Issue Definition
Knowing now (Unit 2 and 3) what it takes to provide an accessible and appealing drinking water supply that is sourced locally from our Delaware and Schuylkill rivers, students will explore how we got to the present. Students will discover how much the natural water cycle together with our underground infrastructure plays a part in managing our water system, to move beyond the environmental impacts of our industrial past and federal policies in place today that help regulate the commons. Students have a role to play in managing and sustaining our water system into the future. LE 4.1 delves into the impact of building up the land with impervious surfaces whereas 4.2 and 4.3 examine the past attempts at solving drainage in a city of predominantly hard surfaces; 4.4 opens up students’ understanding of what we created collectively in terms of regulations and policies to protect the commons.
Outdoor Field Experience
Field observations complement the first three Learning Experiences of this Unit can be done in your schoolyard. Take your students outside on more than one occasion to explore and observe with intention (how is the water cycle behaving on various surfaces), ideally during both wet and dry weather conditions.
Synthesis and Conclusion
Students will not be able to SEE combined sewer overflow but encourage them to articulate the interaction of above ground and below ground impact during rain events, particularly around storm drains. Bring the Clean Water Act 4.4 – a policy solution – into their thinking. Sometimes it takes both top-down, bottom-up approach to solve problems (and even middle ground too!).
Environmental Action Project
Brainstorm ways that they can help alleviate the problems associated with stormwater run-off for combined and separate sewer systems. If they choose to take action, encourage something that is measurable and sustainable – e.g. litter cleanup combined with stop littering campaign to encourage changing habits.