| Grade |
Topic/Title |
Overview |
Keywords |
| |
Sustainable School Projects |
Help reduce impacts of stormwater runoff. Develop educational and recreational landscapes. Provide sense of ownership and pride. Enhance community awareness |
rain garden, rain barrell, green roofs, tree box filters |
| K-2 |
Explore This! Schoolyards Rain Sleuths |
Students bring rain gear to school on a rainy day and go outside to investigate where rainwater goes and hypothesize what sort of pollution might be involved with it. |
rainwater, runoff |
| 3 |
|
Students learn what happens to nitrate levels in water when soil erodes from the land and enters aquatic habitats by experimenting with soil and water. |
soil properties, nitrogen levels |
| 3 |
Where Oh Where Did the Rainwater Go? |
Students experiment with a variety of soil types and learn how rainwater behaves. |
stormwater runoff, soil |
| 3 |
It’s Raining, It’s Pouring[i] |
Students make watershed models to demonstrate what happens when rain falls on permeable and impermeable surfaces modeling groundwater and runoff in watersheds. |
soil permeability, runoff |
| 5 |
“It All Flows To Me” Lesson 3: Pollution Patrol |
Create awareness about watershed contamination by having students track the amount of pollution around their school. |
watershed, pollution, school yard runoff |
| 5 |
How the Water Gets Dirty[i]
|
Students use watershed and groundwater materials to examine things that dissolve and become suspended in water. |
watershed, groundwater, pollution |
| 5 |
It’s Raining, It’s Pouring[i] |
Students make watershed models to demonstrate what happens when rain falls on permeable and impermeable surfaces modeling groundwater and runoff in watersheds. |
soil permeability, runoff |
| 5-8 |
What’s In Our Water? |
Students compare the nitrate levels in natural bodies of water and our drinking water. |
drinking water, groundwater, nitrate levels |
| 5-8 |
|
Students learn what happens to nitrate levels in water when soil erodes from the land and enters aquatic habitats by experimenting with soil and water. |
soil properties, nitrogen levels |
| 5-6 |
Is there sewage in my sample? |
Sediment sampling and ocean pollution |
core sample, grid, sediment, sewage |
| 6 |
Pollution |
ID different types of water pollution, categorize pollution and ID technologies designed to reduce water pollution |
point source pollution, non-point source pollution |
| 6 |
Water Quality |
Study water quality by testing pH levels, temperature, dissolved oxygen content and salinity in local water sources.
|
water quality, turbidity, pH, salinity
|
| 6 |
Who Dirtied the Water/Clean Water: Is It Drinkable? |
Class simulates the polluting of a water source with common pollutants and a large beaker of water. Once the water is polluted, students design and build a water filtration system to attempt to clean the water.
|
modeling, water pollution, water quality, restoration |
| 6 |
Helping Watersheds |
Research local watersheds using EPA website to devise/implement a protection program in their school or community. |
EPA, internet research, watersheds |
| 6-7 |
|
This is a computer module that would probably be best suited for student to complete individually, but has great materials on water quality and human health, is interactive, and has self-tests. |
internet module, human health |
| 6-8 |
Empty Oceans |
Explain what contributes to unsustainable fishing practices and habitat damage. Explain how citizens can help sustain seafood populations |
sustainable (seafood), bycatch, habitat, longlining, bottom trawling, trawling/dredging, gillnetting, purse seining, threatened species, endangered species, over-fishing
|
| 6-8 |
Game of Life |
Explain why overfishing has occurred in our oceans. Describe the effects of overfishing on fish stocks. |
fish stocks, over-fishing, population, biomass, sustainable, sustainability, bycatch, species |
| 6-8 |
Fisheries Activity Book |
Explain what fisheries management is. Explain why fisheries management is important. Describe how fish populations are managed. |
fisheries, population management |
| 8 |
Pollution Plume |
To investigate the difference between point and non-point source pollution on water in North Carolina. |
|
| 8 |
Turning the Tide on Trash |
A learning guide on marine debris. Offers 3 units: the first covering definitions, characteristics and sources, the second covering effects and impacts and the third focusing on solutions. |
pollution, water quality |
| 8 |
Pollution |
ID different types of water pollution, categorize pollution and ID technologies designed to reduce water pollution |
point source pollution, non-point source pollution |
| 8 |
Water Quality |
Study water quality by testing pH levels, temperature, dissolved oxygen content and salinity in local water sources.
|
water quality, turbidity, pH, salinity |
| 8 |
Groundwater and Runoff |
Size of soil particles and their effect on water permeability |
runoff, permeability |
| 8 |
Stormwater SMART Middle School Challenge |
Program in four NC counties – could be expanded to other counties. Students evaluate school runoff programs. |
statewide challenge, runoff, community involvement |
| 8 |
Too Much Of A Good Thing[i] |
Long term student experiment with aquatic microorganisms. Model aquatic environments with model "ponds". Deals with water enriched with nitrates. |
excess nitrates, nitrification, soil erosion |
| 8-12 |
Who Dirtied the Water/Clean Water: Is It Drinkable? |
Class simulates the polluting of a water source with common pollutants and a large beaker of water. Once the water is polluted, students design and build a water filtration system to attempt to clean the water. |
pollution, water quality, filtration |
| 8-12 |
Pollution Solution: Questions of Water Quality |
Sampling study of water quality |
water quality, turbidity, pH, salinity |
| 9-12 |
Analyzing your school’s energy consumption |
Students will define attributes of an energy efficient "green" school. Students will identify areas of energy waste in their school by comparing their school to that of a LEED certified school, identifying areas that are within the school's capactiy to change and auditing the school's recycling program. |
energy efficiency, green building, recycling, LEED Rating System |
| 9-12 |
“It All Flows To Me” Lesson 2: 24 Hour Water Budget |
Create awareness of water usage by having students track their daily water habits and calculate how much they use each day. Gives helpful conservation tips. |
conservation, water budget |
| 9-12 |
Water Quality for Freshwater Organisms |
Addresses the thermal pollution created by industrial plants and the effects that the warmer waters have on dissolved oxygen content. |
thermal pollution, water quality, industrial output |
| 9-12 |
We All Live Downstream |
Students are given “$1 million” to develop a piece of waterfront property and must develop a description of the property, the land use, and predict how the development will affect their neighbors and the quality of the water. |
pollution, water quality |
| 9-12 |
Storm Drain Stenciling |
With the help/permission of local government, stencil signs onto stormdrains to educate people of the destination of the stormwater runoff. |
stormwater runoff, community involvement, service project |
| 9-12 |
Wastewater Treatment |
Students learn about and build their own wastewater treatment plant. |
wastewater, filtration plants |
| 9-12 |
Get A Clue |
Assesses water quality through chemical means, identify microinvertebrates in water, assess environmental quality and the impact on living things. |
water quality, turbidity, pH, salinity, microinvertebrates |
| 9-12 |
“It All Flows To Me” Lesson 1: Build an Aquifer |
Learn about groundwater properties by building an aquifer and conducting experiments with it. |
groundwater, aquifer |
