Office of Wa
WH-556
Denver's Rocky Mountain High.
Folksingers' recordings about the
dangers of pollution include: Pete
Seeger's Sailing Up My Muddy Stream;
Peter. Paul and Mary's What Have They
Done with the Rain; Tom Paxton's
There Goes the Mountain; John Denver's
Whose Garden Was This?; and Malvina
Reynold's God Bless the Grass.
Contemporary rock singer Sting sings of
saving the rain forests in Don't Bungle
the Jungle and Save the Rain Forest.
Peter Gabriel sings of the dangers of
acid rain in Red Rain. Encourage
students to write their own lyrics and/or
music.
Social Science Activities -;
• Explore the terms "consumerism" and
"conservation" through class discussion
and written assignments. Discuss the
concepts of "planned obsolescence" and
recycling.
• Have students list actions that can be
taken in support of pollution prevention
and have them each decide what they
will be responsible for doing.
Physical Education Activities
• Have students join with other
community groups to celebrate 
Earth
Day through such recreational activities
as Earth Day runs, nature hikes, bicycle
races, or rallies with an environmental
protection theme. Such races could be
held in local, state, or national parks.
• Organize a "Walk-or-Bike to School"
day for students and teachers,
promoting alternatives to the use of
fossil fuels for transportation.
• Create a dance in honor of the
environment.
School Outreach Activities
• Urge your local park system and local
business offices to have students'
environmental art displays on Earth
Day, April 22, and the week after.
Students could participate with other
community groups such as community
art classes, photography, after-school
Heed Start programs, and other local
programs.
• Work with local zoos and nature
centers to do a "wildlife protection"
program.
• Have students contact the area library
system urging a display of books,
posters, and art work at all libraries in
your community.
• Contact local government officials
responsible for protecting and
improving trees, flower beds, and other
vegetation about local forestry and tree
planting efforts and request them to
publicize their efforts and needs during
the Earth Day program.
• Encourage the use of consumer power
by identifying and supporting
"environmentally safe" products — use
your money as votes for environmental
betterment.
• Classes can write a letter to the local
newspaper, signed by all students,
urging concern about the environment
and calling upon the community to
participate in local Earth Day activities.
Vocabulary (Here are some selected
vocabulary words associated with
environmental assessment which
everyone should know. You and your
students can add to this list.)
General Environmental Words: ecology*
ecosystem, habitat, gene pool, •''
pesticides, deforestation, desertification,
compost, biosphere
Related concepts: "cleansing effect of
vegetation," "population explosion"
Waste Products Words: biodegradable,
toxic, dioxins, PCBs, landfill, municipal
wastestream, recycling
Air Pollution Words: ozone, nitrous
oxide, carbon dioxide, carbon
monoxide, chlorofluorocarbon, benzene,
particulates, greenhouse effect, sulphur
dioxide, smog, acid rain, ozone layer
Water Pollution Words: eutrophication,
fish kill, algae bloom, oil spill, ocean
dumping, sludge, groundwater
Social Concepts: consumerism, planned
obsolescence, conservation, packaging,
throwaway society
Some Books to Read on the Subject
(Your librarian can add more...)
Silent Spring by Rachel Carson
Practical Waste Treatment and Disposal
Edited by Denis Dickinson
(A Halsted Press Book)
Vanishing Air (Ralph Nader's
Study Group Report on Air Pollution)
by John C Esposito
68
Garbage As You Like It (A Plan
to Stop Pollution by Using Our
Nation's Wastes) by Jerome Goldstein
[Rodale Press]
Radon: The Invisible Threat
by Michael La Favore
Terracide: America's Destruction of
Her Living Environment
by Ron M. Linton
Water and Life by Lorus and
Margery Milne
Must the Seasons Die?
by Colin Moorcraft
GAIA • An Atlas of Planet Management
Edited by Dr. Norman Myers
WorJdtvaJch Paper 62: Water:
~ Rethinking Management ~
in an Age of Scarcity, December 1984
WorJdwatch Paper 87: Protecting Life on
Earth: Steps to Save the Ozone Layer,
December 1988
Timetable /or Disaster by Don Widener
Classroom Discussion
Subjects
These pages can be reproduced for
students so they can follow your
discussion of the subjects shown'.
You Can Make A
Difference
Teach your friends and family about
preventing pollution by your example:
Action by the President, Congress,
and state legislatures, rulings by the
courts, speeches by important people, or
your wishing it — as important as they
are — cannot, by themselves, clean up
the environment or keep it from
becoming more polluted than it is.
Millions of people cause pollution.
Many people contribute to unsightly
and unsafe neighborhoods, litter on
highways, schools and to our homes.
but millions of people can also help
plant trees, create parks, save wildlife,
and improve our oceans, rivers, streams,
and wetlands.
You can help. You can become a very
important person in this effort.
Here are some things you can do:
Please look at the page You Can Help.
image:
Office ofWaxr
WH-556
March t
You can teach your friends and
family by your example to prevent
pollution. Share this information with
them.
One use is not enough. Recycle paper,
glass, plastic, aluminum, scrap
metal,, motor oil, and yard wastes.
Reuse, repair, and recycle as often as
possible. Don't throw away what can be
used again. Avoid creating unnecessary
garbage by using wasteful disposables.
Consider using reusable mugs, glasses,
dishes, cloth towels, or sponges. Save
your leaves, grass, and bush clippings to
use as compost. Participate in a
recycling program. Encourage your * -
community and your school to begin
recycling. Maintain and repair clothes
and products. Donate usable clothes and
materials to thrift shops.
Use less energy. Set back your
thermostat, insulate your water
heater, and buy energy-efficient
appliances. Setting back the thermostat
not only saves money, but also saves
energy. It's an investment in yourself
and your environment.
Cars — Buy energy-efficient vehicles
and keep them tuned. Carpool, bike,
walk, or use mass transit when possible.
A well-tuned internal combustion
engine makes your car, boat, or tractor
safer for you and the environment.
Carpooling and using mass transit,
biking, and walking result less pollution
being emitted. Disposal of auto waste is
another significant problem. Used oil
can contaminate water supplies; used
auto batteries contain lead, lead sulfate,
and sulfuric acid which can leak into
soil. Take used oil, batteries, and auto
tires to a recycling center or to an
appropriate disposal facility.
A PPty pesticides and herbicides
jf\.carefully if they must be used.
Follow instructions carefully. Use
natural control materials whenever
possible.
Noxious air (indoor air pollution)
invades our homes and workplaces.
Reduce tobacco smoke, radon, asbestos,
and other indoor air pollutants.
Americans spend more than 85% of
their time indoors, so this is one of the
most important areas where you can
protect yourself from environmental
hazards. One of the most harmful
hazards is radon, a naturally occurring
colorless and odorless gas that seeps
into homes through cracks in
foundations or floors. It is the second
leading cause of lung cancer — leading
to 20,000 deaths a year. Commercial
testing kits are helpful if directions are
followed carefully. Another indoor air
pollutant, tobacco smoke, which causes
problems for both smokers and
nonsmokers, further increases one's
chances of developing ling cancer,
especially when combined with radon.
Formaldehyde in new furniture and
carpets, pesticides, aeroso.ls, household
cleaners, and solvents from dry-cleaning
are other common indoor pollutants.
Household hazardous waste — Buy
only as much potentially toxic
materials or products as you need.
Dispose of remnants and containers
properly. Be alert to labels. Materials
that are toxic for people must be labeled
"Dangerous," medium toxicity products
are labeled "Warning," and low toxicity
products are labeled "Caution." Store ;.--'
such materials carefully and use them
up. If you must throw them out, check
your local community's policy on
hazardous waste disposal. Encourage
your local community to institute a
hazardous waste disposal plan if one is
not in effect.
Environmental shopping — Buy
recycled or recyclable products. Seek
out biodegradable, reusable, or
returnable packages. Look for the
recycling symbol on products you buy.
Such symbols identify recycled or
recyclable products. For home and
work, buy products that are made of
recycled or recyclable material. Buy
durable-products — don't buy throw
aways. Borrow or rent things you use
infrequently. Avoid buying products
which use unnecessary plastic or paper
packaging. Use returnable or reusable
containers. Look for pump rather than
aerosol sprays. Buy rechargeable
batteries for flashlights, toys, and
household items. Consider carrying your
own reusable shopping bag.
69
Lead — Be careful around surfaces
covered with lead-based paint and be
cautious when children are near
renovation or rehabilitation of old
buildings. Be concerned about lead in
drinking water. Recycle auto batteries
that contain lead. Older homes,
especially those in poor repair or in
need of painting, may contain old
lead-based paint. The fine dust from
deteriorating old paint and that created
during renovation or rehabilitation of
older buildings may contain lead
particles. This dust can travel
throughout the house and even outside.
Keep children away from such areas.
Your family might consider contacting
an expert before undertaking such
renovations.
EPA has found unhealthy contaminants
in drinking water in some areas.
Because lead and other contaminants
may cause health problems, consider
having your water tested if your house .
has lead pipes. Two drinking water
precautions are to run water until it
changes temperature, and use only the
cold-water tap for drinking and cooking,
especially for making baby formula.
Lead can slow children's physical and
nervous system development and cause
other neurological, reproductive, and .
circulatory problems. Auto batteries
contain lead and should be recycled or
disposed of at appropriate sites to help
reduce the amount of lead in the
environment.
Plant trees, shrubs.and indoor plants.
They replenish the Earth's oxygen
supply and can provide habitat for
wildlife. Plant trees or bushes in your
yard or neighborhood. Trees in your
yard may save you money in heating
and cooling. They can beautify your
property and increase its value.
image:
AIR STRIPS*
OBJECTIVES
The student will do the following:
1. Define paniculate milter.
2 Collect paniculate matter from the air In twt
areas (round (he school.
3. Analyze the particles collected and draw
conclusions (bout the airborne paniculate
pollutants.
SUBJECT:
Science
TIME:
2 class periods (one week apart)
MATERIALS:
posterboard or cardboard
scissors
rulers
clear tape
string
magnifying glasses
hole punch
permanent markers
Optional: compasses, dissecting
microscope, balance
student sheet (Included)
BACKGROUND INFORMATION
Our atmosphere Is almost umiplettly made up of invisible gaseous substances. Most major air pollutants
are also invisible gaseous substance*, although large amounts of them concentrated In area » such as cities
canbescenas smog. However. oneeaslly viiiMeair pollutant is paniculalemarler. especially when the
surfaces of buildings and other structures ha\ e been exposed to it for long periods of lime or when II Is
present In Urge amounts. Paniculate matter is made upof liny particles of solid matter and/or droplets
of liquid. Natural paniculate matter tends to be less of a problem to human health and the general well-
being of the environment than that which Is man-made. Natural sources include volcanic ash, pollen,
and dust blown about by the wind. Coal and oil burned by power plants and industries and diesel fuel
burned by many vehicles are the chief sources of man-made paniculate pollutants, but not all important
sources are large-scale. The use of wood In fireplaces and wood-burning stoves also produces rather
significant amounts of paniculate matter In localized arras, although the total amounts are much smaller
lhan those from vehicles, power plants, and industries.
Paniculate air pollutants can be harmful to plant life and to animal and human life when the pollutants
are Inhaled. Discoloration of buildings and other structures Is also caused by paniculate pollutants: this
Is unslghtlyandqutleexpensivelocleanup. Becaujeilcanhaveharmfulandseriouseffecls.paniculate
rMtterlsoneofthesi>criteriapolluUnts-^ponuuntforwhlchthegovernrnenthaseslablijhedlawsand
air quality standards.
• This activity wasadaptcd from the "Science and Technology Week roster.' distributed by the Nrcdham
Science Center. Neniham. Massachusetts.
RESOURCES
M*Mhan,StnutyE. Enrirmui^ntal Chemtitrv. 4th ed. Monterey. CA: Brook* Coat, 1984.
Stewing and CJ-SUrdtsJd. Chemical Principle!. 6th ed.
PROCEDURE
I. Setting the Stage
A. Ask the student* how we know air pollution extols. Are atr pollutant* vtsibter Invisible?
B. Havethestudentsglvesorneexamplesofvlsfbleairpollubints. (They win probably list smote,
dust, smog, and others.)
C. Define paniculate matter for the students and (hare with them ^AOCGROUND tNFORMA-
TION-
n. Activity
A. Construction of tn sti'iut*
I. Give each student a copy of the student sheet'AIR STRIP* (Included). Provide the materials
to make the strips and have the students follow the directions on the sheet. Make an air strip
for yourself. Die this strip to show the students ho wtheir finished products should look, then
use it as a control in pan C for comparison wilh the test strips exposed to the air lor I »vek.
NOTE: Each student should make at least one air strip, more if there is Hme.
2. (OPTIONAL) Have the studenf*) measure the mass (weight) of the air strips (Including the
control strip) as accurately as possible on a balance. If you choose to do this step, explain that
the massof the strips will bemeasuredagainafler the week of exposure. NOTE: Control strip
weighing at beginning and end will tell the students how much of the difference is caused by
Increase or decrease in humidity. Add or subtract weight change of control strip to last
weight of each test strip.
B. Location of air strips.
1. Have the students hang the strips at different place* around the school, both Inside and
outside. Inside the school, rang,strips In the halls, cafeteria, bathrooms, shop, gym. labs,
and/or kitchen. Outside, hang strips in tree*, along main walks, and at all entrances of the
school. Give e*ch student tape to secure the air strip's string to a stable surf ace at the selected
sites. The air strips should be able to move freely without bumping other surfaces. NOTE:
All air strips should be carefully labeled with date, location, and student's name.
2. After one week, have the students collect the strips. Tell them to be careful not to touch the
sbcky side of the tape.
C. Analysis of air strips.
i i
1. Have the students visually compare the control air strip to the air strips used to collect
paniculate matter. '
2. (OPTIONAL) Haveeachstudenlmeasurelnemassofhls/heralrstripandcompareittolrv
mass of the air strip before the collection of paniculate matter. (See note in A J.)
3. Distribute magnifying glasses and have the students try to Identify as many particles on the
tape as possible. Dusl.ash.sool.and/or other particles may be pnxnl. Depending upon the
timeofyear.pollenmayalsohavebeencollected. (OPTIONAL: You may choose to ha velte
students use dissecting microscopes Instead of, or in addition to. magnifying glasses.)
D. Aiktlxt (indents to drBweandvitora abort ttepcitfcabitiirpo An
there difference* hi the particle* based on where the air strips were placed?
m. Follow-Up
Hare each student develop • ctait or graph using the Information gathered by 0* da** and write
• summary paragraph about the activity.
. IV. Extension '
A. Ptoce air strips to a variety of oft«r places tor • week: o«t<er *cr»oe>ls. home*, churchea. store*,
urban and rural areas, factories, the bumpers of e*i» or school buses, on roof*, or m basement*.
Have the student* compare the parbcubhn collected from the different areas.
mtodeterrrirMUlte day cJtte week rmfcesadlflercno-
Saunters. 1983.
B. PoM ne»» ah strtpa dairy and com|
In the amount of paniculate matter collected. Have the students consider such possible factor*
on lead to • dhcusaton of paniculate matter pollution tourcea.) NOTE: If the student* at*
jdjOrybuTuenc«t,uVyr«wdtolu-jpdauyreeonlswhentr^h«i^tr«ilr*trtpt.
•s,
s
image:
MAGNIFYING THE PROBLEM
Student
AIRSTRIP
Directions:
1. Using a ruler to measure, cut a strip of
posterboard or cardboard that is 2
Inches wide and 10 Inches long.
2. Cut 5 holes, each about an Inch In di-
ameter. In the strip. Use the ruler to
find a round object of the right diame-
ter or use a compass todraw the circles.
(NOTE: A quarter Is about 1 Inch In
diameter.)
\ Use a hole punch to put a small hole In
oneendofthestrip.Tteastrlngthrough
the hole; theslringwlll be used to hang
the strip at a selected site.
4. Put a long piece of dear tape over one
side of the strip. Be sure to completely
cover all 5 holes. (Depending upon the
width of the Upe, you may need 2 or
more pieces.) The sticky side of the
tape will collect paniculate matter from
the air. Make sure you do not touch
the sricky side of the tape over the
holes.
5. Before hanging the air strip at a se-
lected site, use a permanent marker to
write on the lop edpe of the strip the
date, location, and your name.
string
"tape
SUBJECTS:
Science, Mathematics
TIME-
1-2 class periods
MATERIALS:
student sheets (Included)
OBJECTIVES
The student will do the following
I. Identify the makn-characteristic*.
the sources, and the effects of leaU air
pollulints.
2. Demonstrate an understanding of
biological magnification.
BACKGROUND INFORMATION
Some heavy metals such as arsenic, cadmium, mercury, and lead, and some man-made chemicals such
as PCBs and DDT can be highly toxic to living organisms even though they are present In relatively small
amounts. Although metals such as lead occur naturally. Industrial processing and use can greatly
Increa selhequanHly present In the environment over nalurallevels. Even when such chcmicalsand extra
amounts of metals are no kmger being used by humans. some of them can persist for a long time. The
concentration of these compounds In living organisms increases asthe chemicals or metalsarepassed up
the food chains In both terrestrial and aquatic ecosystems.
A food chain represents the way food Is transferred from one level of organisms to other levels of
organisms. For example.atimplc food chain would start with plants, followed by an animal Ihateats only
plants, and finally by an animal that cats other animals. Although the plants may not be visibly affected
by the tonic compounds, anirruls that rat the contaminated plants lor food may accumulate the Ionic
compounds from the plants in their bodies. The animals that eat other animals acquire even more of the
toniccompoundsfromlhcirfood. Thisprocesslsreferredloasbiologicalmagnificarion. Some chemicals
or heavy metals can build up to Ionic levels In the upper part of the food chain, seriously harming or evon
killing animals and people.
Lead Is one of the criteria air pollutants Identified and regulated by the Environmental Protection Agency
(EPA) and by Environment Canada. It is a paniculate pollutant and It is also toxic— harmful to people
and animals in relatively small amounts/ Lead air pollutants enter the body through Inhalation nr
ingestionlfoudorwatrr). Leadlendstobulldupinlhebodybecauseilisexcretcdvcryslowly. Mission*)
primarily in bones, remaining potentially hazardous to health as long is it remains in the body.
Because lead is known to cause damage to many body organs, the brain In particular. Its effects on
childrenareofspecialconcrm. A 1981 study revealed that 1 out ofevery 25 pre-schoolroin the United
Slates and 1 out of every 5 inner-city Mack pre-schoolers had dangerously high levels of lead in their
blood. Over 10.000 U.S. children are treated every year for lead poisoning, and of those, about 200 die.
In Mexico City7of every 10 newboms hive blood lead levels that are dangerously high. Because ohheir
actively developing bodies, children are more vulnerable than adults to the effects of lead concentrations.
but lead can be a poison for anyone.
Airponuttonbnoltteonlywiyrjeopbanexpoaedtoleadardltbrrttteor^
scena rlosabove. but it Is the most easily pit »eiueJ. The primary source of lead paniculate ma iter In the
air we breathe comes from leaded gasoline burned by automobiles. Beginning in 1975, new cars were
required to useoiuy unleaded gasoline.and the ETA and Environment Canada have further required the
phasing out of the production of leaded gas. The result has been a dramatic reduction of lead in our air.
benefits are numerous. However, we still have* Irad problem to uckle. The lead thai human activitl**
ha vemao> more physically •rdbWoglciDyprnalem In DOT rnvlmrinvnt win not |us< go away. Some
oflhlslead.alor^wlthlhele^ponultonweamttnuetoprTxJuce.lssub^tobtolc^alrnagriiHealtoii
3£ ^%
=J>
if
image:
PROCEDURE
I. Setting the Stage
A. Ask the students If trieyarefamillarv/ithlheelernentlead. (Ifpossible.showthcrnapieceof lead.
A fishing line sinker Is a convenient example.) Remind them of familiar Hying* like "heavy as
lead." You can point out the element's symbol on a periodic chart and discuss its properties.
B. Ask the student} If they can name son* use* ol lead. Sumecne should name leaded gasoline.
Explain (hat can made before I97S use gasoline with lead-containing additives. The lead com-
pounds reduce engine "knock* and help the can run more smoothly. However, can made after
1975 are required to have pollution control devices on their engines and cannot use leaded
gasoline.
C. Toll the students that this activity concerns lead air pollution, which comes primarily from can
burning leaded gasoline. It Illustrates both the problem* with current lead pollution and lead
which is already in the environment from previous lead pollution.
II. Activity
A. Have the student* consider (he topic of toad air pollution.
1. Give each student acopy of tne»roden«iheet"CETnNCTHELEADOUr(includ*J>and
allow the class lime to read II.
2. Discuss the content of Ihestudent sheet briefly. Asklhestudentstoidcniifythvmain sources
and the effects of lead air pollutants. You might list these on the chalkboard as the students
give them.
i
.1. Remind (he students thai lead, like many other substances made more available to the en-
viRmrnenlbyhurranactt*ity.accumuUtnlnlivtngorganismvThisbuild-upo(leadc*nbe
passed up through Ihc food chain from the leaves and stems of plants to the bodies of animals
and people. (If necessary, review what a food chain is with the students.)
B. Define the term •biological magnification' forthestudents. Enplalnlo the students that they will
simulate this process through a pencil and paper activity. Make il clear that this activity serves
demonstrative purposes only; It does not exactly duplicate the actual biochemical and biophysi-
cal processes of biological magnification and must ml be taken literally. Lead is excreted very
slowly from living organisms. To simplify this exercise, tell the students to assume trial all the
lead is transferred from one (eve) to Ihc next.
a. TH1 the srudenn that for Ibe purpose of stmulattag biological magnification, they
should assume the handout represents • grassy field wlthcow«| grazing on It located
near a major highway. Each word or number on the iiageiepifstnlsabite of gnu*. The
shjdentsaietocounl the "Whriofgrasa- In the -field.- The total number representsgrass
biomass.
b. Tell the students that whenever me word lead' appear* on the page. It represenMa
•bite* that Is contaminated with particles of lead from the exhaust of vehicles burning
haded gasoline. Have them circle the lead "biles- and then count the number of circled
words.
2. Clv«eaehsttidentacopyo<u*s*ii*ent«h««™CHjOCC^^
students enter the data In Table I. (You could me Ihe student sheet masler to mate a
transparency for recording the data aa a dan rather than Individually.)
pi In a food chain arc about 10 percent efficient
C, EjrpUIn tolhesludentslhat inosl Wotogtew wrp»m« ivw«*ii«i»-i««Mw»ji.v^.**—•*•••*-..—
Therefore, the cow in this exercise will need about 10 pounds of grass to produce one pound of
cow. Assume that 1 "bile" of pass equals I pound of prass- Also assume that the cow will eat
every "bile- In the field (on the pagt). This food will then produce one-tenth the number of
pounds of cow (cow biomass) than Ihe number of pounds of grass.
I. Tell Ihe students to calculate 10 percent of the total number of words on the page. This 10
percent number represents cow NomasK the 90 percent portion represents grass that b.
turned Into waste, morion, and heal by Ihe cow (remember, only 10 percent efficiency). AD
Ihe lead on Ihe grass is retained by the cow.
2. Tell the students to enter the data in Table ll.andthencakulatelheconcenrraHonof lead (as
Indicated) in Ihe cow that has eaten the grass.
D. Explaintoihesludenisihalthcywillnoweatthecow. Every I i) pounds of cow willbeconwrted
into I pound of person 110 percent efficiency).
1. Tell Ihe students to calculate 10 percent of the to w btomass tor 1 percent of grass biomass).
Ten percent of the cow will be converted to human biomass. Thereat of thecow(90perecnl>
Is turned into waste, heal, motion, and other activities like thinking and talking.
I. Tellthesluden»stoentwtr«edaUlnTab^lllandtr«ncalcuUl«lr«concentTaticmoflcad(as
Indicated) found in Ihe person who ate the cow. Remember, all of the lead is retained in the
body.
E. Summarize the activity on the chalkboard for the students: have them enter the data In Ihe table
-LEAD IN THE FOOD CHAIN." Explain why the amount of lead per unit of body weight
Increases at each level of the food chain. Make sure they understand the simulation.
F. Teacher's Key
t Bites Lead
43
• Bites Lead
43
• Hies Lead
43 i
.077 ppu
Total f Bites
MO
10% Total Bites
S6JO
1% Total Bites
3.60
Cow Lead Concentration
.77 ppu
Crass Lead Concentration
.077 ppu
Cow Lead Concentration
.77 ppu
Human Lead Concentration
7.70 ppu,
Human Lead Concentration
7.70 ppu
m. Follow-Up
A. Have the students list from imnmy the major sources and the effect* of lead air pollution.
B. Have the students draw Ihe food chain used In the simulation of biological magnification.
C (Optional) You may wish to ha ve Ihe students evaluate the simulation; I.e.. name the assump-
tions made and list reasons why they are or are not likely to be valid or realistic. For example.
In part D (above), the students may be able to point out that one person would not eat a whole
cow. especially the bones (where most of Ihe lead Is stored).
IV. Extensions
A. The class may want In examine further Ihe issue of phasing out leaded gasoline. Can older can
run well on unleaded gas? Wr|y do people remove the pollution control devicesfromlhcir newer
can? How much control should government agencies have over Individual citizens? Hpwdo
Ihe benefits compare to the possible drawbacks?
B. You may want to havecUssmembeislnofcal lead poisoning from sources other than ah-pollution
Inmoredetail. A major Issue has been the condition of older housing, most often occupied by
Ihe poor of the inner cities. Buildings like these have lead pipes so lead gets into the drinking
water. (Copper pipes soldered with solder that contains lead are widely found.) Old buildings
• also are frequently painted with lead-based paints. Leaded paint chips are frequently eaten by
babies and toddlers. Have students find out what the current federal regulations on lead-based
paints are. '
C. The most often used example of biological magnification Is Ihc pesrkUV DDT. You may want
to have the class look in more detail at why this chemical was banned from most uses (in the U.S.
In 1972). The following chart gives actual measurements which show biological magnification.
RESOURCES
Air Pollution Control Association. SffiU
Pittsburgh. PA 15320). 1984.
i Hnok on Air PfllhiHon To
(Address: P.O. Box 2861.
Brown. Inter, et-al. Stale of Ihe World. 1990. WorldWatch Inslllhjte. New York: Norton. 1990.
Kupchella, C.E. and M.C HjrUnd. EnvlmmixmalSclenct^ 2nd. ed. Boston: AtVyn and Baton. 1989.
Miller, C. T.. fr. philnMumnulScttntK An Introduction. Brtmont. CA: Wadsworfh. 1QM
P
*«9
image:
Student
GETTING THE LEAD OUT
people began mining and using lead almost 3,000 years ago. Lead and materials
containing it have been used In paints, bullets, cookware, solder, batteries, plumbing,
pesticides, gasoline, and many other things. Although very useful, every form of lead
I; harmful to people and animals if It gets into their bodies. Lead poisoning is the d isease
tliat results when a person (or animal) has enough lead in his/her body to cause muscle
tjemors, digestive system problems, anemia, and brain damage; it can even be fatal.
Because of lead's many uses and the many ways it becomes a pollutant, lead pollution
Is found all over the world. It is even carried in the air to places where very few people
live or to places where people live primitive lifestyles and use no lead products. All of
us have some lead in our bodies. People who live in large cities have more lead than
those living In rural areas. There is some scientific evidence that even very low levels
of lead In the body cause problems (for example, high blood pressure) in some people,
but most people have only a fraction of the lead it takes to cause lead poisoning.
HOW does lead get into the body? Most of the lead entering our bodies comes from
things we eat or drink. For instance, consuming food out of cans made with lead solder
and drinking water from plumbing systems with lead, both put lead into our bodies.
This is not the only way our bodies collect lead. We also breathe lead air pollutants, tiny
particles of lead that float in theair, especially in cities. Lead air pollutants can also settle
Into things we eat and drink. Animals that graze near busy highways can eat enough
lead particles in the grass on which they feed to show symptoms of lead poisoning.
Once in the body, lead stays for • long time. As lead circulates through our bodies in
the blood, it tends to collect In bones. The more lead to which we are exposed, the more
we collect in our bodies. This is especially serious for children, who are more sensitive
to lead's effects than adults. Children around the world, especially those living in large
cities, are suffering from lead poisoning. Even those who don't show signs of lead
poisoning can suffer lowered intelligence, behavioral problems, and other effects of
lead.
The effects of lead on people, especially children, is one reason lead air pollution is of
so much concern. The government has passed laws that have greatly reduced the
amount of lead air pollution in the United States. The fight against this air pollution has
been much easier than the fight against others, because the source of the pollution is
easily done away with. Some lead air pollution comes from industries using lead, but
most of it comes from cars burning leaded gasoline. Cars don't have to bum gasoline
with lead In it; in fact, all the cars made since 1975 cannot use it. The law requires that
the leaded gas made today have less lead than in the past, and soon, no leaded gas will
be made at all.
By getting the lead out of gasoline, we are getting the lead out of our air. We are
breathing, eating, and drinking less lead, and that Is good for all of us.
SOURCE
A CASE STUDY OF BIOLOGICAL MAGNIFICATION:
CONTAMINATION OF LONG ISLAND SOUND IN 19*7
'. DDT CONTAMINATION
FISH-EATING BIRDS 25 ppm
LARGE FISH .._......2 ppm
SMALL FISH — J 05 ppm
PLANKTON . .0.004 ppm
WATER , 0.00000) ppm
Concentration of DDT
magnified approximately
10 million lime* from
the level of DDT in the
surrounding water
Student
BIOLOGICAL MAGNIFICATION
T.bl. I
> of •bteiof'gran* Tail f of "bitn In Lead concentration hi
containing lad the field" "gra»»" (In pant par unit Ippu)
, (grata Woman) where unln ar> "MteT)
•»
'
I (word! lead") (100% of wordll
•
<PP«>
Tabkll
eoftritatnihefteld
containing lead
'
*
1 10» of total number of
bitct In twU (cow
MomaHl
•
Lead concentration in
wow (In pant per unit
of cowl
*" (word) lead") , (10% of wordil (ppu)
Tabklll
9 of bltci con ti in tag
lead
1% of total number of
hilt* In fold
• human biofnjui
Lead concentration In the
Modem who ejtt the
cow (in part* per unit
t»f itudentt
(word! lead-)
M*ofwon)O
(ppu)
SUMMARY
LEAD IN THE FOOD CHAIN
tonttntratton in
i lead concentration m cow
trad (onrcmrattnn In human
(ppu)
(ppul
(ppu)
I
fan you explain why the amount of lead Increija at each level ol In* food chain?
image:
TEMPERATURE'S RISING
vj
*>
OBJECTIVES
The student win do the following:
1. EnpUIn how the Greenhouse Effect
Is capable of changing (he climate of
the earth.
2. Describe how a greenhouse g>s winks.
3. Identify the sources of the Increasing amounts
of carbon dioxide (CO,) in the earth's
SUBJECTS:
Science. Mathematics
TIME:
1-2 class periods
MATERIALS:
dry Ice (science department it local college
or high school or local businesses are
possible sources; store In an Ice chest
and break Into small pieces before use)
CAUTION: Do not handle dry Ice with
bare hands. Use gloves.
4 or 5 light sources (lamps with 100-watt
bulbs or 3-way reading lights turned to
highest wattage)
For each studenigroup:
watch or timer
2 clear glass bottles with lids lhal fit rightly
2 small thtrmunietns that fll inside the
glass bottles (aquarium theiiimmrtm
work nicely)
student sheets (Included)
BACKGROUND INFORMATION
Carbon dioxide is a by-product 01 most living
things and many commercial processes. Organ*
Isms "burn" food (fuel) to release the energy re-
quired for llfeactivion. Carbon dioxide isa waste
productofthHprocess. When humans burn fossil
fuels (fuels such as coal and oil formed by plants > '
millions of yean ago). CO, Is also given off. Today we use huge amounts of energy (fuel) for
transportation and Industry. Concern Is giuwliig about the Urge amount of CO, that Is building up in the
atmosphere as fossil fuels are burned. Such an Increase In atmospheric COr along with Increases inolhcr
gases such as CFCt (chlorofluorocarbons). could lead to an Increase in the average temperature of the
earth. This Is known as the "Ormhous* Effect.'
Carbon dioxide differs from nitrogen (N,) and oxygen (O.). the two main gases In our atmosphere.
because it absorbs Infrared radiation (heat) emitted by the earth, causing the temperature of the earth to
Increase. TheCieenhouse Effect canbeoburved in parked cars in the sun or In gieeiihuuscs made mostly
of glass. The glass In the windows Is transparent to visible light. This light heats the surface it shines ori.
Then, the hot surfaces emit Infrared radiation, which does not penetrate the glassand is trapped, causing
the Inside n* the cars (or greenhouses) to warm up. The theoiized warming of the earth Is certainly not
M dramatic as the heat gain in parked can, but Is nonetheless a real concern.
Studleshave shewn that since 1890 the amount of CO. In the earth's atmosphere has been Increasing. The
following table shows this Increase
DATE
1890
1958
(988
CO, (ppm)
2<T>
313
J47
The concern of adcntWs to Out If (ht amount of O^ In me atmosphere continues ID rise, (he average
temperature of theearthcould be affected. Some computer predictions Indicate that by the year 2050 (he
average temperature of the earth could rfs> bjr as much as 3*C (about tfFt. Such a change in temperature
may sound small, but ettmstologM* believe It could drtmattemlh; affect future climates. Areas that now
receive ample rainfall might become arid and vice versa. Polar Ice caps could mHi to some degree.
causing a rise hi so level. Even a slight rise maw level could have drastic effects on many of (he world's
Uri^dttes, established narcoasts for good access toocean*. Noonecanbesureexactfvwhsttheeffects
on dimatc or tool weather pattern would be. but any change that occurs could be very serious: Plants
and animals h»v« adapted to existing climates over thousand s of years; many species cou Id not adapt to
climate changes thai happen over shorter periods of time, and famine and/or extinction could result.
PROCEDURE
I. Setting the Stage
A. Tell the students that the CO, found In the earth's atmosphere is a greenhouse gas. Shaw the
background information with (He das*.
B. Show the students a piece of dry Ice. Explain that it Is CO, that has been solidified by cooling
CO, gas to a very luw t
C. Have thestudents suggest an expeilmeiii.usmgdry tee asaCO, source, thafmlght demonstrate
that CO, is a greenhouse gas.
II. Activity
A. Have the students conduct the experiment as directed bHow.
1. Divide the class into pairs or small groups of students. Give o«ch group the materials
required and a copy of the student sheet "CO. AND TEMPERATURE DATA SHEET
(included).
2. Have the students place the (htnujimuu In (he bottles and label one bottle "air- and the
other XOr" The teacher should place a small piece of dry Ice into each CO, bottle.
(CAUTION: Use gloves!) Then the students should place the top on the bottle but do NOT
tighten; pressure could cause the bottle to break. Place the top on the bottle labeled "air.- but
do not lighten it either. (Whenmosiofthedry keis gone, the lopsonlhebottksshouldlhcn
be lightened.) Allow 10 minutes for (he CO, bottle's temperature to come back to room tem-
perature. (NOTE: CO, could be placed m the bottle at (he beginning of the dass period to
saverime.>Recordtheicmperaturelnbot)iboii)es. Do not remove the tops from the oolites
until the experiment is complete.
3. After the temperatures have stabilized, haw the students place both bottles on* foot from a
lOOwatt light and read the temperature from the (hermomttyis every 10 minutes for one
hour (or until the end of the dass period). Record the temperatures on the data sheet.
B. Record the temperature differences for each group on the board. Have each group look at the
data and draw a conclusion about whether or not CO, could be a greenhouse gas. Can the
students think of ways to improve the experiment?
HI. Follow-Up
A. Review the poat&lepnenl effects of the CrcerAotae Effect wlm^ Be sure they
mention change In eUmale. change In weather pattern*, and rise of oceans.
R rbvethestadmtiipeciiUtehowtheb-UvawiMddbedlf^^
How would agriculture and population centers In North America change?
C Telltr«ftudentstralpUntsrrtonrfproduceCX)rba1theyabooseCO,tormkefcod. Thera^
forests In the tropical and semHrofjical areas of the world an; enorimus users of COr However,
OJpercent of the total forest' (s being destroyed each year. How wfjl this affect CO, In the
atmosphere?
D. Hare ftcsttiden.3dtacp3»w«y» that rn^^
limit the Greenhouse Effect They should fndude limiting the use of fossil fuels and preserva-
tion of rain forests*
IV. Extension
A. rbve the studeiter^tuieiiiionietenmtwo cats. TtelherniometeisahuuM
sundoes not directly strike themand where theycanbe read without opening Ihec.ir doors. Park
one car In the fun tun and roll up the windows. Park the second car In the shade and roll up the
windows. (NOTE: Be sure to choose ears with untinted windows!) Take the temperature
readings Inside the two cars every 10 minutes for a dass period. Compare the results.
B. CTCgasiMnotherpoliuUntthat|scoimtbutrnglDrheGfe<nhous»Ei^
out what lypesofproductscouldbesoiireesofCFCs. Ask the students to check the pi odmts they
use at home, such as spray cans, to determine If they contain CFCs. Are the same or similar
products available that do not|contam CFCs?
C. Have the sluderttansornelocdapcaana shoe* » get Into ii«Uun abort appHant
CFO for cooling. What similar applianca do not use CPCs?
i that use
image:
Student
CO, AND TEMPERATURE DATA SHEET
1. Bulb wattage:
2. Bulb distance from bottles:
TIME
(min)
0
10
20
30
40
50
60
AIR BOTTLE
(temp)
CO, BOTTLE
(tempi
RESOURCES
Ebbing, Darrell. General Chemhtrv. 3rded. Boston: Houghton Mtfflln. 1990.
Manahan. Stanley E. Environmental Chemistry. 4lhed. Monterey. CA: Brooks Cole. 1984.
Merken. Mdvin. Physical Science with Modem Application. 4lhed. Philadelphia: Saunders. 1989.
SOCK IT TO ME
OBJECTIVES
The students will do the following:
1. Describe how wave chemicals from auto ex-
hausts can cause acid rain. ,
2. Dncribe measure? In prevent acid rain. •
SUBJECTS:
Science. Math. Language Arts
TIME
1-2 class periods
MATERIALS:
clean plastic bottles with lids for collecting
samples of polluted water
stick-on address labels or masking tape
permanent Ink pen or pencil
petri dishes
pHpaper
sock
filter paper
eyediouper
. distilled water
BACKGROUND INFORMATION
Acid rain is living proof that what goes up eventu-
ally must come down. Cars, trucks, and fossil fuel
burning industries and smelting operations release
sulfur oiides and nitrogen oxides into the atmo-
sphere. Coal-burning power plants and Industries
.ire the primary sources pi sullur. Cars and trucksemit mainly nitrogen oxides. These gases are carried
by the winds and weal her When (hose chemicals mi> with water vapor, they form sulfuhc and nitric
jcids. The gases iSO. and NO,i may also react with other pollutants to form sulfates and nitrates which
can also form acids when combined with water. Eventually they fall to the ground In the form of rain.
snow, hall. foe. and dew Acid ram pollutants can cause problems when they reach water bodies as wet
,<r dry lallout. IVcl fallout is when water vapor combines with the pollutant! in the atmosphere and are
deposited in rjin snow, or dew. Drv fallout is deposited dry as dun panicles. Acid rain is more acidic
than ordinary rain. A common measure of acidity is pH. Low pH (less than 7) indicates higher acidity
jnd higher rH lercatcr than ri indicates low acidity la'lkalinityl. Normal rain hasa pHof arrprmimately
~.::cn. XcutMiMuicrrusapH,-!.". ^inwaiwiSiliphtly more aodicbecauw naturally occumnggases
in the atmosphere, partmilarlycarrondioxide. mix with water vapor and form weak carbonic acid. Acid
r.iin can have a rH of .1 to 5. Acid rain can change the pH of lakes and rivers which can negatively affect
lish and other aquatic lite. It can also weaken trees in forests and reduce yields from fanners' crops and
make them more jiivcriiblc In inject pests and disease. Aod ram can also deteriorate painted surfaces
.ind accelerate weathermen! buildings and statuary. Individuals can prevent acid rain by using the car
less and conserving rlcclnnty jt nnme and at work.
ADVANCED PREPARATION
i1 '
N'OTE: The teacher should Jo ihi« part. tC.ALTION: Perform this procedure in a well-ventilated area.
preferably outdoors or in a cance with the door oprn.i Place a piece of filter paper in a sock. Dace the
^vk on a car or truck tail pipe, itJrt ihcengine, and let the exhaust fumes filter through it tor 15 minutes.
Turn off the cneinc and Irt the vck cool. Remove the sock and brine, into classroom when cool, attach
masking upc to the sock, and use* permanent ink pen to label the sock with the date, time, vehicle type.
and vehicle age. Repeat this procedure on several different vehicles of different ages and types. Vou
might enlist the help 01 other teachers and parents. DO NOT LET STL'DENTS CO THIS!
PROCEDURE
I. Setting the Stage
Explain that (1) nonpoint source pollution enters water from manv diffuse sources and II Is often
difficult to pinpoint and control: (2) nonpqinl source pollutants are usually earned from land to
water in runoff with stormwater or snowmelt. In seepage through the soil, and in the air: (3) for some
nonpoint pollulantssuch asaicid rain.sulfurand nitrogen gases deposited In iheamospneit are the
most Important sources; and (Remissions of sulfur o«ides and nitrogen oxides from coal-burning
industries and from vehicular traffic arc largely responsible tor the acid rain" phenomenon.
image:
Student Sheet
II. Activity
A. Divide the student* into small group* and pve etch croup a <ock. Have a student from each
group remove the filler p*prr from Ihc sock, then place ihc filler paper in a petn dish and add
one eycdropper lull ofdistilled water. Lei in* filler paper soak lor a lew minutn and test the
water with pH paper. Record your findings on Ihc worksheet provided.
n. \VaMh~wateracidic? What acid do yu Ihin* wa«pre«rnt? Uerowme umrlcsmorcacijic
than others* Why*
III. Follow-Up
A. Have the students collect water umples In clean bottle* from urban streams, fruiters, down-
spouts, and puddles, and brine, them to class. Also try 10 collect some rainwater as It falls
especially near high traffic areaslfrcewaysi. Label each sample with the date, lime, location.
and water source.
B. Uslnc pH taper, tut the water sample*. Label the sample* wuh the pH readme., tso the
worksheet provided to record your findings.
C. Compare the findings from the car emissions with the water samples.
D. WhaldldyouiwtkTwhenyrracoinpifcdtheacJdityofralnwaterandwatcrsarnpleicollccted
from (he different place*' Would the level of acidity in sample* be greater in puddles from
parking tots whe re moie an, buses.and true ksare used? (The greater vehicular travel inacity.
the greater the emissions-)
IV. Extension
A. Have the students research the U.S. 1990Clean Air Act Amendemcnts and the U.S. Acid Rain
Control Program. Have them write to electric utilities, the Forest Service. Ihc U.S. Department
of Agriculture, the Environmental Protection Agency, slate health departments, or in Carudo.
the federal and provincial environmental ministries tor more intormaiton about the effects of
acid rain and what Is being done to control this problem.
B. Arrange a visit to a power plant where scrubbers arc being used to control sulphur dioxide
emissions or have someone from the automotive industry explain how emission controls on
cars operate.
C. Research the Impact tampering with an auto errdtwmccmtTolfyttemhasonalrquaJlty. What
are the differences in emissions from a well-maintained vehicle?
D. Research your state or provinces automobile Inspection law* for exhaust emission* by
contacting your State Department of Transportation or provincial equivalent. What level of
SO, and NO. gases is acceptable*
Name(s>
SOCK SAMPLE DATA RECQRD
Date
Sample •
Date of Sample
(
i
1
I
i
Time Sample Taken
Type of Vehicle
pH of Sample
WATER SAMPLE DATA RECORD
Sample
*
Date of
Sample
Time Sample
Taken
i i
!
.
Location of
Samrili-
Water Source
of Sample
pH
of Sample
image:
Environmental Resource Guide • Nonpoint Source Pollution Prevention X^
Copyright 1992
Air * Waste Management Association
AIR & WASTE MANAGEMENT
ASSOCIATION
Teachers may reproduce parts of this book for noncommercial classroom use without
permission of the copyright holder. For all others, reproduction without permission is
prohibited.
For information on obtaining copies of this manual, contact Beth OToole, Education
Program Manager, Air & Waste Management Association, P.O. Box 2861, Pittsburgh,
Pennsylvania 15230, (412) 232-3444. fax (412) 232-3450.
WATER POLLUTION DETECTIVES
OBJECTIVES
The students win do the following:
1 . Define wtler pollution ind doofhe the dif-
ference between point and nonpolnt
2* Deicribe ttw main sources of water polnv
lion— urban, agriculture, mining, and forestry
and list examples of each.
Identify ways to minimize nonpofnt mi
pollution.
SUBJECTS:
Science. Soda) Studies, Language Am
TIME:
1-2 dan periods
MATERIALS:
Can You -Detect" Potential Water Pollu-
tion Problem? Handout
magazine phutogr a phs, slides, or oliici
Dictum of water pollution
BACKGROUND INFORMATION
Water pollution Is generally defined as any human-caused contamination of water that reduces Its
usefulness to humansand other organisms m nature. There are two broad daises of water pollution. One
Is point Kmrce pollution. II has Its source In a well-defined location, nich as the pipe through which
factory discharges enterastreara The other rsmmpolnt source pollution. It has Its sou ice over Urgeareas
such as farms, grazing lands, logging roads, construction sites.abandoned mines, and the gardens, lawns,
streets, and parking lots of elite*. People can cause nonpoint lource pollution by Uttering, wrongfully
disposing of household hazardous wastes and pet wastes, dumping motor oil. over-fertilizing lawns and
farmlands, mtsappljrlng pesticides and herbicides. Illegally discharging wastes from boats, and Inap-
propriately de-Icing sidewalks and driveways. Nonpoint tource pol lubon does not enter the waterway
al a single point or originate from a single location. Nonpoint lource pollution Is much more difficult to
control than point source pollution, where the source is easily identifiable.
Tvpes of nonpoint pollution vary and examples Include sediment, iiuhleiils. and pesticides. Other
significant nonpoint sources Include leachate and runoff from waste disposal systems, farming, urban
ninofl. miningind logging areas* and construction sites. Regionally significant nonpotnt sources include
beich and shoreline erosion and atmospheric deposition.
Of all the types of nonpoint pollution, sediment conipi Ises the greatest amount by weight of materials
transported. Sediment pollution or erosion results mainly from row-cropping, livestock operations,
construction sites, logging opeialtons. and urban runoff. Sediment can adversely affect recreational.
Industrial, and municipal water uses as well« aquatic habitat*. Sediment can also fill takes, navigation
channels, and harbors. TMs can result In costly dredging operations. Sediment can also transport other
pollutants.
Other than sediment the pollutants of greatest concern from rural and urban areas ere plant nutrients,
mainly nitrates and phosphates. Nonpoint sources of nutrients Include Inorganic fertilizers and anhnal
wastes from agricultural opeialtons. runoff from urban gardens and lawns, and septic lank failures.
Excessive nutrients cm cause unsightly growths of algae and aquatic weeds wMeh adversely Impact the
entire acjuarkettnysiein and an rrtuauVusefalness of water bed lesfcriecirallon. water suppfygand
wildlife habitat
Often nutrients enter water bodies along with Urge quantities of organic material socn as soft which.
upon decompositloii limease the demand for oiy^eii. Algae, animal wastes, domestic wastes, and
Industrial discharges can contain oxygen-denundlng substances that deplete the supply of oxygen
available for fish, and may cause fish kills. Fish kills occur when dissolved oxygen levels drop below
levels required by the fish to breathe. This causes fish to suffocate.
Other pollutants, though pimmfr much smaller quantities, an also a concern because of their
potentially harmful effects on human health and aquatic life. M Intng activities, pesticides, animal wastes.
soil erosion, runoff from urban areas, leachate from sanitary landfills, and septic lank failures eon tribute
toxic substances such as heavy metals, oil, and other dangerous organic chemicals to water systems.
Water bodies contaminated wilh bacteria or toxic metals and pesticides require extensive liealniein to
make the water safe for drinking or other purposes. Water bodies contaminated with disease-causing
bacteria may need to be closed for recreational purposes like swimming and fishing.
I
Finally, atmospheric pollutants can cause \nobtain when they reach water bodies as wet or dry fallout
Wet fallout Is when water vapor coqiplnes with pollutants hi the amiupslieie and Is deposited In rain,
snow, and dew. Dry fallout Is deposited as dust particles. Add rain forms primarily when fossil fuels
are burned. Add rain reaches water bodies either directly as rain and snow from contaminated douds
or when dry fallout Is deposited on land and washed Into water bodies as runoff or snow melt.
Nonpoint source pollution occurs over large areas and b often difficult to pinpoint The mosteffe
wav to control nonooint gnttrrr nxlluMm u u> * — —•"•••— -" —•—"-• '
. —, „—» pw-.w. «^M. > WTO M*gr«renBna a onen auncuii io pinpoint The most effective
way to control nonpoint source pollution Is to pnmnt or reduce all potential sources of pollution.
Erosion, for instance. Is a major contributor of sediment, nutrients, toxics, and oxygen-demanding
pollutants. No-till and reduced tillage agricultural piaclkea. contour plowing, and controlled drainage
(use of glassed waterways. berms.and tile drainage systems) can go a long way toward protecting water
bodies fiuiii the excessive erosion associated with row^iuuuing. Conliuulng nmoff from livestock
operations, reclaiming strip mine areas, carefully constructing logging roads with water diversions.
using good forest harvesting pi at Ikes, and exercising good Judgment when planning and carrying out
construction activities can all help control sediment pollution of water bodies. Atmospheric deposition
can be controlled at the point of geneiallun with scrubbers In smokestacks and reduced use of
automobiles. Reducing solid wastes decreases the need for landfills and reduces the potential for
groundwarer contamination from leachate. These are hist a few of the many ways nonpoint source
pollution can be reduced or eliminated.
PROCEDURE
I. Setting the Stage
Introducethetermswater pollution, point, and nonpoint. Passout student handful "Can You
'Detect' Potential Water Pollution Probterror Have the students distinguish point from
nonpoint and explain why.
B. Show the dass magazine photographs, slides, or other pictures of water pollution. Ask them
for their own observations of water pollution In their con unurdtyorrn places they have vis! ted.
C. Tell the students that the lesson wul Introduce them to the four main sources of water
pollutants—urban, agriculture, mtning,and forestry. Note that urban rndudesdties. residential
areas, malls, and roadways.
A.
II. Activity
A. Read the followtnggulded Imagery tolhteUss.Afiereachpassage.ask the students to Identify
the source of the pollution and explain why.
1. IPs raining during rush-hour traffic m an Industrial park where several factories an
changing shifts. Smoke b billowing from the smokestacks at the factories and from some
automobile and truck exhaust pipes. Visibility li limited due to the smog and drivers are
being very cautious of the wet roads.
WhatU the pollution seurce?(URBAN-Ca«»fiu»ilusin fuel bun^spoxtr
Industrial smokestacks I without scrubbers or other type of pollution control devtcesland
cars and trucks cause add rain.)
Rain to also falling on parking lots at shopping maOa and on fht highways. The waters
flow Into a nearby stream. After the rain stops, soflit boys pun/tag In the water
downstream notice that then b a tight Aim of oil on the wata.
Wralbthepc<lutk^aourceTnmBAN-OOaTKlotf»erd«TX)«rlshwiautMi«jUle
the parting lot rod Wjhw^y psvcnvnt did polhitBd Civ ralmvAMr tt H flowed ow tht
ptrUng lot tnd highwayJ ,i
I*
**
r
image:
•VJ
OC
3. Farther dtmiBlieain trie boys notfce a heim bi^ putll art u^ stream Is muddy.
What Is the pollutant source? (URBAN • Erosion from ban land exposed during
construction.)
4. ThlsMmestTeamlhennowsbyaeottonflekl which hssbeeimup-duutd to kfll weevils.
The farmer's grandchildren who are fishing to the stream the next day notice that there
are several dead Hsh in the water that were not there the day before.
What Is the pollution source? (AGRICULTURE - The pesticide drifted Into the stream
when the field was being crop-dusted and killed the fish.)
5. The farmer's grandchildren dedde to continue on dowiatieam to Rnd another Bshmg
spot. The stream continues to flow by another farmer's land where he/she has dairy
cows. Some co wsare grazing in the pasture and others andrinkmgoutof the stream. The
children notice that the water Is very muddy.
What Is the pollution source? (AGRICULTURE - Dairy cows an trampling down the
streambank and are also depositing animal wastes Into the water. Trampling" resullsln
loss of vegetation and Increased erosion. Animal wastes can pollute the water with
bacteria and nutrients. This Is making the water muddy.)
6. The children continue hiking on downstream. They go by a com field. Tliey leiiieinber
how hot they got last month when they helped their granddaddy ferolln the field to get
It ready to plant. They remember how wonderful It was when It rained the next day. At
last the children got to a spot where they usually catch a lot of fish. They found algae and
weeds that were not there during the first part of the summer. The children wonder why
there was so much algae and weeds growing m the stream now.
What Is the pollution source? (AGRICULTURE - The fertOlzer runoff (excessive ntrtrt-
ents) from the corn field caused the algal bloom and excess aquatic weed growth.)
7. Meanwhile, back In thedty.theemuluyits of the wastewater treatment plant notice an
I ncreaselnbacterla when conducting their routine water testsontheSKKMIJOp.m.shHl.
The employees remember that the heavy rams earlier In the day washed a lot of mud and
litter dowri gutters and curbs, and caused the storm sewers to overflow.
What is the pollution source? (URBAN • Heavy rams cause pet wastes, soil, and litter, to
wash from impervious surfaces Into streams. Both pet waste and litter can contribute
bacteria to the stream. Also, If storm sewers are combined with sewers for domestic and
commercial wastes, untreated waste may also be released to surface waters following
heavy rains. (NOTE: Most dtles have separate storm and wastewater sewers. If they are
combined, water may flow too fast Into the wastewater treatment plant and not get
adequately treated.)
B. During the next week, imptoytts of the wistewaler treatment plant i
p the creek
turns green and smells. The einuloyecscouldn't uiideistand this, so the employees look
attheirmapstodeteiiiuiielf any creeks flowing Into the river might be the source of the
new pollution. They notice that a creek a couple of miles upstream flows by the new golf
course that had friH opened and they call the golf course office to find out If they had
fertilized their grass. They had. In fact, fertilized It right before a heavy rain.
What Is the pollution source? (URBAN • The fcrtllcer was washed Into the creek that
eventually flowed Into the river that was used by the water treatment plant. The fertiltoer
added nutrients which caused an algal bloom.)
The drinking water Irealnieiil plant employees do a metal analysis and Bnd that there is
an unacceptable amount of lead In the water. They look at their map for possible areas
where metals might be entering the creek, They notice an abandoned area by a creek
which flows Into the river that Is the source of the city's drinking water. Of fidals go to
check the area and And hall-filled paint cans among garbage that had been Illegally
dumped.
What Is the pollution source? (URBAN -Theold paint contains lead and the rain washed
the lead into the creek which flowed into the river used by the drinking water treatment
plant.)
10. Months later, drinking •
ate
nployees notice test results which
Indicate that the water Is loo acidic Remembering that a coal mine Is located near one of
the streams that flows into the river they use tor drinking water, they send someone out
to check out the situation. The coal mine had been abandoned.
What was the sc«me of polrutton?(MINu>C-TherurcO(iom the sponpOes of leftover
rocks towing into thecreekwascddlc. Spoil piles contain sulfur and other compounds
which turn mtp Mid* when they combine with water.)
[™»w«r»l'"onms. the wastewater treatment plant had an Increase hi the amount of
sediment in the water, so they send someone out to cheek this out. They find that a "fly-
by-night logging company had clearcul the forests near the creek that is used for
drinking water.
.Wr«lte
soil is not Protected, soil en* on Increases. Therefore, there Is more soil or sediment
(lowing into the streams. More sediment makes the water muddy.)
III. Follow-Up
A. Divtdetl«classtatosnu,llgToupsandhaveihemn^^
communities. Haveeachgroupwrltethelrown stories similar to Ihegulded imagery using this
information and share them with the class. After each story have the studenft Identify the
source and explain why.
in me guided Imagery.
C £"Ve1,el*,5J^nll,"l!!e ' *0ly tbou» • WMW d"** '"•« His how It became polluted, and
how It could ha re been prevented. Have them draw pictures of before and afteV
IV. Extension
•—--•-• • •"•- -«•• B»™..UI«III» iiivliuiuiieinal agency (EPA or Environment
Canada) to request Information about water pollution and what Is being done to prevent It
i
RESOURCES
t
Tlonpomt Source Polhilion.- Water Quality Factsheet 94. Tennessee Valley Authority. 1988.
Sliuh-nl Sheet
CAN YOU "DETECT" POTENTIAL WATER POLLUTION PROBLEMS?
image:
NO PLACE TO RUN TO
V0
OBJECTIVES
The students win do the following:
I. Develop a model which demonstrates how
nonpermeable areas collect a number of
pollutants which can runoff Into nearby lakes
and streams.
2. Citeexamplesofurbi
by observing the model.
rpolhitta
3. SuggestwaystoreducerunoHmurDanareaiby
redesigning ind testing their models.
BACKGROUND INFORMATION
Rainwater ninnhig off roofs, lawns, streets, and
parking lot* can wash a number of water pollutants
Into lakes and streams. These pollutants include
nutrients fiom garden fertilizers, bacteria from pel
wastes and rotting litter, sediments from erosion.
toxic chemicals such as pesticides, oil, gasoline.
and trace metals from emissions and grinding car
parts (lead, mercury, and cadmium), tine from
roofs and gutters, arid road salt or sand.
SUBJECTS:
Science, Social Studies. Language Arts
TIME:
1-2 class periods
MATERIALS!
cardboard bOJiesoi plasnc rectangular boxes
(1 per group)
garbage bags (If cardboard boxes are used)
plastic hose
duct tape (to seal hose)
slyrofbam pieces (different sizes and thick-
nesses)
sponges
food colorings
vegetable oil
potting soil
eyedroppersd per group)
small plastic (an (6 per group)
scissors
hacksaw
watering can
water
paper towels
pictures of different parking lots and uiban
areas (optional)
iii. levdoped areas, these pollutants usually collect on hard-surfaced parking lots and streets where they
naln until a hard rain washes them Into nearby storm sewers. Sometimes these pollutants collect In
such high concentrations that they kill fish when they are washed all at once by a heavy rain into a stream.
This Iscalted shock load Ing. To prevent mb from happening, urban pUnneraarr now plan tinggrm filter
strips, diversion ditches, and holding ponds to collect the runoff and allow it to seep slowly Into the
ground and/or to slow runoff down so that less enters sloimseweisor washes Into water bodies. Agrau
filler strip Isan area of land planted with grass where water can flow Instead of running intoa stormdrain.
Adiverslondltchlsachannelllnedwlthgrassorriprapusedtodlreclwaterawayfromanarea. Diversion
ditches divert water to open land or ponds where it can collect and be slowly absorbed Into the ground.
ADVANCED PREPARATION
I. Prepare the foDowtrBjmWuresmtnuul plastic jars and label as follows:
A. 1/4 cup (68 ml) salad ofl + 2-3 drops yellow food coloring + 2-3 drops green food
coloring—label "oil or gasoline.'
B. 1/2 cup (125 ml) water* 3-5 drop* red food coloring—label trace metals,"
C. 1/2 cup 1125 mO water* 3-5 drops green food colotuig . label femlnera.'
D 1 /2cupll25ml) water »1 teaspoon (5 ccl salad ofl + 3-5 drops yellow food coloring—
label "pet wastes and rotting Utter."
E. I /2eup< 125 mn water* petting sod and shake vigorously—label 'erosion.'
P. 1 /2 crip (125 ml) water* 5 drops blue food coloring—label-tooac chemicals.'
II. TosaveJsj«toruKwlththeirtM^tto«macoolpla«topi«^
Do not store more than two days.
PROCEDURE
I. Setting the Stage
B, Tell ttieshtdeneitliathard-surfacedpailLlnglats provide no place forram In slowly filter down
through the soil, and pollutants transported In urban storm sewer systems Include nutrients,
bacteria, litter, soil, toxic chemicals, and organic materials.
II. Activity
A. DJvidethecUsslntogroupsloftruTeorrourandglveeachgiDiipabrn. Have them line the box
with a garbage bag. Then poke a hole m the end of the box and attache hose to serve** a dram.
Put the hose in the hole. Make sure the hose fits tightly. Use duct tape to seal the hose. The
hose will represent a city storm sewer. TeD them that water flowing through the hose will
travel straight into a nearby stream.
B. Design and construct environment.
1. Have the students design Ihelr own urban environment on a piece of paper first. Tell
them theyaregolng louse styrofoambtocksand sponges lo create thisenvironmeni. The
styrofoam will represent buildings and parking lots. The sponges will represent grassy
areas, landscape plantings, diversion ditches, or grass filter strips.
i •
2. When they havt completed thedeslgn. havethemcutoulandarrangethepiecesmthelr
.boxes. (NOTE: Suggest to the students that they minimize cutting In their designs
because it lakes a tot of work to cut the design oul.t
C. When the students finish designing their urban areas, have them use eyedroppers to deposit
pollutants onto their environments. Use the pollutants prepared in the advanced preparation
section. The pollutants should be placed where they would occur normally.
D. naceabi^pla^tk^runderthehoselocstchthednhvgeardcreateaheavyralnstormuslRg
a sprinkling-type watering can. Keepralntiigunttlpollutantswashoff. (NOTE: Use the same
amount of "rain" on each model). Watch the water draining out the storm drain. What does
It look like? Did the runoff look fromdilfeieiu models vary. Explain that nowalllhepollutants
are mixed up so we can't see what they are.
in. Follow-Up
A. Tell them about diversion ditches and grass strips lo prevent or reduce the amount of
contaminants reaching the surface waters. How could the model be designed differently to
reduce pollution? What other things could be done to prevent urban pollution? Have the
students redesign their models with diversion ditches, grass filter strips, or holding ponds.
B. ComparethewalercDnecMrromthtiedeslgnedinodelMtr*
Werethe^successhil? Why? What worked and what dhhit? Why?
Extension
A. Invite an uiban planner, architect, or water quality professional to visit your class and talk
about what Is being done to reduce urban water pollution hi your area.
B. Ask the Invited speaker to fudge the students original or redesigned models and suggest
additional modifications.
HOHt
els. Industrials
A. Explain thatiamwatei running off roofs, lawi
ana* washes • number of poOutants Into lakes and streams.
undo
BWLOimS, ROAM
BWIP *MM
image:
FERTILE GREEN
OBJECTIVES
The students will do the folluwlng.
1 • Identify sources of fertilizer runoff.
2. Describe the effect* of fertilizer on algal growth
by e»peiiinent with different witcr nonet.
BACKGROUND INFORMATION
SUBJECTS:
Science. Math. Language Arti
TIME:
1*2 cltss periods
MATERIALS!
dear plastic quart contained or liter bottles
(4 per group)
measuring spuuns
water samples
plant fertilizer
lap water
camera and fltm (optional)
phoiogiaphs of water bodies with algal
problems and euliuulilcation (optional)
Farmers, fuiesten. honieowiieis, and businesses can pollute water by Improperly usrng chemical
fertilizers* For example. In uiuan areas, nomeovmert often apply 2*3 nmes the recommended ajuutmli
of fertilizer to lawns, gardens, and flowers. Farmenapplymg too much manure or feroiizersat the wrong
lime can cause similar piuMems. For Instance. It Is not good to apply fertilizer ID saturated ground or
duringthe rainy season. After heavy rains, fertilizer c«n wash into the rivers and lakes and nipplyaquatic
plants with too many nutrients. A> a result, algae can multiply faster and cause algal blooms. Algal
blooms can reduce the supply of oxygen in Ihe water beiauseojiygeii is insulted for algal if ipuationand
growth. When the algae dies, cjyfctn is requlied to break down or decompose the dead algae.. Both
piomses can make oxygen unavailable to fish and other aquatic life and may cause fish kills. When
plants and animals die. they settle to the bottom. Under normal conditions this results In the water body
gradually filling up with sediment. THs process Is called eutrophtcation. This process Is sped up when
cxccto nutrients And wolnwnl trt Adoco to A wBttr oody.
ADVANCED PREPARATION
I. nil SfTei^bockettocothareontamers with tap water arelte them set for a day or »o(oanow any
chlorine to dissipate.
II. Prep»rererUllzeTaccertlngtoOiep»ctajftdlrect.or»«iiddoublensstrttig^ For example.
If the directions call Tor one teaspoon per quart of water and your sample Is one quart, add
two teaspoons of fertilizer to the water sample.
PROCEDURE
I. Setting the Stage
A. Explain that (1) water pollution Is any human-caused contamination of water that \taen> Its
value to humans and nature; and (2) phosphorus entering lakes In runoff from fertilized areas
can cause heavy algal blooms and excessive weed growth In lakes.
B. l^ke a list o( aD lhepo«enrUlsoim» of mitrientswWch might wash In to a water body after
a heavy ram. The list ariould rnehi* agrlculrure. forests, plant nurseries, golf courses, home
or business landscape!, and home gardens.
P. Activity
A. Tdllhest»lentslr.eyareaplra|loc*serTetr«efrectso<fertnizeTmnoffon»wateTbody. The
plant fertilizer will npitstiil the fertilizer bdng washed into streams, rivers, and lakes after a
heavy rain.
B. Prepare experiment for testing the effect* of fertilizer.
1. Have the students bring water samples to class taken from a stream, lake-, pond,
aquarium, or puddle and place on a table with the bucket of lap water.
2. Divide mt dass Into greopa of thru or four students. Have each group get (oar ktrs.
Label the jars (I) Tap water* (control Y. (2) Tap water and fertilizer;" O) "aquarium, pond.
or lake water" (control); and (4) "aquarium, pond, or lake water sample phis fertilizer."
3. Have studentsful each (ar with the appropriate water simple. Then hive (hem add the
appropriate amount of fertilizer to (ars 2 and 4. (NOTE; The amount added win depend
upon the type of fertilizer used. See Advanced Preparation section.)
4. Set all four (an ma place where there Is good light. Be sore not to place them m a drafty
or cold location because constant temperature is needed for best algalgrowth. CAUTION:
Be sure to have tVudents wash their hands after preparing the firs.
C. Before they begin their otsti naUuiu. have each group write a hypothesis of what they think.
will happen to eadvfar and why.
D. Observe the jars every day for a week and then once a week for a month. Record any changes
In the (ars on a data sheet. You may want to photograph (he (an. It Is best to photograph all
four |ars al once (side-by-side) with labels showing. Keep the \*n in the same place in each
picture. Polaroid cameras work best because you can label the picture Immediately with the
date and time. If you are using another type of camera, write the date and time on a card and
place In the photograph, making sure the far labels are all still visible.
E. Results
1. At the end of the evpermwm, discuss the results with the das*. What happened? Were
the hypotheses they developed correct? Why or why not? The results will vary
depending on your algal source and growing condition*.
» um SHTH
2. Arrange the phutogiapns In order. Over the weeks, the )ar with the aquarium, lake, or
pond sample with fertilizer should show the most abundant growth of algae. Plant
nutrients made the algae grow. The pUtn lap water and the lap water with fertilizer
should be relatively algae free. Some algae may have entered the tap water if pond.
aquarium or lake sample water gets mixed with II. Nutrients carried to waters on
sediment are the pollutants that cause algae to grow in streams, ponds, and lakes.
10. Follow-Up
A. Repeat this experiment' using different a
nts of fertilizer In the water samples and use a
water test kit to determine the levels of dissolved oxygen (DO). As algal growth Increases, DO
levels In the water should decrease.
B Try ccmHmicnisly fertilizing one )ar and comparing II toakgwlthaone time application. Hew
does continuous loading of even small amounts compare with a one-time application? How
did this affect DO levels? Is a layer of dead algae forming at the bottom of the |»r?
C ResearchalltrraMves»cr)ern»talrertUlzers.Oni>ihm^^
manure, be used? Are they as effective?
fV. Extension
Have the students research "eutropWeation." AlgalblocmsspeedoptheaglngoreutTophlcation
of water bodies and cause them to fill m.
i
image:
RESOURCES
Water testing klu and equipment • For a auto*, write Hath Equipment Company. T.O. Box 389.
LoveUnd. Colorado 80539 or LaMotteC«npiny,r.O.Box329.ltoute213North.a«steitown. Maryland
21620.
Student Sheet
Narnets)
NUTRIENT ENRICHMENT OBSERVATIONS
DATE* TIME
DAY1
DAY 2
DAY 3
DAY 4
DAYS
DAY 6
DAY?
DAY 14
DAY 21
DAY 28
OBSERVATIONS
JAR1
JAR 2
JAR 3
JAR 4
PESKY PESTICIDES
OBJECTIVES
The students will do the following:
1. Ust and describe the purpose,of autumn
pesticides used by farmers and gardeners.
2. In(erviewfarmersandgardenerst6gatherdata
on now cunuiiun pesticides •re used In* their
List examples of safe pesticide alternatives tor
home use.
SUBJECTS:
Science, Language Arts. Social Studies
TIME:
2-1 dan periods
MATERIALS!
pencil
paper
scissors
glue
Firmer/Gardener Interview Questions
Handout
farming magazines, chemical phamptets and
advertisements, cooperative extension
publlcatons. EPA publications, and
faclsheets from local farm co-ops
Safe Pesticide Alternatives for Hun leowners
Handout (optional)
BACKGROUND INFORMATION
Each year, about three billion pounds (IJ62JOO
metric tons) of pesticides are used In the United
States. Pesticides are beneficial because they on
Improvecrop yields signifkantly by controlling weeds, Injects, and plant disease. Farmers are by far the
largest usen of pesticides. However, homeowners over-apply pesticides more often than farmers.
Because pesticides are designed to kill II vingorganisms, they can cause serious health and environmental
problems if not used properly. Some pesticides can stay In the environment for long perlodsof Hmeand
may travel from the soil into groundwarer and surface waters. Some pesticides continue to move up the
food chain from single-celled organisms and Insects to animals and humans. For example. DOT, now
bannedlnlheUS, washed Into water bod iesand wasabsorbed Into single-cell organisms that were eaten
byaqiiaUclnsectsandflsh. Predatory fish ale these fish and eagles at them. Female eagles contaminated
with DOT laid eggs with thinner shells which were crushed when sat on. ThJsand other factors reduced
eagle populations to the point where they are currently listed as a federal endangered species In the U.
S. Exposure to certain pesticides may cause Illnesses m humans such as cancer or birth defects. Under
the U.S.»>denl Insecticide. Ringic^. and RodentttdeAclfRFIlU ETA to resr^
the risks of pesticides through a registration process. This registration only ensures that when • pesticide
Is properly used, it poses no unreasonable health or envlioniiieiital risks. It Is up to the person applying
the pesticide to make sure it Is used properly. However, the best way to limit nonpolnt source pollution
from pesticides is to reduce their use and consider safer alternatives such as biological controls and
resistant plant species.
PROCEDURE
I. Setting the Stage
A. EirplalnthaKDwaterpollutlonlsany human-caused contamination of water that fcmru Its
value to humans and nature; and (2) understanding nonpolnt sources of pollution means
looking at a wide range of human activities and land management practices.
B. Defir«pe5tteiQ>»>sheibicldc».uuealchte».fung>c>de* students
that pesticides are used or! agricultural lands, urban lawns and gardens, forests, and rn lakes
and ponds for aquatic weed control, and surface water can be contaminated by drift from
pesticide spraying and by runoff from pesticide treated soil.
P. Activity
A. Havee^*thxleniconl»<lailea5torgfanr^erlioineownefaiidlnup»l«wirienipyaakrrigme
following questions (If farmer or homeowner Is no* available, contact your co-op):
1. What crops do they grow?
2. How maivy acres to they hrr»<so^f«leH If »g»»65enertT
3. Do they use any chemicals of pettjddcsr Us* them.
4. What Is the purpose of each chemical?
S. How to each chemical applied?
6. What precautions do they t»k» whm applying pestkUes? (For txtmpte, dteddng
weather forecasts tar ram and wind predictions or liming application to H breaks down
bcron hwvft thnt J
*«.
image:
OittMtuE the lixiui nutton*
1. After getting the Information (toted. the students should compile the taformaoon mto •
chart. On (he chart. Identify the chemical. what II to used for, who met tl ((inner.
gardener, or other), how It to applied, and what precautions ire taken.
?. Then assign a group of trot* or four trodento to Investigate each chemical. Have them
find out whit the chemical to usually used for. who typically usn II. don It require a
license, how long don it penUI In the environment and to it approved by U. S. EPA?
3. If possible get a copy of me Instructions and warning label* of each. Ifwamlngbbeto
and Instructions are not available, go to a farmers co-op, garden center, or your local
cooperative extension agency or toll conservation service office and copy down the
information. Your county oteialu" agent would ahe be a good resource person. He/
she could supply materials or leaflets about pntictdn.
4. Have the groups make uuslei s thawing Information they gathered.
Student Sheet
III. Follow-Up
A.
When the poster* are dent, tape them op around the room. Also tape up the chart. Art the
pndctdn being used correctly by the people you Interviewed? How dangerous are the •
chemicals being used? What do farmers and anyone else who usn pnncidn do with the
empty containers?
Explain to the students that rain cr litigation of crept would wash some of these chemicals Inio
the soil and then Into the groundv/ater, streams, and lakes. What Impacts might pesticide use
have on fish and wildlife? Can the fanner make a living without thnc chemicals? Invite a
person from your local f arm coop or a local (aimer to come speak to your dais.
D.
how they could reduce their use of pesticides. •
Can a gardener be successful without eherracab? What arc some of the alternatives to
pesticides? How could people reduce the chance of pesucldn washing Into the environment?
IV. Extension
A* Hare the students use Informs uun from
•rtide or local news story.
fntsrvHws and other research materials to vnite an
Ori^rtcfanrdr^ to a n*0«xl of farmlr^ without am- chemical*. Ham the students research
organic farming. Crow a small garden at the school and use organic gardening methods.
Divide the ffBrden Into two plots and ooirrpaU^ orcjinx cafdenifl^ to c
Why might organically grown vegetables cost more? Is U worth It?
Have the stadentsresesrcnand wrlteapaperon tn vliwuiiciilal laws rcgulatlRgpeslkJdes. For1
Instance, hi the US the Environmental Protection Agency regulates pesncidn under the
Federal Insecttdde. Fungicide, and Rodenttdde Act (FTFRA). In Canada, pesticides are
regulated under the Pest Control Products Act. In both countries, permits to buy. handle, and
use pesHcidn Is regulated by the state (US.) or provinces (Canada).
RESOURCES
HWWR*a Quldt* n
Pmrtitrta Around >h» Home. 2nd edition. Household HaUaUdous
Waste Project. Sprtngfteld. Mtsaoun. 1989.
Llfton. BemJce. Bu,!
^^^* JMtl of Homehold P^pgt> Without
McCraw HOI Book Company. New York. Mew York. 1985.
Wallace. Dan led). The Matur«l Fonmi
Pennsyhmnla. 1982.
flrtf - Rodale Books. Emrnaus.
FARMER/GARDENER INTERVIEW QUESTIONS
1. What crops do you grow?
2. How many acres or square feet of oropa do you have?
3. Do you use any chemicals or'pcsncldesT What are theyT
4. What Is the purpose of each chemical?
5. How to cadi chemical applied?
WhatpreiiuBcrodoyooukewnetiapplyiiigpeslk.Uei? (r^exampte.checkiraweatherforeeasls
forramairiwmdpredlctiomOTttomgapgtationsoMbiTatado
label directions as to proper concentration, application, handling of product, and disposal of
containers.)
SAFE PESTICIDE ALTERNATIVES FOR HOMEOWNERS*
Perth))
AnU
Prevention or Coatrol Method
Vinegar Wash couraertopa. cabinet*, and Ooora with equal
parts vinegar end wmter to deter art mfestauons.
Floor and Borac Mb 1 cup 11/4 Uteri dour and 2 cups (1/2
liter) boru tn • quart (Inert jar. Sprinkle the contents •round
the house foundation. Keep borax out of the reach of children
and pets.
Benemeal nd Powdered Ckareoal or Lenoau Set up banters
where ants are entering. They wffl generally not cross lines of
bonemeal or powdered charcoal. If you can Dnd a hole when
ants are entering the house, squeeze the juice of a lemon tn the
hole or crack. Then slice up the lemon and put the peeling aD
around the entrance.
Pennyroyal. Spearmint, •owthenwood. aad Tanas?: Growmg
these plants around the border of your home wfll deter ants and
the aphtds they cany.
Vacuum, remove the vacuum bag. seal n. and dispose
of It immediately outside your home.
Vinegar: A ratio of I 4easpoon (5 eel vinegar to I quart (I inert
water per 40 pounds 118 kg) of pet weight tn then- drtnktng
water helps to keep your pets free of fleas and ticks.
Fennel. Rosemary, Bed Cedar Murrtnfs. Sassafras. Bcjearfp-
tus,' or Pemuyroyal] Spread leaves or shavings of these plants
under and around the pet's bed.
r
image:
Garden Pests
Mice
oo
Mole*
Mflamiltmt*
Moth*
Pi«»fBtlo«l Keen kitchen garbage tightly closed. Sprinkle dry
soap or borax Into garbage cans after they have been washed
and allowed to dry. n acts as a repellant.
Onn(e: Scratch the sktn of an orange and leave It out: the
citrus acts as • repellant.
Cloves: Hang clusters of cloves to repel flies.'
Mint or Basil: Mint planted around the home repels files. A pot
of bast) set on the windows!)! or table helps to repel files. Keep
the basil well-watered from the bottom so that It produces a
stronger scent. Drted ground leaves left in small bowls or hung
in muslin bags are also effective.
Fly Swattera. Fir Trap*, or Plr Paper. Use according to label
directions.
Sugar and Com Syrup: Make your own fly paper by boning
sugar, com syrup, and water together. Place mixture onto
brown paper and hang or set out.
Egg. Molasaes. and Black Pepper: Beat the yolk of an egg with
a tablespoon 113 ccl each of molasses and finely ground black
pepper. Set It out in shallow plates.
Cultural Controls: Nutrition, resistant varieties, tnterplantlng.
limed planting, crop rotation, mulch, trap crops, and cultivation.
Mechanical Controls: Handplcklng. physical barriers, traps.
Biological Controls: Progs, spiders, ladybugs. praying minuses.
other predatory and parasitic Insects, and microbes.
Chemical: natural sprays and dusts.
Mashed Potato Powder or Bads: Place instant mashed potato
powder or buds tn strategic places with a dish of water close by.
After eating the powder or buds mice win need water. This
causes fatal bloating.
Moose Traps: Use according to label directions.
Castor OH cad Uqnld Detergent: Whip together 1 tablespoon
(13 ccl castor oil and 2 tablespoon* PO ccl liquid detergent In a
blender until the mmure la like shaving cream. Add 6 table
spoons 190 ccl water and whip again. ICaotlon: Keep this mix
lure out of the reach of children and pets.) Take a garden spnn
kllng can and flD with warm water. Add 1 tablespoons I3O ccl of
the oil mixture and *Ur. Sprinkle Immediately over the areas of
Die-greatest mole infestation. For best results, apply after a ram
or thorough watering. If moles are drawn to your lawn because of
the grubs feeding tn the soil, yournay be able to rid yourself of
both pests by spreading milky spore disease to tall the grubs.
Pieveutloni Eliminate pools of stagnant water. Avoid
wearing perfume, bright colors, flowery prints, and bright Jewelry
as these nans attract mosquitoes.
Biological control: Put up purple martin bird house*.
Cltronella: Bum dtronella candle* to repel Insects.
Tansey or Basil: Plant tansey or basil around the patio and
house to repel mosquitoes.
Prevention: Store items In a clean condition: moth larvae
especially tike areas soiled with food stains.
Rosemary, Mint. Thyme. Cloves, and Ginseng (optional):
Chicago area »ia»n» and spinners use 1II pound (.23 kg) rose
mary. 1/2 pound 1.23 kg) mint. 1/4 pound (.12 kg) thyme. 1/4
pound (.12 kg) ginseng (optional), and 2 tablespoons 110 cc) cloves
Mix and put In cheesecloth bags and place In closets or drawers.
Dried Lavendar or Rosemary and Mint: Make sachets of dried
lavendar or equal portions of rosemary and mint. Place In clos
ets. drawer*, or closed containers to mothproof garmets.
Rosemary, Sage. Mint. Dried Lemon Peel, and Cinnamon: MK
handfub of the first three ingredients. Add a. little lemon peel and
a pinch of cinnamon. Place in muslin bags.
Molasses. Vinegar, and TeOew Contalaen To trap moth*, rntx I
part molasses with 2 parts vinegar and place tn yellow container
to attract moths. Clean regularly.
Cloth** Dryen WD math eggs by running, garment through •
warm drver,
Roaehea
Sings and Snail*
Prevention: Close off aD gaps around pipes and electric lines
where they enter the house by using cement or screening. Caulk
small cracks along baseboards, walls, cupboards, and around
pipes, sinks, and bathtub fixtures. Seal food tightly. Rinse off
dishes that are left overnight. Do not leave pet food out over
night.
Hedge Apples (O*age Orange): Cut hedge apples m half and
place several In basement, around In cabinets, or under the
house to repel roaches.
Floor.'Cocoa Powder, and Borax: Mix together 2 tablespoons
(30 ccl flour. 4 tablespoons (GO cc) borax and 1 tablespoon
(15)cc) cocoa. Set the mixture out In dishes. (Caution: Borax Is
toxic tf eaten. Keep out of reach of children and pets.)
Boras and Floor: Mix 1/2 cup (1/8 liter) borax and 1/4 cup
(1/16 Inert flour and OB a glass Jar. Punch holes m Jar Ud.
Sprinkle along baseboards and doorsllls. (Caution: Borax Is
toxic If eaten. This recipe may not be for you If there are young
children or pets In the house.
OatmeaL Hoar, and Plaster of Parts: Mix equal parts and set In
dishes. (Caution: Keep out of reach of children and pets.)
Baking Soda and Powdeied Bogar: Mix equal parts and spread
around Infested area.
rTatvral Predator*: Carter snakes, grass snakes, ground beetles.
box turtles, salamanders, ducks, and larvae of lightning bugs aD
feed on snails.
Clay Pots: Place overturned clay flower pots near the shady side
of a plant. Rest one edge on a small twig or make sure that the
ground Is Irregular enough for the slugs and snails to crawl under
the rim. They will collect there during the waiuiesl part of the
day. Remove slugs and snails regularly and drop in a bucket of
soapy water.
Beer: Set out sauces or Jars fufl of stale beer, placed below
ground level near the garden. The fermented liquid draw* them
and they drown.
Sand. Lime, or Ashes: Snails avoid protective borders of sand.
lime, or ashes.
Tin Can: Protect young plants by encircling them with a tin can
with both ends removed. Push the bottom end of the can into the
soil.
'Material tn this handout adapted from HHWrra nmH<- tn H«r«f«<nun
Home. 1989. pp. 69 - 74.
"Because Information Is too varied on this subject, we refer you to references listed In the
RESOURCE section.
image:
More than three quarters of the Earth's surface to made tip of water. Apiwoxitmtely 80 percent oflhe
human body to water. Water to essential to al) plant and animal life. Many organisms can live without
oxygen, but none without water. So water supply and quality are critical.
The Water Cyd*
Water to the orfghvJrenewstle resource. We use the same water today at we did ««nturtet ago. Wekol
keep recydlng and reusing it over and over.
Water has its own cyde tnwMehh to naturtBy pnrtfktd and replenished. In «us cyde, water naturally
drruUtes through seven principle placet: ocaans. lake*, and riven; ice caps and glaciers: underground;
and the atmosphere. Thit cyde consists of the processes of evaporation, sublimation, transpiration.
condensation, and precipitation.
Evaporation it the changing of t liquid to a gas. SubUmttton to the ehangmg of »«olid (toe) directly to
a gas. It Is a slower process than evaporation but it It ttlll pan of the water cyde. particularly in colder
• gas, It leaves behind tny omtsminana thai II may have picked up In liquid or nttd form.
Tnntpiranon to the procen by which plant* BStwattrfromUiegieiindandgr** off water »apui Into the
air. A tingle we out release more than 10000 gaflora O7.850 Uten) of water a day back Into (he
atmosphere. This to alto a purification process.
At the abnosphera absorbs water vapor from evaporation, summation, and BmtDirstten. it i
saturation point A* the airtosaturated. water vaper condenses into droplets that form cloud*, fog, dew,
and In cold weather, frost. When water droplets in a doud become loo heavy, they fall u precipitation
m the form of rain. snow, sleet or hail. Conoeraaitor. and precipitation umiptett the cycle of water from
the earth to the atmosphere and back again. v
Surface Wata and Croundwatet
Much of our water supply to visible. In the form of turface water bi ocean*, lake*, streams, rtven. and
glacien. Surface water originate* at either runoff from rain, melting mow, and/or graundwater.
H.rmiichofthewaMrtupplytounMen.lnlhefonnofgrottndwater. Cnandwaltroriglnatei either at
cam or snow which gradually Kept mto the ground until It reachet Impermeable layer*. «ueh at thale.
slate, or clay. When water completely (ill* the tpacet b»n»itn toil and rock panicles, it form a xaneof
Miuraiton. The top of Ihli sane it called the water table. The water labl* can rite or fall, depending on
how much water it abtorbed Into the ground or how much water to removed from IL An area capable
of (upplying a tignificant amount of groundwater to a wet) or tpring It known at an aquifer.
Croundwater may be napped In nxk formation!, or It may flow through porout rock or even
underground riven. The ability to acceu groundwater cuppliet through wclb or tpring! to vital to the
development of aome anas. Deiera have been trantformed Into viable agricultural areat using
^roundwater resource!.
WATER POLLUTION
Water poDu ton ls any human-caused contamination of watet that reduces its useful ness tahumant and
ither organisms bi narure.
rom tha moment It begins to faO strain, water begtMtocoDea nantrsl fanpartttt*. These can be dun
articles In the air. minerals and organic matter In the tod. or material that enam lakes, smarm, ocean t,
rgroundwattr. Some of these impurities, m smtD quantities, can be beneficial. Minerals are a good
(ampte. But m larger quanrjbet, natural toipurtttet become water contammatton. For example, when
volcano erupts and dust from tha volcano enatn water bodies, the water I* contaminated. MM polluted.
reordine, to the US. dean Water Act o/19*6. watar pollution to caused by humans and can btdlvided
two daises. Point source pollution Is oontamlnation that comes from a single, dearly identifiable
uite. tuch as a pipe which discharges material from t factory into a lake, stream, river, bay, or other
idy of water. Point source pollution to rebo very any 10 Identify and control.
wpoint toons pollution to more difficult to Identify becaust It orlgmatts over a broad araa rrom a
netyof causes. Enmpl« of r«mpc^ttmm»pollubOTinehidel) animal waste* from agriculture::)
st>dtaandftrcaiim;3>iadiinmrrminnexeMismicn^
dfUb:3)effniemfTcrmfdlmgMptfcuiU<fto)petioleum^
d 7) atmospheric deposition. BecrattottodlaperndsMfCMilHalypeof poButsoo can bt difficult to
LAND USE AND WATER QUALITY
Urbaniuttce
The urbanization of land rencentratet people, and the poDu cantt that remit from their Hterytes, hi areat
thatareUigtlyuxutdwtthtmperrioutiiirfiret biillding».dnvew«y«.roa<ivildewitVi,anrl parting
lota. Thtocombinattonof people, pelhttanta.aiidpavernen» products urbanTuneffftat am carry a greater
pollutant load than municipal aewafe.
The aiMuuui of poDutantscavricd m uiban runoff with stoRRwaMf or enowmtlt H tafnienoad by ua^Tic
denflty, uttenn^ femiizer ana pttaooc toe, constriction tile pvacoce^ antana] mstes, toll c
precipitation.
PoDutana uanjyoiled hi urban ttorm
•OIL toxic cheirocaU. and organic (oiygr
CoftibvcttOD Sites
-aontummg)rnaterialt.
iaaili) i»aimlnerod«milrt«n<i.b»cterta.Btt«r.
ConxtruciUiiiiactivitKa can harm nearby waleftln Ihne wvyt, Tnaflrtmoi.iini whan nalurai land cj
to disturbed during excavation and grading operationa. SoO tMpped of itt protective, vegetationcan ba
easily wathed mto nearby nrface waters.
Second, inrmwater runoff often carriet matehalt used on the tlte, mch aa od. gncase. paintt. gtaes.
preservatives, adds, cleaning solutions, and solvent!, into nearty lakes or stream*.
And third. Inadequate planning—f^Ourt to design and construct projects with water quality (acton In
mind, tuch at peak runoff and flow rouong—can accelerate runoff.
Septic Syttcmt
M systems and rely on septic tanks and
Many hujiie tare not connected to municipal wastawaiaj tti
field lines for sewage treatment.
If they an? w«fl designed, installed, and maintained, septic system wtD tafdy Ireatt wasnjwster for 20 to
SO years, lin^opti design, intullation. or operation of tepnc tynemt or holding tanks can lead to
pollution of lurface or ground- waten by bacteria, nu menu, and household tcndc chemicals. A recent 05.
Environmental Protection Agency (EPA) report ttated that most wttcrbome diseases an probably
caused by old or poorly designed and operated septic lyttemt,
Septic systems use natural decoinpotltioii to mat watte*. Holdingtanksdonottreatwaites.bmabRply
contain them on tite. Both tepnciyttemsand holding tankt mutt be periodtcaOy pumped out or demed.
Ore mutt be taken in disposing of the material! lemoned in thto cleaning. Sottdt cleaned oat of septic
tysrems can be land-spread since they art partially treated, but cenrinuout spreading on a single site of
land should be avoided. Wattes removed from holding tanks need additional treatment since they
generally have not undergone much decomposition.
DelctngMaterUlt
Keeping read t safe in the winter requires the use el deldng manrMa, but the stockpiling and appikatWn
of these materials (primarily sand and tali) can harm turface and yumidwaiei.
Runoff tram inadequately protected tteekpflaof ull or «»nd and tall mUtuies has <.oimnli>aled both
turf ace and ground water. One study estimated that If afl stockpiles wire ui»tia
CDftt to the cnvnwinimt rroni itv vtt of 8HCin£ itiaiiWieaU v*wlo of cnfiwiuMQi
Frequent or highly concentrated road1 salt application can erase surface water quality
particularly hi email lakes or streams. Shallow ground wantroantamtnatlonmay be caustd by theme of
detdng materUh. paniculariy In areas of sandy sous or kam lopoftiaphy (where there arc direct
tujuietlic»»t.tuchastinkJ^ettbtlwtuitnTfac«andgreondwaier*>.
Ooplaada
if
s*
f
iterpofltttlotx xtntftn point toorttor
i. can babrolcan down Mo four main cm
Djf volume* MO bYMfw o DW f
significant aourea of aedimem.
Good water quality and aoO
stopping valuable toil lota. Thbaboprotscai
ether polhi tints from oopumdt te wttenx
image:
Uvcstack Operation*
AjilrriilfeedTc^aredef.T^as.otsandbund'mgsosedtoconrowanin^
or hold ing purposes. This definition indudriopen ranges used for feeding and raising poultry, but does
not include pastures.
Poor or Inadequate feedlot manaaamuu can allow sttrmwater runoff to carry poBuomt* from accumu-
lating manure into surface and groundwaters.
TK trend nationally ha* been toward the construction and Ofjeratloti of fewer, but larger and more
specialized livestock and poultry farms.
Feedlots can create significant pollution problems. Pollutants coming from animal feedlots Include
nutrients, onygen-demanding materials, and pathogens that may affect humans and animals. High
nitrate levels in groundwater have been associated with improper storage of animal manure.
Fertilizers
Nitrogen, phosphorus, and potassium are the three primary nutrients applied to crops, gardens, and
lawm as fertilizers.
Phosphorus and nitrogen entering water bodies in runoff from overfertUtzed areas can cause nuisance
conditions, such as heavy algal bloom* and excessive weed growth, making lakes unsuitable for
swimming, watenkimg. and other uses.
The presence of nitrates In rural well wat?rpuiei.<sansk to infants under six months old whose formula
is prepared with nitrate-contaminated water. Young infants lack Ihe ability to handle high leveb of
nitrate and may develop melhemoglobinemu (blue-baby syndrome), a disease Impairing the ability of
blood to carry oxygen throughout the body.
Studies have Indicated that nitrogen In fertilizers and manures Is a uiobabki source of elevated nitrate
comdiifcidonB m HJTBI ciuuinwttcr HipplMA*
FesttcUa
00 Pesticides an used t> control undeiraMe plans ce animal*. They Indude herbicides, insecticides.
*" mnglcides.aT.dK(«.»oeMes.Pesl.*idvsareu»edonag
gardens, a* aquatic nuisance controls tn lakes, and in forest management
Pesticide appUcatton can lead «a groundwater ttauaiidiiaUun. Surface waten cm be contamlnaied by
drUlfromrM.u.lddcs|rnymgai.dbrr.rr.offfrm Beth surface and ground waters
are vulnerable to contamination by stormwater nmoff flowing from .aortge. mixing loading, and tpray-
lankckarang areas.
Mlninj Activities
Mlringae«MDe»c.snc,«iiied™inabeehine»«m.n^^ Laka^strean* and ground-
water can be polluted by sediment tailings, dust chemicals, and waste* from open pit. strip, and
underground u lines.
ReguUtteratocomralininmgaetlvltfeshavvbeenmstltutada The
National Pollutant Discharge elimination System (NPDES) permit program admlnisiered by Mate
aeerKi«n^Utesd.seharpa horn Wustrtea into satevrttersarvJ
from mining.
Forest Practice*
Waters In to
Eda
jaDyano<veryWghquallty,aopc41atlon.wrienlldoesoocur,l«ulteh/tohann
a valuable and relatively sensitive ecosystem.
Forestry activities that can transfer pollutants from land to water an road ranitructton, clearing land tar
fire breaks, (tacking and loading operation* during harvest, mechanical site preparation, controlled
burning for site preparation, and application of pesbcides and herbicides.
Many large forested area* are managed by Ihe US. Forest Service and ststeager.de*. The»e age. icte* have
authority to protect water quality by regulating forestry practices on public lands. Establishing effective
lorest management pfifctices on private land I* Ihe primary cuimin for continued water quality
protection from forestry activities.
SOURCE: Ti SMI Valley Authority, T<
Workshop Teacher CoU*, TV A. Norrfs, Ti
•/Student Water Quality Monitoring Network FeTJ
1991
NUTRIENT WATER POLLUTION
Many of Ociratriattia^ lo bffag the eoth to life en 'overfeed* twitm^Mdcrth. Nutrient* like
phosphite* and nitrates stimulate plant growth and arc primary Ingredient* in fertilizers. These
rornpounds occur naturally. Intact certain levels of nutrient* are Decenary to maintain healthy aquatic
ecosystems. But In excess quantities they can cause great damage* AppfwdirataljrSOpcreEntot nluates
and 75 peraeni of phosphates introduced to lakeland meant* In the US, arc the result of human art vibes.
bi
ouiittof l>
ecosystems In balance. Butwhen
plant species can experience explosive growth. literally om-
rmBiej.Uaj<mmrfuced.ntoa waterway, some
llng other life forms.
Sources of nutrient pollution are sewage and septic runoff. U »esu».k waste, rertflJUe. luiiuff, dteu^ent*.
and industrial wattes. Some of these are point sources, while others are nonpoint sources.
When soluble moTicank nitrogen concentrations In .water readtk^U para per nuI*.Um and tn-iTgirdc
phosphorus concentration* reach 001 part* per milUon. alga* 'blooma'or irtultrplJ.es rapldry. An algal
bloom can become so severe that an entire lake can be covered with green, foiil«neumg mats of algae
Clear water can become so cloudy that visibility is restricted to a depth of a foot or less.
Rapid and excess!^ growth of Algae and aquatic plants can cltsjigemccJiajacler of lakes. acrea.Tia.and
coastal waters and impair their recreational uses. Nutrients can cause aquatic wttd* and other
undesirable plants to flourish. Filamentous or branched algae can foul up boat propellers. Blue-green
algae can stain boats and give swinuiieis a skin rash. Algal blooms can also Impair water quality. If Ihe
waterway is a source for municipal water supplies. It can be expensive to remove Impurities and odors
cauied by algae. Algal blooms, can impart toxins into water that cause human and livestock digestive
problems. Blue^reen algae is toxic to most livestock. In (set. In some coastal areas it Is dangerous to eat
foodslikeoyltenalceruin times of the yearbecause of algal toxins. Masses of algaecan wash upon shore.
decay, and produce hydrogen sulf.de gas. which smells like rotten eggs.
Algal bloom* can harm other'aquatK life. Algae, like an plant*, require* oxygen for respiration and
growth. When algae multiply rapidly, the larger population require* more oxygen, which can deplete
the supply for other aquatic life. This can cause other organisms to suffocate. For example. It is not
uncommon for fish kills to occur at night when algae are using oxygen to respire and grow Instead of
producing it through photosynthesis.
When an algal bloom clouds water. It can block sunlight from reaching other plants, kflling them or
limiting their growth. And as the! algae dies, the bacteria which feed on it can deplete oxygen levels In
the water to the point where other life forms are weakened or killed.
Eutrophkstion I* a process where lakes and other water bod les accumulate decaying plant materials and
begin to shrink in size. The addition of nutrients tea lake or other waterway which cause* plant growth
andubsequenUycause*ram>phibt.o^i**na.vra]lyocramngprecen
of years. When the process is accelerated by the addition of excesi nutrients, it can be very serious.
Eutrophication caused Lake Ene to "age" nearly 15.000 years between 1950 and 1975.
Sotatton*
Since many sources of rMtrieMpo^ltenanhumajHcaiart.lheyhaverhepotenualtobeeDrmoDed. It
has been estimated that the amount of fertilizer* used has increased more than 15 Uma (met 1945. There
is a movement to curb Ihe use of Mgh phospha K and nitrate fertilizers in area* where nutrient poUunon
Is a uiublenx even though crop yields would be reduced. Land management practices, such as crop
rotation to reduce fertilizer requiiejue.!-*. Is another optkviL
Homeowners can also a
•By sound bjwn and |
. bi many places.
health. Substituting compost as a mulch and fertilizer can ettmtnate this potential potrution source.
(Composting also reduces waste1 going m*> UndnllaJ
Most sewage Ueauntm plant* only remove about SO percent of the iiUiugaji and SO percent of the
phosphorus from domestic sewage. Thi* rill allows an estimated 200 to 300 mfluon pounds (90 to 125
million kg) of phosphates Into waterway* am»ytai. The use of tower phoapriate da augmu has been
encouraged to reduce this, along with Improving sewage mauiieiu systems K> remove more nutrients
befuie water Is released*
Lagoons
anl and l
and
holding pordimfeedkM can tnpar.to.sl wastes aMnriu<smterterapou\i..kn.. US. Fedanl and local
wastewater release law* govern taetaaoul itkaiiaa el meaariml* thai cooM contrlbo.* to noMenl
polhitlon.
image:
BEST MANAGEMENT PRACTICES
There are manyi
!heJtef>iiy|Jitgoi pneiiiUitg Miltf poDtrtiofi. Tntvevvydependingonthelype
of pollution and its source. Human activities on land have a direct impact not only on the types of
pollution owed, but also on the methods used to control pollution. The most effective ways of
controlling water pollution am aomeUmu called best management practices.
Urban And Suburban
Control of Doth point source and nc
obit i
ra pollution In urban and suburban areas is Increasing.
Tremendous Investment by cities and Industiy have helped curb pollution pmukam Immensely.
Municipal aewage treatment faculties have grown faster than the nation's population. However, more
li»uioi>m«ntsarestlD needed to make sure that water timing it systems can keep np with our needs.
US. Federal and Bate laws, beginning with the landmark 1977 dean Water Act, are continually bring
developed that limit what types of contaminants can be released Into water systems. These controls have
stopped many of the fish kills and other problems associated with poDuttonm the 1970s. Many urban
area lakes that were consider "dead* are now dean enough to support many fuh species and other
animals. Urban runoff Is still contreUed primarily by vohmtary means, but dbes have adopted new
practices like leaf collection and Hieenlcaiilug at oineal Urnes. that can reduce the flow of sediment and
other contanunams Into waterways. City planning places new emphasis on water catan »auun and
control, particularty In areas where wateraupplies may be limited. Be laiiUoiHetenooii ponds ha va been
I iiuji poiated Into some water cuiiuul systems to allow contaminants to settle, and to feed ralnwam into
runoff channels al a controlled not.
In some fasesL building codu Umlt mnsmnttun based on watai demand. A single. new Household
consumes more than a hundred thousand gallons (370.000 liters) of water each year, placing more
demand on water supplies and on wastewater and sewage tieauimu systems.
Education uregtamsdeslgned to teach peepsttht pi opeiuse of wattr and disposal of potential pollutants
are also having a positive Impact. These program show people the staggering amount* of water they
consume each day. and steps they can take to reduce consumption. Less consumption means less
wastewater that has the ability to carry pollutants.
Constractfoa
Construction must take Into account both slonmnn and long-turn water pollution iiauiagtinent
practices. Construction mimes vegetation from the ground, inviting erosion and sediment pollution.
Practices lo reduce this include temporary measures such as diverting water flow through trenches or
sediment ponds that allow sill and other material! to settle before water runs off Into streams. Sit screens.
hay bates, mulch, and other materials may also be used as temporary controls, as well as the planting of
temporary grasses to control erosion before more permanent landscaping can be done.
the location of streams, and the topography of the area must all be
the construction
process begins. Permanent measures may have to be taken to ensure that slow erosion doesn't create
problems several yean in the future. These measures may include storm drains: 'riprap.' a permanent
layer of none that retards water flow and enhances infiltration; or even construction of grassed or lined
waterways that convey crass storm water away from developing areas or critical slopes. The
construction process Itself may be modified to include a none 'pad* at the construction entrance to
reduce the transportation of mud off the building site by vehicles or runoff.
Croplands
Cn3pun.d* are l>» primar
m* of sedbr..-!*
pollution rtomfertlUnr or pesltctde runoff, r^lew management methods are being used to reduce these
voontOlage. Instead of plowing
\jnf pWCOW HH BWI*Uel^ -BU-ajajan) aaurasuj pas-tHuvuM |M»ai ••*-**•• a* <iJS.Hass-a,) vta••«.-•• Miassia-.au ut-Htfcas-u w* |S*>VWiii£
unilu IN ii aklm fiiini a |»i »lmil I ui|i ami npnalng nan anil i inm i ulloii llllagr iiari a filar m iiilii i
device to cut through the residue ao aaads on be planted. This process allows a protective layer of
»-geuttoteran»montepoltr«aoUs9i-Mdej-)ato
Impact Is that this process may require b»ueased on of herbicides. Another process, called ridge
planting, put* seeds in ridges of plowed aoil Thto method allows waj-maoUttnomrures for planting
and traps rainwater In the furrows between the ridges.
AptoiraTralexi..t.stos.-rvtoato provide eoQ
The tests iJ-dieate which nuBlu.uua>benasJiJf-»tr.« type of sc*J and tr-«e^
fertiUattan does not occur. MM only does this practice reduce pollution, u can reduce the cost of
UOuOCUtl tl 90pt
Other best management practice* Indnd* crop rotation, which may replaee • row crop with • grain or
other pUntlhilooven man pound and reduceserosion. PUrmlt<g field la vmitscmn also reduce crmion
And sediment pollution by contour1 fanning, changing the direction of rows* or era ling runoff channels
that allow sediment 10 aettle before the runoff water Is ideated Into streams.
Wart* man
FndloU and Patron Undi
Animal wastes can be tourcn of sediment bacterial and nutrient poDuMon. TTUO l._n.Sm«i.i
systems, however, can be uied to cen»«n animal wastes Into reusablei-muii.es. A ton (908 kg) of animal
nvnun is equal to about 100 poundt (45.4 kg) of high quality chemical fertillicr.
TVn» lino one tingtetyaem that tobett for animal wane oueiaUont. Dependlngonmeste»of operation.
type ol livestock, and (he potential for pollution, systems may need to be cuftomlnd to a paiticuUr
location. ConnderaBom for system design include local environmental regulations, the number of
animals, fertilizer needs, location of water sources, and the location ol residences around the livestock
operation.
A wane management system has three basic components: collection, transportation, and storage or
disposal. For some farms, a system may provide collection and transportation functions, with the wastes
delivered to another location for storage or disposal. Collection methods vary, ranging from scraping to
washing and flushing. Transportation methods include conveyors, pumps, wagons or manure spread-
ers.
Collection and storage methods are based on the principles of either keeping wastes for later use or
providing a sale method for their titatiiienl and disposal. Proper storage facilities are important because
wastes can tesenutnents and fertilizer value. A common treatment facilityisala goon. Anaerobic lagoons
break down waste materials without oiygen or aeranon. Aerobic lagoons break down waste material
with oxygen. Ttoslype of lagoon creates less od or I ran anaerobic la goons. Aerobic lagoons require more
surface area. Both types reduce the concentration of nutrients (by as much as 90 percent), making It safe
to dispose of wastes by irrigation or even through controlled (low Into streams.
Other alternatives Include collecAon of wastes and drying them for use a* household fertnim* or even
additions to silage for animal fetd>
Mtniaf
Minhig is e*\» activity thai bspedtatlyfeT^Usrd as a potrntulec^^ State 1965. more
than three minion aeits (1.125 JO ha) of land in the US. have been disturbed by strip-mining activities.
Severe problems hare been created by erosion and acidity. However, mined lands must now be
'reclaimed.* or restored to arreptahlf condition after operations are complete.
The best management practices Included tn tWs process are preplanning to determine how the sitr will
be used after operatkms are finished, stabilisation of the site while work Is m progress so that It does not
create an Immediate source of pollupen) utaBon of storm water control and sun age. and utieallunof
natural beauty by replanting the site so It has mnttmum acsthctic Impact on tne area. Since mining can
destroy topsofl. new soil or nutrients may need to be added before plants can thrive! or different
vegetation requiring less nutrients may be used to start growth.
Undei gieund mines can also be polluttuiiiumees.partiCBlarty lor grcond water. Then err ate nbk»cl
to reclamation and other laws requiring steps be taken to keep sediment or unto horn entering
waterways. ',
Forests
Fuiesu» pi settees ha veliCTHiiuilr^ voluntarily aj»d by lawtortdu^ Inroad
of clearcurang sites and mvmng erosion, many logging companies now us* selective cutting practices
that allow for better Umber choices and minima] impact on the land. Many forest products companies
have found that proper land management can actually Increase ilieii [jiuflB by Increasing forest yields.
For softwoods like pine, which art used tor paper production and lumber, forest product companies
manage their own 'plantations* of timber, replanting several trees for every one cut down. TWs has
Increased the amount of useaMe timber available In the US., and has reduced the potential of pollution.
Siteplanning is now an important constderinon. Loggingreadsmay wind around Mill to reduce erosion
and allow natural growth to quickly 'retake' the land alter cutting Is finished.
image:
INDIVIDUAL ACTIONS
There area rmmbercrfthiriptfatlndTldiial* can demthrtr own to reduce watp^ Many of
these practice* are stmpte ones that only require changing eld habit* or switching to moreen»iiuim»o»-
talry responsible product*.
Lawn And Garden
Individuals can create mon poDution on smaB plots of land than many farms create over hundreds of
acres (ha). One reason for this Is that Individual* tend to' overuse fertfflxen and pestiddes. Theeness
that runs off during rains combined widi similar overuse from the rest of a neighborhood can cane
significant pollution problems. Homeowners may apply 50 time* niuiefei liter than neceasary for plant
health, for example.
Or«goodalterMtivil(ncna:t*>ao»ipo(tpae(9prodaceMniralfertaiar. Composting can be started
by simply gathering leaves, branches, and other materials, and placing them in a location when their Is
enough aeration and iiaistmt to allow bacteria to begin breaking the material down. This produces a
rich mulch that can be applied to gardens or plant bases for fertilizer.
Chemical pesticides can be avoided by the us* of natural Intact controls. Inciudmg predatory tnsecls like
ladybugs or praying manUata. Theseuea tuns feed on many gai den peso and auu«peuple actually keep
mantisesaspets. Simply trtttaltrngabtrd feeder toanract birds can helpumiiel population* ol Japanese
Beetlesandotnerpests. Pestiddal soaps that do less harm thancherrdeals an alto available, a* an some
forms of insect diseases that wipe out pest* but don't harm other organism*. Proper selection of plants
for gardens and lawns can also reduce pests. Some, like mint, garbc and marigold*, win drive insects
a way, white others may not a/feet the local Insect populations at aD.
Automobile*
Even sitting still with their engine* off. automobile* an sources of puDuUon. Petroleum based fhdd* on
Cu wreak havoc In water supplies, contaminating thousand* of gallon* of water. Do-ll-yuui selfei s spffl or
*** dump more oil in a month than I* lost in major tanker disasters.
Do-it-yourself (obsltke oil changes should also have oil disposal taken mto consideration. Many sei»tco
stations accept oil for recycling, and most auto pans stores offer oil collection bores thai soak oil Into
shredded paper or other material. These boxes can then be taken to wade oil collection stations for proper
disposal. Low price quick oil change businesses can actually be more economical than doing It yourself,
particularly If your car requires special tools w reach oil niters and drain plugs. And most of these
businesses have waste oil handling procedures in place so that used oil is collected and recycled.
Fluids like annfreen and battery add an especially dangerous tcndes. Even small amounts can cause
personal health piobtems or gnat environmental damage. Special can should be taken when dealing
with these materials so they an not spilled. If a job appears that H may be particularly messy. It may be
best to take the vehicle to a responsible professional mechanic Many garages now use safer environ-
mental practices to make sure undo are disposed of carefully.
Household Cleaners and Solvents
Miny household thrives woaldbennstdertdtoxtcwasttdurnpsmbvlus Eveneoiiuiion
cleaners and solvents contain adds, lye, volatile organic compounds, and other material* that can
contaminate drinking water, even bi small amounts. Detergent* can add nutrient* like phosphates to
water and create rjroMems like algal btooma. People tend to practice *everkjn- with tleeiieisas they do
withfertillzmandpeshdde*. And aineethnematerial* an usually much more to«k—and much men
concentrated they can create serious pollution problems.
Natural ctanenltebakit^scda.vlnegaT.aid bora an be mbsn These
maarlals can mate good all-purpoae deaners. grease cutters, and even drain deaners. It is also possible
to boy tow-pbosphata laundry detergent* and detergent* that an free of dye* and perfume*. These an
men easily handled by aewmy mii» and cause less nutrient or tcodc pollution.
Catnimhou**&pn6i<op^6ilMaii*tcoiUtlni<tgatuiftiik.a>uy
Yet maty people teno
warning labels and dispait of these materials tn water systems. EPA tests on drmUra water aroplM*
ffnttftih.i~«i««fc«iMh«i<^— '' "
Water Conservation
Each of us uses aboDt 150 gallons (965 Uters) of water every day. One half -gallon O Btert) is used for
drinking. The other 149 1/2 gallons (*63 liters) go lor deaning. cooking, toilet flushing, and other uses.
M i> in itself, a form of runoff. One very effective way to reduce water pollution Is to simply reduce water
Thiscanbedonebychangmgartw habits. ftin^a
than letting wattr run Into the sink until H gets cold uses less water. Peeling fruits and nftelabltj and
t hen rinsing them saves two gallons (73 |lters)e»ery minute. A dishwasher uses less waterthan washing
by hand— about sta gallons (23 liters) a load. And washing an entire toad of dishes— or dotno savrs
water over washing several partial loads. New washing machines can reduce water consumption by one
I hi it), or more than 400 gallonsdSOO liters) monthly fora family of four. But the greatest water use occurs
in the bathroom. Simply turning off the water white brushing youiteuth will save as much a* ten gallons
(38 liters) per person per day. Taking a1 shower instead of a bath will save about 25 gallons (95 liters), and
new low-flow shower heads on reduce consumption even more.
Forty-five percent of the water used every day is flushed down the toilet. New toflet* use aboul half the
water as old models, and older toilen can still work effectively with less water. Devices like toilet dams
block pan of the water In the tank and reduce the amount used with each flush. If a toflet dam sounds
too difficult to install, you can get the same effect si rnply by putting a water-filled plastic bottle in the toilet
tank. This displaces water and means that less Is used.
i
Washing the ear with a nmnrng hose will use more than 100gaIlont(380Htm)of water. Using a bucket
and sponge cuts that by 90 percent. And it's best to water lawns and plants late In the evening or early
in the morning so water will soak into root systems and not be lost to evaporation. Another personal
choice that can be made 10 reduce water consumption Is to eat less meat. Half the water consumed hi the
U.S. goes to men production. Bimina nng a single eight-ounce (22g> portion of meat a month will save
more water than not turning on your kitchen sink for the same 30-day period.
image:
Office of Waur
WH-556
Sharing Science:
Linking Students with Scientists
and Engineers
A Survival Guide for Teachers
The Task...
Students learning science can experience the excitement of discovery and invention.
Understanding science prepares them to participate in an increasingly complex
and competitive scientific and technological world.
Meeting the challenge of teaching our children in this rapidly changing world is
not easy. Teachers have limited time and materials for teaching science and often
find themselves teaching without access to the real world experiences that can
make science come alive. -.'.. y
One of the best allies any teacher can have is a person who knows and understands
science. A scientist or engineer can help students: '
experience the excitement of discovery and invention
develop an informed approach to the role of science and technology in our world
observe teachers and scientists working together as partners .
associate science with a real human being . .
see the personal rewards of scientific and technical careers
realize that women and minorities can pursue careers in these fields
Every community is home to a variety of science professionals who are concerned,
just as you are, about educating tomorrow's citizens. Across the nation thousands
of them have demonstrated their willingness and ability to become involved in our
schools. This guide provides suggestions to help you collaborate successfully
with scientists and engineers in your classroom and to make the experience a
success for you, for your students, and for those who volunteer to share science
'withyou. _' ' (' \. '""• '"' '• -'" -•••••••'•• ' -• . - • • . •
Now —
Get ready!
Get set!
Go!
88
image:
OET READY!
Think creatively about what you want to accomplish.
Look for opportunities for your students to get to know a real scientist as an interesting
person. Encourage scientists to share the excitement of discovery and enthusiasm for their
professions. Cultivate student interests and questions through new experiences, ideas and
information.
Identify a scientist, engineer, or a science user.
Many school systems have formed active partnerships with
science centers, science alliances, scientific societies and local
universities. Corporations and business groups are interested
-in volunteering~in the classroom. Ask your system or state
science coordinator for help in contacting local scientists. It may
be easier than you think.
Make contact well in advance.
Remember, it will take time to develop a plan. Your volunteer
has a busy schedule, too, so be flexible. Find out when and how
contacted. Provide backup phone numbers in case a change in
contact necessary.
"YJe had a discussion about AIDS. The teacher
.& I had talked it over prior tomy visit,and IWIB
. prepared in case awkward issues arose. 1 think
my communication with the teacher was essen-
tial in this case."
—Deborah K. Smith, Ph.D.
each of you prefers to be
plans makes last minute
Decide together what to do. ,
Have a conversation with your volunteer about what she can do to help you enrich your
science program. Explore with her what experiences, activities, information would be of
interest to your students and appropriate to your curriculum. Agree on one or more activities
which engage your students.
To ask questions ami to find out — science is a part of what it means to be human.
Teachers, scientists and engineers have to become partners in efforts to bring science to
children. Working together, we can connect children to the ideas and the processes of
science, to the applications of science and mathematics which are all around us, and to the
promises and challenges of science and technology.
Teachers are vitally important to education and literacy in science because K-12 is the
front end of the pipeline toward careers in science, engineering and medicine; it is also the
gateumy to lifelong learning, enjoyment and appreciation of science. Scientists have much
to share and much to learn when they link to teachers and students. It is worth the effort
to reach out and bring scientists into your classroom. Some of them used to teach in
schools, as I did. Many of them are parents of school age children, as I am.
This guide will help voit make the experience of sharing science a meaningful one for uou,
for them, and most importantly, for your students.
Shirley M. Malcoin. Ph.D.
Head. Directorate for Education and Human Resources Programs
American Association for the Advancement of Science
89
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Office of Water
WH-SS6
~EPA 800-B-3J-004
March 1903
GET SET!
A month or so in advance:
• Schedule and determine the setting for the activity.
Will the scientist work with your whole class or with small
groups? Will the activity be indoors or out? Agree on the
time allotted for the activity. Allow for flexibility!
• Identify any special equipment or space that is
needed.. _ . . .
This could include laboratory equipment, A-V materials, flat
tables, electrical outlets, water, or scissors. Agree on how
materials and equipment will be managed to ensure both
safety and efficiency.
• Give the scientist a profile of your students.
Let him know the number, age, learning characteristics, and
special needs of your group. Tell the volunteer what your
students have been studying and how the proposed activity
will fit in.
• Provide directions to the school and parking
information.
Tell the scientist where and how she will be greeted.
A few days before the visit:
• Call the volunteer to confirm your plans.
• Prepare a welcome.
Select a team of several students to greet the volunteer and help
with any equipment which may need to be carried in.
• Prepare your students.
Explain who their guest is and what he will be doing. Review
rules of courtesy. Prepare name tags so the scientist can call
on students by name. If students will be working in groups,
assign them ahead of time.
"/ have no children of my own; I have never had a
teacher education course; and I have never taught
either grade school or high school before in my life.
Consequently, I was a bit apprehensive about the whole
thing. However, you put me at ease, and your class
was a model of attentiveness and good behavior. I
found your students tobeajoy to teach. If ever you feel
like taking a chance with me again, I'd love to come and
teach your class a second time."
—Dr. David M. DeMarini,
Research Genetic Toxicologist
"I. .discussed basic principles of electricity and
magnetism and helped students make simple
circuits. Students enjoyed the "hands-on" ex-
perience. Based on past experience, I expected
iron filings and small compasses to be available.
I should have reviewed the list of materials with
the teacher ahead of time."
— William M. Yager, Ph.D.
90
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Office of Woo- ~EPA 800-B-93-004
wn-556 March 1993
GO!
On the day of the visit:
• Be sure students, equipment, and space are ready.
• Have your welcome team meet your visitor.
• Introduce the visitor to your class.
• Remain actively involved during the visit.
Show your students that teachers are learners, too. When you are
interested, students will follow your example. Be a second pair
of adult hands if needed. Lend your quiet expertise in classroom
management.
• Understand what your students are learning.
Anticipate and identify questions they may have so that you can
prepare to follow up.
After the visit:
• Extend appreciation.
Thank-you notes, drawings, or photographs from students are
always appreciated. Scientists especially like to know what
students learned and what interested them.
• Provide feedback about the activity to the scientist.
Scientists are learners, too. They will respond to your positive
reinforcement as well as constructive criticism.
• Follow up
Discuss with your students what they learned and what else they
want to know. Build on their experience with follow up activi-
ties. Incorporate interdisciplinary activities in writing, spelling,
art, social studies, reading, and math. Completeany experiments
left by the visitor and let her know the results.
• Share your experience with parents and colleagues
as well as school administrators.
• Plan for more visitors.
Make your experiences diverse. Invite people with different
backgrounds, women and men, minorities, and people with
disabilities.
"Like the children we teach, we learn as a result of our
own activity—our own struggle to make sense of what
we see....We are in this classroom together, and this
science work will only be exciting if we care about it
together. If 1 say 'Scientists are curious,' but lam not
showing curiosity, children will perceive this incon-
sistency. 1 need to show, as well as say, how tliat
looks."
—Ellen Doris, Northeast Foundation for Children,
"Doing Wliat Scientists Do"
"More than twenty "Thank-You" cards made
by these students with their own words of per-
sonal appreciation were sent to me. This was
certainly unexpected but was definitely a thrill
for me to see the creativity of these students, of
how they conceived the microbes and me and
then expressed it in pictorial illustrations."
—Joseph K. Li, Pharmacologist
91
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Office effKacr
WI1-556
~EP* 800-B-SWXM
v |Iarch1flB3
Scientists!
Children and scientists have much in common. Naturally inquisitive, young children ask endless
questions. They may spend half an hour watching a bug crawl on the floor. Children sort money,
pictures, toys, shells, pasta shapes, and words. They experiment by pouring water into soil, mixing
different colors of paints, or adding blocks to a tower until it falls. They draw conclusions about the way
things work. They leam from and share information with others.
Scientists share with children a natural curiosity about the world. They are trained to use a more
systematic and sophisticated approach to inquiry than children do. They have developed the discipline
to remain objective, to reserve judgment until they have the facts, and to recognize the limits of their
knowledge. Nevertheless, the skills used in doing science are the same — whether you're a student or
a scientist!
Science Process Skill
Children
observe
experiment
collaborate
record
measure
sort and classify
compare
analyze
share information
look, touch, smell,
taste, listen
change something and
watch what happens
partners in classroom
journal, score card
scale, riiler, stopwatch
measuring cup
color, size, shape,
weight
fastest, largest, farthest
what happens most
class meeting;
at recess, "Guess what
I found out?"
Scientists
microscope, x-rays,
chromatography,
seismograph
change and control
variables
colleagues around world
field notes, computer
computer analysis,
calibrated apparatus
taxonomic key,
relevant functional
groupings
change over time,
change in differing
conditions
statistical analysis
scientific meetings,
E-mail; over coffee,
"Guess what I found out!"
92
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WH-356
March
Science in the Classroom
Listed below are suggestions of people who might be able to help you in the classroom. Some are research
scientists. Others use science in their everyday work life. Other people who might be helpful are hobby-
ists and collectors who study weather, plants, animals, astronomy, rocks and minerals, or fossils.
Animals
Plants
O
Weather
Physical &
Chemical
Properties
Electricity &
Magnetism
Earth &
Space Science
Behavioral &
Social Science
Zoologist, entomologist, microbiologist,
marine biologist, paleontologist, cytolo-
gist, physiologist, chemist, ecologist, neu-
robiologist, geneticist, anatomist, mam-
malogist, limnologist, pharmacologist
Botanist, paleobotanist, agronomist, agri-
cultural chemist, ecologist, geneticist, pa--
leontologist, pathologist, soil scientist
Meteorologist, ecologist, agronomist, ge-
ologist, oceanographer, dimatologist
Chemist, biochemist, pharmacologist, mo-
lecular biologist, physicist, ecologist, toxi-
cologist, metallurgist, geologist, forensic
criminologist, materials scientist, engi-
neers: chemical, textile, industrial, acous-
tical, optical, mechanical, civil, nuclear,
agricultural, and ceramic
Physicist, geologist, computer hardware/
software designer, engineers: industrial,
electrical, thermal, mechanical, and elec-
tronic
Astronomer, geologist, paleontologist,
ecologist, physicist, biologist, chemist, vul-
canologist, seismologist, oceanographer,
soil scientist, engineers: aeronautical, avia-
tion, construction, and civil
Animal psychologist, clinical psychologist,
psychiatrist, sociologist, anthropologist,
historian, archaeologist, geographer, de-
mographer
Zookeeper, veterinarian, beekeeper, ani-
mal trainer, physician, forest ranger, wild-
life manager, fanner, rancher, audiolo-
gist, nurse, dietician. X-ray technician, fo-
rensic specialist, pharmacist
Horticulturist, farmer, forest manager,
nutritionist, landscape architect, soil con-
servation officer, park ranger, agricultural
extension agent
TV weather forecaster, airport flight con-
troller, fisherman, boat captain, farmer,
pilot, environmentalist, soil and water con-
servatioihagent
Architect, inventor, mechanic, carpenter,
musical instrument ma ker, musician, pho-
tographer, builder, police lab technician,
water company technician, cosmetics de-
veloper, gemologist, building inspector,
potter
Electrician, radar technician, amateur ra-
dio operator, telephone system mainte-
nance technician, electrical inspector, in-
ventor, radio/TV engineer
Pilot, astronaut, geographer, cartographer,
surveyor, geotechnical tester, aerial pho-
tographer
Marketing professional, business man-
ager, city planner, applied economist,
school psychologist, pollster, market re-
search analyst, statistician
93
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Office of Water
WH-S56
800-8-9*864
March 1993
How Scientists Can Help You
Scientists, engineers, and people who use science in daily life can:
Demonstrate scientific concepts and direct appli-
cations of science and technology
Develop experiments and do them with students
Lead or arrange for field trips or guest speakers
Stimulate and guide independent research
Show students practical applications of computers
in science
Serve as a resource person for you or your students
Help obtain, fix, and maintain equipment
Serve as tutors, mentors, and role models for indi-
viduals or small groups
Encourage female and minority students to enter
science-oriented careers
Work with parents and families
Lead after-school science and math clubs
Assist with science, math, and career festivals
and more—be creative!
"Thank you so much for visiting our class. The kids (and I)
learned a lot about Manne Biology and Diving. Last iveek in
Reading Class we were studying "Diagrams" and we had a
practice paper with a diagram of "diving gear." I was pleased to
see how much of the equipment the kids still recognized! Thank
you, especially, for giving the kids a chance to see that scientists
can be "real people". lam not sure
that is something 1 realized at their
age. P.S. You can see from the kid's
letters what an impression your visit
made upon them."
—Bonnie Farb, 5th grade teacher
"One thing ] try to get across is that
you don't have to have a Ph.D. to
contribute in science."
—Melissa Mar, Research Biologist
"I discussed the role of fungi in our
lives and displayed examples of fruit-
ing bodies and culture plates. The
students displayed a great deal of
interest and asked both interesting
and stimulating questions. The
teacher showed an extremely high
degree of interest and enthusiasm
that seemed to transfer to students. I
found the experience to be rewarding beyond my expectations."
—Dr. John E. Mayfield, Mycologist
"I liked when you put the blue and orange compounds together
in the liquids. Please say hello to Dr. Hegley, and doctor Pinhas
forme. Your friend, Dennis (the person who wants to find out the
chemical reaction)."
—5th Grade Student
"I talked about entomology, showed the students a collection
of unusual insects, allow the students to handle some live
insects, and gave each of them caterpillars and supplies to rear
them to adults. The students were interested and excited.
Meeting with a scientist enhanced the students' perception
that science is a real activity and occupation, and not just a
school subject."
—M. Scott Thomson
"I showed the separation of dyes
in grape soft drink as a way of
illustrating separations and their
utility in analyzing for pollut-
ants. Students reacted with en-
thusiasm and suggested other
separations to try. I hope stu-
dents learned that scientists are
real people and that science can
be fun."
—Douglas E. Rickert
"A scientist helped a second-
grade class make electromag-
nets from materials no more
complex than a battery, a nail,
and a length of wire. With
fumbling fingers, the students
created their apparatus and then proceeded, without fore-
knowledge, to see what the contraption would do. Thrilled
with herself and her creation, one bright-eyed girl cried
out, "I made a magnet! I did it! 1 really made a magnet!"
Relating his experience, the scientist grew wistful. "It was
that experience," he said, "that reminded me of why I am
doing all this. Now 1 know my efforts are worth some-
thing."
—Colorado Alliance for Science
94
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You're Not in This Alone!
Science education is a national priority. Thousands of scientists are
interested in volunteering. Sharing Science With Children: A Survival
Guide for Scientists and Engineers, a companion to this publication,^
in the hands of tens of thousands of scientists. Many national
organizations have committed to improving science learning.
The National Science Foundation (NSF) has designated National
Science & Technology Week, 1992 as April 26-May 2 and 1993 as
April 25-May 1. NSF encourages teachers, scientists, and others to
participate through school activities, community projects, and
public lectures.
Science centers provide rich experiences in science. They are a
resource for science activities and ideas for teaching science. Their
national organization, the Association of Science-Technology Cen-
ters (ASTC), is promoting partnerships between teachers, muse-
ums^and scientists. Contact your local science center to learn what
is available in your community.
The American Association for the Advancement of Science (AAAS),
a national organization of 130,000 scientists, actively encourages
member scientists to work with teachers in schools. Their publica-
tion, Sourcebook for Science, Mathematics b Technology Education,
includes more than 2,000 listings of programs, people, projects,
publications, and organizations. It can be ordered by writing:
AAAS, 1333 H Street, NW, Washington, DC 20005.
Office of Wtaer tPA 800-B-93O04
Developed by the•Nortn Carolina Museumo? 1
Life and Science.
Thomas H. Krakauer, Executive Director
Georgiana M. Searles, Editor and Director of
Education
Noncommercial duplication of this publication
is encouraged.
For additional copies of this guide or its com-
panion, "Sharing Science With Children: A Sur-
vival Guide for Scientists and Engineers," write:
Georgiana M. Searles
North Carolina Museum of Life and Science
P.O. Box 15190
Durham, North Carolina 27704
The North Carolina Museum of Life and Sci-
ence gratefully acknowledges funding sup-
port from:
National Science Foundation
North Carolina Science and Mathematics Alliance
North Carolina
Museum of Life and Science
Sharing Science:
Linking Students with Scientists and Engineers
/I Survival Guide for Teachers
Printed on recycled paper
95
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Office of Waur EPA 800-B-33-004
H7/-556 March 1993
SHARING SCIENCE
WITH CHILDREN:
i«-<T;~.v-»
®fi
The Task...
We face a challenge. Our children need to leam about rapidly changing science
and technology. Already, many of your colleagues, along with educators, parents,
and local, state, and national organizations, have joined together to meet the
challenge. They support science education by allocating resources, building
community support, and providing tools and materials for teachers.
You can help. One of the best tools any teacher can have is a person who knows
and understands science and technology — a person like you. By sharing science
in the classroom, you can help students...
• understand the positive and vital role of science, mathematics, and technology
in today's world,
• gain an understanding of the work scientists do,
• see scientists as real people,
• lay the foundation for careers in science and technology, and
• grow in their enjoyment of the world around them.
Just a few hours of your time can make a big difference. Teachers are eager to invite
you into their classrooms and to help you work with their students. This guide
provides suggestions to smooth your transition from lab to classroom.
You and your colleagues working in science and technology fields are doers ...
doers can teach—by example, by working to expand science education in all levels
of the educational system, and by sharing with teachers and students in the
classroom.
Now —
Get ready!
Get set!
Go!
5« •• <«•
96
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Survival Tips for Your Classroom Visit
Before you go into the classroom...
' Decioe on your approach.
You may select some aspect of the curriculum. An alternative, more personalized, approach is to focus
on what you do.
^.•^•rare voir? acHvit h^ed o rfrl^rer^s nef-ffs nnd abilrties, - -
Ask the teacher what students already know. "Typical Science and Technology Topics" on page 6 will
give you a general understanding of what students typically learn at different grades. You can also check
with the teacher about local curriculum and/or texts.
Know the age of the class you are visiting and their "Thinking and Learning Characteristics" (page 7).
I*- };~r.rji5''fd fcr v-/;5?rji :-earf:or= and hehy\ior.
Keep in mind that teachers and parents may have concerns about how sensitive issues, such as evolution
or reproduction, are presented to their children. If you have questions^bout appropriate ways to present
your subject, discuss your plans with the teacher.
'<.;!•.*••.< HY.iv i'v:Ct Vvhorc-- \<m \\ill be visiting.
Verify the time, place, and length of the visit. Be sure to get phone numbers
for the teacher and the school. If you don't know where the school and
classroom are. ask for directions.
'.•cxit-. Tar addiri;:?ia' resources.
Local science centers, museums,
libraries, your colleagues, and
other sources may be able to ;
provide hands-on teaching
materials, films, live animals,
activity kits, and other materials
to use. Colleagues or your
professional society may
be able to give you
good ideas for experiments and
things to do. If you have children,
ask them what they would like to
know about what you do.
97
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CtficrofWtoer ~EI»A 80OB-9WIW
wii-556 March 1993
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If each student is to have a handout or materials, make sure you have enough of each. See that materials
are organized. Do a test run of experiments, games, or any other activities you plan to do.
iVs-pnrv1' • • •'-*' it*rni»»'>io«y liuir is appropriate for fhv ssadents.
If there are a number of words or concepts students would benefit by knowing in advance, give them to
the teacher and (s)he can help students learn them.
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Let the children know you are a real person with a family, pets, hobbies. Talk about how you got to be achemist,
an anthropologist, an engineer,... Was there a special event or person in your life — a teacher, a learning
experience, a book, a visit to a museum — that aroused your interest in your field? What do you do on an
average day? What is interesting or unique about your work?
involve tut <v\v::j-3u\; u.
Bring an attention grabber if you can. Keep in mind that your goal is to arouse curiosity, excitement, eagerness
to know more. The tools of your profession may be commonplace to you, but they are mysterious, unknown,
even fascinating to most of the students (and teachers) you meet. When possible, let students handle models,
equipment, samples, plants, prisms, stethoscopes, rocks, or fossils.
Do a simple experiment in which the students participate. The process skills of science — observing,
identifying, classifying, measuring—are the skills that enable students to apply science to everyday problems.
Questions that ask students to make a prediction, to give an explanation, to state an opinion, or to draw a
conclusion are especially valuable. Be sure to allow time for each student to THINK before anyone gives
answers.
Be conscious of vocabulary. Try not to use a difficult word when a simple one will do. Define words students
may not know. For example, don't say, "I am a cytologist" and begin a lecture on semipermeable cell walls.
Rather, ask students if they know what a cell is and then tell them you study cells, how they are built, and how
they act, and that you are called a cytologist.
Show the students that the area of science or technology you work with every day is part of their everyday lives,
too. How has what you and your colleagues have learned up to this time changed how we do things or
understand things? How will what you do make the students' lives better or different in the future? How does
what you do and know relate to what they are learning in school?
tiK- s 1 1 ;fjj €??(*? for tht y^v^peowt. Ifyppronri^U'
Unexpected loud noises, bright lights, unusual odors, graphic photographs, and similar experiences that evoke
strong emotion or fright can disturb some children. It may be wise to warn students that a surprise or
something unusual is coming even when evoking a degree of surprise is one part of your goal.
eave mfjre uus
Help set up an experiment that students can continue after you leave. Hand out an assignment — find out how
many birds live in the local area, gather samples of leaves from local trees, make a cardboard glider — for
the students to complete on their own or with their families. Invite them to write to you with questions — arid
plan on answering those letters quickly!
• Ask for ar» e%akiafri>:>n of \ ow efforts.
Ask the students what they liked (and didn 't like) about your visit. Ask the teacher to critique your presentation
and help you improve your in-class skills.
Schedr.lt; V'.Ktr next visit:
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TEACHING TIPS * *
Make eye contact with the students because they love the personal contact.
Smile and feel comfortable telling amusing anecdotes because kids love a good laugh.
Organize all materials in advance because kids sometimes have a hard time waiting.
Use student volunteers to help you set up and distribute materials, samples, pictures, and
handouts because kids love to feel important. .
Require that students raise their hands to participate because they will probably all want to talk
at once.
Call on many different members of the class because everyone wants to be involved.
Model good safety practices because kids learn by following role models.
Give specific directions when distributing specimens because kids sometimes disagree about who
has been holding an object the longest.
Use a prearranged signal to get students' attention during activities (clapping, flipping light
switch, etc.) because it is too hard to give good directions unless students are quiet.
Stop and wait for students to let you continue speaking if they get noisy because they have
probably heard the "cold silence" before and know that it means they need to be less noisy.
Wait to give handouts to students until it is time to read or use them because if the students have
the handouts while you are speaking they will be distracted.
Wait several seconds before calling on students to answer a question because the whole class
needs time to think about the question before someone answers it.
Praise attentive or helpful behavior because this is the behavior you want to encourage.
Enjoy the students, their enthusiasm, and their sense of wonder because they have a fascinating
perspective on the world!
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March 1.883
Typical Science and Technology Topics
Kindergarten
Many kinds
Have different coverings
Eat different kinds of foods
Many kinds
Grow in different places
•
Vegetables and fruits
Dayscanbesunny. cloudy,
rainy, and snowy
pour seasons
Things have colors, sizes,
shapes
Classifying objects
Hot and cold
Serial ordering
Moon
Day and night
y
Soil
First and Second Third and Fourth Fifth and Sixth
Are alike and different
Move and grow
Different homes
Different sounds
Care of pets
Characteristics of plants
Collecting pans of plants
Seeds become plants
Uses of plants
Air occupies space, has
weight
Atmosphere
Air has pressure
Wind is moving air
States of matter.
Different types of matter
Dissolving
Movement of things in air,
water
Sinking and floating
Sources of electricity
Uses of electricity
Safety
Sun, moon, earth
Stars
Day and Night
Adaptations to the
environment
Defense mechanisms
Helpful and harmful
animals
Classification of plants
Effect of soil, water, air,
and light on growth
Conservation
Prehistoric plants
Effect of sun on earth
Temperature and
thermometers
Expansion and contraction
Heat
Fuels
Producing sound
Music
Magnets
Simple compass
Uses of magnets
Heat and light
Seasons
Day. night, year
Tides and eclipses
Solar system
Gravity, inertia and orbit
Comets, meteors and
meteorites
Space exploration
Animal classification
Selective breeding
Interaction with the
environment
Balance of nature
Pans and functions
Life processes
Plant movements
Adaptation
Evaporation and
condensation
Precipitation
Air masses
Forecasting and
instruments
Factors affecting climate
Atoms
Chemicals
Mixtures and compounds
Matter and energy
Sources of energy
Reflection/refraction
Lenses
Static electricity
Nature of electricity
Simple circuit
Batteries
Series and parallel circuits
Safety
Ecology
Pollution
Recycling
Constellations
Space travel
Right
Oceans
Water cycle
Properties of water
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Message to all members of the scientific and engineering communities
concerned about improving science education in the nation's schools:
I encourage practicing scientists and engineers to share personally some of their knowledge and experience with school children.
In September of 1989, President Bush convened the historic Education Summit with the Nation's Governors in Charlottewille. Virginia. The
National Education goals developed following the Summit established targets for American educational
achievement by the year 2000. The National Science Foundation and other Federal agencies, in partnership with
the States, school districts.academic institutions,private industry and professional organizations, are generating
the systemic reforms needed to realize these national goals as they apply to mathematics and science achievement
for all students. Yet these reforms, which include improved curricula and better teacher preparation, cannot in
themselves convey fully the excitement and dynamics of modern science. There is no substitute for personally
meeting real scientists and engineers in the classroom and learning first-hand about what they do.
Many of you may have little formal teaching experience. Others who are teachers may never have taught at the
grade school level. Some may question their ability to convey their knowledge and experience adequately to school
age children. Yet each of you has a unique and important story to tell. This pamphlet provides reliable, time-tested
guidance as to what to expect when you enter the classroom, how to support and complement the school curriculum, and how to make your
visit a valuable, enriching experience for the students. You will find that it can be a deeply rewarding personal experience for you as well.
I urge each of you to contribute in this unique way to the enrichment of mathematics and science education in our schools. By doing so, you
can help today's students to lead fuller and more productive lives in the future. You might also help to inspire and motivate the students who
will become the next generation of professional scientists and engineers.
Assistant Director for Education and Human Resources
National Science Foundation
Thinking and Learning Characteristics of Young People
Early Elementary (K-2) Late Elementary (3-5) >" Middle Grades (6-8)
As a thinker...
• Leams through manipulating objects.
• Believes what he or she sees.
• Can't trace steps back from a
conclusion.
• Sees pans, not the whole.
• Does not understand that making
physical changes in an object does
.not change its amount.
As a learner...
• Is expansive, adventurous, curious,
eager to learn, energetic, always in
motion, loud, and emotional — has
mood swings.
• Wants to please adults.
• Has difficulty controlling impulses
and regulating behavior.
• Is very "me" centered. Seeks
attention. Loves praise.
• Likes to work in groups, but will
need assistance.
• Can sit still and listen 10-15minutes;
needs frequent change of pace.
As a thinker...
• Although still somewhat tied to see-
ing in order to believe, begins to un-
derstand concepts as well as objects.
• Understands hierarchical classifica-
tion systems.
• Can combine, son, multiply, substi-
tute, divide.
• Begins to generalize, formulate hy-
potheses, use systematic problem-
solving strategies.
• Likes to memorize, to learn facts.
As a learner...
• Understands rules and can follow
them.
• Likes group activities and excursions.
Is a great socializer and eager to fit in.
• Considers fairness to be important.
• Takes initiative and is self motivated.
• Is becoming an independent learner.
• Is a perfectionist who will practice
the same thing over and over again.
• Avoids opposite sex.
• Can sit still and listen 20-30 minutes
(variety increases attention span).
As a thinker...
• Can hypothesize, create propositions,
and evaluate.
• Can conceptualize in the abstract and
understand probability.
• Begins to understand multiple
causation.
• Developing understanding of ethical
principles.
As a learner... .
• Is emotional, restive, and eager to get
moving.
• Is easily bored.
• Challenges rules, routines, and
authority.
• Is beginning to have an interest in the
opposite sex.
• Is typically more oriented to small
group activity.
• Has a vulnerable ego, is very self-
conscious and concerned about how
he/she is perceived by others.
• Can handle 30-40 minute sessions.
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COMMIT TO THE CHALLENGE
Leam about and support science related activities in your local community and
those sponsored by state and national organizations. Here are some resources:
Each year the National Science Foundation (NSF) designates the last full week
in April as National Science & Technology Week. NSF provides instructional kits
with student activities, educational posters, and other materials. It encourages
teachers, scientists, and others to participate through school activities, community
projects, and public lectures. National Science & Technology Week will be
celebrated in 1992 on April 26-May 2.
The Association of Science-Technology Centers and its member science muse-
ums promote experiences in science and technology for children, families, and the
general public. Science centers and museums feature hands-on exhibits, science
activities, and teacher training workshops and serve as educational resources to
theircommunities. Contact your local science center to offer your support. ASTC
can refer you to museum contacts in your state. Call (202) 783-7200 for assistance.
The American Association for the Advancement of Science (AAAS) sponsors
activities through its Committee on the Public Understanding of Science andTech-
nology including a project which encourages scientists to volunteer at science and
technology centers and other places of science. Call (202) 326-6602.
Many professional societies lend support to local schools, museums, and other
community institutions. Check with your national organization to find out what
programs or materials are available.
Developed by the North Carolina Museum of
Life and Science based on numerous publica-
tions, guidelines, and other sources drawn from
all over the United States. Non-commercial
duplication is encouraged. We want to know
how you use this guide and any suggestions you
have for improving it. Contact: Georgians M.
Searles, Director of Education, North Carolina
Museum of Life and Science, P.O. Box 15190,
Durham, North Carolina 27704.
The North Carolina Museum of Life and Sci-
ence gratefully acknowledges funding support
from:
National Science Foundation
American Association of Pharmaceutical Scientists
American Mathematical Society
American Society for Microbiology
Apple Computer, Inc.
E. I. duPont de Nemours & Company
Schering-Plough Research
North Carolina
Museum of Life and Science
SHARING SCIENCE WITH CHILDREN:
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