Big Ideas
It is easier to find and prevent pollution from entering our waterways when we can point to the specific source of the pollution. We call this “point-source pollution” because we can trace it back to the source.
It is more difficult to locate the source of pollution if we can’t trace it back to a source. We call that type of pollution, “non-point-source pollution.”
There is no such place as away
Summary
Runoff from our streets, lawns and rooftops can end up in our waterways, upsetting the ecosystem and causing harm to plants and animals. Let’s try and stop pollution in its tracks.
Engage
In this first group activity, students will freely sort these graphic cards (also displayed in the SLIDE DECK) any way they want. Introduce point source and non-point source concept through a THINK PAIR SHARE. This is a good time to also share a colorful USGS poster displaying potential sources of pollution (and take to study it because it is full of great details). Now they will be asked to re-sort the cards into point and non-point source pollution piles.
The Schuylkill River has a bad day!
Explore and Explain
Take a walk around the schoolyard or block around the school to observe and record litter.
Back in the classroom, students will have a series of questions provided in the SLIDE DECK to help them reflect on the problem.
Explore the links provided in the SLIDE DECK to further explore and explain problems associated with litter and local pollution solutions and how they can turn this into a MWEE opportunity through an action project. See the many ideas presented in the SLIDE DECK as a start or brainstorm your own.
Elaborate
Many of our waterways flow to the ocean. If you have time, have your students research marine litter too. Some weblinks are offered in the SLIDE DECK or in the MATERIALS pull down menu to get you started.
Extensions
Create a trash removal device.
Devise ways to reduce, reuse and recycle.
Design a storm drain marker logo.
Students can see how different colorless liquids react to form a solid yellowish precipitate. Chemical Reaction Video using Potassium iodide and lead (II) nitrate demo
Solution Concentration Lesson. Examines parts per million and parts per billion for a math connection
If you can obtain a copy, view Jennifer Baichwal’s Watermark DVD minutes 17-22—point source pollution from tanneries in Bangladesh.
Teacher Support
Essential Question:
Can we create sustainable urban design solutions that work with the natural water cycle?
Guiding Questions:
Engage
What do we need to know in order to find solutions?
Can non-point source pollution be traced to the source?
How are the results of the activity alike and how are they different ?
Are pollutant paths relatively easy to predict? (No)
What are some factors that determine the direction and rates of movement of pollutants? (soil types, rock types, shape of rock formation, and the type of pollutants)
What are some types of non-point source pollution that are prevalent in our neighborhood?
Explore and Explain
Where did the trash tend to collect and how did it get there?
Why is trash collecting in certain locations?
Would litter be classified as point source pollution or non-point source pollution?
How is our community affected by litter?
Is street cleaning a civic responsibility?
What is the connection to the waterways/health of our rivers?
Why is it important to measure our success?
How do we measure change or progress?
How will we sustain our efforts?
Elaborate
Once our litter reaches the ocean, what happens to it?
Students will be able to:
Articulate how Non-Point Source Pollution differs from Point Source Pollution and the impacts of each.
Analyze the difficulty in determining the source of different types of non-point source pollution drawing evidence from the model you constructed.
Define the terms “source and sink,” in the context of point source and non-point source pollution. Draw a picture of the journey of one example of point source pollution to a nearby sink.
Communicate [to an authentic audience] the advantages of preventing point source and non-point source pollution from entering our waterways.
Engage
Attachment G: U.S.G.S. Poster—Water Quality—Potential Sources for Pollution
Attachment H: Pollution Cards with Photos
Materials to demonstrate the dispersion of Non-Point Source Pollutants
One coffee filter
One piece of aluminum foil
Water to wet filters
Eye dropper or pipette
One paper plate
Food dye (red, green, and blue)
Explore & Explain
Elaborate
OCEAN LITTER
- Examine: What is Marine Debris? as explained by NOAA
- Watch a Video: The Great Pacific Garbage Patch
- Read Attachment F: What is the Pacific Garbage Gyre?
- Read about: Animals Harmed by Trash: The Deadly Truth About Trash
Research additional information about animals encountering litter and possible solutions (this can in class or assigned as homework):
BASIC TERMS
Pollute verb
Contaminate with harmful or poisonous substances
Pollution noun
The presence in or introduction into the environment of a substance or thing that has harmful or poisonous effects.
Pollutant noun
A substance that pollutes something.
Sink noun
a reservoir that absorbs a chemical element or compound from another part of its natural cycle
Source noun
the point of origin at which something begins its course
Stormwater Runoff noun
Water from rain or melting snow that “runs off” across the land instead of seeping into the ground. Generally stormwater is rain that washes off driveways, parking lots, roads, yards, roof tops and other hard surfaces.
Non-Point Source Pollution noun
“A contributory factor to water pollution that cannot be traced to a specific spot; for example, pollution that results from water runoff from urban areas, construction sites, agricultural operations, and Silvicultural operations and so forth.” – National Water Quality Monitoring Council, 2007
Point Source Pollution noun
Pollution discharged through a pipe or some other discrete source from municipal water- treatment plants, factories, confined animal feedlots, or combined sewers.”- National Water Quality Monitoring Council, 2007
ADVANCED TERMS
Silviculture noun
the art and science of controlling the establishment, growth, composition, health and quality of forests and woodlands to meet the diverse needs and values of landowners and society on a sustainable basis – US Forest Service
Articulate how Non-Point Source Pollution differs from Point Source Pollution and the impacts of each.
Analyze the difficulty in determining the source of different types of non-point source pollution drawing evidence from the model you constructed.
Define the terms “source and sink,” in the context of point source and non-point source pollution. Draw a picture of the journey of one example of point source pollution to a nearby sink.
Communicate the advantages of preventing point source and non-point source pollution from entering our waterways.
PA STEELS Standards
3.4.6-8.E Collect, analyze, and interpret environmental data to describe a local environment.
Related Standards
ELA W.8.1 Write arguments to support claims with clear reasons and relevant evidence.
EfS I.20 Strong Sense of Place – Communicate their findings accurately and effectively (oral presentations, power points, spreadsheets, graphs, role plays, murals, songs, etc.).
EfS C.12 The Dynamics of Systems and Change – Effectively communicate an understanding of the structures and behaviors of systems by applying and transferring the tools and concepts of systems thinking and the dynamics of systems and change by studying a variety of systems over time.
Student Materials
Student Worksheet