Sample Education Goals, p. 4 • Identification of Drinking Water Sources, p. 4 • Geohydrology: Dynamics of Drinking Water Sources, p. 4 • Accessing, Storing, Treating, and Distributing Drinking Water Sources, p. 5 • Contamination, Risk Assessment, and Remediation of Drinking Water Sources, p. 6 • Protection, and/or Prevention Activities and Programs of Citizens, • Communities, and the Government, p. 6 • Present and Future Needs for Safe Drinking Water Sources, p. 8

Source Water Curricula Strengths and Weaknesses, p. 8 • Identification of Drinking Water Sources, p. 8 • Geohydrology: Dynamics of Drinking Water Sources, p. 9 • Accessing, Storing, Treating, and Distributing Drinking Water Sources, p. 9 • Contamination, Risk Assessment, and Remediation of Drinking Water Sources, p. 10 • Protection, and/or Prevention Activities and Programs of Citizens, Communities, and the Government, p. 11 • Present and Future Needs for Safe Drinking Water Sources, p. 12

Discussion, p. 12 • Teaching and Learning, p. 12 • Curricula Content, p. 12 • Curricula Scope and Sequence, p. 13 • Curricula Format, p. 14 • Technology in the Classroom, p. 14

Source Water Education 1 Environmental Resources Center, University of Wisconsin Extension AN ASSESSMENT OF RESOURCES FOR SOURCE WATER EDUCATION NEEDS

Table of Contents (continued)

Recommendations for New Source Water Education Materials, p. 15 • Goals, p. 15 • Context, p. 15 • Format and Content, p. 15 • Philosophy of Teaching and Learning, p. 17

Appendices A Source Water Topics B Water Quality Education Topics and Major Subtopics C Source Water: Additional Evaluation Topics D Correlation of Key Source Water Topics with Water Education Topics E EYPAW Curricula Addressing 60% or Greater of Source Water Subtopics F Water Education Curricula Content Summary G Summary of Selected Curricula Activities – Correlation with Source Water Key Topics H Identification of Source Water Strengths, Weaknesses, and Gaps in Water Resources Education Materials I Source Water Bibliography

Source Water Education 2 Environmental Resources Center, University of Wisconsin Extension

AN ASSESSMENT OF RESOURCES FOR SOURCE WATER EDUCATION **draft report**

University of Wisconsin - Environmental Resources Center Compiled by Cindy Jelenchick, Outreach Specialist, under the direction of Elaine Andrews Completed with funding by the United States Environmental Protection Agency, Office of Ground Water and Drinking Water October 1999

BACKGROUND

Historically, the health of individuals and communities has been linked with the availability of a safe source of drinking water. Currently, advances in technology, population increases, changes in land development patterns, and lifestyle changes have impacted on both the quality and quantity of safe drinking water available for human consumption and needs.

In response to the increasing demands for safe sources of drinking water, decreasing water quality, and rising treatment costs; protection of the nation’s surface and ground waters that serve as drinking water sources has been designated a national priority. The Safe Drinking Water Act (SDWA) requires that citizens be provided with information on their drinking water in order that they can learn how to help protect it, and can make individual health decisions about it. The 1996 Amendments to the Safe Drinking Water Act (SDWA), address this need through the funding of state Source Water Assessments (SWA) and the subsequent development of Source Water Assessment Programs (SWAP). SWA and SWAP will provide consumers with increased access to information about their drinking water, and furnish opportunities for involvement in drinking water issues. The completion of a state SWA and the development of a SWAP will result in:

• Identification of areas that contribute ground water or surface water (drinking water sources) to public water systems. • Identification of land uses or facilities that may threaten source water quality. • An inventory of source water contaminants. • Assessment of the water systems susceptibility to contamination. • Dispersal of the information to the public.

The overarching goal of state Source Water Assessment and Protection Programs is to protect public health by preventing contamination of a public water supply.

On a federal level, in an attempt to revitalize the nation’s commitment to water resources, the Clean Water Action Plan (CWAP) was released on February 19, 1998. Included within the 111 key actions, or goals and objectives of CWAP, are actions designed to support and help create community-based watershed protection and restoration measures through information exchange and collaboration, in addition to measures designed to protect the sources of drinking water (surface and ground waters).

In recognition of the role of public education, and citizen participation, in water resource issues - and the concurrent need to expand existing education programs in source water protection and improvement - the National Environmental Education & Training Foundation (NEETF) in collaboration with the US Environmental Protection Agency (EPA) Office of Ground Water and Drinking Water (OGWDW), engaged Elaine Andrews, University of Wisconsin (UW) Cooperative Extension Service, to evaluate existing K-12 water education materials for topic areas related to drinking water sources (DWS). Gaps - areas where little or no curricula exist to address source water issues - would be identified and presented, as future source water education needs.

Completion and publication of the gap analysis of water resources curricula would provide the information to guide future development of new curriculum, or adaptation of existing curricula, to fill source water education needs.

PROJECT GOAL

To search the UW, Educating Young People About Water (EYPAW) resource database, and newly acquired water education materials to: 1) identify curricula that that could be used to meet source water education needs, and 2) to identify gaps that could be filled through expansion of existing materials, or creation of new source water education materials.

SOURCE WATER CURRICULA REVIEW PROCESS

In order to assess existing curricula for source water content, the EPA OGWDW developed a list of key topics and subtopics considered to be essential components of source water education materials (Appendix A). Key source water education topics, as identified by the OGWDW, were then correlated with the Water Quality Education Topics and Major Subtopics evaluation criteria utilized by the UW - Environmental Resources Center (ERC) for the Educating Young People About Water (EYPAW) database (Appendix B). Additional water education topics - relevant to source water education needs - not present in the original EYPAW checklist, were also identified and used as evaluation criteria for selected curricula (Appendix C). Source water concepts were realigned into six key source water topics and related subtopic areas based on the interrelationships of subject matter content, the dynamics of source water acquisition and distribution, and a curriculum-style progression of learning (Appendix D). The six key topics identified were:

• Identification of Drinking Water Sources • Geohydrology: Dynamics of Drinking Water Sources • Accessing, Storing, Treating, and Distributing Drinking Water Sources • Contamination, Risk Assessment, and Remediation of Drinking Water Sources • Protection and/or Prevention Activities and Programs of Citizens, Communities, and the Government • Present and Future Needs for Safe Drinking Water Sources

As a preliminary step to the research process, information on one hundred twenty-two previously evaluated water resources curricula, originally in word processing format in the UW youth water education database, were converted into an electronic database in Paradox. The goal of the conversion was to facilitate the development of a list of curricula that mention source water topics. The list would act as a tool designed to identify curricula for further assessment.

A search for new curricula materials potentially relevant to source water education was also initiated. Sources for new educational materials included, but were not limited to: 1) government agencies, 2) environmental organizations, 3) cooperative extensions, 4) topic searches of Internet search engines, 5) educational catalogs, and 6) national partners.

Using the Paradox database as a research tool, curricula could be assessed for the presence or absence of source water topics. Curricula within the database were originally evaluated for topic mention without reference to quality of the materials. Therefore, one of the goals of the conversion was to create a list of curricula, which generally addresses the six key source water topics and subtopics. Analysis of the listed curricula further quantified the materials into a summary of curricula which mentioned 60% or more of the subtopics within one of the six key source water topic areas (Appendix E). A listing of topic areas mentioned by each curriculum can be found in Appendix F.

A further selection process of the Paradox identified curricula (Appendix E) was initiated using strength of correlation, a random sampling of both older and newer curricula, and previously published curricula summaries as a guide. Targeted curricula were then individually assessed for content and quality; in order to prepare a summary of selected curricula and associated activities that strongly addressed identified topics for source water education needs (Appendix G). A bibliography of sample curricula which addressed source water education needs by way of information presentation, resource identification, and/or activities presented, was then generated (Appendix I). As a means of formulating future recommendations for source water education, in addition to subject matter content, selected curricula were also scanned for format and correlation with current philosophies of teaching and learning.

Through the Paradox research process and individual assessment, topic areas could be identified which were strongly or weakly addressed in the evaluated materials (Appendix H). Gaps in source water topics within the education materials were also identified through analysis of Paradox database search results, and by scanning hard copies in the Environmental Resources Library (Appendix H). Gaps in evaluated materials were to be identified and presented, as future source water education needs.

SOURCE WATER EDUCATION GOALS FOR YOUTH

Youth have an important role in source water protection. Individually, as members of a family and community, and as future citizens, the youth of today have the power to act as catalysts to initiate change and guide development of future activities to ensure the health of the nation’s drinking water sources. To empower youth in this process, three key concepts need to be understood and applied:

1. Safe drinking water is essential for the health of individuals and communities. 2. Water is connected to everything else in nature. Thus, source water needs to be studied and protected in relationship to the physical and human environment. 3. Individuals and groups can identify potential sources of source water contamination and protect their water supply.

The organization and content of key source water topics, in conjunction with the sample education goals described below, are designed to facilitate the understanding of the above mentioned concepts. The sample goals are also designed to develop a youth’s sense of ownership towards their community, personal health, and the health of their drinking water sources.

SAMPLE EDUCATION GOALS

1. Identification of Drinking Water Sources

It’s midnight; do you know where your source water is?

Previously, limited information has been available or distributed, to individuals and community members concerning the source(s) of their drinking water. Consequently, the first step in source water protection should be the Identification of Drinking Water Sources for the community in question. Due to the dynamics of water movement, and the relationship to soil composition and landscape topography, both ground and surface waters act as sources for most drinking water systems. In order to protect source water from contamination, ground and surface water potentially threatened by contamination must be identified and mapped. To accomplish this objective, within their community youth will:

• Recognize and define a drinking water source as an area from which water flows, (surface water, underground aquifers, or both) to an intake or well that supplies drinking water. • Differentiate between ground and surface water ecosystems. • Locate and describe the characteristics of the aquifer(s) in their area. • Using topographic maps as a tool, identify and delineate the watershed. • Describe the characteristics of, and locate the source(s) of the local drinking water supply.

2. Geohydrology: Dynamics of Drinking Water Sources

There is a lack of understanding about the science of source water.

Traditionally, water resource protection activities have focused on either a ground water approach, whereby public water utilities use wells to pull water from aquifers, or a surface water approach directed at source water accessed from lakes, streams, rivers, and other surface water bodies. In reality, both ground and surface water influence most drinking water systems. In order for youth and citizens to protect and prevent contamination of local drinking water sources,

it is therefore crucial to understand the often interconnected, dynamic relationship between ground and surface waters.

Since contaminants usually move in the direction of water flow, by understanding ground and surface water movement, youth can determine whether land use activities and development within the watershed will pose a threat to the quality of local drinking water sources.

To reach this goal, within their community youth will:

• Describe the hydrologic cycle, recognizing that ground and surface water are integral components of the cycle. • Investigate the porosity and permeability of different soil types as it relates to source water and pollutant containment and movement. Compare to soil types within their watershed; predict the impact on contamination within the watershed. • Explore the effects of landscape topography on source water movement within the watershed. • Design and construct a watershed model illustrating the hydrologic cycle, the interrelationship between soil characteristics and landscape topography, and ground and surface water interactions.

3. Accessing, Storing, Treating, and Distributing Drinking Water Sources

Approximately 85% of U.S. citizens consume water from public systems or supplies.

In order to empower youth, and facilitate comprehension of public water management issues, educators need materials that will identify and illustrate the progression of activities starting with collection of source water at its point of origin, storage, identification and treatment of contaminants, through distribution, wastewater treatment, and disposal.

Based on this need, within their community youth will:

• Illustrate the movement of source water from its place of origin, through collection, storage, pretreatment, distribution, wastewater treatment, and return to the environment. • Identify where, and how, source water is stored before treatment and distribution. • Summarize the treatment(s) used to purify local source water. Investigate and cooperatively design a treatment system for polluted water. • Describe the method of drinking water distribution. • Describe and illustrate a septic system. Explore the relationship between septic system placement, design, and maintenance; correlate to possible ground water contamination. • Summarize the wastewater treatment procedure for the community. Explore alternative strategies for treating wastewater. • Identify the local water body where treated wastewater is discharged.

4. Contamination, Risk Assessment, and Remediation of Drinking Water Sources

Is it safe to drink?

A dichotomy in water resource issues exists. People are aware that there are problems with our water resources; but yet, generally perceive that water is safe to drink. The public needs more information about health problems associated with water. They need to know what contaminants exist in their drinking water, and how it can affect them.

The ultimate goal of a state SWAP is to protect source water against contamination by sediment, certain chemicals, and microorganisms. In some cases, contamination may lead to costly and difficult remediation techniques; in others, affordable technologies are nonexistent. It is easier, and less costly, to stop the pollution problem at its source by preventing contamination of drinking water. As community members, youth can help drive and focus pollution prevention activities through investigation, discussion, and dissemination of information.

To aid this process, youth will:

• Investigate and trace the movement of a pollutant in surface and ground waters. • Predict how, when, and why source water is susceptible to contamination. • Assess the health of a local body of water based on biological and chemical parameters. • Identify and analyze land use practices and/or present and future land development issues that may impact on the quality and/or quantity of their source water. • Research and develop a list of point and nonpoint sources of pollution. Compare with different kinds of land use in the community; develop a summary of possible contamination issues to investigate. • Explain the link between watersheds and human health; correlate with local source water health. • Acquire a copy of the Consumer Confidence Report (CCR) from the local water supplier. Analyze the CCR and identify contaminants in their source water. • Explore and discuss the consequences of source water contamination.

5. Protection and/or Prevention Activities and Programs of Citizens, Communities, and the Government

Only you can protect your source water!

The issue of drinking water safety is both a health and environmental concern. Water is connected to everything else in nature; what enters our environment will ultimately be passed on to humans in one form or another.

The protection of source water is unique to each system’s potential or existing threats to its sources, policies and procedures of the local government, local economic conditions, and other

local environmental or community concerns. As a result, source water protection strategies require an integrated, holistic approach tailored to the local situation.

Youth need to understand how their individual and/or collective choices and actions can affect the quality and quantity of locally available safe water. Studies have shown that public education has changed consumer behavior and attitudes. Yet, few people have any knowledge about specific laws or regulations that require water to be safe. The Safe Drinking Water Act, Clean Water Act, Source Water Assessments, and Source Water Assessment Programs, all address the health of drinking water sources. As citizens and community members, youth can support drinking water protection programs through investigation, analysis, and action; education; personal lifestyle changes; partnerships with the community and local water supplier; or input at the local, state, and national levels of government.

Examples of source water protection programs which youth/community members could participate in may include:

• zoning or land use planning • identification of activities that may potentially contaminate source water • reservoir, or river, stream, and lake protection • protection of wellhead and ground water recharge areas • emergency response • best management practices • public education campaigns and workshops • land acquisition and conservation easements

As active participants in source water protection, youth will:

• Recognize the role of lifestyle and personal choice as related to water quality and quantity. • Tabulate and analyze their personal and household consumption of water. Differentiate between required water consumption and optional water consumption. Reflect on, discuss, and create a product illustrating methods of reducing consumption. • Inventory their households for potentially polluting substances and practices. Research and evaluate alternative products and pollution prevention strategies. • Explore and tabulate the quantity of water consumed in the manufacture of a consumer product from acquisition of raw materials, through manufacturing and distribution. Explain the link between consumerism and water use. • Research and summarize legislation to protect source water. • Research local policies relating to land use and water resources. Identify steps they can personally take to prevent source water contamination. • Explore youth action opportunities in local implementation of the SWAP.

6. Present and Future Needs for Safe Drinking Water Sources

Water; water everywhere, but...

As land development patterns change, technology continues to advance, and populations grow; what are the drinking water source concerns in relationship to adequate supply and safety? How will the needs of different user groups be balanced and mediated? What strategies can be initiated now to protect future water supplies?

To explore these questions, youth will:

• Investigate, compare and contrast, land development patterns of the past with the present. • Compare and contrast water usage in the past with the present. Correlate with lifestyle, population, changes in land use and technology advances. Based on the water usage patterns presented from past to present, predict future needs for source water. • Explore the actions and perspectives of different user groups through simulation of a water emergency. • Develop a summary of pollution prevention and resource conservation practices that could be implemented in the community.

SOURCE WATER CURRICULA STRENGTHS AND WEAKNESSES

There is an abundance of curricula available to the educator for water resources education. A large percentage of the source water key topics covered in the evaluated curricula are addressed in activities that can be incorporated into a classroom or nonformal setting for source water education needs (Appendix F).

Through the Paradox identification and evaluation process, in conjunction with individual assessment of selected materials, the following strengths and gaps were noted for the six key source water topics (Appendix H).

Identification of Drinking Water Sources

Strengths:

Although not incorporating the term source water, numerous curricula covered surface and ground water systems as they related to drinking water use by humans. Information on the ecology and geology of ground water systems and ground water protection, as represented by the H20 Below curriculum, was well documented in the materials evaluated. Frequently, the need to understand both surface and ground water was covered in curricula and activities centering on the watershed concept such as Watershed Science for Educators and From Ridges to Rivers: Watershed Explorations.

Determination of the land area defined by a watershed is integral to the study and understanding of drinking water issues. Watershed mapping, often centered on the interpretation or construction of a topographic map, was covered in a number of the curricula such as Give Water A Hand and Watershed to Bay: A Raindrop Journey.

Gaps:

Notably absent in all but one curriculum evaluated, was a definition and description of source water. Few people are aware that source water describes the original source of water acquired from a water ecosystem in order to fill the public’s need for drinking water. In many cases, individuals have not envisioned their water source beyond the tap or local water tower. One newer curriculum, That Magnificent Ground Water Connection, addressed this topic in a student activity, “Track Down and Protect Your Critical Ground Water Resources”. The goal of the activity was for students to research and develop a ground water resource protection strategy for their community. Through reading materials which discussed reasons why a community might want to protect its ground water resources, students were introduced to the 1996 Safe Drinking Water Act Amendments, and the concept of source water protection through Source Water Assessment Programs (SWAP).

Geohydrology: Dynamics of Drinking Water Sources

Strengths:

Curricula activities were plentiful to address this topic. In Hands On Save Our Streams, students’ design and construct a watershed to illustrate the effects of land use on surface water systems, and the benefits of using Best Management Practices (BMP). Student construction of a simple aquifer, and the effects of well pumping on water movement, were easily demonstrated in the activity “A Groundwater Drink” found in the curriculum Investigation H20.

Many of the laboratory activities and demonstrations in evaluated curricula were designed to simulate the movements between source and ground waters, thus demonstrating the strategic role of ground and surface water interactions within the watershed. Students were able to create visual representations of the processes, analyze the effects on water movement of landscape topography and different soil types, and predict contamination movement. Curricula addressing the topic with hands-on activities were numerous and thorough in covering this topic; a good example being The Ways of the Watersheds: An Educator’s Guide to the Environmental and Cultural Dynamics of New York City’s Water Supplies.

Accessing, Storing, Treating, and Distributing Drinking Water Sources

Strengths:

Distribution of treated drinking water sources to the public, and wastewater treatment, are included in the key topics in order to complete the man-made source water cycle starting at acquisition from a water ecosystem, through storage, treatment, distribution, wastewater treatment, and return to the environment. A number of curricula describe wastewater treatment processes such as Water Sourcebook; often recommending a field trip to the local wastewater 9

treatment facility as an additional method of study. An interesting approach to the study of a distribution system can be found in That Magnificent Ground Water Connection. Students’ work cooperatively to design and construct a model water delivery system from well to user. Overall, both source water delivery and public wastewater treatment were covered adequately in materials evaluated.

Gaps:

In general, there is limited information available on accessing and storing source water. Some of the curricula address ecologically appropriate well placement, such as Ecological Citizenship: Precious Water and a number of curricula cover contamination and overdraft through a lab- based well simulation activity. A very limited number of curricula cover well water testing, an example being Investigation Groundwater: The Fruitvale Story. In addition, private well testing, discussion and description of surface source water intakes, and wellhead protection are rarely mentioned.

Treatments used to purify source water before distribution are specific to the community in question. Several curricula demonstrate an overview of source water treatments such as Streets to Stream and Always a River; however, to correlate treatments with actual contamination problems, information is needed on the health of the drinking water sources in question. Although not commonly mentioned in evaluated curricula, an activity illustrating natural filtration systems can be found in each of the following curricula: Investigation H20, Discover Wetlands, and Ecological Citizenship: Precious Water.

It should be noted that only a very limited number of the curricula evaluated addressed septic systems as both a means of private wastewater treatment, and as a source of ground water contamination, one exception being the activity “How Septic Systems Work” in the Groundwater Study Guide.

Contamination, Risk Assessment, and Remediation of Drinking Water Sources

Strengths:

Essential to source water study and protection is the determination of “where, why, and how” source water is contaminated. A number of curricula pose this question through simulation of a water contamination emergency. In Investigating Groundwater: The Fruitvale Story and the activity “A Grave Mistake” in the Project Wet curricula, students’ analyze local land uses to determine a probable contamination source.

The majority of curricula examined explored contamination identification through either biological or chemical water quality indicators. The presence or absence of different macro- invertebrates as pollution level indicators was a common theme in numerous curricula such as Watershed Science for Educators. Chemical tests, such as pH and dissolved oxygen, were also well represented, an interesting twist being the analysis of snow in Local Watershed Problem Studies.

Gaps:

Risk assessment was rarely explored, an exception being the “Risk Assessment” activity in Water Politics, which examined students’ attitudes toward the value of life. The effects of water quality on human health were weakly covered, although Project Wet contained several activities exploring health issues both past and present.

In general, contamination sources were identified through reading materials, although few were given in-depth treatment through investigation and/or analysis.

The consequences of source water contamination, whether through additional treatments which may be costly, the building of supplemental or new treatment facilities, or purchase of uncontaminated water, was rarely covered in the materials assessed. Water Politics was one of the exceptions, utilizing a decision-making activity to explore the possibility of upgrading or closing a reservoir. Remediation stratagies once drinking water sources have become contaminated was also poorly covered. Investigating Groundwater: The Fruitvale Story examined this issue through the simulation of a town meeting to choose a clean-up plan.

Protection and/or Pollution Prevention Activities and Programs of Citizens, Communities, and the Government

Strengths:

Protection of source water through individual actions and choices within the home environment was a topic area covered in depth in numerous curricula. Activities requiring an examination of both the quantities of water consumed, and the potentially polluting substances stored and used within the home, were strongly represented. Home-based remediation strategies for reducing water consumption were covered extensively in evaluated materials; “Xeriscaping – Seven Steps to Water-Wise Landscaping” in the Water Sourcebook was a unique activity in this area.

Gaps:

Factors beyond domestic usage such as consumer product choice and lifestyle decisions were absent from evaluated curricula. The effect of population increases, as a factor in water quality and quantity issues, was not addressed.

Relatively little curricula content was devoted to zoning or legislative actions on a community, state, or federal level. Although a number of curricula contained simulation activities for a hypothetical community issue; for the most part they concerned personal, economic, or social issues from the perspective of the individuals affected by a contamination situation. A gap in materials exists in the area of documentation of source water protection programs and laws; concurrently, youth action opportunities in the form of support, input, or community education were absent also.

Present and Future Needs for Safe Drinking Water Sources

Gaps:

Will there be enough safe water available 25 years from now to meet the needs of individuals and communities? In order to explore the answer to this question, present needs must be documented. A gap exists in this area, with few curricula addressing the topic on a concrete basis. One exception, evaluating world and U.S. water use, can be found in E2: Environment & Education - Water Conservation. Along similar lines, comparison of present day methods of using and obtaining water are compared to Native American usage of the past in A Child’s Place in the Environment: Caring for Aquatic Systems.

DISCUSSION

Teaching and Learning

Although not representative of all older water education curricula evaluated; in general, the format of older curricula, such as GREAT – Groundwater Resources and Education Activities, placed a greater emphasis on paper/pen and seatwork as a means of acquiring knowledge. Information was frequently presented in reading or lecture format, with subsequent classroom discussion of concepts and data presented. Hands-on laboratory activities and field work were well represented in many of the curricula evaluated; although generally older materials, such as Clean Water, Streams and Fish: A Holistic View of Watersheds, stressed teacher presented demonstrations or directed lab activities. The use of technology in the classroom was rarely addressed.

In contrast, newer curricula, such as Ecological Citizenship: Precious Water, often emphasized an inquiry approach into students’ preexisting knowledge base as an means of introduction to a new concept or topic. In some newer curricula, the classroom collective knowledge base was used to prepare an informational overview of the topic. Some of the newer materials reflected current educational theories of teaching and learning; cooperative learning was stressed, students were active participants in the construction of knowledge, and process was stressed over product.

As indicated by more recently published curricula, philosophies of teaching and learning have changed in the last decade. Teachers are no longer seen primarily as a means of dispensing information; rather the teacher becomes the facilitator of science learning. In this capacity, the teacher’s role is determining if students are making sense of the learning experiences provided. Increasingly, the classroom emphasis is on student-centered learning, and cooperative learning strategies are utilized as students actively construct knowledge utilizing inquiry-based problem solving. It is recommended that newly developed education materials be designed to meet current philosophies of teaching and learning in order to address current needs in the education community.

Curricula Content

Overall, background information that is needed by students and educators in order to comprehend the scientific concepts integral to learning about source water, are well represented 12

in the evaluated curricula. Background topics include:

• the physical and chemical properties of water • the hydrologic cycle • the percentage of fresh water on the Earth available for drinking • types of water related ecosystems • soil composition and structure

In order for youth to visualize and understand the complete picture, there is a need for curricula materials which follow the natural and man-made course of source water from the water ecosystem(s) of origin, through collection, treatment, and distribution, to local and home-site treatment of wastewater generation. Although there are several curricula which address this progression of topics, such as The Ways of the Watersheds: An Educator's Guide to the Environmental and Cultural Dynamics of New York City's Water Supplies, and Watershed to Bay: A Raindrop Journey; the materials are centered around a specific, regionally based, water ecosystem within the United States. Much of the background information and activities are adaptable to various water-related ecosystems throughout the U.S., but an educator would be required to pull resource materials from other sources in order to adapt the materials to local conditions.

Curricula Scope and Sequence

On a community level, there has been a lack of information available to the public on the safety of their drinking water. As part of the 1996 Safe Drinking Water Act Amendments, by October 1999, all community water systems will be required to develop and publish a Consumer Confidence Report (CCR), or water quality report. Publication of a local CCR will provide some of the required background and technical information needed by educators in order to develop a locally based teaching unit on source water. The CCR can be used as an organizational tool, providing a sequential structure for source water topics, in addition to defining the scope of information studied.

The information available in a CCR can also be correlated to the six key source water topics and the source water sample education goals for youth presented in a previous section of this report. Each CCR must include, but need not be limited to:

• Identification of the sources of local drinking water. • Susceptibility to contamination of the sources of local drinking water. • The level of contaminants in the local water supply, and a comparison with EPA’s health-based maximum contaminant level. • Potential health effects if a violation has occurred. • The probable source of a contaminant. • If detected in the water, information on radon and Cryptosporidium. • Information on any completed Source Water Assessments (SWA), and the means in which to obtain a copy. • Phone numbers of the local water utility, and EPA’s Safe Drinking Water Hotline (800-426-4791). 13

At their discretion, water utilities may choose to enhance their reports with additional information, such as the treatment used to purify local drinking water sources, present needs for drinking water, and projected future needs. Additional report requirements may be developed and enacted by each state after public notice and consumer input. The reports will be mailed to all customers of the water utility, or published in the local newspaper.

By providing easily accessible and locally based information on the origin and safety of a community’s' water supply; publication of a water utilities Consumer Confidence Report will provide the background information necessary for formal and nonformal educators, individuals, and/or the community to investigate and address the issue of source water protection and contamination prevention by:

• Heightening awareness about contaminants that cannot be seen, smelled, or tasted. Water that looks, tastes, and smells good is almost always considered to be safe by consumers. • Prompting them to think about the origin of their source water, what can be in it, potential health effects of contaminated source water, and where they can access more information on the consumer’s role in source water protection. • Encouraging reflection on their personal activities, which may threaten source water. • Providing locally relevant scientific knowledge necessary for the understanding of local source water protection and contamination prevention issues.

Therefore, it is recommended that newly developed curriculum materials for source water education needs include incorporation of a CCR in the curriculum structure in order to provide: 1) an educational resource for locally-based source water background information, and 2) an organizational tool for content presentation and study.

Curricula Format

Increasing pressures are being placed on formal educators to adapt and correlate materials to education standards, select or modify materials to engage students with different learning styles, and to provide inquiry-oriented and interdisciplinary education materials. In 1996, the average workweek of teachers was 49 hours, the highest the figure has been since records were first collected in 1961. In order to assist teachers with limited time; it is recommended that any newly developed curriculum materials pull together the necessary background information, resources, activities, and assessments. In addition, newly developed materials should be aligned with National Science Education Standards and current theories of student learning.

Technology in the Classroom

In this decade, schools are also striving to incorporate, and increase, the use of technology in the classroom. In 1995, only one-fourth of teachers used calculators or computers in the classroom. In today’s classroom and in the future, teachers will be expected to use technology to provide educational alternatives and choices that augment and stretch opportunities for learning. It is therefore recommended that any new source water education materials either correlate with

currently available technological tools, such as the Surf Your Watershed web-site developed by the EPA, or incorporate technology as an additional learning tool.

RECOMMENDATIONS FOR NEW SOURCE WATER EDUCATION MATERIALS

There is a need for source water education materials designed to identify, assess, prioritize, and address local needs in the area of source water protection and contamination prevention. Numerous activities are available to cover many of the key topics identified for source water education. However, there are gaps in existing curricula that need to be addressed in newly developed materials in order to complete the source water “big picture” for educators and the community. Suggested format, concepts and content to include in a teacher/leader packet are summarized in the recommendations below. Ideas are presented in response to evaluation results and comments in previous sections of this report.

Goals for New Source Water Materials

To support EPA’s source water initiative by: 1) identification of existing curricula which meet source water education needs, and 2) creation of new materials designed to fill gaps within existing materials.

Context

A local, community-based inquiry-oriented source water education experience.

Format and Content Areas

Creation of a progressive, sequential source water education teacher/leader packet. The following should be included in the packet:

• Background information, goals and objectives, activities and associated timeline, materials list for activities, resource identification, glossary, and assessment strategies.

• A curriculum template which describes the source water “big picture” through identification of the six key source water topics:

1. Identification of drinking water sources. 2. Geohydrology: Dynamics of source water. 3. Accessing, storing, treating, and distributing source water. 4. Contamination, risk assessment, and remediation of source water. 5. Protection and/or prevention activities and programs of citizens, communities, and the government. 6. Present and future needs for safe source water.

• Sample source water education goals (refer to p. 4 in the curricula assessment report).

• Resource identification of previously evaluated source water activities in the areas of:

1. The physical and chemical properties of water. 2. The hydrologic cycle. 3. The percentage of fresh water on the Earth available for drinking. 4. Types of water related ecosystems. 5. Soil composition and structure.

• Student activities focusing on the following themes:

1. Identifying and defining source water, and source water areas. 2. Identification of the watershed(s) in which the community is located. 3. Identification of storage areas for local source water. 4. Identification of contaminants in the local water supply. 5. Methods of treating contaminated source water. 6. A survey of possible sources of source water pollution in the community. 7. An investigation into the effects of water quality on food sources and human health. 8. Environmental and economic costs of creating new or supplementary municipal water systems. 9. Action strategies for a source water contamination emergency. 10. An exploration into the interrelationship between personal lifestyle, socioeconomic status, culture, population growth, and accessibility as they relate to source water availability and contamination. 11. The role of legislation in source water protection. 12. Individual opportunities for source water protection actions on a community, state, or federal level.

• An activity simulating the “big picture” of the source water cycle from acquisition through treatment and consumer consumption to discharge of treated water back into a water ecosystem.

• Information on accessing the local Consumer Confidence Report. Incorporation of CCR information into the structure and knowledge base of the information and activities in the education packet.

• Incorporation of technology through activities and information acquisition, and/or resource identification.

• Correlation of activities with National Science Education Standards.

• Student assessment through a home, school, or community based source water action project.

Philosophy of Teaching and Learning

• Materials are inquiry-based and hands-on.

• Emphasis on student-directed teaching and learning.

• Recognizes that student knowledge and understanding are rooted in experience. As a result, learning consists of continual or active construction of meaning by the learner.

• Recognizes and responds to student diversity and different learning styles.

• Integrates the subject matter with other disciplines.

• Supports collaborative learning within the classroom.

17 SOURCE WATER CURRICULUM ASSESSMENT EXAMPLE

Adopt A Watershed – Wade Into Watersheds curriculum for grades 4-5

Reviewed by Elaine Andrews University of Wisconsin, Environmental Resources Center March 2001

“Wade Into Watersheds” is a high quality, thorough introduction to watershed components for grades 4-5. This review provides brief recommendations for modifying this AAW module to meet needs identified for source water education. In the chart below, I have provided detailed comments in relation to the University of Wisconsin’s recommendations developed through a 6 month study funded, in part, by US EPA Office of Water.

“Wade Into Watersheds” focuses on aquatic habitat and ecosystems with some reference to human activities and impacts. To meet source water education needs, this module will need to be modified in several ways. This version provides such a rich collection of concepts, that the source water concepts don’t stand out. [A suggestion is to leave out activities: 3, 6, 10 and 11 which distract attention from the drinking water focus.] It is also too long to assure that it would be used to meet source water education needs. In addition several major topics are completely missing. Materials should be designed so that teachers are able to build source water education into any number of classroom units and, at the end of the unit, students should be able to articulate what they have learned specifically about source water.

Overall, I recommend using many of the activities as a foundation to a new version, providing a shorter set of activities more focused on source water education. The new version should clearly emphasize: the main issues for drinking water, a focus on the sources of drinking water, and a focus on the contaminants and protection of drinking water. An excellent source for content and ideas regarding topics missing in this module can be found in “Watershed Connections” developed by Natalie Carroll to complement Purdue Cooperative Extension materials (sample sections enclosed in the mailed packet). You may want to invite Dr. Carroll to get involved in the development of the final project. Also see the many other curricula identified as part of the Source Water Education gap analysis report provided by the University of Wisconsin.

Some questions that sprang to mind as I reviewed “Wade Into Wetlands” follow:

Lesson 1 asks – what is the quality of the water in our watershed? It was hard for me to tell how students would know how to answer this question. Students will need to be able to address: quality of water – for what uses? What do we mean by quality? When is something “good quality?” When is it “bad quality?” How do living things use water in the watershed and what quality of water is needed for each use? Water that is good enough quality for swimming or boating, may not be good enough quality to drink.

Are grades 4-5 the appropriate grades for introducing the Consumer Confidence Report? Really understanding the implications of the CCR requires some understanding or appreciation of chemistry. Do students in grades 4-5 have the background? Will this have any meaning for them? If you want to maintain the grade 4-5 focus, is there another way to introduce the chemistry aspect to make it more meaningful?

The following charts provide topic by topic comments for the student activities and leader guide. Comments below indicate presence or absence of attention to a particular topic. There is no need for a curriculum to address all of these concepts, but a successful curriculum will address most.

Source Water Education Environmental Resources Center, University of Wisconsin Extension 1 SOURCE WATER CURRICULUM ASSESSMENT EXAMPLE

SOURCE WATER EDUCATION ACTIVITIES University of WI – Environmental Wade into Watersheds Resources Center report suggestions Student Activities An activity simulating the “big picture” of the source Lessons 1, 2, 4, 5 water cycle from acquisition through treatment and consumer consumption to discharge of treated water If activities are designed to emphasize drinking water back into a water ecosystem. sources. An activity to identify and define source water, and Lessons 4 and 5 could be adapted to accomplish this source water areas. goal. Activity to enable student to interpret CCR Lessons 4 and 5 could be adapted to accomplish this information: goal, but needs a specific activity. • Identification of the sources of local drinking water. An activity to identify the watershed(s) in which the Lessons 2, 4, 5, 13 community is located. An activity to identify storage areas for local source * Needs a specific activity. water. A survey of possible sources of source water pollution Lesson 2 introduces the concept. in the community. Lessons 4 and 5 could be adapted if students conducted a community survey or used community photos. Lesson 14 – if adapted/focused Activity to enable student to interpret CCR * Needs a specific activity to provide a focus for information: learning this skill. • The probable source of a contaminant. Activity to enable student to interpret CCR Probably needs a specific activity. information: Lessons 7 and 12 could address some aspects if • Susceptibility to contamination of the sources of local adapted. drinking water. Needs attention to the role of soils – vulnerability of groundwater to contamination. An activity to identify contaminants in the local water Lesson 9 – but needs additional time or activity to supply. make the chemical portion meaningful. Activity to enable student to interpret CCR Lesson 9 – but needs additional time or activity to information: make the chemical portion meaningful. • The level of contaminants in the local water supply, and a comparison with EPA’s health-based maximum contaminant level. An activity to study methods of treating contaminated Lesson 8 source water. An investigation into the effects of water quality on * Needs a specific activity. food sources and human health. * Needs an activity on human health issues. This is introduced in Lesson 1, but could be built on leading to Activity 15. Activity to enable student to interpret CCR * Needs a specific activity. information: • Potential health effects if a violation has occurred. Activity to enable student to interpret CCR * Needs a specific activity. information: • If detected in the water, information on radon and Cryptosporidium. An activity to investigate environmental and economic * Needs a specific activity. costs of creating new or supplementary municipal water systems.

Source Water Education Environmental Resources Center, University of Wisconsin Extension 2 SOURCE WATER CURRICULUM ASSESSMENT EXAMPLE

SOURCE WATER EDUCATION ACTIVITIES An activity to give students an opportunity to imagine * Needs a specific activity. and/or practice strategies for a source water contamination emergency. An exploration into how source water availability and Lesson 13 contamination might be affected by the Lessons 14-16 if adapted/focused could address one or interrelationship between personal lifestyle, more of these topics. socioeconomic status, culture, population growth, and water accessibility. An activity exploring the role of legislation in source * Needs a specific activity water protection. An activity where students can practice or suggest Lessons 14-16 if adapted/focues individual opportunities for source water protection actions on a community, state, or federal level. Activity to enable student to interpret CCR Activity 5, Extension information: • Information on any completed Source Water Assessments (SWA), and the means in which to obtain a copy.

Source Water Education Environmental Resources Center, University of Wisconsin Extension 3 SOURCE WATER CURRICULUM ASSESSMENT EXAMPLE

DRINKING WATER SOURCES – LEADER GUIDE INFORMATION Univ of WI – Environmental Resources Wade into Watersheds Center report suggestions Leader Guide Background information, goals and objectives, Present activities and associated timeline, materials list for activities, resource identification, glossary, and assessment strategies. Information on accessing the local Consumer Largely missing, particularly the link to human health Confidence Report. Incorporation of CCR There is some information in Lesson 9 information into the structure and knowledge base of the information and activities in the education packet. Reference material for background information that is Partially available. needed by students and educators in order to Needs more background information on drinking water comprehend the scientific concepts integral to learning availability, sources, etc. about source water. Background topics include: • Physical and chemical properties of water • The hydrologic cycle • The percentage of fresh water on the Earth available for drinking • Types of water related ecosystems • Soil composition and structure A curriculum template which describes the source Largely missing. water “big picture” through identification of the six key source water topics: • Identification of drinking water sources. • Geohydrology: Dynamics of source water. • Accessing, storing, treating, and distributing source water. • Contamination, risk assessment, and remediation of source water. • Protection and/or prevention activities and programs of citizens, communities, and the Government. • Present and future needs for safe source water. A list of previously evaluated resources providing See the UW materials to add to resources already listed source water activities in the areas of: – to provide resources that are more specifically • The physical and chemical properties of water. focused on drinking water • The hydrologic cycle. • The percentage of fresh water on the Earth available for drinking. • Types of water related ecosystems. • Soil composition and structure. Suggestions for how to incorporate technology into The reference to the EPA web site, geo positioning activities and information acquisition, and/or suggest could be emphasized more resources that can help this process. A correlation of activities with National Science Present Education Standards. A student assessment through a home, school, or Present community based source water action project.

Source Water Education Environmental Resources Center, University of Wisconsin Extension 4 SOURCE WATER CURRICULUM ASSESSMENT WORKSHEET

Fill in “Your Source Water Curriculum Student Guide” column below for each of the recommended content areas and activities listed.

Your Source Water Curriculum Recommended Content and Activities Student Guide Simulate the “big picture” of the source water cycle from acquisition through treatment and consumer consumption to discharge of treated water back into a water ecosystem. Identify and define source water, and source water areas. Enable student to interpret CCR information: • Identification of the sources of local drinking water. Identify the watershed(s) in which the community is located. Identify storage areas for local source water. A survey of possible sources of source water pollution in the community. Enable student to interpret CCR information: • The probable source of a contaminant. Enable student to interpret CCR information: • Susceptibility to contamination of the sources of local drinking water. Identify contaminants in the local water supply. Enable student to interpret CCR information: • The level of contaminants in the local water supply, and a comparison with EPA’s health- based maximum contaminant level. Study methods of treating contaminated source water. Investigate effects of water quality on food sources and human health. Enable student to interpret CCR information: • Potential health effects if a violation has occurred. Enable student to interpret CCR information: • If detected in the water, information on radon and Cryptosporidium.

Source Water Education Environmental Resources Center, University of Wisconsin Extension 1 SOURCE WATER CURRICULUM ASSESSMENT WORKSHEET

Your Source Water Curriculum Recommended Content and Activities Student Guide Investigate environmental and economic costs of creating new or supplementary municipal water systems. Imagine and/or practice strategies for a source water contamination emergency. Explore how source water availability and contamination might be affected by the interrelationship between personal lifestyle, socioeconomic status, culture, population growth, and water accessibility. Explore the role of legislation in source water protection. Practice or suggest individual opportunities for source water protection actions on a community, state, or federal level. Activity to enable student to interpret CCR information: • Information on any completed Source Water Assessments (SWA), and the means in which to obtain a copy. Background information, goals and objectives, activities and associated timeline, materials list for activities, resource identification, glossary, and assessment strategies. Information on accessing the local Consumer Confidence Report. Incorporation of CCR information into the structure and knowledge base of the information and activities in the education packet. Reference material for background information that is needed by students and educators in order to comprehend the scientific concepts integral to learning about source water. Background topics include: • Physical and chemical properties of water • The hydrologic cycle • The percentage of fresh water on the Earth available for drinking • Types of water related ecosystems • Soil composition and structure

Source Water Education Environmental Resources Center, University of Wisconsin Extension 2 SOURCE WATER CURRICULUM ASSESSMENT WORKSHEET

Your Source Water Curriculum Recommended Content and Activities Student Guide A curriculum template which describes the source water “big picture” through identification of the six key source water topics: • Identification of drinking water sources. • Geohydrology: Dynamics of source water. • Accessing, storing, treating, and distributing source water. • Contamination, risk assessment, and remediation of source water. • Protection and/or prevention activities and programs of citizens, communities, and the Government. • Present and future needs for safe source water. A list of previously evaluated resources providing source water activities in the areas of: • The physical and chemical properties of water. • The hydrologic cycle. • The percentage of fresh water on the Earth available for drinking. • Types of water related ecosystems. • Soil composition and structure. Suggestions for how to incorporate technology into activities and information acquisition, and/or suggest resources that can help this process. A correlation of activities with National Science Education Standards. A student assessment through a home, school, or community based source water action project.

Source Water Education Environmental Resources Center, University of Wisconsin Extension 3 APPENDIX A

SOURCE WATER TOPICS – provided by U.S. EPA OGWDW

Drinking Water Source where does drinking water come from: surface water areas, ground water areas? wells and surface water intakes what present and future needs are for drinking water supplies? how source water is treated to be used for drinking water? how drinking water is distributed after treatment?

Characteristics of Source Water definitions of source water, ground water and surface water where and how source water is stored before treatment, including ground water sources and surface water sources? how source water moves (address movement of ground water and of surface water separately)? mapping source water areas including ground water and surface water areas? places where ground water and surface water intersect: - influence of ground water on surface water sources - influence of surface water on ground water sources

Source Water Quality how source water becomes contaminated, including ground water and surface water? substances that contaminate ground water and surface water sources consequences of source water contamination: treatment, new sources, purchase, etc. what can be done once contamination occurs? how to determine relative importance of contaminants?

Government Source Water Protection Activities federal and state drinking water protection programs federal laws and programs to protect source water state laws and programs to protect source water 1996 Safe Drinking Water Act Amendments: Source Water Assessment Program role of public involvement in implementation of 1996 Source Water Assessment Program

Citizen and Community Roles how citizens and communities can protect drinking water sources - wellhead areas, watersheds, land acquisition, etc.? what you can do in your community to protect source water? what your community can do to protect source water? how you can clean up your act at home? what to do when accidents happen and drinking water sources become contaminated

APPENDIX B

Water Quality Education Topics and Major Subtopics

As you select or develop activities and curriculum materials, consider these topics. The list will also help you to understand the curriculum summary chart and details provided by the electronic database, which lists subtopics.

Science of water Water Use Understanding and reducing Properties Use of water by many groups risks for specific contaminants Importance to living things agricultural bacteria Hydrologic cycle commercial nitrates Geology/hydrology dynamics domestic pesticides surface water industrial sediments groundwater municipal salinity regional supply power production other chemicals Water related ecosystems recreation Water quality indicators Types of ecosystems Conservation by user groups Management & protection lakes Issues / conflicts between strategies for specific uses wetlands user groups Agricultural management estuaries Sources of water practices rivers pollution / contamination Chemical spills and watersheds Point source emergencies ephemeral systems agricultural sources Chemical fuel / storage (intermittent) public and or private Development issues / pressures ponds wastewater Natural disasters oceans industrial and business Recreational use streams hazardous wastes Solid waste management riparian energy production wastes decisions Major regional resource Nonpoint source Wastewater treatment (insert name) atmospheric deposition Wildlife habitat / land steward- ______ agricultural ship management Ecological Concepts forestry Zoning strategies Drinking water supply: mining shorelands / floodplains quantity & quality urban wetlands Delivery Water quality: risk wellhead / groundwater community/public assessment & reduction recharge areas private Curriculum addresses the Government & treatment of drinking water concept of how risk decisions citizenship issues public drinking water are made Policy issues home treatment Impact of water quality on water quality Water quality control health water quantity well concerns Impact of water quality on Role of local government in testing human food sources developing protection public Impact of water quality on strategies private plant and animal communities Citizen involvement and Lifestyle impacts/conservation participation Legislation, regulation, Water quality education topics and major subtopics was developed by Elaine Andrews incentives / disincentives and Karen Poulin, University of Wisconsin Cooperative Extension, Environmental Water-related careers Resources Center, 1992. Technical:___ Professional:___

APPENDIX C

Source Water: Additional Evaluation Topics

Identification of drinking water sources Definition of source water Relationship to surface and ground water Mapping source water areas surface water ground water

Accessing, storing, treating, and distributing drinking water sources Wells and surface water intakes Storage of source water before treatment location method

Contamination, risk assessment, and remediation of drinking water sources Consequences of source water contamination treatment new source purchase Remediation strategies for contaminated source water surface water ground water 1996 Safe Drinking Water Act Amendments (SDWA) Source Water Assessment Program (SWAP) public involvement in implementation of 1996 (SWAP)

Present and future needs for safe drinking water sources Safe drinking water supplies present needs future needs

APPENDIX D

Correlation of Key Source Water Topics with Water Education Topics and Major Subtopics

Note: See starred (*) comments at end of appendices for further information

Environmental University of Wisconsin – Protection Agency – Office of Ground Environmental Resources Center, Water and Drinking Water: Educating Young People About Key Source Water Topics and Water (EYPAW) Database: Topics Subtopics and Major Subtopics *

Identification of Drinking Water Sources

Definition of source water: Not assessed in EYPAW database Relationship to ground and surface water

Sources of drinking water: Geology/hydrology dynamics (SOW**): Surface water Surface water*** Ground water Ground water Regional supply Types of ecosystems (WRE): Lakes Wetlands Rivers Watersheds Ponds Streams

Mapping source water areas: Geology/hydrology dynamics (SOW) Surface water Types of ecosystems (WRE): Ground water Watersheds

Geohydrology: Dynamics of Drinking Water Sources

Source water movements and interactions: Hydrologic cycle (SOW) Surface water Geology/hydrology dynamics (SOW): Ground water Surface water Ground water

Accessing, Storing, Treating, and Distributing Drinking Water Sources

Wells and surface water intakes Types of ecosystems (WRE): Watersheds Water Quality Control (DWSQQ): Well concerns Public testing Private testing Zoning strategies (MPSFSU): Wellhead/groundwater recharge areas

Storage of source water before treatment: Not assessed in EYPAW database Location Method

Treatment of source water Treatment of drinking water (DWSQQ): Public drinking water Home treatment

Distribution of drinking water after treatment Delivery (DWSQQ): Community/public

Contamination, Risk Assessment, and Remediation of Drinking Water Sources

How source water becomes contaminated Point source (SOWPC): Agricultural sources Public and/or private wastewater Industrial and business hazardous waste Energy production wastes Nonpoint source (SOWPC): Atmospheric deposition Agricultural Forestry Mining Urban

Means of assessing the risks of contamination How risk decisions are made (WQRAR) Impact of water quality on health (WQRAR) Impact of water quality on human food sources (WQRAR) Impact of water quality on plant and animal communities (WQRAR) Understanding and reducing risks for specific contaminants (WQRAR)

Contamination, Risk Assessment, and Remediation of Drinking Water Sources (cont.)

Identification of substances which contaminate source Understanding and reducing risks for specific water substances (WQRAR): Bacteria Nitrates Pesticides Sediments Salinity Water quality indicators (WQRAR)

Consequences of source water contamination: Not assessed in EYPAW database Treatment New sources Purchase

Remediation strategies for contaminated source water: Not assessed in EYPAW database Surface water Ground water

What can citizens and communities do when drinking Citizen involvement and participation (GCI) water becomes contaminate? Chemical spills and emergencies (MPSFSU)

Protection and/or Prevention Activities and Programs of Citizens, Communities, and the Government

How the individual at home and citizens can protect Use of water by many groups (WU): drinking water sources Domestic use Conservation by user groups (WU) Citizen involvement and participation (GCI) Lifestyle impacts/conservation (DWSQQ) Understanding and reducing risks for specific contaminants (WQRAR) Nonpoint source (SOWPC): Urban

How communities can protect drinking water sources Use of water by many groups (WU): Municipal Role of local government in developing protection strategies (GCI) Zoning strategies (MPSFSU): Shorelands/floodplains Wetlands Wellhead/groundwater recharge areas Policy issues (GCI): Water quality Legislation, regulation, incentives, disincentives (GCI)

Protections and/or Prevention Activities and Programs of Citizens, Communities, and the Government (cont.)

Protection programs and laws for drinking water sources: Zoning strategies (MPSFSU): State Shorelands/floodplains Federal Wetlands Wellhead/groundwater recharge areas Legislation, regulation, incentives, disincentives (GCI)

1996 Safe Drinking Water Act Amendments: Not assessed in EYPAW database Source Water Assessment Program (SWAP)

Public involvement in implementation of 1996 SWAP Not assessed in EYPAW database

Present and Future Needs for Safe Drinking Water Sources

Safe drinking water supplies: Use of water by many groups (WU): Present needs Domestic Future needs Municipal Policy issues (CGI): Water quality Water quantity

* Topics and major subtopics based on the UWEX – Environmental Resources Center, Educating Young People About Water (EYPAW), Water Quality Education Topics and Major Subtopics evaluation sheet (see Appendix B):

** UWEX – Environmental Resources Center, Educating Young People About Water (EYPAW), Water Quality Education Topics (see Appendix B): DWSQQ - Drinking water supply: quantity and quality GCI - Government and citizenship issues MPSFSU – Management and protection strategies for specific uses SOW – Science of water SOWPC – Sources of water pollution/contamination WU – Water use WQRAR – Water quality: risk assessment and reduction

***Source water major subtopics used to evaluate availability of source water topics in youth curricula are indicated by Italics. See Appendix E for correlation with EYPAW curricula.

APPENDIX E

Water Education Curricula from the UWEX-Environmental Resources Center, Educating Young People About Water (EYPAW) Database. Included in this list are curricula addressing 60% or greater of source water subtopics within the six key topic areas *

Topic #1: Identification of Drinking Water Topic #2: Geohydrology: Dynamics of Drinking Sources (9 subtopics**) Water Sources (cont.) (3 subtopics)

Always A River; Supplemental Environmental Children’s Festival Outreach Packet (3) Education Curriculum on the Ohio River Clean Water, Streams and Fish: A Holistic View of and Water (9***) Watersheds (2) Aquatic Wild (8) Decision-Making: The Chesapeake Bay (2) Ecological Citizenship (6) Earth: The Water Planet (3) Energy, Economics and the Environment (6) Ecological Citizenship (2) From Ridges to Rivers: Watershed Explorations Energy, Economics and the Environment: Case Stage Two: Ages 12-15 (6) Studies and Teaching Activities for Elementary Hands On Save Our Streams (6) School (2) Living in Water: An Aquatic Science Curriculum (6) From Ridges to Rivers: Watershed Explorations (2) Local Watershed Problem Studies (middle & high From Ridges to Rivers: Watershed Explorations school) (6) Stage Two; Ages 12-15 (3) Streets to Streams: Youth Investigation into Water GREAT – Groundwater Resources and Education Quality (6) Activities (3) Surface Water (6) Gee-Wow! Adventures in Water Education (2) The Pawcatuck Watershed Education Program: Groundwater Protection Curriculum Guide (3) Curriculum Guide (8) Groundwater Study Guide – Department of Natural The Pondwater Tour (6) Resources (2) Water Worlds (6) Groundwater: A Vital Resource (2) Watershed to Bay: A Raindrop Journey (8) Hands on Save Our Streams (3) Investigation H2O (3) Leap into Lakes: The Teacher’s Manual for A Hands- Topic #2: Geohydrology: Dynamics of Drinking on Exhibit about Lakes and Water Quality (3) Water Sources (3 subtopics) Local Watershed Problem Studies (elementary) (2) Local Watershed Problem Studies (middle & high 4-H Wetland Wonders (3) school) (3) A Hidden Treasure: Instructional Materials for North Dakota State University Extension Service- Groundwater Resource Protection (2) Water Activities Packet (3) A Sense of Water (3) Oregon Children’s Groundwater Festival: 1996 Adopt-A-Stream (3) Teacher’s Guide (2) Always a River: Supplemental Environmental Our Great Lakes Connection (2) Education Curriculum on the Ohio River & Water (3) Our Groundwater (3) Caring for Our Lakes: A Curriculum on the Yahara Paddle to the Sea: Supplemental Curriculum Watershed (2) Activities (2) Project Water Works (2)

* Based on the 122 curricula in the Educating Young People About Water database evaluated prior to September 1997. New curricula were not included in this list, but have been included in the examples provided in Appendix G and the annotated list in Appendix I. ** Number of subtopics in key topic area. To be included in this list a curriculum must mention 60% of the total number of subtopics in the identified topic area. For example, for Topic #1 a curriculum must mention six out of the nine subtopics. Subtopics are identified by Italics in Appendix D and listed for each selected curricula in Appendix F. *** Number of subtopics mentioned in curriculum.

Note: The report recommendations and suggested curricula examples in Appendix G include references to curricula available through early 1999. For example, such curriculum units include, but are not limited to: Aquatic Ecosystems, Water Quality, and The Streamside Community.

Topic #2: Geohydrology: Dynamics of Drinking Topic #4: Contamination, Risk Assessment, and Water Sources (cont.) (3 subtopics) Remediation of Drinking Water Sources (21 subtopics) Stop, Look & Learn About Our Natural World II (2) Stop, Look & Learn About Our Natural World III (3) Adopt-A-Stream (16) Stream Study and Water Quality Assessment Decision-Making: The Chesapeake Bay (18) Curriculum (2) The Groundwater Adventure (14) Streets to Streams: Youth Investigation into Water Water Sourcebook (13) Quality (3) Water, Water Everywhere (15) Surface Water (3) Wow! The Wonders of Wetlands (13) Teaching Aquifer Protection (2) The Comprehensive Water Education Book, Grades K-6 (3) Topic #5: Protection and/or Prevention Activities The Groundwater Adventure (2) and Programs of Citizens, Communities, and the The Magnificent Ground Water Connection: A Government (13 subtopics) Resource for Grades K-6 (3) The Pawcatuck Watershed Education Program: Adopt-A-Stream (8) Curriculum Guide (3) Always a River; Supplemental Environmental The Story of Drinking Water (3) Education Curriculum on the Ohio River (9) The Stream Scene: Watersheds, Wildlife, and Aquatic Wild (10) People (2) Caring for Our Lakes: A Curriculum on the Yahara WET – Water Education for Teachers (Kansas) (3) Watershed (8) WET – Water Education for Teachers (Montana) (2) Clean Water, Streams and Fish: A Holistic View of Water Conservation In-School Curriculum (2) Watersheds (9) Water Quality: A Water Education Program (2) Coastal Issues: A Wave of Concern (8) Water Resource Education, Critical Issue: Water You Decision-Making: The Chesapeake Bay (12) Can Make A Difference (K-3) (2) Energy, Economics and the Environment: Case Water Resource Education, Critical Issue: Water You Studies and Teaching Activities for Elementary Can Make A Difference (4-6) (3) School (10) Water Riches (3) GREAT – Groundwater Resources and Education Water Sourcebook (2) Activities (10) Water Wise (3) Gee-Wow! Adventures in Water Education (10) Water in Your Hands (3) Groundwater Protection Curriculum Guide (8) Water, Water Everywhere, But..Where’s Local Watershed Problem Studies (middle & high Everywhere? (2) school) (9) Water, Water Everywhere (3) Teacher’s Guide to World Resources: Watershed Watershed to Bay: A Raindrop Journey (3) Pollution (9) We Depend on Illinois (formerly Water: The Liquid WET – Water Education for Teachers (Kansas) (9) of Life) (2) Watershed to Bay: A Raindrop Journey (8) Wetlands and Wildlife (2) Wetland: A Major North American Issue (8) What is Water? A Stream Becomes an Ocean. What is an Ocean? Marine Resources (2) Wild Louisiana (2) Topic #6: Present and Future Needs for Safe Wonderful World of Water (2) Drinking Water Sources (4 subtopics) Wow! The Wonders of Wetlands (3) A Sense of Water (3) Adopt-A-Stream (3) Topic #3: Accessing, Storing, Treating, and Always a River: Supplemental Environmental Distributing Drinking Water Sources (8 subtopics) Education Curriculum on the Ohio River & Water (3) An Activity Guide for Teachers: Everglades National Give Water A Hand (5) Park (3) Groundwater Protection Curriculum Guide (6) Aquatic Wild (3) Investigation H2O (6) Children’s Festival Outreach Packet (3) Oregon Children’s Groundwater Festival: 1996 (5) Clean Water, Streams and Fish: A Holistic View of Pawcatuck Watershed Education Program (6) Watersheds (3) Water Sourcebook (7) Coastal Issues: A Wave of Concern (4) We Depend on Illinois. (Formerly Water: The Liquid Decision-Making: The Chesapeake Bay (4) of Life) (5)

Topic #6: Present and Future Needs for Safe Drinking Water Sources (cont.) (4 subtopics)

Energy, Economics and the Environment: Case Studies and Teaching Activities for Elementary School (4) GREAT – Groundwater Resources and Education Activities (3) Gee-Wow! Adventures in Water Education (4) Groundwater Protection Curriculum Guide (3) Groundwater Study Guide – Department of Natural Resources (4) Investigation H2O (3) Local Watershed Problem Studies (elementary) (4) Local Watershed Problem Studies (middle & high school) (3) Teacher’s Guide to World Resources: Oceans and Coasts (3) Teacher’s Guide to World Resources: Watershed Pollution (4) WET – Water Education for Teachers (Kansas) (4) WET – Water Education for Teachers (Montana) (3) Water Watchers (4) Water in Your Hands (3) Watershed to Bay: A Raindrop Journey (3)

3 APPENDIX F Water Education Curricula Content Summary

Source Water Topics 4-H Wetland Adopt-A-Stream. A Hidden Always a A Sense An Activity Guide for Aquatic Caring for Children's Wonders. Treasure. River. of Water. Teachers: Everglades Wild. our Lakes. Festival National Park. Outreach Packet. EYPAW Database Number 101 069 017 002 031 068 003 005 006 Grade Level(s) 4 & 5 7 - 10 9 - 12 K - 12 K - 6 4 - 6 K - 12 6 - 8 Unspecified Date of Publication Unspecified 1993 1992 1991 1984 1991 1992 1990 1992 Hydrologic Cycle X X X X X X X X X Geohydrology X X X X X X X X X Surface Water X X X X X X X Groundwater X X X X X X X X Regional Supply X X X Lakes X X X Rivers X X X X Ponds X X Streams X X X Wetlands X X X X X Watersheds X X X X X X Oceans X Major Regional Resource X X X X X Comment Oregon Alberta, Canada Ohio River Everglades National Park Yahara Lakes Delivery/Distribution Systems X X X X Community/Public Delivery X X X X Water Quality Control X Well Concerns X Public Testing Private Testing X Treatment of Drinking Water X X X X Public Drinking Water Treatment X X X Home Treatment X Lifestyle Impacts/Conservation X X X X X X Municipal Water Use X X X X X Domestic Water Use X X X X X X X Conservation by Groups X X X X X Issues Between Groups X X X Point Source Pollution X X X X X X Agricultural Pollution Sources X X X Public/private Wastewater X X X X X Industrial Hazardous Waste X X X X X Energy Production Wastes X X Nonpoint Source Pollution X X X X X X X X Agricultural Pollution X X X X X X Urban Pollution X X X X X X Environmental Impacts of Forestry X Environmental Impacts of Mining X Atmospheric Deposition X X

1 APPENDIX F Water Education Curricula Content Summary

Source Water Topics 4-H Wetland Adopt-A-Stream. A Hidden Always a A Sense An Activity Guide for Aquatic Caring for Children's Wonders. Treasure. River. of Water. Teachers: Everglades Wild. our Lakes. Festival National Park. Outreach Packet. Making Risk Decisions 003 005 006 Water Quality & Health X X K - 12 6 - 8 Unspecified Water Quality & Food Source 1992 1990 1992 Water Quality & Plants/Animals X X X X X X X X Reducing Contaminant Risk X X X X X X X Bacteria as Contaminants X X X X Pesticides as Contaminants X X X X X X Sediments as Contaminants X X Nitrates as Contaminants X X X Salinity as a Contaminant X X X X Other Chemicals X X Comments Minerals X Water Quality Indicators X X X X X Zoning Strategies X X X Shorelands/Floodplains Zoning Wetlands Zoning X Wellhead/Grdwater Rechrg Zoning X Yahara Lakes Chemical Storage X X Wastewater Treatment X X X Solid Waste Management Decisions X X X Agricultural Management Practices X X X Wildlife Habitat/Land Stewardship X X Chemical Emergencies Development Issues/Pressures X X X X X Policy Issues X X X X X X Water Quality Policies X X X X Water Quantity Policies X X X X X Local Government Protection X X X X Citizen Involvement & Participation X X X X X X X Legislation X X

2 APPENDIX F Water Education Curricula Content Summary

Source Water Topics Clean Water, Coastal Issues: Comprehensive Water Decision-Making: Earth: Ecological Energy, Streams and A Wave of Concern. Education Book, The Chesapeake The Water Citizenship. Economics and Fish. Grades K - 6 (The). Bay. Planet. the Environment. EYPAW Database Number 070 071 044 007 073 102 103 Grade Level(s) 4 - 9 9 - 12 K - 6 9 - 12 4 - 6 5 1 - 6 Date of Publication Unspecifed 1991 Reviewed 1985, rev. 1994 1985 1992 Unspecified 1994 Hydrologic Cycle X X X X X Geohydrology X X X X X X X Surface Water X X X X X X Groundwater X X X X Regional Supply X X X X X Lakes X X Rivers X X Ponds Streams X X X X Wetlands X X X Watersheds X X X Oceans X X Major Regional Resource X X X X Comment Pacific Coast New Hampshire seacoast Chesapeake Bay Chicago Delivery/Distribution Systems X X X X X Community/Public Delivery X X X X X Water Quality Control X X X Well Concerns X Public Testing Private Testing X Treatment of Drinking Water X X X X X Public Drinking Water Treatment X X X X X Home Treatment Lifestyle Impacts/Conservation X X X X X Municipal Water Use X X X X X X Domestic Water Use X X X X X X Conservation by Groups X X X X X Issues Between Groups X X X X X Point Source Pollution X X X X X X Agricultural Pollution Sources X X X Public/private Wastewater X X X Industrial Hazard Waste X X X X X Energy Production Wastes X Nonpoint Source Pollution X X X X X X Agricultural Pollution X X X X X Urban Pollution X X X X Environmental Impacts of Forestry X X Environmental Impacts of Mining X X Atmospheric Deposition X X X X

3 APPENDIX F Water Education Curricula Content Summary

Source Water Topics Clean Water, Coastal Issues: Comprehensive Water Decision-Making: Earth: Ecological Energy, Streams and A Wave of Concern. Education Book, The Chesapeake The Water Citizenship. Economics and Fish. Grades K - 6 (The). Bay. Planet. the Environment. Making Risk Decisions Water Quality & Health X X X X X Water Quality & Food Source X Water Quality & Plants/Animals X X X X Reducing Contaminant Risk X X X X X Bacteria as Contaminants X X Pesticides as Contaminants X X Sediments as Contaminants X X X X Nitrates as Contaminants X X Salinity as a Contaminant X Other Chemicals X X Comments Chlorine, heavy metals Oil Water Quality Indicators X X X X X Zoning Strategies X X Shorelands/Floodplains Zoning X X Wetlands Zoning X Wellhead/Grdwater Rechrg Zoning Chemical Storage X Wastewater Treatment X X X Solid Waste Management Decision X Agricultural Management Practices X X Wildlife Habitat/Land Stewardship X X Chemical Emergencies X X Development Issues/Pressures X X X X Policy Issues X X X X X Water Quality Policies X X X X X Water Quantity Policies X X X Local Government Protection X X X X Citizen Involvement & Participation X X X X X Legislation X X X X

4 APPENDIX F Water Education Curricula Content Summary

Source Water Topics From Ridges to From Ridges to Rivers: Gee-Wow! Give Water A Hand GREAT: Groundwater Resources Rivers: Watershed Watershed Explorations. Adventures in and Education Activities. Explorations. Stage Two: Ages 12 - 15. Water Education. EYPAW Database Number 075 106 009 107 015 Grade Level(s) 3 - 6 6 - 9 K - 6 5 - 8 7 9 Date of Publication 1993 1995 1991 1995 1989 Hydrologic Cycle X X X Geohydrology X X X X Surface Water X X X Groundwater X X X X Regional Supply X X Lakes Rivers X X Ponds Streams X X Wetlands Watersheds X X X Oceans Major Regional Resource X X Comment Morro Bay, CA Jordan, Dres, Sil-Dev, MS, Dakota Aquifers Delivery/Distribution Systems X X Community/Public Delivery X Water Quality Control X X Well Concerns X X Public Testing X Private Testing X Treatment of Drinking Water X Public Drinking Water Treatment X Home Treatment X Lifestyle Impacts/Conservation X X X Municipal Water Use X X Domestic Water Use X X X X Conservation by Groups X X X Issues Between Groups X Point Source Pollution X X X X X Agricultural Pollution Sources X X X Public/private Wastewater X X X X Industrial Hazard Waste X X X X Energy Production Wastes Nonpoint Source Pollution X X X X X Agricultural Pollution X X X X X Urban Pollution X X X X Environmental Impacts of Forestry Environmental Impacts of Mining Atmospheric Deposition

5 APPENDIX F Water Education Curricula Content Summary

Source Water Topics From Ridges to From Ridges to Rivers: Gee-Wow! Give Water A Hand. GREAT: Groundwater Resources and Rivers: Watershed Watershed Explorations. Adventures in Education Activities. Explorations. Stage Two: Ages 12 - 15. Water Education. Making Risk Decisions Water Quality & Health X X X Water Quality & Food Source Water Quality & Plants/Animals X X Reducing Contaminant Risk X X X Bacteria as Contaminants X X Pesticides as Contaminants X X Sediments as Contaminants X X Nitrates as Contaminants X Salinity as a Contaminant Other Chemicals X X X Comments Gasoline, diesel fuel, oil Hazardous wastes, used oil, etc Lead, gasoline/organic solvents Water Quality Indicators X X Zoning Strategies X X X X Shorelands/Floodplains Zoning X Wetlands Zoning X Wellhead/Grdwater Rechrg Zoning X X X X Chemical Storage X Wastewater Treatment X X X Solid Waste Management Decision X X X Agricultural Management Practices X X X X X Wildlife Habitat/Land Stewardship X Chemical Emergencies X Development Issues/Pressures Policy Issues X X Water Quality Policies X X Water Quantity Policies X Local Government Protection X X Citizen Involvement & Participation X X X Legislation X X

6 APPENDIX F Water Education Curricula Content Summary

Source Water Topics Groundwater Groundwater: Groundwater Groundwater Hands On Investigation Leap Into Adventure (The). A Vital Resource. Protection Study Guide. Save Our H2O. Lakes. Curriculum Guide. DNR. Streams. EYPAW Database Number 011 012 014 016 083 109 110 Grade Level(s) Unspecified 9 - 12 4 - 12 6 - 9 1 - 12 5 - 6 4 - 6 Date of Publication 1989 1986 1989 1991 1993 1993 1994 Hydrologic Cycle X X X X X X X Geohydrology X X X X X X X Surface Water X X X X Groundwater X X X X X X X Regional Supply X X Lakes X Rivers X Ponds X Streams X X Wetlands X X X Watersheds X X Oceans X Major Regional Resource X X Comment Georgia Wisconsin Delivery/Distribution Systems X X X Community/Public Delivery X X X Water Quality Control X X X X X Well Concerns X X X X Public Testing X X X Private Testing X Treatment of Drinking Water X X X X X Public Drinking Water Treatment X X X X Home Treatment X X Lifestyle Impacts/Conservation X X X Municipal Water Use X X X X X X Domestic Water Use X X X X X Conservation by Groups X Issues Between Groups X X Point Source Pollution X X X X X X X Agricultural Pollution Sources X X X Public/private Wastewater X X X X X Industrial Hazard Waste X X X X X X Energy Production Wastes X Nonpoint Source Pollution X X X X X X X Agricultural Pollution X X X X X Urban Pollution X X X X X Environmental Impacts of Forestry X Environmental Impacts of Mining X X X Atmospheric Deposition X

7 APPENDIX F Water Education Curricula Content Summary

Source Water Topics Groundwater Groundwater: Groundwater Groundwater Hands On Investigation Leap Into Adventure (The). A Vital Resource. Protection Study Guide. Save Our H2O. Lakes. Curriculum Guide. DNR. Streams. Making Risk Decisions Water Quality & Health X X X X Water Quality & Food Source Water Quality & Plants/Animals X Reducing Contaminant Risk X X X X X Bacteria as Contaminants X X X X X Pesticides as Contaminants X X X Sediments as Contaminants X Nitrates as Contaminants X X X Salinity as a Contaminant X Other Chemicals X X Comments Nitrogen & Sulfur oxides, CO2 Water Quality Indicators X X Zoning Strategies X X Shorelands/Floodplains Zoning Wetlands Zoning Wellhead/Grdwater Rechrg Zoning X X Chemical Storage X X X Wastewater Treatment X X X X X Solid Waste Management Decision X X X X Agricultural Management Practices X X X X X Wildlife Habitat/Land Stewardship X Chemical Emergencies X Development Issues/Pressures X X Policy Issues X X X X Water Quality Policies X X X X Water Quantity Policies X X Local Government Protection X X X Citizen Involvement & Participation X X X X Legislation X X X

8 APPENDIX F Water Education Curricula Content Summary

Source Water Topics Living in Local Watershed Local Watershed NDSU Extension Oregon Children's Our Great Our Water. Problem Studies Problem Studies Service Water Groundwater Lakes Groundwater. (elementary). (middle & high school). Activities Packet. Festival. Connection. EYPAW Database Number 020 021 022 026 114 027 028 Grade Level(s) 4 - 6 K - 6 6 - 12 Unspecified Unspecified K - 8 Unspecified Date of Publication 1987 1982 1982 1988 1996 1985 1992 Hydrologic Cycle X X X X X X Geohydrology X X X X X X X Surface Water X X X X X X Groundwater X X X X Regional Supply Lakes X X X Rivers X Ponds X X X Streams X X X X Wetlands X X Watersheds X X X X Oceans X Major Regional Resource X X Comment Oregon Great Lakes Delivery/Distribution Systems X X Community/Public Delivery X X Water Quality Control X X X Well Concerns X X Public Testing X X Private Testing X Treatment of Drinking Water X X X X Public Drinking Water Treatment X Home Treatment Lifestyle Impacts/Conservation X X X X Municipal Water Use X X X Domestic Water Use X X X X Conservation by Groups X Issues Between Groups X Point Source Pollution X X X X X Agricultural Pollution Sources X X Public/private Wastewater X X X X X Industrial Hazard Waste X X X Energy Production Wastes X Nonpoint Source Pollution X X X X X X Agricultural Pollution X X X X X X Urban Pollution X X X X X X Environmental Impacts of Forestry X Environmental Impacts of Mining Atmospheric Deposition X

9 APPENDIX F Water Education Curricula Content Summary

Source Water Topics Living in Local Watershed Local Watershed NDSU Extension Oregon Children's Our Great Our Water. Problem Studies Problem Studies Service Water Groundwater Lakes Groundwater. (elementary). (middle & high school). Activities Packet. Festival. Connection. Making Risk Decisions Water Quality & Health X X Water Quality & Food Source Water Quality & Plants/Animals X X X X Reducing Contaminant Risk X X X X X X Bacteria as Contaminants X Pesticides as Contaminants X Sediments as Contaminants X X X Nitrates as Contaminants X X Salinity as a Contaminant Other Chemicals X X X Comments Phosphorus Household chemicals PCB's Water Quality Indicators X X X Zoning Strategies X X Shorelands/Floodplains Zoning Wetlands Zoning X Wellhead/Grdwater Rechrg Zoning X Chemical Storage Wastewater Treatment X X X X Solid Waste Management Decision X X Agricultural Management Practices X X Wildlife Habitat/Land Stewardship X X Chemical Emergencies Development Issues/Pressures X Policy Issues X X Water Quality Policies X X Water Quantity Policies X Local Government Protection X Citizen Involvement & Participation X X X Legislation X X

10 APPENDIX F Water Education Curricula Content Summary

Source Water Topics Paddle to Pawcatuck Pondwater Project Stop, Look & Stop, Look & Story of Stream Scene: the Sea. Watershed Tour (The). Water Learn About Our Learn About Our Drinking Watersheds, Wildlife, Education Program. Works. Natural World II. Natural World III. Water (The). and People (The). EYPAW Database Number 080 081 116 030 035 036 037 038 Grade Level(s) 3 - 6 6 - 8 Unspecified Unspecified 3 - 4 5 - 6 7 - 12 6 - 12 Date of Publication 1991 1993 1994 1990 1991 1991 1992 1990 Hydrologic Cycle X X X X X X X Geohydrology X X X X X X X X Surface Water X X X X X X Groundwater X X X X X Regional Supply X X Lakes X X X Rivers X X X Ponds X X X Streams X X X X Wetlands X Watersheds X X X Oceans X Major Regional Resource X X Comment Great Lakes Pawcatuck-Wood Delivery/Distribution Systems X X X X X Community/Public Delivery X X X X Water Quality Control X Well Concerns X Public Testing X Private Testing X Treatment of Drinking Water X X X Public Drinking Water Treatment X Home Treatment Lifestyle Impacts/Conservation X X X X X Municipal Water Use X X X Domestic Water Use X X X X X X Conservation by Groups X X Issues Between Groups X Point Source Pollution X X X X Agricultural Pollution Sources X Public/private Wastewater X X X X Industrial Hazard Waste X X X Energy Production Wastes Nonpoint Source Pollution X X X X X Agricultural Pollution X X Urban Pollution X X X Environmental Impacts of Forestry X X Environmental Impacts of Mining Atmospheric Deposition X

11 APPENDIX F Water Education Curricula Content Summary

Source Water Topics Paddle to Pawcatuck Pondwater Project Stop, Look & Stop, Look & Story of Stream Scene: the Sea. Watershed Tour (The). Water Learn About Our Learn About Our Drinking Watersheds, Wildlife, Education Program. Works. Natural World II. Natural World III. Water (The). and People (The). Making Risk Decisions Water Quality & Health X Water Quality & Food Source Water Quality & Plants/Animals X X X Reducing Contaminant Risk X X Bacteria as Contaminants Pesticides as Contaminants X Sediments as Contaminants X X Nitrates as Contaminants Salinity as a Contaminant Other Chemicals X Comments Fertilizers, soaps, algae Water Quality Indicators X X Zoning Strategies X Shorelands/Floodplains Zoning X Wetlands Zoning Wellhead/Grdwater Rechrg Zoning Chemical Storage X Wastewater Treatment X X Solid Waste Management Decision X Agricultural Management Practices X X Wildlife Habitat/Land Stewardship X Chemical Emergencies Development Issues/Pressures X Policy Issues X Water Quality Policies Water Quantity Policies Local Government Protection X Citizen Involvement & Participation X Legislation X X X

12 APPENDIX F Water Education Curricula Content Summary

Source Water Topics Stream Study Streets Surface Teacher's Guide Teacher's Guide Teaching That Magnificent and Water Quality to Water. to World Resources: to World Resources: Aquifer Ground Water Assessment Curriculum. Streams. Oceans and Coasts. Watershed Pollution. Protection. Connection. EYPAW Database Number 084 118 039 085 086 041 119 Grade Level(s) 5 - 8 5 - 9 7 - 9 9 - 12 9 - 12 4 - 6 K - 6 Date of Publication 1991 1995 1988 1994 1994 1990 1996 Hydrologic Cycle X X X X X Geohydrology X X X X X X Surface Water X X X X Groundwater X X X X Regional Supply X Lakes X X Rivers X X Ponds Streams X X X Wetlands X Watersheds X X X Oceans X X Major Regional Resource X X Comment MS River New England Delivery/Distribution Systems X X X X Community/Public Delivery X X X X Water Quality Control X X X Well Concerns X X Public Testing X Private Testing Treatment of Drinking Water X X X X X Public Drinking Water Treatment X X Home Treatment Lifestyle Impacts/Conservation X X X X Municipal Water Use X X X X Domestic Water Use X X X X Conservation by Groups X X X Issues Between Groups X X Point Source Pollution X X X X X X Agricultural Pollution Sources X X X Public/private Wastewater X X X X X Industrial Hazard Waste X X X Energy Production Wastes X X X X Nonpoint Source Pollution X X X X X X X Agricultural Pollution X X X X X Urban Pollution X X X X X X X Environmental Impacts of Forestry X Environmental Impacts of Mining X Atmospheric Deposition X X X X X

13 APPENDIX F Water Education Curricula Content Summary

Source Water Topics Stream Study Streets to Surface Teacher's Guide Teacher's Guide Teaching That Magnificent and Water Quality Streams. Water. to World Resources: to World Resources: Aquifer Ground Water Assessment Curriculum. Oceans and Coasts. Watershed Pollution. Protection. Connection. Making Risk Decisions Water Quality & Health X X X X Water Quality & Food Source X X Water Quality & Plants/Animals X X X Reducing Contaminant Risk X X X Bacteria as Contaminants X Pesticides as Contaminants X Sediments as Contaminants X Nitrates as Contaminants X X Salinity as a Contaminant Other Chemicals X Comments Chloride Water Quality Indicators X X Zoning Strategies X Shorelands/Floodplains Zoning X Wetlands Zoning Wellhead/Grdwater Rechrg Zoning Chemical Storage Wastewater Treatment X X X Solid Waste Management Decision X Agricultural Management Practices X Wildlife Habitat/Land Stewardship Chemical Emergencies Development Issues/Pressures X X Policy Issues X X X X Water Quality Policies X X X X Water Quantity Policies X X X Local Government Protection X X X X Citizen Involvement & Participation X X X X X X Legislation X X X X

14 APPENDIX F Water Education Curricula Content Summary

Source Water Topics Water Conservation Water in Water Quality: A Water Resource Education, Water Resource Education, Water Riches. In-School Your Water Education Critical Issue: Water You Critical Issue: Water You Can Curriculum. Hands. Program. Can Make A Difference (K - 3). Make A Difference. (4 - 6). EYPAW Database Number 043 047 049 050 051 052 Grade Level(s) 1 - 5 Unspecified 9 - 10 K - 3 4 - 6 2 - 4 Date of Publication 1990 1991 1990 Unspecified 1992 1993 Hydrologic Cycle X X X X X X Geohydrology X X X X X X Surface Water X X X Groundwater X X X X X X Regional Supply X X X Lakes Rivers Ponds Streams Wetlands X Watersheds X Oceans Major Regional Resource X Comment Ogallala Aquifer Delivery/Distribution Systems X X X X X X Community/Public Delivery X X X X X Water Quality Control X X X X Well Concerns X X Public Testing X X X Private Testing Treatment of Drinking Water X X X X Public Drinking Water Treatment X X X X Home Treatment Lifestyle Impacts/Conservation X X X X Municipal Water Use X X X Domestic Water Use X X Conservation by Groups X X Issues Between Groups Point Source Pollution X X X X X X Agricultural Pollution Sources X X Public/private Wastewater X X X X X Industrial Hazard Waste X X X Energy Production Wastes X Nonpoint Source Pollution X X X X X X Agricultural Pollution X X X X X Urban Pollution X X X X Environmental Impacts of Forestry X Environmental Impacts of Mining X Atmospheric Deposition X X X

15 APPENDIX F Water Education Curricula Content Summary

Source Water Topics Water Conservation Water in Water Quality: A Water Resource Education, Water Resource Education, Water Riches. In-School Your Water Education Critical Issue: Water You Critical Issue: Water You Can Curriculum. Hands. Program. Can Make A Difference (K - 3). Make A Difference. (4 - 6). Making Risk Decisions Water Quality & Health X X X Water Quality & Food Source Water Quality & Plants/Animals X X Reducing Contaminant Risk X X X X Bacteria as Contaminants X X Pesticides as Contaminants X Sediments as Contaminants X X Nitrates as Contaminants X Salinity as a Contaminant Other Chemicals X X Comments Calcium carbonate Waste oil Water Quality Indicators Zoning Strategies X X Shorelands/Floodplains Zoning Wetlands Zoning Wellhead/Grdwater Rechrg Zoning X X Chemical Storage Wastewater Treatment X X Solid Waste Management Decision X X X Agricultural Management Practices X Wildlife Habitat/Land Stewardship X Chemical Emergencies Development Issues/Pressures X Policy Issues X X Water Quality Policies X Water Quantity Policies X Local Government Protection Citizen Involvement & Participation X X X Legislation X X

16 APPENDIX F Water Education Curricula Content Summary

Source Water Topics Water Water Water Water, Water, Everywhere Water, Water Water Wise. Watershed to Sourcebook. Watchers. Worlds. Everywhere, But.. Bay: A Raindrop Where's Everywhere? Journey. EYPAW Database Number 088 054 059 056 121 057 122 Grade Level(s) 3 - 5 7 - 8 3 - 6 7 - 12 5 - 9 5 - 6 4 - 8 Date of Publication 1994 1986 1988 1991 1990 1991 Unspecified Hydrologic Cycle X X X X X X Geohydrology X X X X X X X Surface Water X X X X Groundwater X X X X X Regional Supply X X X X Lakes X Rivers X X X Ponds X X X Streams X X X X Wetlands X X X Watersheds X X X Oceans X X Major Regional Resource X X Comment Columbia River Massachusetts Delivery/Distribution Systems X X X X Community/Public Delivery X X X X Water Quality Control X X X Well Concerns X X Public Testing X X Private Testing X X Treatment of Drinking Water X X X Public Drinking Water Treatment X X X Home Treatment X X Lifestyle Impacts/Conservation X X X X X Municipal Water Use X X Domestic Water Use X X X X X Conservation by Groups Issues Between Groups X Point Source Pollution X X X X X X Agricultural Pollution Sources X X Public/private Wastewater X X X X Industrial Hazard Waste X X X X X Energy Production Wastes X Nonpoint Source Pollution X X X X X X Agricultural Pollution X X X X X Urban Pollution X X X X Environmental Impacts of Forestry Environmental Impacts of Mining X Atmospheric Deposition X X X

17 APPENDIX F Water Education Curricula Content Summary

Source Water Topics Water Water Water Water, Water, Water Water Wise. Watershed to Sourcebook. Watchers. Worlds. Water Everywhere, But.. Bay: A Raindrop Everywhere. Where's Everywhere? Journey. Making Risk Decisions X Water Quality & Health X X X Water Quality & Food Source X X Water Quality & Plants/Animals X X X Reducing Contaminant Risk X X X Bacteria as Contaminants X X X Pesticides as Contaminants X Sediments as Contaminants X X X Nitrates as Contaminants X X Salinity as a Contaminant Other Chemicals X X Comments Gasoline, oil Acid rain, radioactive waste, lead Water Quality Indicators X Zoning Strategies X Shorelands/Floodplains Zoning Wetlands Zoning Wellhead/Grdwater Rechrg Zoning Chemical Storage X X Wastewater Treatment X X X Solid Waste Management Decision X X X X Agricultural Management Practices X Wildlife Habitat/Land Stewardship Chemical Emergencies Development Issues/Pressures X Policy Issues X X X Water Quality Policies X X Water Quantity Policies X X Local Government Protection X Citizen Involvement & Participation X X X Legislation X X

APPENDIX G

SUMMARY OF SELECTED CURRICULA ACTIVITIES – CORRELATION WITH SOURCE WATER KEY TOPICS: Based on the 122 curricula in the Educating Young People About Water database evaluated prior to September 1997 and newly acquired curricula

Environmental University of Wisconsin - Protection Agency - Office of Ground Environmental Resources Center: Water and Drinking Water: Selected Source Water Curricula Key Source Water Topics and and Associated Activities Subtopics

Identification of Drinking Water Sources

Definition of source water: That Magnificent Ground Water Connection: Relationship to ground and surface water Track Down and Protect Your Critical Ground Water Resources (7-12)

Sources of drinking water: The Comprehensive Water Education Book: Surface water Streams, Lakes, and Rivers (K-6) Ground water Underground Water (K-6) From Ridges to Rivers: Watershed Explorations: Watershed (ages 9-12) Project Wet: Rainy Day Hike (4-8) Water Resources Professional’s Outreach Notebook, Ground Water: Aquifer (6-8) Surface Water: The Student’s Resource Guide (7-9)

Mapping source water areas: From Ridges to Rivers: Watershed Explorations: Surface water Topo Maps (ages 12-15) Ground water Give Water A Hand Action Guide: Map Your Watershed (6-8) Project Wet: Color Me a Watershed (9-12) Sourcebook for Watershed Education: Watershed and Map Reading (K-12) Watershed Science for Educators: Chapter 3: Introduction to Watersheds (6-12) Chapter 4: Topographic Maps (6-12) Watershed to Bay: A Raindrop Journey: Finding the Ups and Downs of the Landscape ( 4-8) Planning Your Own Raindrop Journey (4-8) The Ways of the Watersheds: Line Up! (6-12)

Geohydrology: Dynamics of Drinking Water Sources

Source water movements and interactions: A Child’s Place in the Environment; Caring for Surface water Aquatic Systems: Ground water What Part Does the Watershed Play in the Water in the Water Cycle? (4 – adaptable to higher levels) Always a River: Ground Water Model (K-12) From Ridges to Rivers: Watershed Explorations: The Case of the Missing Soda (ages 9-12) Infiltration and Percolation (ages 9-12) Where Has All the Water Gone? (ages12-15) From Ridges to Rivers: Watershed Explorations, Guide to an Independent Science Project: Life on Top of The Aquifer (grade not specified) H2O Below: Where in the World is Carmine Kool Aid? (6-8) Hands-On Save Our Streams: Water Pollution Runs Downhill (K-12) Project Wet: Branching Out (6-8) Just Passing Through (4-8) That Magnificent Ground Water Connection: An Easy Watershed Model (7-12) Water Resources Professional’s Outreach Notebook, Groundwater: Porosity (6-8) Permeability (6-8) Watershed Connections: Understanding Ground Water Flow (6-12) Part 1: Filtering Contaminants Part 2: Contaminant Movement in the Soil Watershed to Bay: A Raindrop Journey: Groundwater Models (4-8) The Ways of the Watersheds: Pump It Up (6-12) The Lay of the Land (6-12) Soil Labyrinths (6-12) The Webs of Water (K-5) Water and Soils: Defining Soils (K-8)

Accessing, Storing, Treating, and Distributing Drinking Water Sources

Wells and surface water intakes Ecological Citizenship (EcoCit): Precious Water: Laketown Community (5) Investigation H20: A Groundwater Drink (5-6)

Accessing, Storing, Treating, and Distributing Drinking Water Sources (cont.)

Storage of source water before treatment: A Child’s Place in the Environment; Caring for Location Aquatic Systems: Method How Can Diverting Water to a Community Be an Issue? (grade 4 – adaptable to middle school) Always a River: Where Does Our Water Come From? (K-12)

Treatment of source water A Child’s Place in the Environment; Caring for Aquatic Systems: How Do We Get Our Water? (4) Always a River: How Water is Cleaned (K-12) Ecological Citizenship (EcoCit): Precious Water: Filter Me! (5) Project Water Science: The Mud Mystery…”I Can See Clearly Now” (7-12) Streets to Streams: Youth Investigations into Water Quality: Water Clean-Up (5-9) Water Sourcebook: Purification of Water (6-8) Cleaning Point Source Pollution (6-8) Water, Water Everywhere: (7-12) Ground Water Analysis: Test Your Tap Water The Ways of the Watersheds: The Clean Water Girl & The Solar Water Cleaner (K-12)

Distribution of drinking water after treatment Always a River: Model Distribution System (K-12) That Magnificent Ground Water Connection: The Great Water Hook-up (7-12)

Contamination, Risk Assessment, and Remediation of Drinking Water Sources

How source water becomes contaminated Investigating Groundwater: The Fruitvale Story: The Fruitvale Story (6-9) Project Water Science: The Storm Drain Saga (7-12) The No-Know Non-Point Source Pollution Game (7-12) Project Wet: A Grave Mistake (6-12) Super Sleuths (6-12) Poison Pump (6-8) No Bellyachers (4-8) Sum of the Parts (4-8) A-maze-ing Water (K-6)

Contamination, Risk Assessment, and Remediation of Drinking Water Sources (cont.)

How source water becomes contaminated (cont.) That Magnificent Ground Water Connection: Who’s the Responsible Party? (7-12) The Ways of the Watersheds: The Watershed Whodunit (6-12) Washing Away (K-8)

Means of assessing importance of contaminants From Ridges to Rivers: Watershed Exploration, (risk assessment) Guide to an Independent Science Project: Sustainable Land Use (grade level not specified) Ground Water Education for Secondary Students: How Much is Too Much? (7-12) Investigating Groundwater: The Fruitvale Story: Mapping It Out (6-9) That Magnificent Ground Water Connection: A Little Bit Goes A Long Way – Parts Per Million/ Parts Per Billion (7-12) Investigating My Own Community (7-12) Water Politics: Risk Assessment (9-12)

Identification of substances which contaminate source Aquatic Project Wild: water Deadly Waters (3-12) From Ridges to Rivers: Watershed Explorations: Creatures of the Deep and Shallow (ages 12-15) From Ridges to Rivers: Watershed Exploration, Guide to an Independent Science Project: Aquatic Ecology: Habitat Assessment and Bio-survey of Macro-Invertebrates Dirt Made Our Lunch…and Dinner…and Even Dessert! (Grade level not specified) Local Watershed Problem Studies: Monitoring Pollutants in Snow (6-12) Project Wet: Super Sleuths (6-12) The Pucker Effect (6-12) Sourcebook for Watershed Education: Sediment Control (9-12) Water Quality (Adopt-A-Watershed): Data Collection Field Trip (10-12) Watershed Science for Educators: Chapter 6: Biological Monitoring (6-12) Sampling the Water at Your Study Site (6-12) The Ways of the Watersheds: Is It Clean (6-8)

Contamination, Risk Assessment, and Remediation of Drinking Water Sources (cont.)

Consequences of source water contamination: Project Wet: Treatment The Price is Right (9-12) New sources Water Politics: Purchase Protecting the Quality of the San Joaquin Reservoir (9-12)

Remediation strategies for contaminated source water: Discover Wetlands: Surface water Unit Three: Activity #3: Pure, Pure Water Ground water From Ridges to Rivers: Watershed Explorations, Guide to an Independent Science Project: Life on Top of The Aquifer, Investigation #2: Natural Solutions to Ground Water Contamination – Oil Degradation by Microbes (grade not specified) Investigating Groundwater: The Fruitvale Story: Cleaning It Up (6-9)

What can citizens and communities do when drinking Ecological Citizenship (EcoCit): Precious Water: water becomes contaminated? Community Concern (5)

Protection and/or Pollution Prevention Activities and Programs of Citizens, Communities, and the Government

How citizens can protect drinking water sources Always a River: Who Pollutes the River? (K-12) Ecological Citizenship (EcoCit): Precious Water: How Can I Help? (5) Take Action (5) Keep It Going! (5) Sourcebook for Watershed Education: Create a Brochure (9-12) Getting Legislation Passed (9-12) That Magnificent Ground Water Connection: Getting Up to Speed: Protecting Ground Water Track Down and Protect Your Critical Ground Water Resources (10-12) Investigating My Own Community (10-12) Water Quality (Adopt-A-Watershed): Water Quality Improvement Project: What Can We Do to Help? (10-12)

How communities can protect drinking water sources All the Rivers Run: Watershed Decisions (4-8) Aquatic Project Wild: Dragonfly Pond (4-12)

Protection and/or Pollution Prevention Activities and Programs of Citizens, Communities, and the Government (cont.)

How communities can protect drinking water Local Watershed Problem Studies: sources (cont.) A Simulation Game: Water Quality Implications in Land Use Planning (6-12) That Magnificent Ground Water Connection: Investigating My Own Community (10-12) Develop a Wellhead Protection Program (10-12)

How the individual at home can protect source water All the Rivers Run: Market Madness (4-8) That Magnificent Ground Water Connection: How Much Water Do You Use (7-12) Household Hazardous Waste Survey (7-12) Water Sourcebook: Xeriscaping – Seven Steps to Water-Wise Landscaping (6-8)

Protection programs and laws for drinking water sources: Sourcebook for Watershed Education: State Who’s in Control? Regulatory Agencies and Federal Water Control (9-12) That Magnificent Ground Water Connection: Track Down and Protect Your Critical Ground Water Resources (10-12)

1996 Safe Drinking Water Act Amendments: Project Water Science; including Layperson’s Guide Source Water Assessment Program (SWAP) to Drinking Water: This Game May Be Hazardous to Your Health (7-12)

Public involvement in implementation of 1996 SWAP Not present in evaluated curricula

Present and Future Needs for Safe Drinking Water Sources

Safe drinking water supplies: A Child’s Place in the Environment; Caring for Present needs Aquatic Systems: Future needs How Do People Currently Use Water (4) Children’s Groundwater Festival Outreach Packet: Water Uses (4-6) Project Wet: The Long Haul (K-12) Whose Problem Is It? (6-12) Water Conservation - E2: Environment & Education: Evaluate World and U.S. Water Use (6-12) The Ways of the Watersheds: Drought Days (K-8)

7 APPENDIX H

IDENTIFICATION OF SOURCE WATER TOPIC STRENGTHS, WEAKNESSES, AND GAPS IN WATER RESOURCES EDUCATION MATERIALS

Identification of Drinking Water Sources

Strengths: • Characteristics and locations of ground water and surface water ecosystems. Weaknesses: • Analysis of topographic maps. Gaps: • A definition for, and delineation of, source water and source water areas.

Geohydrology: Dynamics of Drinking Water Sources

Strengths: • The hydrologic cycle; ground and surface waters as components of the cycle. • Soil composition and structure as relates to water and contaminant movement. • Watershed delineation, and the influence of landscape features on water movement. • Surface and ground water interactions and movements. Weaknesses: None. Gaps: None.

Accessing, Storing, Treating, and Distributing Drinking Water Sources

Strengths: • Delivery of community drinking water. • Public wastewater treatment. Weaknesses: • The methods and costs of treating contaminated source water for public drinking supplies. Gaps: • Well concerns; public and private testing of source water. • Accessing, and means of storing, source water for drinking water use. • Home treatment of public and private drinking water sources.

Contamination, Risk Assessment, and Remediation of Drinking Water Sources

Strengths: • Wastewater and industrial/business hazardous waste as point sources of pollution. • Urban and agricultural nonpoint source pollution. • Water quality as measured by chemical tests, physical appearance, and macroinvertebrate populations. • The impact of water quality on plant and animal communities.

• An informational overview of contamination sources. Weaknesses: • Agricultural sources as point sources of pollution. • Home wastewater treatment (i.e. septic systems) - construction, maintenance, and their role as contamination sources • In-depth treatment of bacteria, nitrates, pesticides, and salinity as contaminant sources. • The effects of water quality on human health. Gaps: • Costs of creating new or supplementary municipal water systems. • Forestry, mining, and atmospheric deposition as nonpoint sources of pollution. • Energy production wastes as point sources of pollution. • Home wastewater treatment (septic systems) - construction, maintenance, and role as contamination sources • Risk assessment • The effects of water quality on food sources

Protection and/or Prevention Activities and Programs of Citizens, Communities, and the Government

Strengths: • Hazardous chemicals in the home - proper use, storage, and disposal. • Identification of alternate, nontoxic, household chemicals. • Individual home-based water conservation practices. • Citizen involvement in water resource issues. Weaknesses: • Protection of strategic areas through zoning. • Water quantity policy issues. • The role of the Clean Water Act (CWA) in source water protection. Gaps: • Zoning strategies for wellhead and ground water recharge areas. • The interrelationships between lifestyle, socioeconomic status, population growth, culture, and accessibility as they relate to source water availability and contamination. • Citizen and community actions in a source water contamination situation • The role of the 1996 Safe Drinking Water Act Amendments (SDWAA) and the Source Water Assessment Program (SWAP) • Citizen involvement in source water protection based on state Source Water Assessments

Present and Future Needs for Safe Drinking Water Sources

Gaps: • The quantity of safe drinking water needed to meet present and future needs based on current rates of consumption and growth in the U.S.

2 APPENDIX I

SOURCE WATER BIBLIOGRAPHY: Based on the 122 curricula in the Educating Young People About Water database evaluated prior to September 1997 and newly acquired curricula under evaluation for source water education needs

A Child’s Place in the Environment: Caring for Aquatic Systems 1997 – Grades: 1-6 California Department of Education Bureau of Publications, Sales Unit PO Box 271 Sacramento, CA 95812-0271 916/445-1260 800/995-4099

An interdisciplinary, thematic curriculum requiring students to construct knowledge. Composed of twenty sequential lessons divided into four units linked by a story. Units include: Water Cycles Through Living and Nonliving Things; Water is Essential to All Living things; The Ways People Acquire and Use Water Affect Living Things; and People Can Choose to Conserve Water, Maintain or Improve It’s Quality, and Protect Specific Bodies of Water.

A Guide to Your River Basin 1992 – Grades: 3-5 Washington State University Cooperative Extension URL: http://hermes.ecn.purdue.edu/cgi/convwqtest?/em-4863.wa.ascii

Through map analysis, activities, and stories; students’ explore their local watershed, water and agriculture, fisheries, water use, and water pollution. The core curriculum is available on-line, additional resources are required in order to complete the units.

All the Rivers Run 1997 – Grades: 4-8 Cuyahoga Valley Environmental Education Center 3765 Oak Hill Road Peninsula, Ohio 44264

Using a watershed approach, this curriculum guide is designed to create a holistic, theme-based on-site experience for a four-day residential program. The curriculum combines art, science, multiculturalism, global connection, and environmental responsibility in an artistically presented format.

Always a River: Supplemental Environmental Education Curriculum on the Ohio River and Water EPA Office of Research & Development 26 W. Martin Luther King Drive Cincinnati, OH 45268 513/569-7562

This curriculum includes four primary objectives: 1) to demonstrate that the Ohio River is part of a total ecosystem; 2) to introduce the science of water and its importance to living things; 3) to explore human use and environmental impacts of human activity; and 4) to examine the influence of the river on historical and modern culture. The 1“Careers on the River” activity is unique–authors suggest holding a “career day.” Includes appendices on making aquaria, guidelines for interviewing people, and field ethics.

Aquatic Ecosystems 1996 - Grades: 7-8 Adopt-A-Watershed PO Box 1850 Hayfork, CA 96041 916/628-5334

Through exploration of a local wetland or creek, in conjunction with observations of a classroom aquarium, students’ investigate and analyze the components and interactions within an aquatic ecosystem. Data collected is used to initiate a public education or restoration project. The curriculum concludes with a Watershed Art Show as students communicate and share their knowledge. Supplementary resources incorporated into the Aquatic Ecosystems curriculum include: • Wetland Protectors: Guarding Our Wild and Watery Lands • Creek Watchers: Exploring the Worlds of Creeks and Streams • Mapping Fish Habitat • The Making of a Naturalist • The Clean Water Book: A Guide to Reducing Water Pollution in Your Home and Neighborhood • Water Quality: A Field-Based Water Quality Testing and Monitoring Program for Middle Schools and High Schools • Give Water a Hand (Leader Guidebook)

Aquatic Project Wild 1992 (updated yearly) Project Wild PO Box 18060 Boulder, CO 80308-2390 303/444-2390

Activities in this guide emphasize water habitats that support wildlife. Authors summarize each activity with student age, subjects, skills, duration, group size, setting, conceptual framework reference, and key vocabulary. The background section addresses the main concepts. Materials include suggestions for aquatic extensions of existing Project Wild instructional activities. Exceptional appendix materials including: • Extensions to existing Project WILD activities • Use of the outdoors as a classroom • Maximizing use of local resources.

Children’s Festival Outreach Packet 1992–Grades: 4-6 Nebraska Groundwater Foundation PO Box 22558 Lincoln, NE 68542-2558 402/434-2740

These materials help prepare students for the annual Nebraska Children’s Groundwater Festival. Activities were adapted from other curricula and put into a framework suitable for Nebraska water education needs. Includes activities that emphasize the effects of human activity on water resources, both above and below ground. The packet includes: “groundwater basics,” an instructional packet and two video supplements that provide additional activities. Viewing videotapes is not an essential precursor to the supplemental activities.

Clean Water, Streams and Fish: A Holistic View of Watersheds, Elementary and Secondary Editions Washington State Office of Environmental Education 17011 Meridian Avenue, North, Room 16 Seattle, WA 98133 206/542-7671

Both curricula are written to help elementary (grades 6-9) and secondary (grades 9-12) youth understand watersheds, the effects of human activities within watersheds, and how to minimize those effects. Week-long, interdisciplinary lesson plans focus on fish life cycles and habitat, stream dynamics, natural and human activities. Youth are then exposed to various controversies on issues that occur in the Pacific Northwest such as private and

commercial fishing, Indian Treaty Rights, development and logging. The “Solutions” unit suggests ways to address problems within the watershed.

Comprehensive Water Education Book (The) 1994–Grades K-6 International Office for Water Education UMC 82 Utah Water Research Laboratory Logan, UT 84322 800/922-4693

Activities for school setting seek to develop water literacy through active learning. Activities stress comprehension of water concepts, attitudes about water issues, and skills to solve water issue problems. Concepts/vocabulary may be difficult for some. (E.g., porosity, saturation, volume, density).

Discover a Watershed: The Everglades 1996 - Grades: 6-12 The Watercourse 201 Culbertson Hall Montana State University Bozeman, MT 59717-0057

Centered around the Kissimmee-Lake Okeechobee-Everglades ecosystem, this curriculum can be utilized as a six to an eight-week unit on watersheds, or as a source of individual activities for water education needs. The curriculum includes a reference section, a discussion of contemporary issues and possible solutions, and learning activities designed for both classroom teachers and non-formal educators.

Discover Wetlands 1988 - Grades: 4-8 Washington State Dept. of Ecology Wetlands Section Mail Stop PV-11 Olympia, WA 98504 206/438/7538

These materials were developed to enhance the ability of the Washington State Department of Ecology in preserving and managing wetlands in Washington. Activities cover typical wetland topics such as definition and functions, field studies, and human effects. The materials were designed as a unit or integrated into existing curricula. Materials are activity-based and applicable to other regions of the country. Authors prompt the idea that both action and inaction affect the outcome of environmental issues.

Ecological Citizenship (EcoCit): Precious Water Grade 5 The Chicago Academy of Sciences 2001 North Clark St. Chicago, IL 60614

This is one of nine units in the Eco-Cit urban environmental education program written for grades K-8. The multi- disciplinary, action-oriented curriculum involves students, parents, teachers and the community. Topics covered include the water cycle, human inputs, and ways to conserve water resources. Eco-Cit is based on a philosophy of constructivist and cooperative learning for ecological citizenship.

Estuary - Net 1996 - Grades: 9-12 Wells National Estuarine Research Reserve Wells, Maine URL: http://inlet.geol.sc.edu/curr.htm

This curriculum contains lessons divided into three levels, each including 14 activities. Students are introduced to watershed variables and processes, develop and apply a water-sampling plan to a local stream site, and verify the validity of their data through analysis and review. A background section on Estuarine Ecology includes information on Estuarine Factors and Processes, Interactions in Ecosystems, Habitats and Communities, People and Estuaries, Metadata, and Data Management. Telecommunications is incorporated into the curriculum, although inclusion is optional for curriculum utilization.

From Ridges to Rivers: Watershed Explorations. Stage Two 1996 - Ages 12-15 Tess Harback & Judy A. Neuhauser San Luis Obispo County, California 4-H Youth Development Program

In this guide, adult leaders learn to work with teens in non-formal educational settings. There are three goals: (1) to help learners understand their watershed; (2) to develop scientific inquiry and critical thinking skills; and (3) to encourage active, intelligent care of the earth’s natural resource. Activities use watershed models to encourage hands on learning and to realize conflicting viewpoints on environmental issues.

Give Water a Hand 1995 - Ages: 9-14 University of Wisconsin 210 Hiram Smith Hall 1545 Observatory Drive Madison, WI 53706 800/WATER20

Youth can make a difference through watershed-based, community action projects. Using the service-learning approach to environmental issues, youth gain experience in addressing water-related problems. The Youth Action Guide features a series of activities that walk youth through investigations, choosing a project, planning for action, taking action and evaluation. In the Leader Guide, adults will find tips on skill development, background information for each activity, and how to use experts as project collaborators.

Ground Water Education for Secondary Students Date not specified - Grades: 7-12 Water Education Foundation 717 K. Street, Suite 517 Sacramento, CA 95814 916/444-6240 FAX: 916/448-7699

A booklet containing background information and activities designed to teach students about aquifers, and the interrelationship between ground and surface waters. The importance of water conservation, pollution prevention, and water resource management issues are also addressed.

Groundwater Resources and Educational Activities for Teaching (GREAT) 1989 - Grades: 7-9 Conservation Education Center RR 1, Box 53 Guthrie Center, IA 50115 515/747-8383

Material is arranged in six units with the first one covering the basics of groundwater and hydrogeology in Iowa. The other five units cover Iowa’s groundwater issues in priority as agreed upon by Iowa groundwater interest groups. These include fertilizers and pesticides, abandoned waste sites and landfills, leaking underground storage tanks and hazardous material’s management, point source groundwater pollution, and land-applied wastes and sewage treatment. The curriculum should be accompanied by a set of six groundwater posters and a one-foot Plexiglas groundwater model.

Groundwater Study Guide - Department of Natural Resources 1991 - Grades: 6-9 Wisconsin Agency Document Sales Box 7840 202 S. Thornton Ave. Madison, WI 53707 608/266-3358

Resource packet and activity ideas. Activities focus on the water cycle and hydrogeology, groundwater contamination, water and wastewater treatment, water conservation and groundwater use rights. Written materials may be challenging for 6th graders, the younger end of suggested grade range.

H20 Below: An Activity Guide for Groundwater Study 1997 – Grades: 6-8 Rivers Project Southern Illinois University Box 2222 Edwardsville, IL 62026-2222 FAX: 618/650-3359

An interdisciplinary water quality river study program incorporating cooperative learning strategies. Chapters include: Water and Why It Is Important, How Water Moves Through the Ground, HowWater Becomes Polluted, Clean Water Through Filtration, Protecting and Conserving Groundwater, Testing Groundwater, and Groundwater Issues.

Hands-On Save Our Streams. The Save Our Streams Teachers’ Manual 1994 - Grades: 1-12 Izaak Walton League of America Save Our Streams Program 707 Conservation Lane Gaithersburg, MD 20878 1/800/BUG-IWLA

Uses a watershed concept to teach about land use effects on stream quality. Highlights include human activities such as agriculture, mining, commercial/industrial, forestry, and construction. Activities are written for the entire audience and left to the educator to adapt to the appropriate age. Combines the SOS monitoring program technique into field activities. Appendices include SOS Stream Survey forms, sampling instructions and a useful Volunteer Water Monitoring Bibliography.

Investigating Groundwater: The Fruitvale Story 1991 - Grades: 6-12 Chemical Education for Public Understanding Lawrence Hall of Science University of California Berkeley, CA 94720 510/642-8718

This module closely resembles steps taken in a real water contamination situation, e.g., identifies the problem, research, community involvement, decision-making and action. Requires the use of a chemistry kit. Activities build on each other; this curriculum represents one module.

Investigation H2O 1993 - Grades: 5-6 Cooperative Extension Service The University of Georgia College of Agriculture and Environmental Sciences Athens, GA

A good review of basic principles on water science, the water cycle, groundwater, wetlands, water quality and quantity issues, and water conservation actions. Contains lesson plans, worksheets and activities to complement an accompanying video. Uses examples specific to Georgia.

Investigating Your Environment 1996 - Grades: 6-12 United States Department of Agriculture Forest Service URL: http://willow.ncfes.umn.edu/cons_ed/iye/contents.htm

An interdisciplinary, “hands-on” curriculum encouraging students to observe their environment and collect, record, and interpret the resulting data. Water-related units include Water, Ponds, and Riparian ecosystems.

Kids in The Creek 1994 - Grades: 5-7 Bonneville Power Administration Spokane Customer Service Center 707 West Main, Suite 500 Spokane, WA 99201-0641 800/622-4520

Long-term stream health is assessed through the identification of aquatic insects in a local stream environment. The resultant water quality is studied as a function of the interrelationships between the watershed, forest canopy, and riparian areas.

Local Watershed Problem Studies–Elementary School Curriculum 1982 University of Wisconsin Water Resources Center 1975 Willow Drive Madison, WI 53706 608/262-3577

A collection of lessons written by teachers with a variety of backgrounds. Lessons vary in degree of detail. The focus is on the interface between land use and water pollution. Includes instructions on how to build water testing equipment. Provides many stories and folklore examples to enhance student enjoyment of a particular topic and to support language arts and education goals. The appendix includes suggestions for citizen and government action in controlling nonpoint source pollution in urban areas and rural areas, and a discussion on the role of values in environmental education.

Nature of Water Power (The) 1995 – Grades: 6-8 Foundation for Energy Education (FREE) URL: http.: //www.fwee.org/TG/nwaterpwr.html 800/279-6375 [email protected]

Designed as a hands-on, thematic, and inquiry-based curriculum delving into the scientific and social aspects of generating electricity through water power usage. The five units include the nature of water and the hydrologic cycle, the environmental impacts of waterpower usage, and a cost and benefit comparison between hydropower and other energy sources.

Project Water Science No date specified - Grades: 7-12 Water Education Foundation 717 K. Street, Suite 517, Sacramento, CA 95814 916/444-6240

Consists of a series of fourteen activities intended for use in earth and physical science classes. Several of the activities are specific to California. Topics covered include: water chemistry, building a solar water purifier, the study of an aquatic ecosystem, water conservation, water treatment, and water pollution.

Project Wet 1995 - Grades: K-12 The Watercourse 201 Culbertson Hall Montana State University Bozeman, Montana 59717-0057 406/994-5392 FAX: 406/994-1919 e-mail: [email protected]

A collection of water-related activities addressing the physical and chemical properties of water, issues of water quantity and quality, ecosystems, aquatic wildlife, and management strategies. Each activity consists of a summary, objectives, materials list, making connections (lesson relevance), background information, procedure, assessment, extensions, and a resource list. Materials follow an interdisciplinary approach and recognize different learning styles.

River: A Middle School Multi-Disciplinary Curriculum for The Rio Grande, Science Strand (The) 1994 – Grades: 6-8 Peter Dyke, Resources Coordinator 110 Vuelta Montuoso Santa Fe, NM 87501 505/983-5428

“The River” curriculum is designed for use in conjunction with the social studies and humanities strands. Concepts covered include: groundwater/surface water interactions; the hydrologic cycle, watersheds, wetlands, and riparian ecosystems; water quality tests; point and nonpoint source pollution; water treatment and purification; and sustainability.

Rivers Project Curriculum Guides: Geography, Earth Science, Biology, Chemistry, Language Arts, Mathematics 1997-1998 – Grades: 9-12 Acorn Naturalists 17300 East 17th Street, #J-236 Tustin, CA 92780 800/422-8886 FAX: 800/452-2802

Through field-based study students’ experience hands-on learning activities consisting of observing, measuring, testing, and writing about the waterway. Lessons include the environmental impact of human populations along rivers; biological factors; physical measurements; chemical tests as water quality indicators; the hydrological cycle; topographic maps; and the role of the watershed.

Streets to Streams: Youth Investigations Into Water Quality 1995 - Grades: 5 - 9 Household Hazardous Waste Project 1031 E. Battlefield, Suite 214 Springfield, MO 65807 417/889-5000

The purpose is to educate youth on surface water and ways to protect it. Suggested activities include a water festival and storm drain stenciling projects. The guide lacks pictures and graphics to illustrate key points.

Sourcebook for Watershed Education 1996 Global Rivers Environmental Education (GREEN) 721 Huron Street Ann Arbor, MI 48104 313/761-8142 FAX: 313/761-4951 email: [email protected]

Provides guidelines to communities/schools interested in establishing or augmenting a watershed education program. Classroom activities focus on an interdisciplinary, problem-solving approach requiring students to analyze their data, study the components of their watershed, and take action based on knowledge gained. Strategies for developing community-school partnerships are identified and integrated into the Sourcebook.

STREAMS: Science Teams in Rural Environments for Aquatic Management Studies 1996 - Grades: 5-8 Office of Environment and Ecology Department of Education 333 Market St. Harrisburg, PA 17126-0333 717/783-6994 FAX: 717/787-7066 URL: http://www.ems.psu.edu/HAMS

Based on the study of a watershed in Pennsylvania, Streams is designed to increase student awareness of water resources, and involve students in water quality monitoring and community action. Students’ investigate the interacting influences of a watershed, factors that negatively impact a watershed, and devise solutions to identified problems. Additional resources are identified in order to complete the curriculum including slides, videos, literature, scientific equipment, and printed materials.

Streamside Community (The) 1992 - Grades: 3-4 Adopt-A-Watershed Program P.O. Box 356 Hayfork, CA 96041 916/628-5334

Students investigate a riparian ecosystem within their adopted watershed. This interdisciplinary curriculum addresses the composition of the riparian ecosystem and the importance of riparian vegetation. Activities focus on the concept that members of a community are interrelated and interdependent.

Surface Water 1988 Water Environment Federation 601 Wythe St. Alexandria, VA 22314-1994 703/684-2400

Teacher’s Guide provides background information and activities to complement the student video. Student Guide provides additional information about the water cycle, sources of water pollution, wastewater treatment, and citizen action. Materials address the concept of natural pollution, which is rather unique.

That Magnificent Ground Water Connection: A Resource Book for Grades 7-12. 1998 New England Interstate Water Pollution Control Commission 255 Ballardvale St. Wilmington, MA 978/658-0500

Written for the New England region, the curriculum is divided into four sections: The Water Cycle and Water Conservation, New England’s Ground Water Resources, Ground Water Contamination, and Protecting Ground Water. Designed to provide a progression of information, activities can also be utilized individually by teachers. Students are encouraged to hypothesize, experiment, analyze, draw conclusions, and apply their learning toward citizen involvement and action. This is one of the few curricula to identify and address protection programs on both the federal and local level.

Water Conservation - E2: Environment & Education 1998 – Grades: 6-12 Dale Seymour Publications 2725 Sand Hill Road Menlo Park, CA 94025 800/872-1100

Students use the school environment to investigate and analyze environmental issues in a cooperative learning environment. Activities are designed to create a transition from a traditional teacher-directed classroom format to a student-directed environment with the teacher as facilitator. In Water Conservation, students’ explore the different uses of water and the ways in which it can be conserved, conduct a school water audit and investigate water conservation strategies, research proposed strategies, and submit recommendations to the school administration or environmental committee. Water Conservation is one of six environmental education modules within the program; each designed to stand alone or in conjunction with one another.

Water Politics: A Water Education Program for High Schools 1994 Metropolitan Water District of Southern California Education Programs PO Box 54153 Los Angeles, CA 90054 213/217-6739

The curriculum emphasizes water use and water conflict issues. Covers such issues as conflicts among urban, agricultural and environmental interests; water conservation vs. developing new supplies, including the public participation component. Uses case studies on water rights, canal building, landfill development, protecting reservoir quality, risks and water quality; water transfer, and the effect of the media on public opinion, use of the Colorado River, and saving endangered species. Some case studies seem biased in favor of development and do not present the ecological impact of decisions on either side. Sways students and teachers toward certain conclusions. Includes a map of California aqueducts, “California Water Resources,” and the California Water Story, a video. Teacher background materials are excellent.

Water Resources Professional’s Outreach Notebook: Ground Water 1994 - Grades: 6-8 U.S. Geological Survey Earth Science Information Center Open-File Reports Section Box 25286, MS 517 Denver Federal Center Denver, CO 80225

Education outreach materials designed to facilitate collaboration between an educator and an individual employed in a water-resources field. The goal of the notebook is to encourage students to pursue careers in engineering and science. Contains background information, five lesson plans (aquifer, porosity, permeability, wells, calculations), and a glossary.

Watershed Connections Grades: 6-12 Purdue University Cooperative Extension Service 4-H Youth Department 1161 Agricultural Administration Building West Lafayette, IN 47907-1161 765/494-8443 e-mail: [email protected]

A Teacher’s Guide and Youth Activity Worksheets publication designed to be used in conjunction with each counties Watershed Connections publication in Indiana. Activities include: Watersheds of Indiana, River Discharge; Floods, Floodplains, and Flood Probabilities; Understanding Ground Water Flow; Your Drinking Water; Comparative Ground Water Vulnerability; Pollution Sources; Water Resource Terms; and Web Search.

Water Quality: Critical Issues/Critical Thinking Experiences for Youth 1995 - Grades not specified “On Common Ground” National 4-H Council 7100 Connecticut Avenue Chevy Chase, MD 20815 301/961-2800 Publication # ES0039-3/95-25000

Applicable to formal and non-formal education needs, this booklet utilizes four activities (Water Quality & Supply Decision-Making Vignettes, Water “Burst” Collage/Poster, Thinking About Water Quality, and Promoting Water Quality & Supply Protection) to facilitate youth decision-making concerning water quality issues.

Water Quality 1995 - Grades: 10-12 Adopt-A-Watershed Program P.O. Box 356 Hayfork, CA 96041 916/628-5334

An investigative, action-oriented curriculum emphasizing student-directed teaching and learning and collaboration. Students study watershed concepts, learn mapping skills, and identify and engage in a water quality improvement project within their community. The Rivers Project curriculum is a key resource incorporated into the curriculum.

Watershed Science for Educators 1999 - Grades: 6-12 Cornell University Media and Technology Services Resource Center 7 Cornell Business & Technology Park Ithaca, NY 14850 607/255-2080 FAX: 607/255-9946 e-mail: [email protected]

Designed as a watershed monitoring resource packet, this curriculum can be incorporated into formal and non- formal education settings. Students will learn to: (1) read topographic maps, (2) interpret aerial photographs, (3) predict potential water quality impacts, (4) identify aquatic invertebrates, (5) calculate water quality indexes, (6) conduct water chemistry tests, (6) measure and record physical measurements of a waterway, and (7) organize and interpret data. The curriculum includes background information, activities, and assessments.

Water Sourcebook: A Series of Classroom Activities 1994 – Grades: 3-5, previously evaluated 1997 – Grades: 9-12 1998 – Grades: K-2 1998 – Grades: 6-8 Water Education Federation 601 Wythe Street Alexandria, VA 22314-1994 800/666-0206 FAX: 703/684-2492 e-mail: [email protected] URL: http://www.wef.org

Developed as a supplement to a school water education unit, each Water Sourcebook is divided into six chapters: Introduction to Water, Drinking Water and Wastewater Treatment, Groundwater Resources, Surface Water Resources, and Wetlands/Coastal. Chapters are correlated with math, science, language arts, social studies and related arts curriculum goals. Each activity within a chapter includes: (1) background information (2) objectives, (3) subjects(s), (4) time allotment, (5) materials list, (6) advance preparation, (7) procedure, and (8) resources. A resource section, fact sheets, and a glossary are included at the end of each sourcebook.

Water, Water Everywhere 1991 Hach Company Box 389 Loveland, CO 80539 1/800/227-4224

Includes teachers’ guide to laboratory and field testing of water for a variety of parameters supplemented by a separate student text and teacher resource manual. One of few (if any) curricula to address radioactive waste. One of few curricula to address concept of how risk decisions are made in the water quality reference unit booklet. Includes homework activities.

Watershed to Bay: A Raindrop Journey: A Critical and Creative Thinking Approach to Understanding Coastal Watershed Systems 1995 – Grades 4-8 University of Massachusetts-Cooperative Extension System 212 Stockbridge Hall University of Massachusetts Box 30099 Amherst. MA 01003-0099

Written for youth living in watersheds along the Massachusetts coast. Activities are designed to help learners develop critical thinking and investigation’s skills and an understanding of basic science concepts about watersheds, estuaries and groundwater systems. This is accomplished through stories, models, experiments and observation. It also includes a teaching kit and includes the curriculum guide and complete supplies kit.

Ways of The Watersheds (The): An Educator’s Guide to The Environmental and Cultural Dynamics of New York City’s Water Supplies 1995 – Grades: K-12 The Frost Valley YMCA 2000 Frost Valley Road Claryville, NY 12725-9600 914/985-2291 FAX: 914/985-0056

A curriculum guide exploring the environmental and cultural dynamics surrounding New York City’s watersheds. Units cover the hydrology, geology, and ecology of watersheds; pollution, development, and technology within the watershed; and conservation.

World of Fresh Water: A Resource for Studying Issues of Freshwater Research 1997 - Grades: 4-6 U.S. Environmental Protection Agency Office of Research and Development National Health and Environmental Effects Research Laboratory Mid-Continent Ecology Division-Duluth 6201 Congdon Boulevard Duluth, Minnesota 55804 URL: http://www.epa.gov/reg5oopa/teachers/curriculumwater.htm

A collection of activities intended as an educational resource for supplementing existing curricula, or as a resource for new curriculum development. Topics covered in the twenty activities include: water availability and usage, exploration of a pond and wetland ecosystem, and pollutants in water. A glossary and resource list are included in this on-line resource packet.