If your students are excited about learning more about the problem of stormwater pollution and how they can keep rain where it falls, check out the lessons in this section. They are ordered sequentially to take you through the process of learning more about combined sewer overflows and the problems they create, strategies for slowing rain on its path to the sewer, calculating runoff from your school and how to develop a stormwater management plan that will work on your campus.
The specific lessons are listed below. Each is available as a pdf, linked from the individual lesson page.
Elements of this curriculum were adapted from “Partnering to Protect Water Resources: A Rain Garden Demonstration and Education Project, OEEF General Grant F-09G-018” and the University of Wisconsin-Madison Arboretum’s Earth Partnerships for Schools. Special thanks to Wild Treasures of Antioch University New England for inspiration for the sustainability action component of the curriculum.
7th Grade Ohio Science Indicators Addressed by the Lessons in this Unit
- Describe the water cycle and explain the transfer of energy between the atmosphere and hydrosphere.
- Explain that Earth’s capacity to absorb and recycle materials naturally can change the environmental quality depending on the length of time involved.
- Analyze data on the availability of fresh water that is essential for life and for most industrial and agricultural processes. Describe how rivers, lakes and groundwater can be depleted or polluted becoming less hospitable to life and even becoming unavailable or unsuitable for life.
- Formulate and identify questions to guide scientific investigations that connect to science concepts and can be answered through scientific investigations.
- Choose the appropriate tools and instruments and use relevant safety procedures to complete scientific investigations.
- Analyze alternative scientific explanations and predictions and recognize that there may be more than one good way to interpret a given set of data.
- Identify faulty reasoning and statements that go beyond the evidence or misinterpret the evidence.
- Use graphs, tables and charts to study physical phenomena and infer mathematical relationships between variables
- Design and build a product or create a solution to a problem given two constraints
- Explain how needs, attitudes and values influence the direction of technological development in various cultures.
- Describe how decisions to develop and use technologies often put environmental and economic concerns in direct competition with each other.