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stormwater from kc to the sea

A 5-day Workshop for Students in the 4th - 6th Grades TEACHER’S GUIDE contents

introduction 1 day one : It’s an Event 3 learning objectives 4 background 5 procedure 6 discussion questions 7 day two : Dangerous Travel 13 learning objectives 14 background 15 procedure 16 discussion questions 19 day three : Cleaning up (our ) Act 21 learning objectives 22 background 23 procedure 26 discussion questions 27 day four : Those Traveling Stormwater Teams 29 learning objectives 30 background 31 procedure 32 discussion questions 33 day five : Walking the Talk 35 learning objectives 36 background 37 procedure 38 discussion questions 39 vocabulary 40

stormwater ~ from kc to the sea introduction

The Water Services Department of Kansas , Missouri believes good is everybody’s business. The agency is providing this curriculum for students, and ultimately their parents and the community, to become aware of one aspect of our City’s water – the treatment of stormwater. This guide addresses that topic and is aligned with Common Core State Standards and New Generation Science Standards for students in the 4th and 5th grades. We see that 6th grade standards would be more advanced yet similar should 6th grade instructors wish to use this curriculum.Through five interactive and fun days, students will learn how precipitation moves through the watershed and how to measure rainfall amounts; they will learn to demonstrate how water becomes polluted and determine how best management practices (BMPs) improve the quality and quantity of our water; they will also locate BMPs in their community, design the ideal , and create a public service announcement, brochure or poster that persuades people to follow BMPs in their treatment of this valuable .

This knowledge will eventually be enhanced by a field trip to the Water Services Department at 4800 E. 63rd Street, where students will experience many of the practices put into action.

Lara Isch 816.513.0582

1 day one:

stormwater ~ from kc to the sea It’s an Event! Understanding Kansas City’s and its journey to the watershed

Students will understand what the watershed is by quickly and visually “exploring” the slope of the school grounds and figuring out where water goes on the property. Using Kansas City’s annual rainfall of 38.2 inches, they will discover how much water accumulates on impervious surfaces during events. They will judge whether measurements and computation of quantities seem reasonable – but they might be surprised. They will then “follow” the stormwater to the watershed, which will help them compare amounts/measurements. During this process, they will listen to one another and engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners.

SKILLS

Mathematics Analytical English Language Arts Geography Inquiry

3 Materials Required • Yardstick or tape measure 50 • Calculators TEACHING TIME IN MINS. • Gallon bucket • Topographical map of area

Learning Objectives

Students will be able to: • Relate the type of landform/water body to the process by which it was formed • Compare amounts/measurements • Judge whether measurements and computation of quantities are reasonable • Use quantitative and qualitative data as support for reasonable explanations • Classify major bodies of (e.g., , , , ) as fresh or salt water, flowing or stationary, large or small, solid or liquid, surface or • Describe and trace the path of water as it cycles through the , geosphere, and atmosphere (i.e., the water cycle: evaporation, condensation, precipitation, / groundwater flow) • Explain how major bodies of water are important natural for human activity(e.g., , recreation, habitat, , solvent, transportation) • Identify physical changes in common objects (e.g., rocks, , , water, steel wool, ) and describe the processes that caused the change (e.g., weathering, , cutting, dissolving) • Engage effectively in a range of collaborative discussions • Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. • Demonstrate command of English conventions in speaking • Determine the meaning of previously unknown words

Vocabulary impervious, surface water, groundwater, , recharge, volume, runoff, Low Impact Development, stormwater, watershed, erosion, flowing, stationary Background

A watershed is the area from which water drains into a single , such as a , , or . The two largest watersheds in the are the Pacific Ocean Watershed and the Atlantic Ocean Watershed, separated by the Continental Divide within the Rocky Mountains. A watershed can just be the water draining into a puddle in the back yard or a puddle in a , but small watersheds like this usually drain into larger ones.

For example, when it , all of the water from a small watershed may travel to a local creek. That creek will flow into a larger stream, like Brush Creek, which in turn collects water from other creeks to form an even larger one. Brush Creek flows into the Blue River, which then deposits water into the Missouri River. Finally, it ends up in the ocean.*

In the Kansas City region, all runoff eventually drains into the Missouri River, the world’s 15th longest river. The Missouri River watershed drains one-sixth of the water in the United States, from the mountains of western Montana to its connection with the Mississippi River in St. Louis, MO. In downtown Kansas City, Kansas, the Kansas River flows into the Missouri River at Kaw Point. The Kansas River watershed (page 8) is part of the larger Missouri River Watershed and drains about one-third of the state of Kansas.

For additional resources, a good website is marc.org -- search water shed, and go to the link, Know Your Watershed. MARC is also willing to supply this as a booklet under Reports and Publications. For a map of area watersheds, go to another link on this site, Watersheds of the Kansas City Region.

*Much of the time, all this is happening underground where you can’t even see it. It will be important for students to first realize that slope is important (and it might be slightly hard to see as well).

5 The Math

6,272,640 x 5 inches = 31,363,200 cubic inches of rain 31,363,200 x percentage of the school’s acreage the students decided was impervious = cubic inches of rain falling on impervious ground Take the last answer times .004 gallons to get the total number of gallons of water that will run off to the watershed from impervious areas. You will want to remind students that water from pervious areas can also eventually wind up in the watershed. It will also be interesting to compare their estimations of the amount of pervious and impervious surfaces – did they try to map it off (from Google Earth) or was it just random guessing?

Procedure

First, go through the water cycle on the back Then, divide students into pervious and page of the students’ Day One handout. You impervious teams. Have them “stake out” one may want to do a 5 minute group exercise square yard – use chalk on the impervious area; where each team summarizes this process string (that students can stabilize by standing in their own words. Ask a couple students to on each corner of it) on the pervious. They will explain the water cycle to their class. Ask measure a square yard and then take one gallon them what happens if there is not enough rain of water and pour it on the measured surface, the or snow. pervious on planted areas and the impervious on the pavement. Tell them that in a year, in Kansas Then, take a brief tour of the school grounds. with our average 38.2 inches of rainfall, about 213 Have students look for any general slope of gallons of water will fall in this very spot. the ground. Have them discuss what they think generally happens to water when it hits Have them imagine how much water it would the various locations of the school grounds. If be if they poured about 213 gallon jugs of water it’s in planted spaces, and they respond that right in that spot. Have them “walk off” how most water will be soaked up, tell them that this many gallons that would be by measuring a “” ends up traveling through the foot against the bottom of the gallon jug and very slowly but does come back to the surface then have that person 213 steps away from of the earth downslope, helping to replenish the the group, preferably going in the direction of water in the nearest body of water, whether it’s the water shed. Each team should follow the a stream, , pond, , etc. If they aren’t water as far (and safely) as possible. Back in the familiar with the water cycle, you may have to classroom, students use watershed maps to include that in this lesson. (See figure 5) Ask determine where the water flows from their school. them where the water that falls on the school goes. Have them locate downspouts and Remind them that thinking about watersheds see where that water goes. See if there is a helps remind us that our actions can impact — on or near the property and ask for better or for worse — all of the and them what it is for and where it goes. Explain rivers in our region. That is what we will see with that storm drains are the solution to water not the next lesson. having a place to go from impervious parking lots and so that they don’t . At this point introduce them to the terms impervious and pervious. Ask them where they saw examples of each type of surface. Discussion Questions

1. What do we mean by water cycle? 2. What is the role of the land on water movement? 3. How did the slope of the surface impact where the water flowed? 4. Is the water around here salt or ? Where do you find salt water? 5. Is the water flowing or stationary? How do you know? 6. Why is the Missouri River so important to us? Use specific reasons. 7. What does erosion mean? Do you see any examples of erosion here? 8. What is the difference between pervious and impervious? 9. Are there any examples of pervious pavement at our school? 10. Are there some places where the water could be better directed? 11. What would happen if your area had fluids like oil from cars? 12. If you selected an area with vegetation, what happened to the water when it landed? 13. From which surface would you rather drink the water? 14. How many gallons would fall during each rain event on the square yard?

Questions 1-13 which require Speaking and Listening, Comprehension and Collaboration, apply the following Common Core State Standards: Engage effectively in a range of collaborative discussions Use knowledge of language and its conventions when (one-on-one, in groups, and teacher-led) with diverse partners writing, speaking, reading, or listening. L.4.3 & L.5.3 on grade 4 and 5 topics and texts, on others’ ideas and expressing their own clearly. SL.4.1& SL.5.1 Determine or clarify the meaning of unknown and multiple- meaning word and phrases based on grades 4 & 5 reading Demonstrate command of the conventions of standard and content, choosing flexibly from a range of strategies. English grammar and usage when writing or speaking. L.4.4 & L.5.4 L.4.1 & L.5.1 7 FIGURE 1 Kansas City Area Watershed Map This map illustrates the region’s larger watersheds. Captain Creek, Kill Creek, Stranger Creek and Cedar Creek are some of the larger streams emptying into the Kansas River. Others, like the Platte River, Fishing Creek and Crooked River flow directly into the Missouri River.

An interactive watershed can be found at: http://www.marc.org/environment/water/know_your_watershed.htm. Students can put in their home or school zip code which will highlight their watershed.

stormwater ~ from kc to the sea FIGURE 2 Impervious v. Pervious Pavements Photograph on the left shows a section through a typical impervious pavement. The section on the right shows a pervious pavement that is designed to allow percolation or infiltration of stormwater through the surface into the soil below where the water is naturally filtered and pollutants are removed.

FIGURE 3 Urban Watershed

Downspout

Untreated Runoff Storm Drain Untreated Sewer System Stormwater

Additional Activity Go to http://www.google.com/earth/explore/products/earthview.html and download the Google Earth Plug-in. Then you can put in your school’s address, double clicking to let students get an idea of how much pavement is surrounding their school.

9 industrial

street catch basin industrial snow storm water wastewater melt separate storm sewer system control sanitary device wastewater combined sanitary sump sewer system wastewater pump intercept separate sanitary inflow for sewer sewer system infiltration headworks overflows grease blockage wastewater storm water treatment point source

erosion overflow bypass combined sewer overflow related bypass

FIGURE 4 Urban Wet Weather Flows There are two types of sewer systems in Kansas City. Figure 4 and figures 7 and 8 on page 24-25 display where certain pollutants originate.

stormwater ~ from kc to the sea FIGURE 5 solar The Water Cycle Water falls from the sky to the earth in different forms: rain, snow sleet, condensation and hail. Some of the water soaks into the ground and becomes ground water. water-vapor transport precipitation The rest, even if it soaks into the ground, flows into increased evaporation streams, lakes, rivers, and runoff oceans. The sun’s heat increased water table changes some of the water into a gas called water vapor. This process is called evaporation. The vapor rises into the sky and forms a cloud. Clouds are made of trillions of water droplets. The droplets are tiny and light enough to float. When the cloud droplets get cold enough to freeze or very large, they fall out of the cloud and melt on the way down to Earth as rain. If the air is too cold on the way down, the drops of water will stay frozen and fall as sleet, hail, or snow.

11 day two:

stormwater ~ from kc to the sea Dangerous Travel Hitchhiking with

H20 (nonpoint source pollution)

Students will learn to understand the idea of water as a solvent, to understand from a short demonstration, and then learn about the sources of point and nonpoint pollution through a video, discussion, and a short activity. They will watch one or more demonstrations on the CD and summarize main points and supporting details and will work in teams to collaborate on decisions.

SKILLS

Predicting and Estimating Inquiry English Language Arts Analysis

13 Materials Required 50 • Large clear glass jar with lid and another container to hold the liquid when you pour it out. TEACHING TIME IN MINS. • Cup of dirt, sand, some kind of oil, a colored liquid cleaning solution of some kind, piece of paper, piece of gum, etc. (When you “clean up,” be sure not to pour the solids down the sink!) • Two boxes, one labeled , the other nonpoint source pollution • 4 sets of colored 5 x 5 cards provided; each set labeled with the “Scenarios” on page 15

Learning Objectives

Students will be able to: • Identify water as a solvent that dissolves materials but also can let them float or settle • Distinguish between the components in a mixture/solution • Identify the ways humans affect the erosion and of Earth’s materials (e.g., clearing of land, planting vegetation, paving land, construction of new ) • Describe how human needs and activities (e.g., irrigation, damming of rivers, waste management, sources of ) have affected the quantity and quality of major bodies of fresh water • Analyze the ways humans affect the erosion and deposition of soil and rock materials (e.g., clearing of land, planting vegetation, paving land, construction of new buildings, building or removal of ) • Describe the effect of human activities (e.g., landfills, use of fertilizers and herbicides, farming, septic systems) on the quality of water • Engage effectively in a range of collaborative discussions • Summarize information presented in diverse media and formats • Demonstrate command of standard English grammar and usage when writing or speaking • Determine the meaning of previously unknown words

Vocabulary solvent, dissolve, fertilizer, herbicide, septic system, environment, ecosystem, biotic, abiotic, soluble, insoluble, nonpoint pollution Background

Understanding the properties of (rain) water is important for your students so that they realize how we inadvertently pollute our own water sources. Pollution entering a water body can be classified into two categories. Point source pollution enters a stream (river or other body of water) from a well-defined location, such as a leading directly into a creek or river, which is called an pipe. This source can be traced back to its origination, and the producer of the pollution can be notified so that the problem can be corrected.

Nonpoint source pollution is much more difficult to combat because it involves any pollutant that enters the stream by way of surface runoff. The pollutant might originate anywhere in the watershed, near the stream, or miles away. Nonpoint source pollutants are often substances that are not inherently toxic, but if collected in enough concentration, they can be detrimental to the ecosystem. Nitrates, phosphates (both needed for plant growth and key ingredients in fertilizers), and soil are examples of these. Typical nonpoint source pollutants include herbicides and insecticides, oil, grease, and toxic chemicals; sediment from improperly managed construction sites; eroding stream banks; bacteria and nutrients from livestock, pet wastes, and faulty septic systems. are the primary source of pollution. They can carry a variety of water- quality contaminants including nutrients, bacteria, metals, organic matter and a variety of potentially toxic organic chemicals. Erosion of surface and stream has led to increased levels of sediments transported by area streams.

15 Procedure

There are two different, short activities; one is 2: Have students watch at least one of several teacher led and other more student focused. very short videos on YouTube. These are on A DVD is included with the sites below your DVD. downloaded. • “Water Pollution” http://www.youtube.com/ 1: The first simple demonstration is about water watch?v=rlbRPrPZjZo&feature=related This and its properties when various ingredients video is no longer available and can only be are added to it. A large, clear jar is the best watched on the DVD. It deals with point and option because you can shake it and show your nonpoint source pollution. Set in Florida, students the results. Have them first predict its points are comprehensive and fully what will happen when you add liquids (like explained. It is 7:45 minutes long and would cleaning aids) and solids (like fertilizer and be an excellent introduction to the entire topic dirt or sand). End with the ‘sediment’ end of despite the end focus on Florida. the scale and make sure students understand why this is important (toxicity of our watershed; • “Storm Water Pollution” http://www.youtube. sediments also prevent light from penetrating com/watch?v=QqNUTlY5foQ&feature=rela water and can settle on streambeds, burying ted is probably the next best demonstration. habitat for insects and fish). About three minutes long, it deals with stormwater wastes directly and gives causes and results of pollutants of all kinds.

stormwater ~ from kc to the sea • “Water Pollution” http://www. After the videos, take two boxes and label youtube.com/watch?v=a- one “Point Source Pollution” and the other x0AJQ5zHQ&NR=1&feature=fvwp includes “Nonpoint Source Pollution.” Take four sets of point source and nonpoint source pollution in the 5 x 5 Point/Nonpoint Source cards provided its text (and misuses affect vs. effect), is 3:47 with the four teams’ names and following minutes long, has a limited “what you can “scenarios” printed on each set and give one do” section, to which students can add. set to each team. After a discussion of pollution where you ask some of the questions on page • “Trashy People ” http://www.youtube. 19, have students decide which box each card com/watch?v=RGCoIQptYCM is about goes in. Go through the answers and see which three minutes long and focuses on what you team has the most correct answers. You may can do to stop water pollution after showing want to time this exercise so students cannot some physical results of it. see what color cards are in each pile.

• “Investigating ” http:// Conclude with the teams listing what they can www.youtube.com/watch?v=hjI7etw5rME do to prevent pollution: with the point source &feature=related is nearly 7 minutes long pollution team writing answers on the board to from Scripps Institute and would be suitable the nonpoint source causes, and vice versa. for older students who will understand the Ask students on each team to collaborate and complexity of pollutants’ effect on a kind of come up with one complete sentence which starfish in San Diego Bay. summarizes what they have learned. Point out that if they were writing this sentence, it could serve as either a main topic sentence or a concluding sentence.

17 Point or Nonpoint?

Point or Nonpoint?

Point or Nonpoint?

A treatment plant Your mom says the sledding overflows during a storm hill used to be much steeper and that big flat place at the bottom was shorter Warm water enters a stream

Team Brush Creek

Team Blue River

Team Blue River

Scenarios for the Point/Nonpoint Source cards provided

Point Source Pollution • Loose soil at a construction site • Fishermen have created their own path to the river • A chemical plant has a pipe coming from it and is dumping a liquid into river • Warm water enters a stream from an electric power plant • A plant overflows during a storm • An oil tanker spills oil into the ocean • Acidic water seeps from a coal mine • A big train derails on a bridge and insect spray spills into the creek • Your friend has a septic tank, and there are wet spots in his yard all the time

Nonpoint Source Pollution • Your dad changes your engine oil and pours it into a drain in the garage • A farmer’s field is fertilized • Oil is running off your driveway into the side yard • Weed killer is sprayed on the front • When you walk your dog, you don’t clean up after he poops • You have an outdoor cat that never comes into the house • Oil runs off a parking lot • Your neighbor dumps some old weed killer behind his fence • You throw away some half full paint cans • There’s a car crash on the and oil and gas spill onto the • Manure from a farmer’s field mixes with rainwater and washes into the stream • You see your neighbor fertilizing his yard right before a big rain storm is in the forecast • Your mom says the sledding hill used to be much steeper and that big flat place at the bottom was shorter • You always wash your car in your driveway

stormwater ~ from kc to the sea Discussion Questions

1. Do you have any or storm drains in your neighborhood? 2. Have you ever washed your car at home? Where does that water go? 3. Is there water after a storm in puddles somewhere near where you live? Or a large parking lot? Where does that water go after a rainstorm or snow storm? 4. What can people do to reduce nonpoint pollution? 5. Why should we try to reduce nonpoint pollution?

Storm Drain

Catch Basin

Discharge

FIGURE 6 Nonpoint source pollution gets into water supply

Use the Lake of the Ozarks or Brush Creek as examples. There are some newspaper articles that demonstrate the effects of nonpoint pollution.

19 day three:

stormwater ~ from kc to the sea Cleaning Up (our Water) Act How to stormwater - Best Management Practices

Students will study BMPs and play a (BMP Bingo!) to recognize what improvements or best management practices already exist in their neighborhoods. They will write a paragraph on the topic of BMPs.

SKILLS

Geography (elementary map making) Inquiry Problem Solving English Language Arts

21 Materials Required • Possible topographical map (from Day 2) of school and grounds 50 • BMP Bingo cards Teaching Time in mins. • You may want students to work in teams of two if they: a) live near each other or b) you use the school • Possible prizes to make the game more fun If possible walking the school grounds is the better option, and you should find a stormwater drain before you take the students out so you can be sure to point it out to them

Learning Objectives Background

Students will be able to: Managing stormwater runoff is often • Formulate testable questions & hypotheses considered the job of the local government, • Describe the effect of human activities (e.g., a subdivision developer, or possibly a landfills, use of fertilizers and herbicides, homeowners’ association. Certainly, good farming, septic systems) on the quality of planning and implementation by any or all water of these entities is important to a successful • Analyze the ways humans affect the erosion community stormwater management plan. and deposition of soil and rock materials However, it is also important that individual (e.g., clearing of land, planting vegetation, homeowners understand their role in paving land, construction of new buildings, stormwater management and their impact on building or removal of dams) the larger community. • Describe possible solutions to potentially harmful environmental changes within an Recently, more community stormwater plans ecosystem have incorporated the concept of “no net loss” • Write a paragraph on the topic of BMPs in an of water from the site. This policy involves organized manner, using appropriate facts keeping and using the rain that falls onto a site and relevant, descriptive details to support much as possible, rather than simply collecting main ideas or themes the rain and sending it off site as stormwater • Speak clearly at an understandable pace discharge. One basic starting point for such a • Demonstrate command of the conventions of plan is for homeowners to reduce runoff from their standard English grammar and usage individual lots. Many simple yet effective methods • Determine the meaning of previously can be used to help reduce individual runoff. unknown words

Vocabulary alternative pavers, alternative turnaround, , constructed , disconnected non- rooftop areas, extended detention, dry , , filter strips (grassed), grassy swale, green parking, , infiltration basins, infiltration trenches, native vegetation preservation, open space design, pervious pavement systems, phased construction, rain barrels, , riparian buffer, sand and organic filters, stormwater planter, topsoil stockpiling, tree establishment, tree preservation, vegetated channel/ swale, wet pond, wet swales, wetlands preservation “We All Live Downstream” somewhere downstream. Excess runoff Before considering some methods, or best can contribute to flooding. Contaminated management practices (BMPs), to reduce runoff can damage water, making it unfit for runoff, it is important to understand why runoff human consumption and habitat. Both is a concern. No matter where a person , situations can be costly to correct. Prevention they live in a watershed. As your students is more effective and efficient. have already seen, a watershed is simply an area of land that drains to a specific point of As land is developed, much of the surface is water, whether it is a lake, stream, river, or paved or roofed, creating more runoff potential. ocean. We’ve talked about local watersheds Usually, storm sewers are used to carry the that eventually drain into the Mississippi River, resulting runoff to nearby waterways. The which also has many other areas that drain into water from developed areas often contains it, covering several states and millions of acres. contaminants. Even on or other open All watersheds are interrelated since smaller areas, water that is not absorbed can run off ones feed into the larger ones that ultimately into the street or parking lot and then into the drain into the ocean. storm sewers.

Activities in the smaller watersheds ultimately Storm sewers are a system of underground impact the larger watersheds. Although too few pipes that have surface drains or inlets of us think about it, our individual actions affect designed to gather stormwater. Many people everyone “downstream” in the watershed. think that storm-sewer water is treated in a And, the fact of the matter is that we all live sewage treatment plant just like water from downstream from someone else. (Ask the sanitary sewers. But in most communities, that students again what watershed they live by.) is not the case. Stormwater usually receives no treatment before entering local waterways. What Is Stormwater Runoff? In Kansas City, during a severe rain or run off Stormwater runoff is the rain and melting snow event, both sewage and stormwater can go that flows off , rooftops, lawns, parking directly into the nearest watershed, for instance, lots, open fields, and any other exposed Brush Creek, the Blue River or the Missouri river. area. The runoff carries with it whatever can be dislodged from the various sites, such as While your students probably don’t need to salt, soil, leaves, pesticides, fertilizers, oil, know about our combination system, which gasoline, and any other materials present on is over 100 years old and used in many the surface. These materials are washed off a in the country, it obviously creates some wide geographic area rather than originating problems during heavy water events. Some from one point. That makes preventing communities are incorporating more natural contamination more important as well as more systems and increased on-site water difficult, especially in the areas of Kansas City infiltration to help reduce the quantity of runoff that have a combination storm/sewer system. and improve its quality. Also, the increased use of conservation design for housing Stormwater runoff can affect the quantity developments helps reduce stormwater runoff and quality of water that must be handled by incorporating more open space.

23 Dry Weather

domestic, commercial and industrial sewage

outfall pipe to river sewer to treatment plant

FIGURES 7 & 8: It works like this in combined sewer system areas in Kansas City!

stormwater ~ from kc to the sea Wet Weather

downspout

storm drain

mixed sewage and stormwater outfall pipe to river

sewer to treatment plant

25 Procedure

BMP Bingo! can be done as a school group outside the classroom, or individual students can “survey” the property around their homes, depending on location and safety or if they walk to school. First, help students identify BMPs by showing them the Powerpoint, Lesson 3 BMP picture identification. Have students draw a map of the chosen area (if they choose their home) or give them a map of their school and grounds. Using the BMP Bingo cards, have students cross off an improvement they see and locate it properly on their map. The Bingo doesn’t count if they have not drawn it on their map or written down the address in the square.

Or... If you believe the outdoor version of BMP Bingo! will not work in your location, there are two sets of power point displays. One is labeled Lesson 3 BMP picture identification which you will show to the students. There are 26 pictures of various BMPs. Then use the second PP collection, named Lesson 3 BMP Bingo! Indoors to play bingo. Ask your students what kind of markers would be best (recyclable). Small prizes would make this more fun – and go through the pictures all the way through if possible.

Day-to-Day BMPs

Many of these best management • Avoid compacting yard and garden • Avoid allowing pet waste to be practices may seem rather simple soils because compaction impedes dumped or washed into the storm or small, but the cumulative effect water infiltration. sewer. Properly bury or flush the waste throughout an entire watershed can • Avoid unnecessary pesticide, down a toilet into the sanitary sewer significantly contribute to improved fertilizer, or water use by using system for treatment. Reduce or avoid stormwater management. plants adapted to the local area. areas of concentrated pet waste. • Clean up hazardous material spills • Mulch grass clippings and leave • Avoid overuse of pesticides and properly and don’t wash waste into these on the lawn for natural fertility fertilizers—use only the amount the storm sewer. or use the clippings for composting. needed and apply only when • Store oil, gasoline, antifreeze, and • Keep grass clippings and leaves necessary. other automotive products properly. from washing into the storm sewer. • Apply fertilizer and pesticides only Keep these substances tightly • Drain downspouts onto grassy areas. onto target areas. Don’t spread sealed and avoid leaky containers. Collect water from downspouts for fertilizer onto paved surfaces that • Clean up oil or other vehicle fluid use around the home. drain to the storm sewer. drippings. Do not store used vehicle • Do not discharge sump-pump water • Follow recommended watering parts on areas that drain to the onto paved surfaces that drain to practices. Avoid excess watering storm sewer. the storm sewer. and don’t sprinkle water onto paved • Wash vehicles at a commercial car • Mulch and seed bare soil as soon or other areas that drain into the wash or on a non-paved surface to as possible to prevent the soil from storm sewer. avoid drainage to the storm sewer. eroding into the storm sewer. stormwater ~ from kc to the sea Discussion Questions

1. What is a BMP? Explain why it is important. 2. What are some BMPs that you and your family could do at home? 3. What could farmers do as best management practices? 4. If there is a shopping center or “strip mall” in your neighborhood, what ways could those people practice good “stewardship” of the water?

Additional Resources http://www.floridayards.org/professional/Stormwater-bmpmanual.pdf http://dnr.mo.gov/pubs/pub2446.pdf

There is a PBS special,” Liquid Assets” at http://liquidassets.psu.edu. It is a 90 minute documentary which tells the story of essential systems: water, wastewater, and stormwater. It is available for sale for $24.95 at http:// liquid.assets.media.psu.edu/moreInfo_8015DVD.html. It is aimed at adults but the language is not complex.

There are two pertinent excerpts from this film available on line: There is a 4 minute video about specifically in Las Vegas at http://www. teachersdomain.org/resource/psu08-liq.sci.sustainable/

The second one is http://www.teachersdomain.org/resource/psu08-liq. sci.sustainable/. This video segment describes the process by which water contaminated with raw sewage can be purified to be clean enough for rivers and seas, or even drinking. systems are covered.

27 day four:

stormwater ~ from kc to the sea Those Traveling Stormwater Teams “Building” Clean Water Projects

After an interactive vocabulary review that serves to explain BMPs again, students will “design” their own BMP project for their neighborhood, showing both the way it is now and what it could look like in the future once a BMP is implemented. All their samples will be coordinated into a long visual “quilt” so that they can see the difference individual actions can make, predict the consequences of their actions, and explain their rationale for their improvement.

SKILLS

Analysis Evaluation Comparison English Language Arts

29 Materials Required • Old Town, New Town “quilting” sheets of paper 50 • Students’ photos, drawings, or other pictures TEACHING TIME IN MINS. • Tape • Paste

Learning Objectives

Students will be able to: • Formulate testable questions and • Describe beneficial and harmful activities explanations (hypotheses) of organisms, including humans (e.g., • Conduct a fair test to answer a question deforestation, overpopulation, water and • Judge whether measurements and , global warming, restoration computation of quantities are reasonable of natural environments, river /coastal • Use quantitative and qualitative data as stabilization, recycling, channelization, support for reasonable explanations reintroduction of species, depletion of • Use current data as support for observed resources), and explain how these activities patterns and relationships, and to make affect organisms within an ecosystem predictions to be tested • Describe possible solutions to potentially • Evaluate the reasonableness of an harmful environmental changes within an explanation (conclusion) ecosystem • Communicate simple procedures and results • Describe the effect of human activities (e.g., of investigations and explanations through landfills, use of fertilizers and herbicides, drawings (or photographs) farming, septic systems) on the quality of water • Identify a question that was asked, or could • Analyze the ways humans affect the erosion be asked, or a problem that needed to be and deposition of soil and rock materials solved when given a brief scenario (fiction (e.g., clearing of land, planting vegetation, or nonfiction of individuals solving everyday paving land, construction of new buildings, problems or learning through discovery) building or removal of dams) • Use data as support for observed patterns • In all activities that involve describing, speak and relationships, and to make predictions to clearly at an understandable pace and be tested demonstrate command of the conventions of standard English grammar and usage

Vocabulary Today would be a good day to review all words that are part of Best Management Practices and the other words under the Vocabulary section. Background

Best Management Practices have already been discussed with the students. There is an excellent website from the EPA that you might find very helpful: http://cfpub.epa.gov/npdes/ stormwater/menuofbmps/index.cfm.

This site includes a helpul glossary. Ask students what words they’ve seen that they do not understand and do either a “call-out” vocabulary lesson or have everyone stand up and do a vocabulary “bee” where they give the definition of a word you select. If they cannot give the definition, they sit down and the next person gets the chance to answer it.

31 Process

After a discussion about BMPs and using the two sheets in their work book labeled Old Town and New Town, students will either draw a picture, take a photo and print it, or find a picture on the Internet, to show something they have seen in their neighborhood or school vicinity that demonstrates either a polluting action, potential pollution, or non-green technique. Have them make sure the brown line runs on the bottom of their picture but do not tell them yet that represents the nearest river or stream watershed. On their second sheet, with now the blue “stream” running on the top (again, do not tell them), have them draw, photograph or somehow illustrate what the corrective “fix” would be for the same condition they have demonstrated in Old Town. Line up some desks and have students put both sides together with the river being the connector. Have each of them “present” their Old Town vs. New Town solution.

Old Town / New Town

stormwater ~ from kc to the sea Discussion Questions

1. What is an ecosystem? 2. What will happen if we make no changes to the things you saw that were not a best management decision or practice? 3. Why do you think people don’t pay much attention to water and the path of stormwater? 4. Once we have all the BMPs in New Town set up, what will the river be like? 5. In New Town, what might be expected for our ecosystem? How could you prove you would have a better habitat for animals, fish, etc.?

33 day five:

stormwater ~ from kc to the sea Walking the Talk Getting the message to KC

Students will develop videos (YouTube) or brochures (to include in the water bill) or posters (to put up in their school or area wide) to educate the public on BMPs.

This is the culmination of the week’s activities and the lesson the students will probably be most excited about. Now is the time they must convey what they thought was the most significant in learning about water and its importance. They also must think about how to change people’s behavior though communication and persuasion.

SKILLS

Analysis Research Graphic Arts English Language Arts

35 Materials Required • Computer use 50 • Printer and Paper Teaching Time in mins. • Digital Video Camera (optional)

Learning Objectives

Students will be able to: • Develop a topic with facts, definitions, concrete details, quotations, or other information and examples • Draw evidence from informational texts to support analysis, reflection, and research • Introduce a topic clearly and group related information ; include formatting, illustrations, and multimedia when useful to aiding comprehension • Write or present informative/explanatory text to examine a topic and convey ideas and information clearly. • Integrate information from several texts or formats on the same topic in order to write or speak about the subject knowledgeably. • Use precise language and domain-specific vocabulary to explain the topic. • With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others • Engage effectively in a range of collaborative discussions • Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes • Speak clearly in an organized manner at an understandable pace

Vocabulary You may want them to review the total vocabulary list and ask if there are any words they still do not understand. Since they might be doing additional research, be prepared to help them look up any terminology not covered. Background

Students are aware of advertising of all kinds: presentation or material – without stating those TV, Internet, billboards, magazines, but they objections. You may search for the benefits your may not have thought about its basic purpose, audience will experience from your idea and use which is to persuade. You might talk a few them to counter their objections. minutes about persuasion and tell them some important techniques – discussing the difference Elaborate on what you said earlier. You must between written and verbal, but pointing out some repeat what you said for the audience to (all?) are true for both. These might include: remember it, but say it differently.

Know what your goal is –is it simply to inform or Use strong and descriptive words – make are you actually trying to accomplish something? every word mean something. Some words ring Always focus on the end result. Your purpose bells like “good,” “evil,” “freedom,” “liberty,” is to make someone think something or make “right,” “wrong,” etc. But be sparing in your someone do something. Everything you do use of those words. should have the intention of reaching that goal. Stay away from too many statistics. The more Not only must you know the “what” behind your facts and figures you use, the more you will argument, you should be clear about the “why.” bore people and the more likely it is that they Support your persuasive argument with as much will disagree with you. solid and relevant information as possible to demonstrate accurate support. If doing a presentation, be confident and compelling, leaving the “Uhs” and “Ums” and Relate to your audience (whether it be one or “likes” out. Practice making your argument many). Consider your audience and try to identify before hand, don’t fidget and be articulate. what you know about them and then appeal to That way, you can seem relaxed and confident that. Figure out what objections your audience – someone worthy of being believed. might have and how you can counter them in your

37 Procedure

After demonstrating both videos and flyers/ best way to do that. This will help them all align brochures to students, and dividing class into to a common goal. They will have to discuss teams of 4-6 students, have them answer one that because their choice of video, poster, or key question to get them started: If you wanted pamphlet will have to be one best suited to their Kansas Citians to understand the importance of intended audience. water and how to improve its quality, what would you tell them? This becomes their purpose (and Since group work often proceeds at different central idea to whatever they do), and it is used paces, this project part of the curriculum should as their guiding principle to determine what they be explained at the very beginning of the lesson want to say. They also should determine who so students can begin thinking of what they may their audience is: is it adults, kids their own age, want to do as well as be taking notes as they manufacturing executives, who? go along. You also should have an additional activity planned for groups who finish rapidly. Now they know what they want to say and who Another class period may be necessary for a they want to read about it or see/hear it. Each finished product and for them to present their group should develop their own purpose and work. Each group should convey their purpose audience and be able to tell that to you before and audience, and why they chose their method they start their work. In their groups, after about of presentation. Have the class then discuss 10 minutes, have each of them write down each of the projects, emphasizing the objectives their purpose and audience individually and above. There are some sample videos from then have them compare their answers to their YouTube for students to use (on CD). team members before they decide which is the

There are some sample videos from YouTube for students, both on the DVD. Encourage your students to find additional sources. • “Woman in Glasses” http://www.youtube.com/watch?v=s1H5m0S-sdQ&NR=1&feature=fvwp – Not a student presentation but some good easy tips on giving a presentation – aimed at business but not so advanced. Conviction is misspelled at the end – which could be a talking point. Also the comment about using humor – is this really to be recommended? 1:35 minutes • “Kids Consortium” http://www.youtube.com/watch?v=c05md_BBXWU Not a student presentation, but a total presentation with a viewpoint. Ask your students why this video was made, who was to be the audience, and what they took away from it. 3:08 minutes. • “Operation Breakthrough” http://www.youtube.com/watch?v=SUuwOkQbkhQ These students were told to make a video to instruct other kids about how to behave at Operation Breakthrough. Operation Breakthrough is an inner city family care center with a large after-school program. Ask students if this would be effective if they were entering the center for the first time. You might want to show them only the first few minutes, then go to the last 2 or so, which brings home another lesson that it may take several tries to get your presentation right – whether it’s a video, a poster, or a pamphlet. 6:00 minutes. Examples of BMPs may be found at http://water.epa.gov/polwaste/nps/ex-bmps.cfm. and http://www.montgomeryconservation.org/toursites.htm is another good site for students to research BMPs. Discussion Questions

1. Where will you get your information for your project? How do you know it is correct? 2. How do you divide up the research for your project? 3. What research did you use? 4. How will you check your work? 5. Who will be the presenters to explain how you did your work? 6. Why did you choose this person or people to be your presenters? 7. Is there anything different from your presenter you would have done? 8. What did you learn from this part of this project? 9. On your entire project, what would you do differently if you were to do it again?

39 vocabulary

alternative pavers cul-de-sacs create a huge Alternative pavers are bulb of impervious cover, a barrier for preventing the permeable surfaces that increasing the amount of flow of water or of loose solid can replace asphalt and stormwater runoff. For this materials (soil) concrete and can be used for reason, reducing the size of driveways, parking lots, and cul-de-sacs through the use Combined sewer systems walkways. From a stormwater of alternative turnarounds or (CSS) perspective, this is important eliminating them altogether are sewers that are designed because alternative pavers can reduce the amount of to collect rainwater runoff, can replace impervious impervious cover created at domestic sewage, and surfaces, creating less a site. Numerous alternatives industrial wastewater in the stormwater runoff. The two create less impervious cover same pipe. The wastewater is broad categories of alternative than the traditional 40-foot then transported to a sewage pavers are paving blocks cul-de-sac. These alternatives treatment plant where it is and other surfaces, including include reducing cul-de- treated and discharged to a gravel, cobbles, wood, mulch, sacs to a 30-foot radius and water body. brick, and natural stone. creating hammerheads, loop roads, and pervious islands in combined sewer overflows alternative turnaround the cul-de-sac center. (CSO) Alternative turnarounds occur during periods of heavy are designs for end-of- anaerobic rainfall or , when street vehicle turnaround applying to metabolism in the wastewater volume in that replace cul-de-sacs the cells of the body, or to a combined sewer system and reduce the amount of micro-organisms, this means exceeds the capacity of the impervious cover created in functioning without oxygen. sewer system or treatment residential neighborhoods. plant. During and overflow, Cul-de-sacs are streets with aquifer excess wastewater discharges a closed circular end that an underground bed or layer directly to nearby streams, allows for vehicle turnarounds. of permeable rock, sediment, rivers, or other water bodies. Many of these cul-de- or soil that yields water condensation sacs can have a radius of constructed wetlands – or more than 40 feet. From berm stormwater wetlands are a stormwater perspective, a mound or wall of earth structural practices similar to

stormwater ~ from kc to the sea vocabulary

wet ponds that incorporate To break into component dry well receives water from wetland plants into the design. parts; disintegrate - to become one or more entry pipes or As stormwater runoff flows reduced to components, channels at its top. A dry well through the wetland, pollutant fragments, or particles; to lose discharges the same water removal is achieved through cohesion or unity; in physics through a number of small exit settling and biological uptake & chemistry, to decompose, openings distributed over a within the practice. This kind decay, or undergo a nuclear larger surface area, the side(s) of wetland is among the most transformation and bottom of the dry well. effective stormwater practices Simple dry wells consist of a in terms of pollutant removal, dry swale pit filled with gravel, riprap, and they also offer aesthetic A swale is a ditch on the rubble, or other debris. A more value. contour. It does not direct advanced dry well defines a water, but holds it and allows large interior storage volume disconnected rooftop areas it to gradually infiltrate the by a reinforced concrete just what it says, rooftops are soil down-slope of it. Soil and cylinder with perforated sides sometimes designed this way water runoff are caught in the and bottom. These dry wells so that drainage can occur swale which becomes a fertile are usually buried completely, to pervious areas beneath. It area. Gradual infiltration of so that they do not take up any is interesting to know that in water and nutrients and the land area. general, the pitch of the roof is dead roots of plants growing in proportional to the amount of the swale, slowly improve soil ecosystem precipitation. Houses in areas structure down-slope. a complex set of relationships of low rainfall frequently have among living resources, habitats roofs of low pitch while those dry well and residents of a region in areas of high rainfall and an underground structure that snow, have steep roofs. disposes of unwanted water, evaporation most commonly stormwater the process by which a liquid dissolve runoff, by dissipating it into changes into a gas to cause to pass into solution: the ground, where it merges dissolve salt in water; to with the local groundwater. A environment reduce (solid matter) to dry well is a passive structure. the circumstances, objects liquid form; melt; to cause to Water flows through it under or conditions by which one is disappear or vanish; dispel; the influence of gravity. A surrounded

41 extended detention filter strips (grassed) enough ground space to store Erosion extended detention strips of ground that separate forty (40) parked vehicles. wet ponds maintain a impermeable areas and are permanent pool of water often grassed in or planted The supermarket on the corner typically equal to a portion that has one hundred and fifty of stormwater runoff after a green parking thousand (150,000) square storm. They effectively reduce Rather than a straight definition, feet under roof, would require downstream peak flows we are providing a bit of seven hundred and fifty (750) and remove pollutants via conversation since creating a parking spaces consuming settling of solids, plant uptake green parking lot was a leading two hundred twenty-five of nutrients, and bacterial reason the City of Kansas City, thousand (225,000) square decomposition of organics Mo., Water Services Department feet (1 space for every 200 and pesticides when soil is (WSD) first became interested in square feet) or approximately carried over the surface of the helping students to understand five (5) acres of land. earth by water or the wearing water and its importance. It away of land by the action of is taken from: http://www. A regional shopping mall of natural forces. greenlaws.lsu.edu/Seminar_ two (2) million square feet of Notes.htm retail space would require fertilizer parking for sixty-six hundred a substance (such as manure Eighty to ninety percent of the cars taking up almost fifty or a chemical mixture) used demand for parking is met with acres of land (1 space per 300 to make soil more fertile – rich surface parking lots. Some square feet). That is a lot of in material needed to sustain have estimated that surface land; those are a lot of cars. plant growth: fertile soil; parking often utilizes two or bearing or producing crops or three times the amount of floor Obviously, the more intense vegetation abundantly; fruitful; space used in commercial the , the more cars in botany, bearing functional buildings. A ten thousand need to be stored and more reproductive structures such square foot commercial office land that must be set aside for as seeds or fruit or material building is likely to consume car storage. In the past it was such as spores or pollen twelve thousand square feet of common practice to just cover parking (1 space for every 250 the fifty acres with concrete or square feet). That would be asphalt. The parking lot was

stormwater ~ from kc to the sea one vast expanse of concrete important to the design of the herbicide that became a tremendous parking lot than the car. a chemical substance used to solar collector and covered destroy or inhibit the growth of an area large enough to drain green roof plants, especially weeds five million gallons of water in a roof of a building that is a twenty-four hour rainstorm. partially or completely covered impervious At the rate of 0.15 cfs/acre with vegetation and a growing incapable of being penetrated; per day, five million gallons of medium, planted over a normal pavement is an runoff, is a lot of water to drain. waterproofing membrane. It that sheds may also include additional rainfall and associated surface In recent years, people want layers such as a root barrier pollutants forcing the water to parking areas to be cooler, and drainage and irrigation run off paved surfaces directly more compact, partially systems. (The use of “green” into nearby storm drains and screened from public streets, refers to the growing trend of then into streams and lakes. and broken up with the use of environmentally friendly and plantings. Some does not refer to roofs that infiltration basins communities require buffers are merely colored green, as an open-surface storage area between parking lots, while with green roof tiles or roof for water having no outlet other other communities require shingles.) than an emergency spillway. that parking areas be located behind commercial buildings groundwater infiltration trenches and not in front of them. Still water that occurs below the also called a percolation other communities are finding surface of the Earth, where trench, this is a type of best it smart to organize parking by it occupies spaces in soils management practice (BMP) with ‘car sorting’ strategies, or geologic strata. Most that is used to manage using porous paving to groundwater comes from stormwater runoff, prevent reduce surface runoff and precipitation, which gradually flooding and downstream planting large canopy trees to percolates into the Earth. erosion, and improve water , cool and filter the air Typically, 10 % to 20% of quality in an adjacent river, in parking areas. Additionally, precipitation eventually enters stream, lake, or bay. It is a pedestrians and pedestrian . shallow excavated trench filled access are becoming more with gravel or crushed stone

43 Pervious Pavement

that is designed to infiltrate nonpoint (source) pollution where pollution is entering into stormwater though permeable one cannot identify where the water. Most point source soils into the groundwater the pollution is coming from. pollution comes through a aquifer. The pollution enters water pipe. Point source pollution bodies from various areas. is pollution that alows you to insoluble You cannot detect or point out “point out” where it is coming cannot be dissolved where it is coming from. from.

low impact development (LID) pervious pavement precipitation a term used in the United Pervious pavement is a deposit on the earth of hail, States to describe a land designed to allow percolation mist, rain, sleet or snow; also planning and engineering or infiltration of stormwater the amount of water deposited design approach to managing through the surface into the stormwater runoff. LID soil below where the water is rain barrels emphasizes conservation naturally filtered and pollutants A (sometimes and use of on-site natural are removed. called rain barrels in North features to protect water America or a water butt in the quality. This approach pesticide UK) that is used to collect and implements engineered small- a substance or mixture of store rain water runoff, typically scale hydrologic controls to substances intended for from rooftops via rain gutters. replicate the pre-development preventing, destroying, or Rainwater tanks are devices hydrologic regime of repelling insects for collecting and maintaining watersheds through infiltrating, harvested rain. Rainwater tanks filtering, storing, evaporating, phased construction are installed to make use of and detaining runoff close to the development of a site rain water for later use, reduce its source or building in constructed in water use for economic or defined stages, typically to environmental reasons, and native vegetation interfere as little as possible aid self-sufficiency. Stored the natural, indigenous, plants with the already established water may be used for watering and flowers of a region portions of the project gardens, agriculture, flushing point source pollution toilets, in washing machines, one can identify the point washing cars, and also for

stormwater ~ from kc to the sea drinking, especially when other riparian or riparian buffer fields, and any other exposed water supplies are unavailable, the part of the watershed areas. The runoff carries with expensive, or of poor quality, immediately adjacent to it whatever can be dislodged and that adequate care is the stream channel. Plant from the various sites, such as taken that the water is not communities along the river salt, soil, leaves, pesticides, contaminated or the water is margins are called riparian fertilizers, oil, gasoline, and adequately filtered. vegetation, characterized by any other materials present on hydrophilic plants. Riparian the surface. rain garden zones are significant in a rain garden is a planted ecology, environmental sediment depression that allows rainwater management, and civil soil and other materials like runoff from impervious urban engineering because of their grass clippings that ends up areas like roofs, driveways, role in , in streams, rivers, and other walkways, and compacted their , and the water bodies. Sediment is soil lawn areas the opportunity to influence they have on aquatic that is no longer in the right be absorbed. This reduces rain ecosystems. Riparian zones place. Sediment becomes a runoff by allowing stormwater occur in many forms including problem in the streams, rivers, to soak into the ground (as grassland, woodland, wetland and oceans because it is not opposed to flowing into storm or even non-vegetative. In supposed to be there. It cannot drains and surface , some regions the terms be used to grow food or which causes erosion, water riparian woodland, riparian because it is floating around pollution, flooding, and , riparian buffer zone, in the water and sinking to diminished groundwater). Rain or riparian strip are used to the bottom. A lot of sediment gardens can cut down on the characterize a . The enters water bodies after amount of pollution reaching word “riparian” is derived from heavy rainstorms, especially creeks and streams. Latin ripa, meaning river bank. when loose soil is left exposed to the rain. recharge runoff the process by which water stormwater or surface runoff sand and organic filters moves downward from surface is the rain and melting snow usually two-chambered water to groundwater that flows off streets, rooftops, stormwater treatment lawns, parking lots, open practices; the first chamber is

45 stormwater planter for settling, and the second a homogeneous mixture that could adversely affect is a filter bed filled with sand composed of two or more water quality or another filtering media. As substances. In such a mixture, stormwater flows into the first a solute is dissolved in another stormwater planter chamber, large particles settle substance, known as a a small, contained vegetated out, and the finer particles and solvent. area that collects and treats other pollutants are removed stormwater using bioretention. as stormwater flows through septic system Bioretention systems collect filtering media. a sewage-disposal tank in and filter stormwater through which a continuous flow of layers of mulch, soil and plant separate sewer systems (SSS) waste material is decomposed root systems where pollutants consist of one pipe system by anaerobic bacteria. such as bacteria, nitrogen, for domestic sewage and phosphorus, heavy metals, industrial waste and a separate A septic tank oil and grease are retained, pipe system for collecting The key component of the degraded and absorbed. stormwater runoff. These septic system, is a small pipes are not interconnected scale sewage treatment surface water like in a combined system system common in areas water collecting on the and the stormwater runoff with no connection to main ground or in a stream, river, discharges directly to a water sewage pipes provided by lake, wetland, or ocean; it is body without passing through local governments or private related to water collecting as a treatment plant. corporations groundwater or atmospheric water. Surface water is solvent stormwater naturally replenished by liquid, solid, or gas that stormwater discharges are precipitation and naturally dissolves another solid, liquid, generated by runoff from land lost through discharge to or gaseous solute, resulting in and impervious areas such as evaporation and sub-surface a solution. paved streets, parking lots and seepage into the groundwater. building rooftops during rainfall Although there are other soluble and snow events that often sources of groundwater, in chemistry, a solution is contain pollutants in quantities such as connate water and

stormwater ~ from kc to the sea 25 yr. design storm capacity rainfall. If a stockpile will be drainage uncovered for the winter, other channel non-erosive @ 2 yr measures such as mulching may be needed.

25 yr. design storm capacity vegetated channel / swale grass channel non-erosive @ 2 yr traditionally, swale designs were simple drainage and grassed channels that 25 yr. design storm capacity primarily served to transport dry non-erosive @ 2 yr swale stormwater runoff away from roadways and rights-of-way and provided inconsistent water quality treatment. Today, designers emphasizing water 25 yr. design storm capacity quality management are wet swale non-erosive @ 2 yr shifting from the drainage/ grassed channel design water table concepts to carefully swales engineered dry/wet vegetated magmatic water, precipitation garden supply stores. When it swale designs. Generally is the major one and is stockpiled, this topsoil is put there are dry swales, which groundwater originated in this into piles and conserved for provide water quality benefits way is called meteoric water. later use on the site. The key to by facilitating stormwater successful topsoil stockpiling infiltration, and wet swales, swale, dry swale is stabilizing the stockpiles which use residence time a low tract of land, especially immediately. The two more and natural growth to treat when moist or marshy; a common methods are seeding stormwater prior to discharge long, narrow, usually shallow or placing plastic sheeting on to a downstream surface trough between ridges on a the stockpile to protect it from water body. beach, running parallel to the coastline; a shallow troughlike depression that carries water mainly during rainstorms or snow melts. It may be dry the rest of the time. topsoil stockpiling topsoil is the top layer of native soil; soil that is usually better for plant growth than what is beneath it. The term is often also used to describe good soil sold at nurseries and wetland

47 volume pool of water used for water the volume of any solid, liquid, quality improvement. gas, plasma, or vacuum is how much three-dimensional space watershed it occupies, often quantified an area of land that drains numerically. One-dimensional downslope to the lowest point. figures (such as lines) and The water moves through a two-dimensional shapes (such network of drainage pathways, as squares) are assigned both underground and on zero volume in the three- the surface. Generally, these dimensional space. Volume is pathways converge into streams commonly presented in units and rivers, which become such as cubic meters, cubic progressively larger as the centimeters, liters, or milliliters water moves on downstream, eventually reaching an water cycle and the ocean. Other terms the continuous process used interchangeably with in which water travels in a watershed include drainage sequence from the air through basin or catchment basin. condensation to the earth as precipitation and back to the wetland atmosphere by evaporation an area where the water level remains near or above the water pollution ground surface for most of the the contamination of a water year. Marshes and swamps source usually by humans are examples of wetlands. Wetlands are usually found wet pond in a landscape’s low spots A stormwater retention where water naturally pools and impoundment created the water table is high. Most by either constructing an wetlands also contain soils embankment or excavating a that drain slowly, which further pit that retains a permanent retains the water.

stormwater ~ from kc to the sea Author Project Explore, Inc.

Book Design & Illustrations BNIM

Copyright 2013-14.

All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, including electronic, mechanical, photocopying of microfilming, recording, or otherwise (except that copying permitted by Sections 107 and 108 of the U.S. Copyright Law and except by reviewers for the public press) without written permission from the all Teams / Partners of this book.