.
Name_____________________________________
Clean Water Education Student Activity Workbook 6
Homework
Where in the Watershed? (Activity 3)
Can you find where your school or home is located in the watershed? Mark their locations on the
map. Then answer the questions on the accompanying page.
Name_____________________________________
SUB WATERSHED BOUNDARY
MAIN CREEK CHANNEL
TRIBUTARY CHANNEL
MUNICIPALITY BOUNDARY
The Metropolitan St. Louis
Sewer District
Sub Watersheds and
Municipalities
Clean Water Education Student Activity Workbook 7
Homework
Where in the Watershed? (Activity 3) (continued)
Do you live in a watershed?
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What is the name of the watershed you live in?
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What is the closest tributary, creek, or river to your house? Circle it on your map.
Name _____________________________________
Clean Water Education Student Activity Workbook 8
Name_____________________________________ Student Worksheet
Runoff Roundup Site 1 (Activity 4a)
At each site, complete a site description and predict how much runoff will occur. Then, test your
prediction and record the results.
SITE 1 DESCRIPTION:
SITE 1 PREDICTION:
SITE 1 OBSERVATIONS:
To test your prediction, pour five cups of water over the same spot in your site. Observe and
describe what happens.
ELEVATION (flat, slight slope, steep slope)
SURFACE (cement, asphalt, sand, topsoil, etc.)
VEGETATION (covered with plants, few sparse plants, no plants)
LOCATION (open/exposed or shaded/protected)
What do you think happens when heavy rain falls on this site?
Observations:
How much water was absorbed by the ground? (all, some, none)
How much water ran off the surface? (all, some, none)
Was your prediction correct?
Clean Water Education Student Activity Workbook 9
Student Worksheet
Runoff Roundup Site 2 (Activity 4a)
At each site, complete a site description and predict how much runoff will occur. Then, test your
prediction and record the results.
SITE 2 DESCRIPTION:
SITE 2 PREDICTION:
SITE 2 OBSERVATIONS:
To test your prediction, pour five cups of water over the same spot in your site. Observe and
describe what happens.
COMPARISONS:
ELEVATION (flat, slight slope, steep slope)
SURFACE (cement, asphalt, sand, topsoil, etc.)
VEGETATION (covered with plants, few sparse plants, no plants)
LOCATION (open/exposed or shaded/protected)
What do you think happens when heavy rain falls on this site?
Observations:
How much water was absorbed by the ground? (all, some, none)
How much water ran off the surface? (all, some, none)
Was your prediction correct?
Name_____________________________________
Was the amount of runoff in the two sites different?
What factors can increase the amount of runoff in an area?
Clean Water Education Student Activity Workbook 10
Student Worksheet
Runoff and Erosion Experiment (Activity 4b)
Record your measurements in the data table provided and then use your data to answer the
questions.
1. Which of these surfaces had the most amount of erosion? Describe how you know.
2. Figure out how much water each of the surfaces held. (Hint: compare how much water you put in
to how much water came out.) Fill in the table below and circle which one held the most water.
3. Which of these surfaces held the least amount of water?
For the next two questions, calculate the runoff rate (volume of water per second) and enter it in
the table below. The runoff rate is the water output divided by the time of runoff. Units are mL/sec.
4. Which of these surfaces had the fastest runoff rate (most volume of water/second)?
5. Which of the three surfaces had the slowest runoff rate (least volume of water/second)?
Name ____________________________________
Data Bare Soil Soil with Vegetation Impervious Surface
Water input (mL)
Time to soak in (seconds)
Time to runoff (seconds)
Water output (mL)
Soil Erosion
(none, a little, a lot)
Land Surface Type
Bare Soil Soil with Vegetation Impervious Surface
Bare Soil Soil with Vegetation Impervious Surface
Clean Water Education Student Activity Workbook 11
1. Grass clippings, leaves, and other yard wastes
are left on sidewalks, streets, and other paved
areas to be carried off by stormwater.
2. Storm drains are covered or clogged with
leaves, litter, mud, other debris and are not
labeled to prevent dumping.
3. There is a lot of trash and litter on the ground.
4. Dumpster lids are open and trash, grease, and
other leaky liquids can be seen on the ground.
5. Chemical products are used in higher
amounts than what is recommended on the
label.
6. Paved surfaces are used extensively,
accounting for more than 25% of the
schoolyard area.
7. Most drainage from the roof discharges onto
paved surfaces, or downspouts are connected
directly to storm drains.
8. There are several places with bare soil. Soil
has been carried onto sidewalks or parking
lots. Gullies have started to form on slopes
with no vegetation in place.
9. There are few trees and bushes on the
property which does little to slow the flow of
stormwater.
Schoolyard Stormwater Assessment Diagram (Activity 7)
Absence of Best Management Practices
Clean Water Education Student Activity Workbook 12
Schoolyard Stormwater Survey (Activity 7)
Assessment 1—Reducing Pollutants in Runoff
Source of
Pollution
Low Risk—Green
(10 points)
Medium Risk—
Yellow
(5 points)
High Risk—Red
(0 points)
Leaves, grass
clippings, and
other yard
waste
Grass clippings, leaves,
and other yard wastes are
swept off paved surfaces
and onto lawns away
from water flow routes. If
possible these yard wastes
are composted on site.
Leaves and other
yard wastes are
bagged or piled
on the lawn next
to the street for
collection.
Grass clippings,
leaves, and other yard
wastes are left on
sidewalks, streets, and
other paved areas to
be carried off by
stormwater.
Storm drains Storm drains are clear of
litter, mud, plants or
other debris. Storm
drains are labeled to
prevent pollution and to
teach people that drains
lead directly to streams.
Storm drains are
clear of litter and
other debris, but
they are not
labeled to prevent
dumping.
Storm drains are
covered or clogged
with leaves, litter,
mud, and other debris
and are not labeled to
prevent dumping.
Litter Trash is disposed of
properly and there is no
litter to be seen on the
ground. Trash cans and
recycling bins have
closed lids and are
emptied frequently.
There is very little
trash and litter
present on the
ground, however,
there are no
designated
containers for
recycling.
There is a lot of trash
and litter the ground
and recycling is not
practiced.
Dumpsters Dumpster lids are kept
closed and are clean and
free from grease or
liquids.
Dumpster lids are
open, but nothing
appears to be
leaking from
them.
Dumpster lids are
open and trash, grease,
and other leaky liquids
can be seen on the
ground.
Handling and
use of pesticides,
fertilizers, and
road salts or
other deicing
chemicals
Minimal amounts of
these chemicals are used
and applied according to
the label. Applications of
fertilizers are delayed to
avoid rain.
Applications of
pesticides or
fertilizers are not
delayed to avoid
contact with rain.
Chemical products are
used in higher
amounts than what is
needed or
recommended on the
label.
Risk Level/
Score
Low—10
Medium—5
High—0
_______________
Score
Low—10
Medium—5
High—0
_______________
Score
Low—10
Medium—5
High—0
_______________
Score
Low—10
Medium—5
High—0
_______________
Score
Low—10
Medium—5
High—0
_______________
Score
Adapted with permission from Home*A*Syst: An Environmental Risk-Assessment Guide for the Home (NRAES-
87). Natural Resource, Agriculture, and Engineering Service. http://www.nraes.org
Clean Water Education Student Activity Workbook 13
Schoolyard Stormwater Survey (Activity 7)
Assessment 2—Landscaping and Site Management to Control Runoff
Source of
Pollution
Low Risk—Green
(10 points)
Medium Risk—
Yellow
(5 points)
High Risk—Red
(0 points)
Risk Level/Score
Impervious
surface
Paved surfaces are
minimized to less than
10% of the schoolyard.
Alternatives such as wood
chips or pervious pavers
are used for walkways.
Only some areas are
paved for activities
like basketball
courts. Paved
surfaces account for
approximately 10%-
25% of the
schoolyard.
Paved surfaces are
used extensively,
accounting for more
than 25% of the
schoolyard area.
Low—10
Medium—5
High—0
_________________
Score
Roof
drainage
Roof drainage is collected
into rain barrels or
underground cisterns for
water reuse and/or it is
directed to a rain garden
for detention, where it
slowly soaks into the
ground.
Downspouts and
drip lines direct roof
drainage onto a
grassy area or patch
of rocks where
water has a better
chance of soaking
into the ground.
Most all drainage
from the roof
discharges onto
paved surfaces, or
downspouts are
connected directly
to storm drains.
Low—10
Medium—5
High—0
_________________
Score
Bare soil There are few places with
bare soil. Bare patches in
lawns are quickly
reseeded and covered
with straw; mulch is used
to cover bare soil in
garden or landscaped
areas.
Grass or other
ground cover is
spotty, particularly
on slopes. There is
evidence of some
erosion.
There are several
places with bare
soil. Soil has been
carried onto
sidewalks or
parking lots. Gullies
have started to form
on slopes with no
vegetation in place.
Low—10
Medium—5
High—0
_________________
Score
Vegetation Many trees, bushes, and
deep-rooted, native plants
are present on the
property. Landscaping is
designed to slow the flow
of stormwater runoff and
provide areas where
water soaks into the
ground. Unmowed buffer
strips of thick vegetation
are left near any ditches
and waterways.
No areas are
landscaped to
encourage water to
soak in, but there are
some trees and
bushes that dot the
landscape. Mowed
grass or spotty
vegetation exists
adjacent to ditches
and waterways.
There are few trees
and bushes on the
property.
Landscaping does
little to slow the
flow of stormwater.
Low—10
Medium—5
High—0
_________________
Score
Adapted with permission from Home*A*Syst: An Environmental Risk-Assessment Guide for the Home (NRAES-
87). Natural Resource, Agriculture, and Engineering Service. http://www.nraes.org
Clean Water Education Student Activity Workbook 14
Schoolyard Stormwater Survey (Activity 7)
Scoring System—90 points total
75–90: LOW RISK – EXCELLENT!
Congratulations if high points were earned. This means that your school grounds are at low risk of
contributing nonpoint source pollution to our streams and rivers. You and your school community
are doing a good job of helping to lower the amount of polluted stormwater leaving your school’s
property. Keep up the good work and let others know what you’ve learned!
55–75: MEDIUM RISK – OK
You may have elements beyond your control that are contributing to polluted stormwater leaving
your school’s property. By brainstorming about how you can help to educate your school community
about nonpoint source pollution and some Best Management Practices dealing with stormwater, you
may be able to make some positive changes to help keep our streams and rivers clean!
Below 55: HIGH RISK – TIME TO MAKE SOME CHANGES!
There are many ways the school can improve their school ground health! Share your findings with
your teachers, principal, and PTA Grounds Committee. Refer to some of the Best Management
Practices outlined in this packet. You can also contact some of your local community organizations
for assistance with managing stormwater runoff. The agencies that can help include: your local
municipality, St. Louis County Department of Health, Metropolitan St. Louis Sewer District,
Litzsinger Road Ecology Center, Soil and Water Conservation Districts, Missouri Department of
Conservation, and the Missouri Department of Natural Resources.
Clean Water Education Student Activity Workbook 15
Action Checklist Chart (Activity 7)
Schoolyard Stormwater Assessment
Write all high and medium risks
below.
What can you do to reduce the risk?
Example: There is a lot of trash and litter
on the ground.
Set a good example for others by always placing trash or recyclable
items in the appropriate containers. Organize a litter pick-up day
and start a recycling program at your school if it doesn’t already
have one. Get out the word about being a good watershed neighbor
by educating others about proper trash disposal and recycling
programs.
Adapted with permission from Home*A*Syst: An Environmental Risk-Assessment Guide for the Home (NRAES-
87). Natural Resource, Agriculture, and Engineering Service. http://www.nraes.org