&EPA
United States
Environmental Protection
Agency
The EMPACT Collection
Environmental Monitoring for Public Access
& Community Tracking
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United States """——Office of Research and Df
Environmental Protection Office of Environmental Ir
Agency -_—- -^Washington, DC 20460
September 2001
http://www.epa.gov/empact
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Disclaimer
This document has been reviewed by the U. S. Environmental Protection Agency (EPA) and ap-
proved for publication. Mention of trade names or commercial products does not constitute en-
dorsement or recommendation of their use.
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EPA/625/R-01/010
September 2001
Delivering Timely Environmental
Information to Your Community
The Boulder Area Sustainability
Information Network (BASIN)
United States Environmental Protection Agency
Office of Research and Development
National Risk Management Research Laboratory
Cincinnati, OH 45268
Recycled/Recyclable
Printed with vegetable-
based ink on paper that
contains a minimum of 50%
post-consumer fiber content
processed chlorine free
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CONTRIBUTORS
Dr. Dan Petersen of the U.S. Environmental Protection Agency (EPA), National Risk Management
Laboratory, served as principal author of this handbook and managed its development with support of
Pacific Environmental Services, Inc., an EPA contractor. The following contributing authors represent
the BASIN team and provided valuable assistance for the development of the handbook:
BASIN Team
Larry Barber, United States Geological Survey (USGS), Boulder, Colorado
Michael Caplan, City of Boulder
Gene Dilworth, City of Boulder, Colorado
Tammy Fiebelkorn, City of Boulder, Colorado
Mark McCaffrey, NOAA
Sheila Murphy, USGS, Boulder, Colorado
Chris Rudkin, City of Boulder, Colorado
Donna Scott, City of Boulder, Colorado
Jim Waterman, Enfo.com
Jim Heaney, University of Colorado, Department of Civil, Environmental, and Architectural
Engineering
The BASIN Team would like to extend a special thanks to the following Boulder Community
Network (BCN) Staff and Volunteers for their efforts in making the BASIN project a success:
BCN Staff
Brenda Ruth, Jim Harrington, Karen Kos, and Joelle Bonnett
Web Design & Architecture
Paul von Behren, Phil Nugent, Linda Mark, Bob Echelmeier, Chad Wardrop, Sean McGhie,
Juditha Ohlmacher, Richard Fozzard, Roy Olsen, Mike Meshek, Irv Stern, and Deb Miller
GIS Group
Steve Wanner
Resource Discovery Group
Janne Cookman, Jeff Roush, and Paul Tiger
Outreach
Alice Gasowski, Brenda Ruth, Michael Benidt, Brad Segal, Michael Caplan, and
Tom Mayberry
Treasure Map Developer
Dani Bundy
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CONTENTS
1. INTRODUCTION 1
1.1 Background 1
1.2 EMPACT Overview 3
1.3 BASIN EMPACT Project 4
1.4 EMPACT Metropolitan Areas 9
2. HOW TO USE THIS HANDBOOK 11
3. BASIN EMPACT PROJECT 13
3.1 Boulder Creek Watershed Characteristics 13
3.2 Sustainability 15
3.3 Timely Environmental Data 19
3.4 The Boulder Creek Millenium Baseline Study 26
4. COLLECTING, TRANSFERRING, AND MANAGING TIMELY
ENVIRONMENTAL DATA 29
4.1 System Overview 29
4.2 Data Collection 30
4.3 Data Analysis 32
4.4 Data Transfer 36
4.5 Quality Assurance/Quality Control 39
5. DATA PRESENTATION 41
5.1 What is Data Presentation? 41
5.2 BASIN Spatial Data Catalog 42
5.3 Generating Data Presentations 45
5.4 Water Quality Index (WQI) Computation and Display 50
5.5 Conclusions 51
6. COMMUNICATING TIMELY ENVIRONMENTAL INFORMATION 53
6.1 Developing an Outreach Plan for Disseminating Timely Environmental
Monitoring Data 53
6.2 Elements of the BASIN Project's Outreach Program 60
6.3 Resources for Presenting Environmental Information to the Public 66
6.4 Success Stories 73
6.5 Most Frequently Asked Questions and Answers 75
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CONTENTS (continued)
APPENDIX A A-l
Glossary of Terms & Acronym List
APPENDIX B B-l
BASIN News Newsletter
APPENDIX C C-l
Other Printed Promotional Material for BASIN
IV
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1. INTRODUCTION
1.1 Background
BASIN, the Boulder Area Sustainability
Information Network, began as a two
year pilot project designed to deliver a
variety of environmental information about the
Boulder, Colorado area to its inhabitants. As an
ongoing model for the localization of socio-
ecological data and information, BASIN seeks
to improve public access and understanding of
environmental information by fostering a
collaborative partnership between researchers,
data collectors, educators and the general public
and actively seeks community involvement in
information development and learning and
services activities. [Source: http://bcn.boulder.co.us/basin/main/about.html]
Note!
The Colorado BASIN project should not be confused with the
Environmental Protection Agency's BASINS (Better Assessment
Science Integration Point and Nonpoint Sources) Modeling
Course. The BASINS Modeling Course is a watershed training
course offered by the EPA's Office of Wetlands, Oceans, &
Watershed. Please see http://www.epa.gov/waterscience/
BASINS/ for more information about BASINS.
BASIN project components include:
• Data Providers - agencies who either actively provided data to BASIN
or had relevant environmental data available on the Web. BASIN
utilized data collected by the following agencies:
City of Boulder, Drinking Water Program
City of Boulder, Storm Water Quality Program
City of Longmont
Colorado Air Pollution Control Division
Colorado's River Watch Program
SNOwpack TELemetry (SNOTEL)
United States Geological Survey (USGS)
INTRODUCTION
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• Information Collection, Management and Delivery - a system to
maintain environmental data and to establish and maintain
communication links. The key agencies responsible for this effort are
as follows:
City of Boulder
enfo.com, Colorado
• Communications - led by the Communications Coordinator, this
component of BASIN served to communicate information about
environmental conditions and to facilitate community and school-
based participation in new and existing environmental programs.
General content and background materials on the BASIN Web site, the
BASIN Newsletter, BASIN Television and CD-ROM programs, and
other education and outreach materials were developed through
BASIN Communications. The following agencies were responsible for
developing the ECOSOURCE material:
City of Boulder
Boulder Community Network
Boulder Valley School District
Community Access TV
For the purposes of this Environmental Monitoring for Public Access and Community
Tracking (EMPACT) project, the "Boulder area" is defined as the St. Vrain Watershed,
a 993 square mile region that extends from the Continental Divide to the High Plains
and includes over 285,000 people [Source: http://www.bococivicforum.org/
indicators/people/05 JitmT|.
Figure 1.1 St. Vrain Watershed.
Source: http://bcn.boulder.co.us/basin/watershed/address.html
CHAPTER 1
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The BASIN project was one of eight EMPACT projects funded by the U.S.
Environmental Protection Agency's (EPA's) Office of Research and Development
(ORD) in 1998. The EMPACT program was created to introduce new technologies
that make it possible to provide timely environmental information to the public.
1.2 EMPACT Overview
This handbook offers step-by-step instructions about how to provide a variety of timely
environmental information including water quality data to your community. It was
developed by the EPA's EMPACT program. EMPACT is working with the 150 largest
metropolitan areas and Native American Tribes in the country to help communities in
these areas:
• Collect, manage, and distribute timely environmental information.
• Provide residents with easy-to-understand information they can use
in making informed, day-to-day decisions.
To make this and other EMPACT projects more effective, partnerships with the
National Oceanic and Atmospheric Administration (NOAA) and the USGS were
developed. EPA works closely with these federal agencies to help achieve nationwide
consistency in measuring environmental data, managing the information, and delivering
it to the public.
To date, environmental information projects have been initiated in 84 of the 150
EMPACT- designated metropolitan areas and Native American Tribes. These projects
cover a wide range of environmental issues, including water quality, groundwater
contamination, smog, ultraviolet radiation, and overall ecosystem quality. Some of
these projects were initiated directly by EPA, while others were launched by EMPACT
communities themselves. Local governments from any of the 150 EMPACT
metropolitan areas and Native American Tribes are eligible to apply for EPA-funded
Metro Grants to develop their own EMPACT projects. The 150 EMPACT
metropolitan areas and Native American Tribes are listed in the table at the end of this
chapter.
Communities selected for Metro Grant awards are responsible for building their own
timely environmental monitoring and information delivery systems. To find out how to
apply for a Metro Grant, visit the EMPACT Web site at http://www.epa.gov/empact/
apply.htm.
One such Metro Grant recipient is the BASIN Project. The project provides the public
with a variety of timely environmental information about the Boulder area including
weather, stream flow, water quality, snow pack, and toxic release data, as well as an
extensive compilation of supplemental information to provide interpretive context for
the environmental data.
INTRODUCTION
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1.3 BASIN EMPACT Project
1.3.1 Overview/Approach
The primary goal of BASIN was to help Boulder area residents make meaningful
connections between environmental data and their daily activities and enable
involvement in the development of public policy, especially as it relates to the local
environment. The BASIN project focused on critical local and regional environmental
issues that pertained to the Boulder Creek Watershed.
The data provided on the BASIN Web site were selected by the BASIN Project team
based on the following criteria:
• Significance of the data to the local community/environment,
• Availability of the data,
• Interest to the local community,
• Feasibility for putting the data on the Web site, and
• Sensitivity of the data (e.g., controversial data)
There are three classifications of data available on the BASIN Web site.
• Data links to other Web sites (e.g., SNOTEL, weather, toxic releases,
and stream flow) where BASIN did not have any principal relations
with the data providers and had no influence on the collection, analysis,
or quality control of the data.
• Acquired data, where BASIN dealt with the data providers but had no
direct influence on the data collection or quality control of the data (e.g.,
River Watch data and City of Longmont).
• Direct data, where BASIN had an interactive relationship with the data
provider and had input on the data format, collection protocols, and
QA/QC (i.e., City of Boulder's drinking water and storm water data and
USGS data).
The BASIN approach emphasizes "timely" information over "real-time" data.
Acquiring and delivering "real-time" data involves a high frequency of data sampling,
transmission, and display. Costs are proportionately higher and tend to reduce other
aspects of a project accordingly. Therefore, high frequency data presentation should
only be incorporated when it is essential to the usefulness of the data. In many
applications, "timely" data may provide the same desirable features as "real-time" data.
For the BASIN project, "timely" means the most current available data set, presented
with the appropriate supporting contextual information. This approach avoids the
problems associated with static data sets that quickly become outdated, but avoids the
higher maintenance costs associated with "real-time" data delivery.
4 CHAPTER 1
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1.3.2 BASIN EMPACT Project Team
The BASIN Project team consists of both principal and collaborative partners. The
principal BASIN partners are as follows: [http://bcn.boulder.co.us/basin/adm/
contributors.html]
• City of Boulder - provided overall project coordination as well as
drinking water and storm water monitoring data.
• enfo.com. - directed design and development of the BASIN
InformationManagement System and provided technical
coordination of Web site designand development (see http://
www.enfo.com).
• Mark McCaffrey - Communications Coordinator for the BASIN
Project. As an environmental educator and co-founder of the
Boulder Creek Watershed Initiative, Mark was involved with
developing the original BASIN EMPACT proposal and, as
Communications Coordinator, assisted in establishing the network of
both principal and collaborative partners for the BASIN project.
• University of Colorado Department of Civil Engineering and
Architectural Engineering - served as one of the initial EMPACT
grant writers; developed data collection and interpretation strategies
for the integrated water quality component; and studied residential
water use.
• USGS/Dr. Larry Barber - provided data collection, analysis and
interpretation guidance and participated in the development of the
Boulder Creek Millennium Baseline data collection program.
• Michael Caplan - Community liaison and team facilitation.
Collaborative Partners include the following:
• Boulder Community Network.
• Boulder County Healthy Communities Initiative.
• Boulder County Health Department.
• Boulder Creek Watershed Initiative.
• Boulder Valley School District.
• Colorado Division of Wildlife-River Watch Network.
• Community Access Television.
• United States Geological Survey
INTRODUCTION
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1.3.3 Project Costs
Overall - The costs to conduct a monitoring project similar to the BASIN Project can
vary significantly. Factors affecting the cost include, but are not limited to, the size and
location of your study area, the types of information available from potential
collaborative partners, the number and types of parameters you want to measure, the
number of personnel needed to collect and analyze the data, the number of samples to
collect, the amount of new equipment which will need to be purchased, etc. For the
BASIN project, the BASIN team purchased a Sun SPARC Database Server Platform
for $10,000.
The BASIN team originally submitted an EMPACT Metro Grant Application/
Proposal for $600,000. However, due to limited EMPACT resources, the BASIN
project was funded the reduced budget of $400,000 for two years beginning in January
1999. Provided below is brief discussion of the primary project components of the
BASIN project. Figure 1.2 provides the budget expenditures for the BASIN's
monitoring project. [Source: BASIN Project 2000 Annual Report, dated January 30,
2001]
140,000
•198,000
• IMS • Communications D DsU 8
D Utfctn StocBQ RuBofF • Project Management
Figure 1.2 Budget Expenditures for the BASIN Project.
Information Management System (IMS) - effort included developing data provider
partnerships, identifying IMS software requirements, implementing IMS system,
development of the bibliographic database and supporting user interface, development
of an event calendar database and user interface, development of a photograph database
and user interface, maintenance of timely data acquisition and display protocols,
providing e-mail forum support, and general maintenance of the BASIN Web site. This
effort comprised approximately 26 percent of the $400,000 project budget.
6
CHAPTER 1
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Communications - effort included Web site design; assistance in the development of
video productions about BASIN and Boulder Creek, publishing the bi-monthly BASIN
NEWS newsletter, hosting on-line discussion regarding drought, fires, and floods, and
developing specific learning activities and promoting BASIN in local schools. This
effort comprised approximately 24 percent of the $400,000 project budget.
Data Analysis - effort included collecting, compiling, and analyzing existing water
quality data, as well as developing a protocol to transmit the QA/QC validated data to
the Web site. Monthly data for 17 parameters measured along Boulder creeks were
made available on the BASIN Web site. This effort also included the compilation of a
450-item Boulder Creek Watershed Bibliography which can be queried via the BASIN
Web site (see IMS) and the development of an extensive list of household hazards and
environmentally benign alternatives. This effort comprised approximately 17 percent
of the $400,000 project budget.
Urban Storm Runoff - effort included developing a better understanding of micro-
scale runoff relationships at a small-scale urban site, developing an overall water balance
model of a small urban site, and developing a process level understanding of the
residential water use. This effort comprised approximately 23 percent of the $400,000
project budget.
Project Management - effort included maintaining communications with grant
agency, project managers, and all BASIN participants, administering grant and
subcontractor contracts and correspondence, maintaining EPA approved Grant
Management Filing System, serving as a liaison between granting agency and city;
providing oversite of the Environmental Index development process, and producing
the BASIN NEWS newsletter. This effort comprised approximately 10 percent of the
$400,000 project budget.
1.3.4 EMPACT Project Objectives
Overall BASIN project objectives include the following:
• Improve existing environmental monitoring to provide credible, timely
and usable information about the watershed to the public.
• Create a state-of-the-art information management and public access
infrastructure using advanced, web-based computer technologies.
• Build strong partnerships and an ongoing alliance of governmental,
educational, non-profit and private entities involved in watershed moni-
toring, management, and education.
INTRODUCTION
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• Develop education and communication programs to effectively utilize
watershed information in the public media and schools and facilitate
greater public involvement in public policy formation.
1.3.5 Technology Transfer Handbook
The Technology Transfer and Support Division of the EPA's ORD National Risk
Management Research Laboratory initiated development of this handbook to help
interested communities learn more about the BASIN Project. The handbook also
provides technical information communities need to develop and manage their own
timely watershed monitoring, data visualization, and information dissemination pro-
grams. ORD, workingwith the BASIN Project team, produced this handbook to lever-
age EMPACTs investment in the project and minimize the resources needed to imple-
ment similar projects in other communities.
Both print and CD_ROM versions of the handbook are available for direct on_line
ordering from EPA's ORD Technology Transfer Web site at http://www.epa.gov/
ttbnrmrl. You can also order a copy of the handbook (print or CD-ROM version) by
contacting ORD Publications by telephone or by mail at:
EPA ORD Publications
USEPA-NCEPI
P.O. Box 42419
Cincinnati, OH 45242
Phone: (800) 490-9198 or (513) 489-8190
Note!
Please make sure that you include the title of the handbook and the EPA
document number in your request.
We hope you find the handbook worthwhile, informative, and easy to use. We wel-
come your comments, and you can send them by e-mail from EMPACT's Web site at
http://www.epa.gov/empact/comment.htm.
8 CHAPTER 1
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1.4 EMPACT Metropolitan Areas
Albany-Schenectady-Troy, NY
Albuquerque, NM
AUentown-Bethlehem-Easton, PA
Anchorage, AK
Appleton-Oshkosh-Neenah, WI
Atlanta, GA
Augusta-Aiken, GA-SC
Austin-San Marcos, TX
Bakersfield, CA
Baton Rouge, LA
Beaumont-Port Arthur, TX
Billings, MT
Biloxi-Gulfport-Pascagoula, MS
Binghamton, NY
Birmingham, AL
Boise City, ID
Boston-Worcester-Lawrence-MA-NH-
ME-CT
Brownsville-Harlingen-San Benito, TX
Buffalo-Niagara Falls, NY
Burlington, VT
Canton-Massillon, OH
Charleston-North Charleston, SC
Charleston, WV
Charlotte-Gastonia-Rock Hill, NC-SC
Chattanooga, TN-GA
Cheyenne, WY
Chicago-Gary-Kenosha, IL-IN-WI
Cincinnati-Hamilton, OH-KY-IN
Cleveland, Akron, OH
Colorado Springs, CO
Columbia, SC
Columbus, GA-AL
Columbus, OH
Corpus, Christie, TX
Dallas-Fort Worth, TX
Davenport-Moline-Rock Island, IA-IL
Dayton-Springfield, OH
Daytona Beach, FL
Denver-Boulder-Greeley CO
Des Moines, IA
Detroit-Ann Arbor-Flint, MI
Duluth-Superior, MN-WI
El Paso, TX
Erie, PA
Eugene-Springfield, OR
Evansville-Henderson, IN-KY
Fargo-Moorhead, ND-MN
Fayetteville, NC
FayetteviUe-Springfield-Rogers, AR
Fort Collins-Loveland, CO
Fort Myers-Cape Coral, FL
Fort Fierce-Port St. Lucie, FL
Fort Wayne, IN
Fresno, CA
Grand Rapids-Muskegon-Holland, MI
Greensboro-Winston-Salem-High Point,
NC
Greenville-Spartanburg-Anderson, SC
Harrisburg-Lebanon-Carlisle, PA
Hartford, CT
Hickory-Morganton-Lenoir, NC
Honolulu, HI
Houston-Galveston-Brazoria, TX
Huntington-Ashland, WV-KY-OH
Huntsville, AL
Indianapolis, IN
Jackson, MS
Jacksonville, FL
Johnson City-Kingsport-Bristol, TN-VA
Johnston, PA
Kalamazoo-Batde Creek, MI
Kansas City, MO-KS
Killeen-Temple, TX
Knoxville, TN
Lafayette, LA
Lakeland-Winter Haven, FL
Lancaster, PA
Lansing- East Lansing, MI
Las Vegas, NV-AZ
Lexington, KY
Lincoln, NE
Little Rock-North Little Rock, AR
Los Angeles-Riverside-Orange County,
CA
Louisville, KY-IN
Lubbock, TX
Macon, GA
Madison, WI
McAUen-Edinburg-Mission, TX
Melbourne-Titusville-Palm Bay, FL
Memphis, TN-AR-MS
Miami-Fort Lauderdale, FL
Milwaukee-Racine, WT
Minneapolis-St. Paul, MN-WI
Mobile, AL
Modesto, CA
Montgomery, AL
Nashville, TN
New London-Norwich, CT-RI
New Orleans, LA
New York-Northern New Jersey-Long
Island, NY-NJ-CT-PA
Norfolk-Virginia Beach-Newport News,
VA-NC
Ocala, FL
Odessa-Midland, TX Oklahoma City, OK
Omaha, NE-IA
Orlando, FL
Pensacola, FL
Peoria-Pekin, IL
Philadelphia-Wilmington-Atlantic City,
PA-NJ-DE-MD
Phoenix-Mesa, AZ
Pittsburgh, PA
Portland, ME
Pordand-Salem, OR-WA
Providence-Fall River-Warwick, RI-MA
Provo-Orem, UT
Raleigh-Durham-Chapel Hill, NC
Reading, PA
Reno, NV
Richmond-Petersburg, VA
Roanoke, VA
Rochester, NY
Rockford, IL
Sacramento-Yolo, CA
Saginaw-Bay City-Midland, MI
St. Louis, MO-IL
Salinas, CA
Salt Lake City-Ogden, UT
San Antonio, TX
San Diego, CA
San Francisco-Oakland-San Jose, CA
San Juan-Caguas-Arecibo, PR
San Luis Obispo-Atascadero-Paso Robles,
CA
Santa Barbara-Santa Maria-Lompoc, CA
Sarasota-Bradenton, FL
Savannah, GA
Scranton-Wilkes Barre-Hazleton, PA
Seatde-Tacoma-Bremerton, WA
Shreveport-Bossier City, LA
Sioux Falls, SD
South Bend, IN
Spokane, WA
Springfield, MA
Springfield, MO
Stockton-Lodi, CA
Syracuse, NY
Tallahassee, FL
Tampa-St. Petersburg-Clearwater, FL
Toledo, OH
Tucson, AZ
Tulsa, OK Visalia-Tulare-Porterville, CA
Utica-Rome, NY
Washington-Baltimore, DC-MD-VA-WV
West Palm Beach-Boca Raton, FL
Wichita, KS
York, PA
Youngstown-Warren, OH
Federally recognized Native
American Tribes
INTRODUCTION
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2. HOW TO USE THIS HANDBOOK
The remainder of this handbook provides you with step-by-step information
on how to develop a program to provide timely environmental data to your
community using the BASIN Project in the Boulder, Colorado area as a model.
It contains detailed guidance on how to:
Establish
stakeholders and
data collection
organizations
and collect
supporting
information sources.
Prototype data
management
procedures and
data presentation
standards while
formalizing data
sharing partne
Present prototype
community
stakeholders and
gather feedback.
Revise and update
system to reflect
feedback while
expanding both
data sharing
and public oui
Chapter 3 provides information about gathering environmental moni-
toring data. The chapter begins with an overview of the BASIN water-
shed and discusses the importance of sustainability. The chapter then
focuses on the types of data provided on the BASIN Web site and the
environmental parameters that are monitored in the BASIN watershed.
Chapter 4 provides information on how to collect, transfer, and man-
age timely environmental data. This chapter discusses the sources of
the timely environmental data (i.e., who or which organization collects
the data for the BASIN project) and the data transfer and management
process. In particular, this chapter provides detailed information on
collecting, transferring, and managing the data.
Chapter 5 provides information about using data presentation tools to
graphically depict the timely environmental monitoring data you have
gathered. The chapter begins with a brief overview of data presenta-
tion. It then provides a more detailed introduction to selected data
presentation tools utilized by the BASIN team. You might want to use
these software tools to help analyze your data and in your efforts to
provide timely environmental information to your community.
Chapter 6 outlines the steps involved in developing an outreach plan to
communicate information about environmental data in your commu-
nity. It also provides information about the BASIN Project's outreach
efforts. The chapter includes a list of resources to help you develop
easily understandable materials to communicate information about your
timely environmental monitoring program to a variety of audiences.
HOW TO USE THIS HANDBOOK
11
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This handbook is designed for decision-makers considering whether to implement a
timely environmental monitoring program in their communities and for technicians
responsible for implementing these programs. Managers and decision_makers likely
will find the initial sections of , and most helpful. The latter sections of these chapters
are targeted primarily at professionals and technicians and provide detailed "how to"
information. Chapter 6 is designed for managers and communication specialists.
The handbook also refers you to supplementary sources of information, such as Web
sites and guidance documents, where you can find additional guidance with a greater
level of technical detail. The handbook also describes some of the lessons learned by
the BASIN team in developing and implementing its timely environmental monitor-
ing, data management, and outreach program.
12 CHAPTER 2
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3. BASIN EMPACT PROJECT
This chapter provides information about the BASIN watershed area, the
importance of "sustainability," and important parameters for measuring the
health of a watershed. Understanding your area and knowing what it must
provide is the first step in the process of generating timely environmental information
and making it available to residents in your area.
The chapter begins with a broad overview of the "Boulder Area" watershed
characteristics and discusses why sustainability is important. The chapter then discusses
the various parameters which are monitored to measure the condition of the watershed.
Readers primarily interested in learning about watersheds and environmental
sustainability should read Sections 3.1 and 3.2. Readers primarily interested in an
overview of the types of environmental data that are available for a community should
read Section 3.3.
3.1 Boulder Creek Watershed Characteristics
A watershed is the entire drainage area or basin feeding a stream or river. It includes
surface water, groundwater, vegetation, and human structures. Watersheds vary in size
from just a few acres to hundreds of square miles - and everyone lives in one. One of
the main functions of a watershed is to temporarily store and transport water from the
land surface to a water body (e.g., stream or river) and ultimately (for most watersheds)
onward to the ocean. In addition to moving the water, watersheds and their water
bodies also transport sediment and other materials (including pollutants), energy, and
many types of organisms. Watersheds also recharge drinkingwater reservoirs within the
watershed. [Source: http://www.epa.gov/owow/watershed/wacademy/acad2000/
ecology/ecologylS.html]
Boulder Creek is a small watershed located in the Front Range of the Rocky Mountains,
east of the Continental Divide in central Colorado. Boulder Creek is part of the
Mississippi River Basin, and reaches the Mississippi River byway of the St. Vrain, South
Platte, Platte, and Missouri Rivers. The watershed encompasses about 1100 km2 (440
sq. mi.) and consists of two physiographic provinces. The upper basin, defined on the
west by the Continental Divide, is part of the Southern Rocky Mountain Province. The
lower basin, defined on the west by the foothills of the Rocky Mountains, is part of the
Colorado Piedmont Section of the Great Plains Province. These regions differ
significantly in topography, geology, and hydrology. The upper basin is composed
primarily of Pre-Cambrian Age metamorphic and granitic rocks, which are very weather
resistant, while the lower basin is dominated by sedimentary rocks, which are more
easily eroded. In addition to the physiographic province delineations, land use has
imprinted such a strong signal on the watershed that it can be further divided into five
BASIN EMPACT PROJECT 13
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regions: mountains, transportation corridor, urban, wastewater-dominated, and
agricultural (Source: S.F. Murphy, P.L. Verplanck, and L.B. Barber, "Chemical Data for
Water Samples Collected from Boulder Creek, Colorado, During High-Flow and Low-
Flow Conditions, 2000," to be submitted as a USGS Open File Report).
-aTHp
^nS^
^-V.iC3?u
Ridge
Figure 3.1. Schematic of a Watershed.
[Source: http://www.epa.gov/OWOW/win/what.html]
For the purposes of the EMPACT project, the "Boulder Area" is the St. Vrain
Watershed. It encompasses a 993 square mile region that extends from the Continental
Divide to the High Plains and includes approximately 285,000 people. The City of
Boulder is the largest metropolitan area within the Boulder Creek Watershed. Other
communities in the Boulder Creek Watershed include Nederland, Longmont,
Louisville, and Lafayette.
West of Boulder there are prime snowmelt water supplies adjacent to abandoned and
active mines, recreation areas, growing mountain communities and forest fire zones.
Steep canyons above Boulder make it one of the state's primary flood areas. Runoff
from these canyons causes erosion and transports pollutants into Boulder's creeks. East
of the City, the land topography changes to a plains environment where there are
dramatic changes in the water flow patterns and ecosystem. At this point, Boulder
Creek becomes heavily impacted by the city's Wastewater Treatment Plant. [Source:
1998 EMPACT Grant Application]
14
CHAPTER 3
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Several creeks and tributaries exist in the Boulder Creek Watershed. These include
Boulder Creek, St. Vrain Creek, Rock Creek, Coal Creek, Four Mile Creek, Sunshine
Creek, Goose Creek, and Lefthand Creek.
The Boulder area, particularly the eastern portion of Boulder, are "semi-arid" plains
while the mountains to the west are wetter and receive most of their precipitation in the
form of snow during the late spring months. However, after the snow has melted and
the summer rains have come and gone, even the mountains can become parched and
dry, becoming ripe for forest fires.
Through extensive waterworks, such as a complex systems of ditches, reservoirs,
pipelines and dams, the Boulder area has to some extent buffered itself from the
seasonal flux of the water cycle. Nevertheless, the area is still vulnerable to droughts,
flashfloods, forest fires, pollution and breakdown of the infrastructure that delivers
water and removes waste.
[Source: http://bcn.boulder.co.us/basin/main/whywater.html]
3.2 Sustainability
The key word in the BASIN acronym is "sustainability." The term "sustainability" is
derived from the word "sustainable" which means to maintain or prolong necessities or
nourishment. When it comes to the sustainability of the environment, as well as the
communities that are a part of that environment, many people agree that providing
citizens with relevant environmental information that will allow them to make
appropriate personal actions and help determine present and future public policy is of
paramount importance. The "sustainability" of future communities will be, in part,
determined by the actions of citizens today. [Source: http://bcn.boulder.co.us/basin/
main/about.html#Sustain]
Since 1960 the Boulder area has quadrupled in population, outpacing the global
population explosion with high-impact development and growth. To support such a
substantial growth in population and industry, more water was needed for the Boulder
area. As a result, the Boulder area implemented large-scale water projects, such as the
Colorado Big Thompson and Windy Gap projects, which imported water from the
other side of the Continental Divide. According to the Boulder County Health
Communities Indicator Report of 1998, on average some 67,000 acre feet of water per
year enters Boulder County from the Colorado Big Thompson project, a Federal "trans-
basin" project begun in the 1950s.
Even with today's relatively high compliance standards, this tremendous growth
impacts the quality of the water in the region. For example, waste from municipal
sewage and individual septic systems impacts the waterways, air pollution from cars
transports into the high mountain lakes and streams, and ground water is contaminated
by leaking underground storage tanks. Aside from environmental impacts, rivers are
BASIN EMPACT PROJECT 15
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sometimes literally drained dry due to Colorado's prior appropriations doctrine which
historically has not supported leaving water in the river to support the aquatic habitat.
Although the issues are complex and the solutions are difficult, there are signs of
progress in the Boulder area. For example, the City of Boulder has implemented a
practice called "in-stream flow" which leaves some water in Boulder Creek at certain
times during the year to protect the fish and macro invertebrates. Also, water-
conserving landscape design is becoming more popular in the region and water
education is becoming an integral part of children's school curriculum.
However, the question remains: Can a community be sustainable? One step towards
addressing sustainability is to monitor the community's impact (or ecological footprint)
on the environment to reveal the difficult questions and tough choices it must face to
minimize its impact on the environment. By focusing initially on water in the Boulder
area, the BASIN project provided timely monitoring data, as well as background
information and links to other resources that enabled the inhabitants of the region to
better understand and to take steps to protect the Boulder area environment. [Source:
http://bcn.boulder.co.us/basin/main/sustain.html] For more on sustainability, see
"Toward a Stewardship of the Global Commons: Engaging "My Neighbor" in the Issue
of Sustainability: http://bcn.boulder.co.us/basin/local/sustaininO.html. The Web site
of the EPA Office of Water (http://www.epa.gov/owow/monitoring) is a good source
of background information on water quality monitoring.
3.2.1 Establishing Community Partnerships
BASIN seeks to communicate the significance of timely environmental data to the
general public. To maximize the effective communication of existing environmental
information and improve the public relevance of ongoing data monitoring programs,
BASIN established partnerships with environmental researchers currently collecting
data in the watershed and solicited the active participation of the public in the design and
development of BASIN's data management system and presentation of information.
To develop these partnerships BASIN proceeded as follows:
• sought community input on both community information needs and outreach
program design,
• established partnerships for both data access and community outreach,
• gathered references to existing environmental data,
• gathered access to supporting environmental information,
• established data management procedures in consultation with existing and new
data collection programs,
16 CHAPTER 3
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• established prototype Web site design and development procedures,
• evaluated data and designed outreach channels, particularly for data
presentation,
• developed data interpretation and supporting materials,
• released the initial Web site prototype within the first year,
• actively gathered partner, stakeholder and public feedback on the Web site
prototype,
• continued to revise and update Web site during the second year, and
• established procedures to continue data updates and solicit additional data and
information sources.
BASIN found that an iterative design process with active involvement of the
community is essential to insure that data presentations are effective and relevant and
that sufficient contextual information is provided to make these data meaningful to the
general public.
3.2.2 Water Quality Monitoring: An Overview
Water quality monitoring provides information about the condition of streams, lakes,
ponds, estuaries, and coastal waters. It can also tell us if these waters are safe for
swimming, fishing, or drinking. Water quality monitoring can consist of the following
types of measurements:
• Chemical measurements of constituents such as dissolved oxygen,
nutrients, metals, and oils in water, sediment, or fish tissue.
• Physical measurements of general conditions such as temperature,
conductivity/salinity, current speed/direction, water level, water
clarity.
• biological measurements of the abundance, variety, and growth rates
of aquatic plant and animal life in a water body or the ability of
aquatic organisms to survive in a water sample.
You can conduct several different types of water quality monitoring projects. For
example water quality monitoring can be conducted as follows:
BASIN EMPACT PROJECT 1 7
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• at fixed locations on a continuous basis,
• at selected locations on an as-needed basis or to answer specific
questions,
• on a temporary or seasonal basis (such as during the summer at
swimming beaches), or
• on an emergency basis (such as after a spill).
Many agencies and organizations conduct water quality monitoring including state
pollution control agencies, tribal governments, city and county environmental offices,
the EPA and other federal agencies, and private entities, such as universities, watershed
organizations, environmental groups, and industries. Volunteer monitors - private
citizens who voluntarily collect and analyze water quality samples, conduct visual
assessments of physical conditions, and measure the biological health of waters - also
provide increasingly important water quality information. The EPA provides specific
information about volunteer monitoring at http://www.epa.gov/owow/monitoring/
vol.html.
Water quality monitoring is conducted for many reasons, including
• characterizing waters and identifying trends or changes in water
quality over time;
• identifying existing or emerging water quality problems;
• gathering information for the design of pollution prevention or
restoration programs;
• determining if the goals of specific programs are being met;
• complying with local, state, and Federal regulations; and
• responding to emergencies such as spills or floods.
EPA helps administer grants for water quality monitoring projects and provides
technical guidance on how to monitor and report monitoring results. You can find a
number of EPA's water quality monitoring technical guidance documents on the Web
at: http://www.epa.gov/owow/monitoring/techmon.html. The EPA's Office of
Water has developed a Watershed Distance Learning Program called the "Watershed
Academy Web." This program, which offers a certificate upon completion, is a series
of self-paced training modules that covers topics such as watershed ecology,
management practices, and analysis and planning. More information about the
Watershed Academy Web can be found on the Web at: http://www.epa.gov/
18 CHAPTERS
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watertrain/. The EPA also has a Web site entitled "Surf Your Watershed" which can
be used to locate, use, and share environmental information on watersheds. For more
information about the resources available on Surf Your Watershed, please see the
following Web site: http://www.epa.gov/surf3. The EPA also has a collection of
watershed tools available on the Web at: http://www.epa.gov/OWOW/watershed/
tools/. The watershed tools available on the Web deal with topics such as data
collection, management and assessment, outreach and education, and modeling.
In addition to the EPA resources listed above, you can obtain information about lake
and reservoir water quality monitoring from the North American Lake Management
Society (NALMS). NALMS has published many technical documents, including a
guidance manual entitled Monitoring Lake and Reservoir Restoration. For more information,
visit the NALMS Web site at http://www.nalms.org. State and local agencies also
publish and recommend documents to help organizations and communities conduct
and understand water quality monitoring. For example, the Gulf of Mexico Program
maintains a Web site (http://www.gmpo.gov/mmrc/mmrc.html) that lists resources
for water quality monitoring and management. State and local organizations in your
community might maintain similar listings.
In some cases, special water quality monitoring methods, such as remote monitoring, or
special types of water quality data, such as timely data, are needed to meet a water quality
monitoring program's objectives. Timely environmental data are collected and
communicated to the public in a time frame that is useful to their day-to-day decision-
making about their health and the environment, and relevant to the temporal variability
of the parameter measured. Monitoring is called remote when the operator can collect
and analyze data from a site other than the monitoring location itself.
3.3 Timely Environmental Data
When deciding what data to make available to communities in the Boulder area, the
BASIN team considered several factors. These factors included the following:
• significance of the data to the local community/environment,
• availability of the data,
• the public's ability to interpret the data,
• the various methods to allow the public to view the data in perspective,
• interest to the local community,
• feasibility of putting the data on the Web site, and
• sensitivity of the data (e.g., controversial data).
Since the focus of the BASIN EMPACT project was to provide data about the Boulder
Creek Watershed, the BASIN team decided thatwater quality data was significant to the
Boulder area. The City of Boulder already conducted two water monitoring programs
BASIN EMPACT PROJECT 19
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(drinking water and storm water) which measured a variety of water quality parameters
so there was data readily available. This program included an existing collaboration
between the City of Boulder and the USGS, to provide an integrated data set on total
organic carbon (TOG). The team also searched for other sources of data that was
available for distribution to the public. Such sources included USGS, the Colorado Air
Pollution Control Division, and SNOTEL. The team also considered the feasibility of
putting the data on the BASIN Web site (e.g., was the data in a format that could be
displayed easily?).
After considering the various factors and conducting research to identify the types of
data that were available in an acceptable format, the team identified three classifications
of data that it made available on its Web site. These classifications are as follows:
• data links to other Web sites (e.g., SNOTEL, weather, and stream flow),
• acquired data (e.g., River Watch data and City of Longmont water data),
and
• direct data (i.e., City of Boulder's drinking water and storm water data
and USGS TOC data).
3.3.1 Data Links to Other Web sites
The BASIN team searched the World Wide Web and identified available environmental
data that would be of interest to the local community. BASIN identified SNOTEL data,
weather data, toxic releases data, and stream flow data. The BASIN Web site (http://
www.basin.org) was designed to provide links to these data, which provided the local
community with centralized access to a wide variety of relevant timely environmental
monitoring activities. It is important to note that BASIN did not have any principal
relations with the data providers and had no influence on the collection, analysis, or
quality control of the data - the data were simply made available on the BASIN Web site.
A brief description of the external data which the BASIN Web site links to is provided
below.
SNOTEL Data. There are three SNOTEL (for SNOwpack TELemetry) snowpack
monitoring sites in the Boulder area watershed. SNOTEL is an extensive, automated
system operated and maintained by the U.S. Department of Agriculture's Natural
Resources Conservation Service (NRCS) to measure snowpack in the mountains of the
west and forecast the water supply. Data from the SNOTEL sites are plotted by the
Western Regional Climate Center. The user can access the SNOTEL data and create
plots of the cumulative precipitation, snow water content, and temperature data.
[Source: http://bcn.boulder.co.us/basm/data/SNOTEL/SNOTEL.html]
20 CHAPTER 3
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Weather. The BASIN Web site has a link to weather data for six locations in the
Boulder area. The weather data are maintained by a variety of government agencies and
private individuals. The user clicks on the "weather" link (http://bcn.boulder.co.us/
basm/data/WEATHER/WEATHER.html) which takes them to a Spatial Data
Catalog, a BASIN map showing the six weather monitoring sites. The user can select
any of the monitoring sites and obtain the near real-time weather at that site (the
information is updated every five minutes). Such weather data includes temperature,
dewpoint, humidity, barometric pressure, aeronautical pressure, wind speed, peak gust,
wind chill, and wind direction. In addition to receiving current weather data, the user
can also obtain minimum and maximum values for each of the parameters over the
previous 24-hour period.
Toxic Releases. The BASIN Web site provides direct access to the Environmental
Defense Fund's (EDF) Scorecard Internet site which catalogs 23 facilities in the
Boulder area that release toxic substances into the environment. [Source: http://
bcn.boulder.co.us/basin/data/TRI/TRI.html] The data on the EDF Scorecard is not
"real-time" because it reflects the environmental releases that each facility reported on
its annual EPA Toxic Release Inventory forms. The user can click on the various
facilities highlighted in the Spatial Data Catalog and learn about the toxic chemicals that
each facility is releasing to the environment in the Boulder area.
Stream Flow. The BASIN Web site has
a link to data collected from 21 stream flow
gauging sites located in the Boulder area.
Shown here is a stream stage gauge
mounted in the North Boulder Creek
diversion flume. The data from the stream
flow gauging sites are obtained from State
and Federal (USGS) sources. The user
clicks on "stream flow" (http://
ben. boulder, co.us/basin/data/
STREAMFLOW/STRE AMFLOW.html)
which takes them to a Spatial Data Catalog,
a map showing the 21 stream flow gauging sites (see discussion of Spatial Data Catalog
in Chapter 5). The user can obtain the stage (or stream depth) in feet as well as the
stream flow in ft3/sec or cubic feet per second (cfs). Depending upon the site selected,
the data can be viewed in either a tabular or graphical format.
Air Quality. The BASIN EMPACT Web site posts the current air quality status for
the Denver-metro area. The information is obtained from the Colorado Air Pollution
Control Division (APCD). The air quality advisories are issued each day at 4 P.M., MST.
The advisories are categorized as either BLUE or RED. If the userwants to know what
action to take based on the advisory, they click on the link which transfers them to an
APCD Web site (http://apcd.state.co.us/psi/o3_advisory.phtml). This Web site
provides practical suggestions to reduce summertime air pollution.
BASIN EMPACT PROJECT
21
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Ultraviolet Exposure Index. In addition to posting the air quality status, the BASIN
EMPACT Web site also posts the current EPA/NOAA ultraviolet (UV) exposure
index. The index is based on a numerical scale from 0 - 10+, with "0" indicating
"minimal" exposure and "10+" indicating "very high" exposure. If the user wants to
know more about the index or what they should do to protect themselves against UV
exposure they can click on the link which takes them to an EPA "SunWise" Web site
(http://www.epa.gov/sunwise/uvindex.html).
3.3.2 Acquired Data
The BASIN team solicited data provider partnerships with existing Boulder area
environmental monitoring programs. BASIN established successful data provider
partnerships with the City of Longmont, the Denver Water Board, and the State of
Colorado's River Watch Program. Data sets (water quality monitoring data) received
from these data providers were integrated into the BASIN Information Management
System (IMS) and were used to develop information products currently available on the
BASIN Web site (http://www.basin.org). It is important to note that with the data
provider partnerships, BASIN had no direct influence on the data collection or quality
control of the data. [Source: 2000 Annual Report, BASIN Project, EMPACT Grant,
January 30, 2001]
3.3.3 Direct Data
The BASIN team partnered with the City of Boulder to obtain data collected by its
Storm Water and Drinking Water Programs. BASIN had an interactive relationship
with the City of Boulder and had input on the data format, collection protocols, and
QA/QC. Water quality monitoring data is provided by a cooperative program between
the City of Boulder's Public Works Department and Dr. Larry Barber of the USGS
Laboratory located in Boulder. Source water quality is monitored by the City of
Boulder's Drinking Water Monitoring Program at several locations in the headwaters of
the basin. Stream Water Quality is monitored by the city's Storm Water Monitoring
Program throughout the lower basin.
Drinking water quality can only be conserved to the extent that source waters are
protected, water treatment is optimized, and the water quality in the distribution system
is maintained. Boulder's three watersheds (i.e., North Boulder Creek, Middle Boulder
Creek/Barker Reservoir, and Boulder Reservoir) are increasingly vulnerable to point
and non-point contamination due to development in the area. Water treatment is
subject to increasing stresses from pathogens and other contaminants, as well as to
increasing public expectations for drinking water quality. Distribution system water
quality is receiving increased public attention as outbreaks of waterborne disease are
connected with biofilms, backflow incidents, and other hard-to-quantify contaminant
vectors. [Source: 1998 EMPACT Grant Application]
22 CHAPTER 3
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As for storm water, non-point source pollution is a critical environmental issue in the
Boulder Creek Watershed. Pollutant sources include highway runoff, urban drainage,
mining, logging, erosion, and agriculture. The City of Boulder recognizes the need to
protect water through pollution abatement of non-point sources and through
watershed management.
Monthly readings of 17 primary water quality parameters are accessible through the
BASIN Water Quality data access page (http://bcn.boulder.co.us/basin/data/
COBWQ/index.html). The importance of each of the parameters which can be viewed
at the BASIN Web site is discussed below.
Alkalinity refers to how well awater body can neutralize acids. Alkalinity measures the
amount of alkaline compounds in water, such as carbonate (CO3~2), bicarbonate
(HCO3~), and hydroxide (OH") ions. These compounds are natural buffers that can
remove excess hydrogen ions that have been added from sources such as acid rain or
acid mine drainage. Alkalinity mitigates or relieves metals toxicity by using available
HCO3 and CO3~2 to take metals out of solution, thus making it unavailable to fish.
Alkalinity is affected by the geology of the watershed; watersheds containing limestone
will have a higher alkalinity than watersheds where granite is predominant.
Ammonia, Nitrate, and Nitrite are sources of nitrogen. Nitrogen is required by all
organisms for the basic processes of life to make proteins, to grow, and to reproduce.
Nitrogen is very common and found in many forms in the environment. Inorganic
forms include ammonia (NHj), nitrate (NO3~)and nitrite (NO2~). Organic nitrogen is
found in the cells of all living things and is a component of proteins, peptides, and amino
acids. These compounds enter waterways from lawn fertilizer run-off, leaking septic
tanks, animal wastes, industrial waste waters, sanitary landfills and discharges from car
exhausts.
Excessive concentrations of ammonia, nitrate, or nitrite can be harmful to humans and
wildlife. Toxic concentrations of ammonia in humans may cause loss of equilibrium,
convulsions, coma, and death. Ammonia concentrations can affect hatching and
growth rates offish and changes may occur during the structural development of tissues
offish gills, liver, and/or kidneys. In humans, nitrate is broken down in the intestines
to become nitrite. Nitrite reacts with hemoglobin in human blood to produce
methemoglobin, which limits the ability of red blood cells to carry oxygen. This
condition is called methemoglobinemia or "blue baby" syndrome (because the nose and
tips of the ears can appear blue from lack of oxygen). High concentrations of nitrate
and/or nitrite produces a similar condition in fish and is referred to as "brown blood
disease." Nitrite enters the bloodstream through the gills and turns the blood a
chocolate-brown color. Brown blood cannot carry sufficient amounts of oxygen, and
affected fish can suffocate despite adequate concentration in the water. The EPA has
established a maximum contaminant level of 10 mg/1 for nitrate and 1 mg/1 for nitrite.
[Source: http://bcn.boulder.co.us/basin/data/COBWQ/info/NH3.html]
BASIN EMPACT PROJECT 23
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Dissolved Oxygen (DO) is the amount of oxygen dissolved in the water. DO is a very
important indicator of a water body's ability to support aquatic life. Fish "breathe" by
absorbing dissolved oxygen through their gills. Oxygen enters the water by absorption
directly from the atmosphere or by aquatic plant and algae photosynthesis. Oxygen is
removed from the water by respiration and decomposition of organic matter. The
amount of DO in water depends on several factors, including temperature (the colder
the water, the more oxygen can be dissolved); the volume and velocity of water flowing
in the water body; and the amount of organisms using oxygen for respiration. The
amount of oxygen dissolved in water is expressed as a concentration, in milligrams per
liter (tag/1) of water. Human activities that affect DO levels include the removal of
riparian vegetation, runoff from roads, and sewage discharge.
Fecal Coliform Bacteria are present in the feces and intestinal tracts of humans and
otherwarm-blooded animals, and can enterwater bodies from human and animal waste.
If a large number of fecal coliform bacteria (over 200 colonies/100 ml ofwater sample)
are found in water, it is possible that pathogenic (disease- or illness-causing) organisms
are also present in the water. Pathogens are typically present in such small amounts it
is impractical to monitor them directly. High concentrations of the bacteria in water
may be caused by septic tank failure, poor pasture and animal keeping practices, pet
waste, and urban runoff.
Hardness generally refers to the amount of calcium and magnesium in water. In
household use, these divalent cations (ions with a charge greater than + 1) can prevent
soap from sudsing and leave behind a white scum in bathtubs. In the aquatic
environment, calcium and magnesium help keep fish from absorbing metals, such as
lead, arsenic, and cadmium, into their bloodstream through their gills. Therefore, the
harder the water, the less easy it is for toxic metals to absorb into their gills.
pH measures hydrogen
concentration in water and is
presented on a scale from 0 to 14. A
solution with a pH value of 7 is
neutral; a solution with a pH value
less than 7 is acidic; a solution with a
pH value greater than 7 is basic.
Natural waters usually have a pH
between 6 and 9. The scale is
negatively logarithmic, so each
whole number (reading downward)
is ten times the preceding one (for
example, pH 5.5 is 100 times more
acidic as pH 7.5). The pH of natural
waters can be made acidic or basic by
human activities such as acid mine
acidic
^ rain pH 5J J
optimal * 1
raoge to* «j ^_^_^_^
neulral mast_IIJft_ ^ (nuinm blood i
to
24
CHAPTER 3
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drainage and emissions from coal-burning power plants and heavy automobile traffic.
pH can interact with metals and organic chemicals making them more or less toxic
depending on the type of chemical.
Specific Conductance is a measure of how well water can pass an electrical current.
It is an indirect measure of the presence of inorganic dissolved solids, such as chloride,
nitrate, sulfate, phosphate, sodium, magnesium, calcium, and iron. These substances
conduct electricity because they are negatively or positively charged when dissolved in
water. The concentration of dissolved solids, or the conductivity, is affected by the
bedrock and soil in the watershed. It is also affected by human influences. For example,
agricultural runoff can raise conductivity because of the presence of phosphate and
nitrate.
Stream Flowis the volume of water moving past a point in a unit of time. Flow consists
of the volume of water in the stream and the velocity of the water moving past a given
point. Flow affects the concentration of dissolved oxygen, natural substances, and
pollutants in a water body. Flow is measured in units of cubic feet per second (cfs) or
ftVsec.
Total Dissolved Solids (TDS) refers to matter dissolved in water or wastewater, and
is related to both specific conductance and turbidity. TDS is the portion of total solids
that passes through a filter. High levels of TDS can cause health problems for aquatic
life.
Total Organic Carbon (TOC) - Organic matter plays a major role in aquatic systems.
It affects biogeochemical processes, nutrient cycling, biological availability, and
chemical transport. It also has direct implications in the planning of wastewater
treatment and drinking water treatment. Organic matter content is typically measured
as total organic carbon and dissolved organic carbon, which are essential components
of the carbon cycle.
Total Phosphorus is a nutrient required by all organisms for the basic processes of life.
Phosphorus is a natural element found in rocks, soils and organic material. Its
concentrations in clean waters is generally very low; however, phosphorus is used
extensively in fertilizer and other chemicals, so it can be found in higher concentrations
in areas of human activity. Phosphorus is generally found as phosphate (PO4~3).
Orthophosphorus is a form of inorganic phosphorus and is sometimes referred to as
"reactive phosphorus." Orthophosphate is the most stable form of phosphate, and is
the form used by plants. Orthophosphate is produced by natural processes and is found
in sewage. High levels of Orthophosphate, along with nitrate, can overstimulate the
growth of aquatic plants and algae, resulting in high dissolved oxygen consumption,
causing death offish and other aquatic organisms. The primary sources of phosphates
in surface water are detergents, fertilizers, and natural mineral deposits.
BASIN EMPACT PROJECT 25
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Total Suspended Solids (TSS) refers to matter suspended in water or wastewater, and
is related to both specific conductance and turbidity. TSS is the portion of total solids
retained by a filter. High levels of TSS can cause health problems for aquatic life.
Turbidity is a measure of the cloudiness of water - the cloudier the water, the greater
the turbidity. Turbidity in water is caused by suspended matter such as clay, silt, and
organic matter and by plankton and other microscopic organisms that interfere with the
passage of light through the water. Turbidity is closely related to TSS, but also includes
plankton and other organisms. Turbidity itself is not a major health concern, but high
turbidity can interfere with disinfection and provide a medium for microbial growth. It
also may indicate the presence of microbes. High turbidity can affect the natural algal
productivity of the stream and can affect other organisms such as fish and invertebrates
that use algae as a food source. High turbidity can be caused by soil erosion, urban
runoff, and high flow rates.
Water Temperature is a very important factor for aquatic life. It controls the rate of
metabolic and reproductive activities. Most aquatic organisms are "cold-blooded,"
which means they can not control their own body temperatures (e.g., certain trout and
salamanders require cold water). Their body temperatures become the temperature of
the water around them. Cold-blooded organisms are adapted to a specific temperature
range. If water temperatures vary too much, metabolic activities can malfunction.
Temperature also affects the concentration of dissolved oxygen and can influence the
activity of bacteria in a water body. Too much light caused by reduced stream side
vegetation can increase the stream temperature. [Source: BASIN Water Quality Terms,
http://bcn.boulder.co.us/basin/natural/wqterms.html]
3.4 The Boulder Creek Millennium Baseline Study
BASIN served to strengthen an existing collaboration among local USGS water quality
scientists and the City of Boulder (COB) source and storm water quality monitoring
programs. The formal collection and public release of the COB's water quality
information lead to a more ambitious water quality monitoring effort called the Boulder
Creek Millennium Baseline Study which was designed to clarify water quality concerns
in the Boulder Creek Watershed.
The Boulder Creek Millennium Baseline Study was performed during the summer and
fall of the year 2000 as a collaborative effort of the USGS Water Resources Division, the
City of Boulder, and the BASIN to provide an in-depth analysis of Boulder Creek water
quality. This study measured several parameters not normally regulated or considered
to be problematic in Boulder Creek but which would assist in the formulation of a
conceptual model of the processes at work in the creek system. Detailed synoptic water
quality sampling of Boulder Creek, including the main stem and major tributaries, allows
the identification of the sources of chemical constituents. Boulder Creek offers an
26 CHAPTER 3
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excellent opportunity to measure the
impact of natural and anthropogenic
processes on a small river system because it
flows from pristine source waters, through
an urban corridor, and is transformed into a
sewage-dominated stream below Boulder's
sewage treatment plant (STP) outfall, and
finally flows through agricultural areas.
Water quality sampling of Boulder Creek
during high-flow (June) and low-flow
(October) conditions, from upstream of the
town of Eldora to the confluence with the
St. Vrain River, was carried out to
determine influences on water chemistry.
The relative importance of different sources varies seasonally, and therefore high- and
low-flow sampling is an important step in characterizing the watershed. The study also
provided a baseline data set from which future water quality changes can be observed.
(from S.F. Murphy, P.L. Verplanck, and L.B. Barber, "Chemical Data for Water
Samples Collected from Boulder Creek, Colorado, During High-Flow and Low-Flow
Conditions, 2000," to be submitted as a USGS Open File Report).
The Millennium Baseline Study
measured additional parameters
including the following:
• Major Ions
• Metals
• Pesticides
• Pharmaceuticals
• Hormones
• Other organic wastewater
compounds
BASIN EMPACT PROJECT
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4. COLLECTING, TRANSFERRING,
AND MANAGING TIMELY
A centralized collection of timely environmental data can be beneficial to your
community in several ways. Such information raises the public's
awareness of environmental issues that pertain to them, it serves as a valuable
learning tool to increase their understanding of actions that affect their environment,
and it serves as an avenue for them to express their concerns and questions.
Using the BASIN Project as a model, this chapter provides you and your community
with instructions on how to collect and maintain data to post on your Web site. If you
are responsible for or interested in collecting water samples, you should carefully read
the technical information presented in Section 4.2. If you are interested in analyzing
water samples, you should read the information presented in the Section 4.3. This
section provides detailed information on the type of equipment and procedures used to
analyze water samples. Details on data transfer and management are discussed in
Section 4.4 and quality assurance is discussed in Section 4.5. Readers interested in an
overview of the system should focus primarily on the introductory information in
Section 4.1 below.
4.1 System Overview
The BASIN project sought to leverage the activities of existing environmental
monitoring programs and develop public environmental information resources derived
from timely environmental data collection. BASIN developed partnerships with
various organizations to gather pertinent environmental information about the Boulder
area. As discussed earlier, the BASIN project provided three types of data to the
Boulder community: (1) Web links to external data sources, (2) acquired data, and (3)
direct data (see discussion in Section 3.3). This data can be accessed through links from
the BASIN Web site at http://bcn.boulder.co.us/basin/.
The remainder of this chapter discusses the collection, analysis, transfer and quality
control of the storm water and drinking water quality data (direct data) provided to
BASIN by the City of Boulder. BASIN interacted closely with the City of Boulder to
develop sample collection protocols, determine data format, and to develop QA/QC
procedures.
As mentioned in Chapter 3, BASIN did not have any contact with the providers of the
SNOTEL, weather, toxic releases, stream flow, air quality, or UV exposure index data
posted on the BASIN Web site. As a result, this Handbook does not discuss the
collection, analysis, management, or quality control of these types of data. If you are
interested in learning more about such topics, please refer to the following Web sites:
COLLECTING, TRANSFERRING, AND MANAGING TIMELY ENVIRONMENTAL DATA 29
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• For SNOTEL data, see http://www.wcc.nrcs.usda.gov/factpub/
sntlfctl.html and http://www.wcc.nrcs.usda.gov/factpub/
sect_4b.html
• For weather data, see http://www.atd.ucar.edu/weather.html
• For toxic releases, see http://www.epa.gov/tri/general.htm
• For stream flow data, see http://water.usgs.gov/co/nwis/sw
• For air quality data, see http://apcd.state.co.us/psi/
o3_advisory.phtml
• For UV exposure data, see http://www.epa.gov/sunwise/
uvindex.html
Similarly, BASIN did not have any input as to how the data provided by the City of
Longmont or River Watch (the acquired data) was collected, analyzed or controlled. As
a result, this Handbook does not discuss the collection, analysis, management, or quality
control of the City of Longmont or River Watch data.
4.2 Data Collection
BASIN and the City of Boulder collaborated to obtain results from the city's Drinking
Water and Storm Water Programs. The data collection techniques for each program are
described below.
4.2.1 Drinking Water Program
The Drinking Water Program collects monthly water quality samples from 30 locations
such as the Lakewood Reservoir, Barker Reservoir, Middle Boulder Creek, and Boulder
Reservoir. The following procedures are used to prepare sample collection bottles:
• Total Organic Carbon (TOC) bottles are obtained from the USGS,
where the bottles are washed with hot, soapy water, rinsed with tap
and distilled water, and heated for 8 hours at 250 degrees C. For the
remaining bottles, each set of sample bottles is cleaned and reused for
one particular sample site.
• Sample bottles are rinsed with tap water immediately after the sample
has been analyzed. All sample bottles (except those used for
chlorophyll, metals, and bacteria) are soaked for at least one hour in a
5% hydrochloric acid (HC1) bath. These bottles are then rinsed twice
30 CHAPTER 4
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transported to the field. Clean
field equipment is used to fill a
clean churn with this blank
water. All field blank bottles are
then filled from this blank water
churn. Shown here is a
technician obtaining field blank
samples from the water churn.
[Source: http://bcn.boulder.co.us/basin/data/
COBWQ/SourceWater.html]
4.2.2 Storm Water Program
The Storm Water Quality Program conducts
monthly water quality monitoring to assess the impacts of point and non-point sources
of pollutants on Boulder Creek and to help develop mitigation measures to reduce these
impacts. The water quality samples are collected from North Boulder Creek at Boulder
Falls to below the confluence of Boulder Creek with Coal Creek. The following
procedures are used to prepare sample collection bottles as well as collecting samples:
• Total Organic Carbon (TOC) bottles are obtained from the USGS,
where the bottles are washed with hot, soapy water, rinsed with tap and
distilled water, and heated for 8 hours at 250 degrees C. The remaining
bottles are cleaned in a dishwasher, which involves a hot water and
detergent wash, steam cycle, and deionized water rinse. Bottles used for
metals are also soaked in 3% HNO3, rinsed with deionized water three
times, and then air-dried.
• Sample are collected in accordance with procedures outlined in
Standard Methods for the Examination of Water and Wastewater, 20th
Edition (section 1060).
• In the field, sample bottles are rinsed two times with water from where
the sample will be collected, unless a preservative or dechlorinating
agent has been added to the bottle prior to use. Various types of sample
bottles are used depending on the pollutant to be analyzed and the
method of analysis.
• The sample location is either mid-channel of the flow or the area in the
channel which best represents the flow. At that point, sample bottles
are submerged to approximately 60% of the water depth to obtain the
sample. The sample bottle is capped and shaken. One to two inches of
COLLECTING, TRANSFERRING, AND MANAGING TIMELY ENVIRONMENTAL DATA 31
-------
head space is left in the sample bottle to allow for thermal expansion
(unless sample analysis technique requires that the sample to not have
any head space).
Sample preservative is added after sample collection as prescribed by
each analytical method (unless a preservative or dechlorinating agent
has been added to the bottle prior to use). Samples which will be
analyzed for metals are filtered in the laboratory before being acidified.
Samples labels are completed and applied to the sample bottles. The
sample bottles are placed in a cooler with blue ice. The samples are
transported to the laboratory and placed in a refrigerator for storage at
4 °C (39 °F). [Source: http://bcn.boulder.co.us/basm/data/
COBWQ/StormWater.html]
4.3 Data Analysis
4.3.1 Drinking Water Program
The Drinking Water Program measures some parameters in the field with portable
meters and other parameters in the laboratory. The following parameters are measured
in the field:
Water temperature is analyzed with a portable YSI 600 XL multi probe (http://
www.ysi.com/lifesciences.htm). The temperature probe is checked annually.
Dissolved oxygen is analyzed with a portable YSI 600 XL multi probe. Calibrations are
conducted in the field at the sample site with a moist-air saturated bottle.
Specific conductance is analyzed with a portable YSI 600 XL multi probe. The probe is
calibrated in the drinking water laboratory the day of sampling. A potassium chloride
solution of 1412 micromhos/cm at 25 °C is used in the calibration. Standards are
replaced at least monthly.
The following parameters are measured in the laboratory:
Nitrate, nitrite, sulfate, orthophosphorus, and total phosphorus are measured using a Genesis
spectrophotometer. For colorimetric analyses (nitrate + nitrite, sulfate, orthophosphorus, and
total phosphorus), all collection bottles and spectrophotometer cuvettes are HCL-washed
and/or cleaned with phosphate-free soap. The instrument is zeroed with the sample or
with lab millipore water depending on the procedure. Two standards are run, and
bracket the sample value. New standards are prepared monthly. New high- and low-
range 5 point curves are constructed for the spectrophotometer when necessary.
32 CHAPTER 4
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.Alkalinity is measured using Standard Method 2320B (American Public Health
Association, 1998). The sample is stirred, and temperature and pH are monitored, as
0.02N sulfuric acid (H^SO^) is slowly added to the sample. The amount of acid
necessary to lower the pH to 4.5 is proportional to the total alkalinity in the sample. This
method assumes that the entire alkalinity consists of bicarbonate, carbonate, and/or
hydroxide.
Ammonia is measured by the wastewater laboratory. Total ammonia (ammonium ion
(NH4+) plus unionized ammonia gas (NH3)) is often measured in a laboratory by
titration. Ammonia and organic nitrogen compounds are separated by distillation, then
an acid (the titrant) is added to a volume of the ammonia portion. The volume of acid
required to change the color of the sample reflects the ammonia concentration of the
sample. The more acid needed, the more ammonia in the sample. Ammonia is the least
stable form of nitrogen, so it can be difficult to measure accurately. The proportion of
unionized ammonia can be calculated, using formulas that contain factors for pH and
temperature [Source: http://bcn.boulder.co.us/basin/data/COBWQ/info/NH3.html].
Hardness is measured using Standard Method 2340C. A small amount of dye is added to
the sample, and buffer solution is added until the pH of the sample reaches 10. If
calcium and magnesium are present in the sample, the sample turns red.
Ethylenediaminetetraacetic acid (EDTA) is then added until the sample turns blue. The
amount of EDTA required to turn the sample blue represents the hardness of the
sample.
Nitrate + Nitrite is measured using a Hach DR2000 spectrophotometer (http://
www.hach.com) and Method 8192 (low range cadmium reduction). Cadmium metal
reduces nitrate present in the sample to nitrite. The nitrite ion reacts in an acidic medium
with sulfanilic acid to form an intermediate diazonium salt which couples to chromatic
acid to form a pink-colored product. The pink color is then analyzed with a
spectrophotometer; the more intense the pink color, the more nitrate + nitrite is in the
sample.
Total phosphorus is measured using Standard Method 4500-P B.5 and 4500 - PE. In these
methods, phosphorus present in organic and condensed forms is converted to reactive
orthophosphate before analysis. Sulfuric acid (H^SO^) and ammonium persulfate
([NH4]2 S^g) are added to 50 ml of the sample, and the sample is then boiled. The acid
and heating causes hydrolysis of condensed phosphorous to convert to
orthophosphates. After boiling down the sample to approximately 10 ml, the sample
is cooled and phenolphthalein indicator is added. The sample pH is adjusted to 8.3 using
sodium hydroxide (NaOH) and sulfuric acid. The sample is then brought back up to
volume and analyzed for orthophosphorus as discussed below.
hosphorus is measured using Standard Method 4500 - PE. Sulfuric acid, potassium
antimonyl tatrate, ammonium molybdate, and ascorbic acid are added to the sample.
COLLECTING, TRANSFERRING, AND MANAGING TIMELY ENVIRONMENTAL DATA 33
-------
The potassium antimonyl, tatrate and ammonium molybdate react in the acid with the
orthophosphate to form phosphomolybdic acid. The phosphomolybdic acid is then
reduced to a blue color by the ascorbic acid. The blue color is then analyzed with a
spectrophotometer. The darker the blue color, the more orthophosphate in the sample.
The detection limit for this method is approximately 0.002 mg of orthophosphorus/
liter. [Source: http://bcn.boulder.co.us/basin/data/COBWQ/SourceWater.html]
4.3.2 Storm Water Program
Similar to the Drinking Water Program, the Storm Water
Program measures some parameters in the field with
portable meters as shown here and other parameters in the
laboratory.
Portable field instruments are used to measure pH and
DO. The Orion Model 1230 multi-parameter meter has
ion-selective probes which measure these parameters
(http://www.thermo.com). pH is calibrated using pH
buffers 7 and 10 in the wastewater laboratory before each
sampling event. The probe has automatic temperature
compensation for temperature-corrected buffer values. A
calibration sleeve is used to calibrate DO in the wastewater laboratory before each
sampling event. The instrument automatically measures and compensates for
temperature and total atmospheric pressure.
The Orion Model 130 conductivity meter is used to measure specific conductance (SC) and
water temperature (http://www.thermo.com). The probe is calibrated before each
sampling event with a potassium chloride (KC1) solution of 1,412 micromhos/cm at 25
The Orion Model 840 DO meter and the Orion Model 140 conductivity meter (http:/
/www.thermo.com) are used as backups if a problem with the main meter occurs in the
field.
Flow velocity is measured using the Marsh-McBirney Flo-Mate 2000 portable flowmeter
(http://www.marsh-mcbirney.com/Model%202000.html). USGS midsection
methods, as described in the Water Measurement Manual, are followed. Calibration is
performed at the factory.
34
CHAPTER 4
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4.3.3 Laboratory Analysis
Water samples are collected in bottles and taken
to the City of Boulder's laboratory where various
parameters are measured. Shown here are
samples ready for analysis. Alkalinity is measured
using Standard Method 2320B (American Public
Health Association, 1998). The sample is stirred
and the temperature and pH are monitored as
0.02 N sulfuric acid (H^O^ is slowly added to
the sample. The amount of acid required to lower
the sample pH to 4.5 is proportional to the total alkalinity in the sample. This method
assumes that the entire alkalinity consists of bicarbonate, carbonate, and/or hydroxide.
Ammonia is measured using Standard Methods 4500-NH3B and 4500-NH3 C. Both the
ammonium ion (NH4+) and unionized ammonia (NH3) are included in the
measurement. Sodium borate buffer is added to the sample, and the pH is adjusted to
9.5 with sodium hydroxide (NaOH). The sample is then distilled into a flask that
contains a boric acid/color indicator solution. The distillation separates ammonia
(which goes into the distillate) from organic nitrogen compounds. The distillate is
titrated with H2SO4 until the solution turns a pale lavender. The volume of acid required
to change the color of the sample reflects the ammonia concentration of the sample.
Hardness is measured using Standard Method 2340C. A small amount of dye is added to
the sample, and buffer solution is added until the pH of the sample reaches 10. If
calcium and magnesium are present in the sample, the sample turns red.
Ethylenediaminetetraacetic acid (EDTA) is then added until the sample turns blue. The
amount of EDTA required to turn the sample blue represents the hardness of the
sample.
Nitrate + Nitrite is measured using a Hach DR2000 spectrophotometer, Method 8039
(high range cadmium reduction). Cadmium metal reduces nitrates present in the sample
to nitrite. The nitrite ion reacts in an acidic medium with sulfanilic acid to form an
intermediate diazonium salt. This salt then couples to gentisic acid to form an amber-
colored product. The amber color is then analyzed with a spectrophotometer; the more
intense the amber, the more nitrate + nitrite in the sample. The detection limit for this
method is approximately 0.1 mg/liter. The analysis is performed on filtered samples to
eliminate turbidity interferences.
Total phosphorus is measured using a Hach DR4000 spectrophotometer and Method
8190. In this method, phosphorus present in organic and condensed forms is converted
to reactive orthophosphate before analysis. Sulfuric acid (H^SO^) and potassium
persulfate (K2S2O8) are added to the sample, and then the sample is boiled. The acid,
heating, and persulfate causes organic phosphorous to convert to orthophosphate.
After boiling, the sample is cooled, and sodium hydroxide (NaOH) is added, alongwith
COLLECTING, TRANSFERRING, AND MANAGING TIMELY ENVIRONMENTAL DATA 35
-------
a solution of ascorbic acid and molybdate reagent which turns the sample blue. The
intensity of the blue in the sample is proportional to the orthophosophate
concentration.
hosphorus is measured using a Hach DR4000 spectrophotometer and Method
8114. This method is based on Standard Method 4500 - P.C. Molybdovanadate reagent
is added to the sample. The molybdate reacts in the acid with the orthophosphate to
form a phosphomolybdate complex. In the presence of vanadium, yellow
vanadomolybdophosphoric acid is formed. The yellow color is then analyzed with a
spectrophotometer; the more intense the yellow, the more orthophosphate in the
sample. The detection limit for this method is approximately 0.09 mg PO4/liter.
[Source: http://bcn.boulder.co.us/basin/data/COBWQ/StormWater.html]
4.4 Data Transfer
The BASIN IMS is distributed across two Internet connected servers: the private
Environmental Data Network Association (EDNA) database server and the public
BASIN Web site server. A SUN E250 Unix Server, which is networked through the
Boulder Community Network, hosts the private EDNA database server which
generates and delivers public data products to the BASIN Web server upon receipt of
updates from the data providers.
The BASIN IMS has been implemented using the object oriented features of Practical
Extraction and Report Language (PERL) programming in a UNIX environment and
utilizes several freely available supporting software libraries. The system is a
combination of independent L modules which access a common set of PERL object
definitions and operate on a common database structure. Additional programming
support has been obtained from the extensive resources of CPAN (Comprehensive
PERL Archive Network). In particular two primary graphics libraries - GD and
GIFGraph were employed to dynamically construct plot images and merge images with
background gif map images.
The EDNA IMS server is configured to receive and process updated data, preprocess
input data, update the database, and regenerate a static Web-based hierarchy. The
EDNA server also provides a non-public Web site for prototyping information
products by BASIN content developers. Figure 4.1 presents the relationship of the
EDNA database and BASIN information servers.
Data updates supplied by EDNA data providers are received through e-mail and are
preprocessed through a series of routines prior to storage in the EDNA database. Input
data are received in a variety of provider defined formats and each is submitted to a
provider specific preprocessor pipeline. These preprocessors execute a variety of unit
and data format conversions and map each provider's spatial and temporal identifiers
to the global identifier set.
36 CHAPTER 4
-------
EDNA
Data
Providers
Private EDNA
Website
BASIN NET
Information
Developers
EDNA
Database
Server
BASIN NET
Information
Server
Public BASIN
Website
Figure 4.1 Database Servers
Once stored in the EDNA database, a series of batch routines are executed to generate
static Web site elements (plot files and per parameter time series, profiles and image
maps). To ensure data integrity, EDNA database files are exported read only to the
public Web server. Figure 4.2 presents the general data flow for water quality data sent
by the data providers and principle components of the BASIN IMS. [Source: BASIN
FINAL Report, February 2001, Section D, 3.1]
The EDNA Database
BASIN information resources are retained on the server as a series of relational database
files. The relationship of database tables and keys is outlined in Figure 4.3.
The BASIN data model handles each data set as a separate entity with a full set of meta-
data properties. Sets are composed of a vector of parameters representing grab samples
measured periodically at a series of stations. In practice, data sets are defined by the data
providing agent or program. Each set is defined by a record in the main catalog table
(catalog/classes.rdb).Each parameter is defined by a set of general characteristics (label,
units, definition) and a set specific meta-data set containing collection and analysis
procedures, detection limits, global maximum scale). Each parameter set is maintained
in a set specific table catalog/SET.rdb.
COLLECTING, TRANSFERRING, AND MANAGING TIMELY ENVIRONMENTAL DATA 37
-------
Data Provider Data Provider
"\^^^^
DIPPD
/ Public \
/ BASIN \
/ Website \
Per Provider Per Provider
Preprocessor Preprocessor
Batch Processor
f""1 ^ f""1 ^
1 Temp File 1 1 Temp File | D™f;w
LL U LI
Per Data Set
Preprocessor
-n- 0
Time Seiies
Forms Interface
Profiles
1
Time Seiies
midge iviaps midge iviaps
r~^ ~~=3\
EDNA Database
Figure 4.2 Data Flow for Water Quality Data.
i
Set Name
i
Agency Table
MapinJ
Mapfile
M
Im
Fi
««,-.,
Set 1 able
i
b Table Photo Name
Photo Table
Name Photofils Name
ap Photo
age Image
les Files
Set Name
Site Tables |-
1
Sitelvfame
Data Tables r
Paramefr r Name
Parameter Tables j-
Figure 4.3 EDNA Database Structure.
38
CHAPTER 4
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Each set also defines a series of stations, defined by a set of identification parameters
(labels, photo index, map index) and physical characteristics (longitude, latitude,
elevation). Site data are maintained in a site/SET.rdb database table.
Dynamic image map
construction is supported by TIGER
combining spatial data
contained in the database site -,- . ,, . , , , ~ , . r ,.
.. Topically Integrated Geographic Encoding
table with a background git , n r
fe fe and Reterencmg
map image obtained from
the Census Bureau's Topically _.„„.. „ n , ,..,,
, . TIGER is the Census Bureau s digital mapping
Integrated Geographic , , , , r ., r-
,. r • system used to produce maps tor its Census
Encoding and Referencing k,
-------
As for the IMS, BASIN manages the delivery and display of data obtained from existing
environmental monitoring programs which are subject to their own internal QA/QC
procedures (i.e., the City of Boulder's Drinking Water and Storm Water Quality
monitoring). The BASIN IMS does not generate data and therefore relies on the
existing quality control and quality assurance procedures of the participating data
providers. However, since BASIN combines information from several water quality
monitoring programs, reformats that information in both graphical and spatial context,
and subjects raw data to scientific interpretation, it can rapidly identify data
inconsistencies and incompatibility. All BASIN data projects are subject to a three step
QA/QC process including QA at the data source, during data transfer, and through
final data analysis. Also, all water quality data QA/QC complies with Standard Methods
for Analysis of Wastewater and Water and USGS laboratory standards. [Source: BASIN
Project, 2000 Annual Report]
40 CHAPTER 4
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5. DATA PRESENTATION
Once your environmental monitoring network is in place and you have begun to
receive data, you can begin to provide your community with timely
information using data presentation tools to both graphically depict this
information and place it in a geographic community context.
Using data visualization tools, you can create graphical representations of
environmental data that can be downloaded onto Web sites and/or included in reports
and educational/outreach materials for the community. The types of data visualization
utilized by the BASIN EMPACT team include annotated watershed maps, time series
and profile bar graphs, and a water quality index.
In a similar vein, data presentation must address the overall context which may identify
significant factors impacting data values. Often variations in data values are most
directly explained by the locationof the monitoring site in the watershed, particularly in
a watershed with significant variation in elevation, climate, geology, and human
activities such as locations found in the Boulder Creek watershed.
Section 5.1 provides a basic introduction and overview to data presentation and is useful
if you are interested in gaining a general understanding of data presentation. Section 5.2
provides an overview of the BASIN spatial data catalog used to provide an interactive
map-based interface to a variety of Boulder area environmental data. Section 5.3 details
the specific data presentation tools used to organize and present Boulder Creek water
quality data including data visualization procedures used on the BASIN EMPACT
project. You should consult Section 5.2 and Section 5.3 if you are responsible for
designing and developing output pages for your environmental data. Section 5.4
discusses the calculation and presentation of a Water Quality Index which provides a
quick overview of the health of the Boulder Creek watershed.
5.1 What is Data Presentation?
Data presentation is the process of converting raw data to images or graphs so that the
data are easier to visualize and understand. Data presentation also includes providing
supporting meta-data and interpretative text to make the data meaningful to the general
population. Displaying data visually enables you to communicate results to a broader
audience, such as residents in your community; while providing data interpretation can
help the community to understand how it impacts the health of the surrounding
environment.
In addition to offering several data visualization approaches BASIN stresses the
importance of both explanation and interpretation of environmental data. Visual
representation of the data is extremely useful to a knowledgeable professional and
DATA PRESENTATION 41
-------
helpful to the general public but must be supported by additional explanatory material.
For instance a time series plot of DO is only slightly more meaningful to the general
public than a table of DO values; a crucial element is to supplement each data set with
both general tutorial material on each parameter and dataset-specific, narrative
interpretation developed by a qualified analyst.
In addition, it is important to provide specific details of collection and analysis methods
for each parameter so that similar values from independent data sets can be compared
and so that the moresophisticated user can obtain specific details of exactly how the
parameter is measured; which is often useful when results appear to vary from
expectations.
5.2 BASIN Spatial Data Catalog
BASIN has sought to create a general portal site to water and environmental
information for the Boulder Creek watershed in an effort to provide a comprehensive
overview of the watershed. As discussed in Chapter 3, BASIN provides access to data
from three distinct sources; remote data already available on the Web, data obtained
from cooperating sources that is collected independent of the BASIN project and data
provided by active BASIN partners whose collection, analysis and management
procedures are coordinated with BASIN personnel.
In addition to presenting water quality data provided by active data partners, BASIN
sought out any Boulder area environmental data available on the Web and cataloged this
information through a common map-based user interface. Many EMPACT sites will
find that other government agencies may be collecting and posting data for their local
area; particularly through national efforts such as the USGS stream gage network and
the EPA Toxic Release Inventory, each which provides nationwide coverage of their
monitoring and data maintenance efforts. Other local, state and regional resources may
be available in a particular area.
By developing basic meta-data for these resources EMPACT sites can provide a
common user interface to these data resources and supplement the data collected by the
EMPACT team and participants. The BASIN project located and identified several
supplemental resources in the Boulder Creek watershed and assembled URLs,
geographic coordinates and responsible agency information and stores this meta-data in
a format common to that used for internal data resources. This allows BASIN to
provide users with access to this data through a common map based interface. These
resources include USGS stream flow measurements, several local weather stations,
snow pack monitoring in the higher elevations, all of the sites listed in the EDF/EPA
toxic release inventory and a set of online cameras which provide real-time images from
around the watershed. An example of the BASIN data catalog is shown below in Figure
5.1 (water quality data).
42 CHAPTER 5
-------
Data stations currently displayed on map:
onthly water quality data
Weather
Stream Flow
Water Quality
Snow Pack
Toxic Releases
Online Cameras
Figure 5.1 Example of BASIN's Spatial Data Catalog
In addition, in several cases data available through existing Web sites was deemed of
significant interest and has been integrated directly into selected BASIN Web pages.
Stream flow is a significant factor in the Boulder Creek watershed, particularly during
early spring and late summer flood hazard seasons. These values are maintained on
BASIN Web pages by automated processes that periodically obtain the current Web
page from the source site and extracts essential values. For instance, the BASIN home
page is regenerated every 5 minutes to update stream flow, air quality and UV exposure
values. These automated processes are implemented in the PERL programming
language and periodically executed by native UNIX cron procedures. When such
external data is presented within an EMPACT site it is essential that access to the
specific source site be readily apparent to the user, to insure the responsible agency is
identified.
BASIN also includes several data sets provided by independent agencies. This data has
been made available to the public through the BASIN Web site, but its collection is
administered independent of the BASIN project. These data sets are accessed through
the common BASIN spatial data catalog and presented in graphical format similar to
those used for BASIN data sets; but collection, analysis and quality control procedures
are not influenced by BASIN standards. These data sets include water quality data for
South Boulder Creek collected by the Denver Water Board; Saint Vrain River water
quality data collected by the City of Longmont and historic Boulder Creek water quality
data collected by local high school students through the State of Colorado River Watch
DATA PRESENTATION
43
-------
program. While one must exercise care comparing these data sets to those collected by
cooperating agencies, such integration can enhance the compatibility of these data
collection programs. For instance, the personnel from the City of Longmont have made
voluntary efforts to coordinate data collection on the Saint Vrain River with that of the
City of Boulder, resulting in a more comprehensive view of water quality in the larger
Saint Vrain system.
Geographic presentation formats
In all three of the above data set types BASIN provides a uniform user interface to the
available data by developing a common set of basic meta data stored in a common
format such that a common set of processing tools can be employed to generate a user
interface to all the datasets. BASIN provides access to all these data resources through
a geographically oriented map interface using Web site image-map standards.
The most powerful visualization approaches to geographic distributed data are
developed using formal GIS. However, GIS development is a resource intensive task;
requiring sophisticated software applications, powerful computing resources and
extensive human resources to develop basic mapping data and to integrate the available
environmental data into the spatial data context. BASIN sought to stress a
comprehensive data context and concluded the resources required to develop a formal
GIS exceeded those available to the project. BASIN is currently working on an
integration project with EPA Region 8, the USGS and the Denver Regional Council of
Governments (DRCOG) to integrate formal GIS data resources with the current
BASIN system.
BASIN used an alternative approach to develop procedures to manage and display
spatial information. A series of procedures were developed to programmatically
annotate static gif map images using graphical manipulation procedures. BASIN
combines a series of publically available graphics libraries available within the PERL
programming environment with background map images available in the public domain
from the Census Bureau's TIGER Map Server (http://tiger.census.gov).
PERL is a widely used interpretative programming language distributed under a general
public license (GPL) on a wide variety of operating systems. PERL is widely used in the
Web site development community and extensive PERL programming resources are
available on the Internet. PERL is particularly powerful due to the extensive set of freely
available programming libraries (i.e., packages) available through the "Comprehensive
PERL Archive Network" (CPAN). CPAN ftp sites are distributed throughout the
Internet. PERL's Web site (http://www.perl.com) can provide the most convenient
site for your locality. These libraries provide a rich set of well documented
programming libraries to address a wide range of functionalities. These libraries are
distributed in source code so sophisticated developers are free to enhance the basic
procedures.
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BASIN uses numerous CPAN PERL library packages as detailed in Chapter 4. Two
specific PERL packages are used to provide graphics programming support to develop
the BASIN spatial data catalog. The GD package provides standard graphic primitives
(DrawPoint, DrawPolygon FillArea, etc) to dynamically annotate background GIF
images. The GIFgraph package provides a higher level of abstraction to generate many
standard data plot types including the bar charts used extensively in the BASIN data
catalog. Each of the PERL packages are freely available on any of the CPAN ftp sites.
A set of base Boulder Creek watershed maps have been obtained from the TIGER map
server and manually annotated to highlight the specific stream systems of interest.
Geometric transform procedures have been developed to convert global monitoring
site longitude and latitude parameters to map specific image coordinates. These
procedures, combined with the GD graphics library routines, are used to generate
annotated gif images integrated with HTML image map code and JAVA script to
develop interactive Web-based image-maps interfaces. Users can identify and select
monitoring sites using the mouse through standard Web browsers. These procedures
rely on a small common set of meta data assembled for both local and remote data
resources. Meta-data is maintained on the BASIN server as discussed in Chapter 4; as
additional resources are added to the catalog the data catalog can be quickly regenerated
to update the available resources.
5.3 Generating Data Presentations
The remote data resources provided through the BASIN Web site are designed and
developed by the providers of those data resources so the format and structure of those
resources are beyond the influence of the BASIN team. Local data resources, including
both data sets supplied by non partnering agencies and those data sets developed in
cooperation with the BASIN project are presented in formats designed and
implemented by the BASIN team. The datasets provided by non-partner agencies are
presented as relatively simple graphs based on conversation with the data suppliers. The
remainder of this chapter focuses on the design and development of output pages for
the datasets integral to the BASIN project.
5.3.1 Putting Data And Information In Context
BASIN provides coverage of in-stream water quality for 17 parameters at 19 monitoring
stations throughout the watershed. Water quality parameters represent a complex set of
measurements including interacting constituents. It is essential that the presentation of
the data provide a comprehensive explanation of each parameter and the influences of
the spatial distribution and seasonal effects of the variation of these parameters.
Each dataset is supported by a comprehensive set of meta-data which identify the
collecting agency and describe the specific procedures used to collect the sample and/
DATA PRESENTATION 45
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or analyze each parameter, including analysis detection limits. Each monitoring site is
further described using photographs of the collection site and a small TIGER map of
the specific collection site. Each dataset is linked to extensive general information
describing the parameter and how it relates to the overall system behavior. A set of data
set specific interpretive narratives are also provided for each parameter describing how
the parameter varies across the watershed and over the course of the seasons. This
information is maintained by the BASIN IMS as described in Chapter 4.
The procedures which generate the data presentation pages must integrate all the stored
meta-data and supporting information into the display outputs.
5.3.2 Data Visualization Design
User selection interface
The BASIN water quality data user interface (http://basin.org/data/COBWQ) allows
users to select one or more parameters to be displayed as longitudinal profiles for a
selected month, a time series for a selected station or an entire years data displayed as
miniature time series on a watershed map. Users can select stations from a menu or
directly from a watershed map.
Page design
The initial page delivered in response to a user selection provides a summary page of the
selected parameters including small versions of the selected plots, a block of meta-data
describing the data set, data set-specific contextual information, and an optional data
table.
When longitudinal profiles are selected awatershed image map is included which locates
each of the stations included in the profile. Users may jump to time series display of a
specific station by selecting a station from the map or by selecting the listed station in
the data table.
When time series data are selected the contextual information includes a small map of
the region around the monitoring station, specific data about the station, and a link to
a photograph of the collection point. Users can jump to monthly longitudinal profiles
by selecting the month label in the data table.
In both cases users can traverse to adjacent plots (upstream and downstream in the case
of time series and preceding and following months in the case of profiles) through
navigation links provided on each page. When users request a subset of the available
parameters all navigation links retain this selection so users may traverse the data set in
time and space viewing a specific subset of parameters.
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Further information about each parameter can be obtained by selecting either the
parameter plot or the parameter label in the data table. The resulting page includes a
larger plot and more extensive general information and data set-specific analysis which
seeks to provide users with a definitive explanation of the significance of the parameter,
analysis of how it varies across the watershed and throughout the seasons and specific
details on how the samples are collected and analyzed. Specific contact information is
provided as well as an opportunity to download the data in a portable ASCII text format
suitable for importation into typical spreadsheet and database applications. The user
may also select a full screen plot of the parameter suitable for printing.
Plot elements
When selecting the formats for displaying the watershed data several considerations
arise. The BASIN water quality data set consists of monthly values of 17 parameters
collected from 19 sites throughout the watershed. Since the resulting 3 dimensional
dataset cannot be easily displayed on two dimensional graphs, BASIN provides 3 views
of the dataset.
Longitudinal profiles provide plots of the variation of each parameter over selected
stream channels for each month of the year. Since samples are not collected
simultaneously at all the stations the profiles are represented as bar charts rather than
line plots. Three sizes of plots are generated; one small plot which is used on multiple
parameter pages; a medium size plot used on a single parameter data page, and a full
screen plot design for printer output. An example of a longitudinal profile plot for
nitrate and nitrite is shown in Figure 5.2.
NQ3+NQ2 - May, 2001
Hi.fin
II. 00
Monitoring Site
Figure 5.2. Example BASIN Longitudinal Profiles Plot (medium)
DATA PRESENTATION
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Annual time series are provided for each month of the year at each station. Time series
plots are presented as bar charts to reflect the discontinuous nature of monthly data.
Four sizes of plots are generated; one small plot used on multiple parameter pages; a
medium size plot used on a single parameter data page, a full screen plot design for a
printer and a miniature plot for full map displays. An example of a longitudinal profile
plot for nitrate and nitrite is shown in Figure 5.3.
Q3+NQ2 Time Series
10.00
0.00
2001 Calendar Month
Figure 5.3 Example of BASIN Time Series Plot (medium)
Map plots summarize the entire annual data set in a single geographic display by
overlaying reduced time series plots on the watershed map. Each miniature time series
plot is generated when the larger time series plot is generated. The plots are overlaid on
the map using the GD plot procedures discussed above and annotated with lines
connecting the miniature time series to an icon at the specific location of the stations.
The map is supported by a client side image map and Java script code such that mousing
over the plot or station icon identifies the station and selecting either image will jump to
the station time series page. An example of a map plot is shown in Figure 5.4.
Some thought should be given to handling missing data, special cases, and the details of
data presentations. For instance, in the BASIN data sets often specific parameter
measurements fall below the practical detection limits of the analysis procedures. By
maintaining these detection limits as part of the parameter meta-data the BASIN
displays can flag these nondetectable levels as separate from missing data. Since
parameters are plotted on a global set of axes, small values may appear missing on data
plots; however, by specifically noting missing data on the plots BASIN insures small
measured values are not overlooked. Alternatively, occasionally values are encountered
that greatly exceed the normal range of a particular parameter. Plot scales must be
ascertained which will provide meaningful display of the bulk of the data while
providing a procedure to handle occasional outliers. The actual value of these outlying
measurements can be obtained from the data tables.
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Figure 5.4 Example of BASIN Map Plot (Nitrate and Nitrite).
5.3.3 Implementation
The data display pages described above are developed through a combination of batch
processing and interactive page generation. Since data sets are updated monthly but
may be requested more frequently it was determined that better performance would
result from preparing data plots when data sets are updated rather than on request.
When new data is submitted to the system a PERL-based batch processor is executed
and the entire set of annual data plots regenerated. Since each update involves 17
parameters, measured at 19 stations and up to 12 months in multiple sizes, each batch
process generates approximately 1600 plots. Manual construction of this many plots
would be infeasible using interactive spreadsheet or plotting applications. An additional
advantage of this batch approach is the rapid regeneration of all plotting output in the
face of data re-submissions or output design modifications.Batch processor routines are
implemented using PERL object oriented programming techniques as described in
Chapter 4. Upon execution, static database tables are assembled into a complex data
tree which is then used to construct data vectors for each plotting routine. Plots are
generated by GIFgraph library procedures through the PERL object interface and
written into a static Web site directory hierarchy. Batch processors are programmatically
connected with data update and preprocessing procedures such that Web site display
elements are automatically updated upon receipt of data set updates.
Actual page construction occurs when users submit display requests. Summary pages
are constructed by referencing the stored data plots and dynamically generating the
requested data table. Similarly, data files are dynamically prepared for downloading
upon user requests.
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5.4 Water Quality Index (WQI) Computation and
Display
In addition to the variety of data display options described above BASIN has
implemented a water quality index which provides a rapid overview of conditions in the
watershed. BASIN researched several types of water quality indices and selected an
index developed by the National Sanitation Foundation (NSF) which is used by many
communities for characterizing overall water quality. The BASIN water quality index
is a modified version of the NSF index, based on seven parameters (i.e., DO, fecal
coliform, pH, total phosphate, nitrate, total solids, and turbidity) measured at the
sampling sites. On its Web site, BASIN provides a map of the watershed which presents
the water quality index as calculated at several sites on Boulder Creek (http://basin.org/
data/WQI/index.html). The index (or grade) scale is A through F, with "A"
representing "Excellent" water quality and "F" representing "Very Bad" water quality.
Users who want more information on what parameter affects water quality at a specific
sampling site may select the site grade signpost to view the WQI computation for that
site. Note while the index provides a quick overview of the water quality throughout the
watershed, the BASIN Web site provides more detailed analysis of specific Boulder
Creek water quality data and general discussion of the specific factors that affect water
quality in Boulder Creek as described in the preceding sections.
BASIN computes the NSF Water Quality Index using computational methods
described in the book Field Manual for Water Quality Monitoring (Mitchell and Stapp,
Kendall Hunt Publishing, c 2000). This procedure derives a single metric of stream
water quality at a monitoring site using 7 water quality measurements (DO % saturation,
pH, fecal coliform, total phosphates, nitrate, solids and turbidity). The computation
maps the value of each parameter to a theoretically determined "Q value" using graphs
provided by NSF researchers. These Q values are combined with factors to determine
a single "Grade" at each site.
Calculation of the WQI is automated and occurs when data for the 7 required
parameters are available at a site. When direct measurement of DO as a percent of
theoretical saturation is not available at a site, the theoretical saturation is computed for
the measured temperature and the result is corrected to the site elevation (maintained in
the database site table). This derived DO% value is then used to determine the
appropriate Q-value as discussed below.
The BASIN IMS implements the WQI computational algorithm using a graphical
lookup procedure. Q-Value plots have been optically scanned and are maintained on the
EDNA server as monochromatic image files. These files are loaded into memory as
image arrays and Q-values are "read" off the plots for each parameter value using a pixel
color index test. Once Q values are determined weighting factors are applied and the
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numerical grade is computed. This grade is then converted to a letter grade to assign a
graphical signpost to the site.
BASIN's graphical image annotation procedures are then executed to generate an
image-map with the NSF WQI Grade signpost at each station in the watershed. Each
site and signpost is linked to an automatically generated HTML spreadsheet detailing
the underlying WQI computations at that station. An example of this output procedure
is shown in Figure 5.5. Other examples of the output of this procedure are available at
http://basin.org/data/WQI/.
Figure 5.5 Water Quality Index
5.5 Conclusions
This chapter has described several of the approaches the BASIN EMPACT project has
taken to present environmental data in a meaningful context to encourage community
understanding of the Boulder Creek Watershed. While exhaustive detail on these
techniques is beyond the scope of this manual, it is hoped this chapter has provided
some ideas on a variety of data presentation alternatives and the importance of placing
EMPACT data in an overall interpretative context.
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6. COMMUNICATING TIMELY
Providing timely environmental information to the community is not simply
a matter of placing data files on a Web site. Working directly with members
of the community-at-large, determining user needs and concerns, and going
through an iterative process with key stakeholders will help make your environmental
information more meaningful and accessible to the community you are trying to serve.
This chapter is designed to help you develop an approach for communicating pertinent
environmental information to people in your community, or more specifically, your
target audience. This chapter provides the following:
• the steps involved in developing an outreach plan,
• guidelines for effectively communicating information,
• resources to assist in promoting community awareness, and
• the outreach initiatives implemented by the BASIN team.
6.1 Developing an Outreach Plan for
Disseminating Timely Environmental
Monitoring Data
Your outreach program will be most effective if you ask yourself the following
questions:
• Who do we want to reach? (i.e., Who is your target audience or
audiences?)
• What information do we want to distribute or communicate?
• What are the most effective mechanisms to reach our target
audience?
• How do we involve users or target audiences in usability testing and,
if possible, program development?
Developing an outreach plan ensures that you have considered all important elements
of an outreach project before you begin. The plan itself provides a blueprint for action.
An outreach plan does not have to be lengthy or complicated. You can develop a plan
simply by documenting your answers to each of the questions discussed below. This will
provide you with a solid foundation for launching an outreach effort.
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Your outreach plan will be most effective if you involve a variety of people in its
development. Where possible, consider involving
• a communications specialist or someone who has experience
developing and implementing an outreach plan,
• technical experts in the subject matter (both scientific and policy),
• someone who represents the target audience (i.e., the people or
groups you want to reach), and
• key individuals who will be involved in implementing the outreach
plan.
As you develop your outreach plan, consider whether you would like to invite any
organizations to partner with you in planning or implementing the outreach effort.
Potential partners might include local businesses, environmental organizations, schools,
boating associations, local health departments, local planning and zoning authorities,
and other local or state agencies. Partners can participate in planning, product
development and review, and distribution. Partnerships can be valuable mechanisms
for leveraging resources while enhancing the quality, credibility, and success of outreach
efforts. Developing an outreach plan is a creative and iterative process involving a
number of interrelated steps, as described below. As you move through each of these
steps, you might want to revisit and refine the decisions you made in earlier steps until
you have an integrated, comprehensive, and achievable plan.
6.1.1 What Are Your Outreach Goals?
Defining your outreach goals is the initial step in developing an outreach plan. Outreach
goals should be clear, simple, action-oriented statements about what you hope to
accomplish through outreach. Once you have established your goals, every other
element of the plan should relate to those goals. Here were some project goals for the
BASIN EMPACT project:
• Improve existing environmental monitoring to provide credible, timely
and usable information about the watershed to the public.
• Create a state-of-the-art information management and public access
infrastructure using advanced, Web-based computer technologies.
• Build strong partnerships and an ongoing alliance of governmental,
educational, non-profit and private entities involved in watershed
monitoring, management, and education.
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• Develop education and communication programs to effectively utilize
watershed information in the public media and schools and facilitate
greater public involvement in public policy formation.
• Increase public awareness of how the hydrologic cycle effects everyday
life, where drinking and irrigation water come from, how it is used, and
what happens downstream.
BASIN's general goals listed above also had specific objectives. For example, BASIN's
specific objective for improving existing environmental monitoring included providing
brochures and posters to all fifth grade teachers and middle school science teachers in
the Boulder Valley School District.
6.1.2 Whom Are You Trying To Reach?
Identifying Your Audience(s)
The next step in developing an outreach plan is to clearly identify the target audience or
audiences for your outreach effort. As illustrated in the BASIN project goals above,
outreach goals often define their target audiences (e.g., the public and fisheries). You
might want to refine and add to your goals after you have defined your target
audience (s).
Target audiences for a water quality outreach program might include, for example, the
general public, local decision makers and land management agencies, educators and
students (high school and college), special interest groups (e.g., homeowner
associations, fishing and boating organizations, gardening clubs, and lawn
maintenance/landscape professionals). Some audiences, such as educators and special
interest groups, might serve as conduits to help disseminate information to other
audiences you have identified, such as the general public.
Consider whether you should divide the public into two or more audience categories.
For example: Will you be providing different information to different groups, such as
the citizens vs. businesses? Does a significant portion of the public you are trying to
reach have a different cultural or linguistic background? If so, it may be more effective
to consider these groups as separate audience categories.
Profiling Your Audience(s)
Once you have identified your audiences, the next step is to develop a profile of their
situations, interests, and concerns. Outreach will be most effective if the type, content,
and distribution of outreach products are specifically tailored to the characteristics of
your target audiences. Developing a profile will help you identify the most effective
ways of reaching the audience. For each target audience, consider the following:
COMMUNICATING TIMELY ENVIRONMENTAL INFORMATION 55
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• What is their current level of knowledge about water quality and general
watershed awareness?
• What do you want them to know about water quality? What actions
would you like them to take regarding water quality?
• What information is likely to be of greatest interest to the audience?
What information will they likely want to know once they develop some
awareness of water quality issues?
• How much time are they likely to give to receiving and assimilating the
information?
• How does this group generally receive information?
• What professional, recreational, and domestic activities does this group
typically engage in that might provide avenues for distributing outreach
products? Are there any organizations or centers that represent or serve
the audience and might be avenues for disseminating your outreach
products?
Profiling an audience essentially involves putting yourself "in your audience's shoes."
Ways to do this include consulting with individuals or organizations who represent or
are members of the audience, consulting with colleagues who have successfully
developed other outreach products for the audience, and using your imagination.
6.1.3 What Do You Want To Communicate?
The next step in planning an outreach program is to think about what you want to
communicate. In particular, think about the key points, or "messages," you want to
communicate. Messages are the "bottom line" information you want your audience to
walk away with, even if they forget the details.
A message is usually phrased as a brief (often one-sentence) statement. The
following are some examples of messages that are posted on the BASIN Web site:
• Real-time Boulder Creek flowrates.
• BASIN now provides a Water Quality Index for the main stem of
Boulder Creek along with other water quality information for the
Boulder Creek Watershed.
• Online cameras including Niwot Ridge Tundra Cam.
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Outreach products will often have multiple related messages. Consider what messages
you want to send to each target audience group. You may have different messages for
different audiences.
6.1.4 What Outreach Products Will You Develop?
The next step in developing an outreach plan is to consider what types of outreach
products will be most effective for reaching each target audience. There are many
different types of outreach: print, audiovisual, electronic, events, and novelty items.
TIP!
Include representatives of specific user groups when developing outreach
products. They have valuable input regarding what the various needs and
interests of your larger audience.
The audience profile information you assembled earlier will be helpful in selecting
appropriate products. A communications professional can provide valuable guidance
in choosing the most appropriate products to meet your goals within your resources and
time constraints. Questions to consider when selecting products include:
• How much information does your audience really need? How much
does your audience need to know now? The simplest, most
straightforward product generally is most effective.
• Is the product likely to appeal to the target audience? How much
time will it take to interact with the product? Is the audience likely to
make that time?
• How easy and cost-effective will the product be to distribute or, in
the case of an event, organize?
• How many people is this product likely to reach? For an event, how
many people are likely to attend?
• What time frame is needed to develop and distribute the product?
• How much will it cost to develop the product? Do you have access
to the talent and resources needed for product development?
• What other related products are already available? Can you build on
existing products?
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When will the material be out of date? (You probably will want to
spend fewer resources on products with shorter lifetimes.)
Would it be effective to have distinct phases of products over time?
For example, an initial phase of products designed to raise awareness,
followed by later phases of products to increase understanding.
How newsworthy is the information? Information with inherent
news value is more likely to be rapidly and widely disseminated by the
media.
6.1.5 How Will Your Products Reach Your Audience?
Effective distribution is essential to the success of an outreach strategy. You need to
consider how each product will be distributed and determine who will be responsible for
distribution. For some products, your organization might manage distribution. For
others, you might rely on intermediaries (such as the media or educators) or
organizational partners who are willing to participate in the outreach effort. Consult
with an experienced communications professional to obtain information about the
resources and time required for the various distribution options. Some points to
consider in selecting distribution channels include:
• How does the audience typically receive information?
• What distribution mechanisms has your organization used in the past
for this audience? Were these mechanisms effective?
• Can you identify any partner organizations that might be willing to
assist in the distribution?
• Can the media play a role in distribution?
• Will the mechanism you are considering really reach the intended
audience? For example, the Internet can be an effective distribution
mechanism, but certain groups might have limited access to it.
• How many people is the product likely to reach through the
distribution mechanism you are considering?
• Are sufficient resources available to fund and implement distribution
via the mechanisms of interest?
Table 6.1 provides various distribution avenues and outreach products for
communicating your environmental data to the public.
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TABLE 6.1. METHODS OF COMMUNICATION
Mailing lists
Brochures
Newsletters
Fact sheets
Utility bill inserts or staffers
Phone/fax
Promotional hotline
E-mail/Internet
Newsletters
E-mail messages
Web pages
Subscriber list servers
Radio/TV
Cable TV programs
Public service announcements
Videos
Media interviews
Press conferences/releases
Journals or newsletters
Newsletters
Editorials
Newspaper and magazine articles
Meetings, community events, or
locations (e.g., libraries,
schools, marinas, public
beaches, tackle shops, etc.)
where products are made
available.
Exhibits
Kiosks
Posters
Question-and-answer sheets
Novelty items (e.g., mouse pads, golf tees,
buttons, key chains, magnets, bumper
stickers, coloring books, frisbees, etc.)
Banners
Briefings
Fairs and festivals
Meetings (i.e., one-on-one and public)
Community days
Speeches
Educational curricula
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6.1.6 What Follow-up Mechanisms Will You Establish?
Successful outreach may cause people to contact you with requests for more
information or expressing concern about issues you have addressed. Consider whether
and how you will handle this interest. The following questions can help you develop this
part of your strategy:
• What types of reactions or concerns are audience members likely to
have in response to the outreach information?
• Who will handle requests for additional information?
• Do you want to indicate on the outreach product where people can
go for further information (e. g., provide a contact name, number,
address, or establish a hotline)?
The BASIN Web site (http://bcn.boulder.co.us/basin/main/about.html) provides
information so that people can contact the BASIN Project Coordinator by phone, e-
mail, or postal mail. The public can also contact the BASIN Project Coordinator via a
Web site comment form.
6.1.7 What Is the Schedule for Implementation?
Once you have decided on your goals, audiences, messages, products, and distribution
channels, you will need to develop an implementation schedule. For each product,
consider how much time will be needed for development and distribution. Be sure to
factor in sufficient time for product review. Wherever possible, build in time for testing
and evaluation by members or representatives of the target audience in focus groups or
individual sessions so that you can get feedback on whether you have effectively
targeted your material for your audience. Section 6.3 contains suggestions for
presenting technical information to the public. It also provides information about
online resources that can provide easy to understand background information that you
can use in developing your own outreach projects.
6.2 Elements of the BASIN Project's Outreach
Program
The BASIN Project team uses a variety of mechanisms to communicate timely
environmental information, as well as information about the project itself, to the
Boulder area community. The team uses the BASIN Web site as the primary vehicle for
communicating timely information to the public. Their outreach strategy includes a
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variety of mechanisms (e.g., Internet, brochures, presentations at events, and
community television) to provide the public with information about the BASIN
project.
6.2.1 Outreach Elements
Each element of the project's communication and participation program are discussed
below.
Public Participation. The BASIN project vigorously encouraged public participation.
BASIN continuously invited the public to join the project primarily through their Web
site (which is discussed later). The interested public could join as a BASIN Boulder
Community Network (BCN) Volunteer, join the BASIN Forum, complete the BASIN
Survey, or join local school or neighborhood projects.
BASIN BCN. BASIN invited the public to help with graphic design, Web page
development, scripting or video/audio streaming. BASIN provided an online
"classified ads" (http://bcn.boulder.co.us/basin/news/classifieds.html) to
help the community see the needs of the BASIN project. Potential BCN
Volunteers could contact the BASIN Volunteer Coordinator either by phone or
e-mail or sign up as a BCN Volunteer by completing the online BCN Volunteer
Questionnaire (http://bcn.boulder.co.us/volunteer/register.html). BCN
Volunteers provided over 1000 hours of assistance by offering ideas and
feedback and designing the BASIN Web site.
BASIN FORUM. BASIN provided an online forum for the interested public
to share ideas or information about local environmental and social concerns that
relate to community livability and sustainability. The public could either post
their ideas and comments online or subscribe to the Boulder Creek Watershed
e-mail list serve to obtain information about BASIN forum.
BASIN Survey. For individuals who did not have time to become a BCN
Volunteer, BASIN provided an opportunity for Web site visitors to provide
comments regarding the usefulness and presentation of the information
provided on the BASIN Web site (http://bcn.boulder.co.us/basin/surveys/
index.html). The public could either type their comments in a text field or take
an online 10-question survey.
School or Neighborhood Projects. Schools and neighborhoods could
contact BASIN to find out how they could develop and implement their own
school water monitoring projects.
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Bringing together experts. The EMPACT project stakeholders included
representatives from organizations that originally signed the BASIN Memorandum of
Understanding (MOU), as well as other interested individuals in the community who
use or provide environmental information to the public and were supportive of the
BASIN's efforts. The MOU was a non-binding agreement among the BASIN partners
to cooperate fully in the project, including active participation in the project design,
development, and implementation of the project. The originals signers of the MOU are
listed below.
• City of Boulder
• enfo.com
• Local environmental educators and organizers
• University of Colorado Department of Civil Engineering and
Architectural Engineering
• The U.S. Geological Survey
• Boulder Community Network
• Boulder County Healthy Communities Initiative
• Boulder County Health Department
• Boulder Creek Watershed Initiative
• Boulder Valley School District
• Colorado Division of Wildlife - River Watch Network
• Community Access Television
Web site. The BASIN Web site can be accessed at http://bcn.boulder.co.us/basin.
The EMPACT project is discussed at http://bcn.boulder.co.us/basin/main/
about.html. The Web site was the main avenue used by the team for disseminating the
various environmental monitoring data. Itwas estimated that 80 percent of all residents
in the Boulder area have Internet access [Source: 1998 EMPACT Grant Application,
Draft (5/11)]. Although the BASIN project ended in December 2000, the Web site still
provides a variety of real-time data, maps and live on-line cameras. Data includes
weather, stream flow, water quality, and snow pack. In addition to providing water-
related data, the site provides air quality advisories, which are linked to the Colorado Air
Pollution Control Division's Web site (http://apcd.state.co.us/psi/main.html). The
site also announces the availability of new reports and studies for the Boulder area.
The left side of the BASIN Web page displays a list of "Themes" discussing a variety of
topics such as watersheds, waterworks technology and infrastructure, personal actions
for protecting water quality, recreation, and current events. Via the Web site, the public
can read news about the project or participate in online forums. These are discussed
below:
Newsletter. The project newsletter, BASIN Neivs, featured local, timely
environmental information which focused on water issues and links to other
resources. The newsletter was published bi-monthly in electronic form. The
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public could read BASIN Neivs online at http://bcn.boulder.co.us/basin/
news/current.html or could subscribe to receive BASIN News in HTML or text
only format for free through their email account. Hard copies were distributed
in various city offices. Appendix C contains a copy of the December 2000 issue.
Online Forums. BASIN hosted an online forum to discuss topics of local
interest and concern on October 23-31. Entitled Drought, Fire e> Flood in the
Boulder Area: Are WePrepared? this electronic seminar explored the background,
current situation, and future concerns relating to climate change, wildfires and
flash flooding in the Boulder area. The public participated by subscribing to the
discussion list serve or could download a daily summary of the discussion from
the BASIN Web site.
Stakeholder Update. Periodically, the BASIN team provided a Stakeholder Update
letter which discussed the recent activities on the project. The Stakeholder Update
announced the availability of new data, outreach and marketing efforts, new studies,
staffing changes, etc. The Stakeholder Update letter was available on the BASIN Web
site.
Television. Students from Sojourner Middle School in Boulder wrote and produced a
television news program about various aspects of Boulder Creek which they had been
studying throughout the school year. The students were assisted by members of BASIN
in researching, developing, and producing the television program. The students
interviewed various experts to gather information on drinking water, kayaking, flash
flood hazards, the importance of snow runoff, the greenback cutthroat trout, ammonia,
and macro invertebrates. The 50 minute program, including a 15 minute documentary
on the making of the program, aired two days a week during July 2000 and won a local
community media award for best student documentary. The program was featured in
the American Water Works Association's (AWWA) Mainstream Magazine in May,
2001. In addition, a 13 minute television program entitled "BASIN Kid" showing basic
water quality testing techniques and a 15 minute program providing an overview on the
Millennium Baseline Study were shown on community television.
Presentations. BASIN representatives gave presentations to a variety of groups
including the state Flood and Drought Task Force, Denver Regional Council of
Governments, city advisory boards, EPA Region 8, PLAN Boulder, several EPA
conferences and on the local radio station KGNU. In August 2000, Mark McCaffrey
gave a presentation in Sweden at the Stockholm International Water Symposium. In
September 2000, Mr. McCaffrey and Sheila Murphy gave a presentation at the American
Water Resources Association (AWRA) Colorado State Convention in Vail.
Piggybacking on existing events. BASIN representatives attended many local
events providing brochures and displaying project posters for the attending public.
Such local events included the Boulder Earth Day Festival, the Boulder Creek Festival,
Boulder Farmer's Market, and the Children's Water Festival. Maps of the watershed
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proved to be an excellent icebreaker at public events and a natural segue to providing the
public with brochures about BASIN.
6.2.2 Developing the BASIN Web Site
Experience Gained and Lessons Learned
The BASIN team encountered several challenges as it tried to establish continuity and
maintain momentum for the project. One collaborative challenge involved reaching a
group consensus on the goals for the project. Many individuals had differing opinions
regarding the goal of the project and how resources should be allocated to various
endeavors. One member of the BASIN staff who had experience as a professional
facilitator was able to aid in the dialogue process for reaching consensus and working
through issues of contention and disagreement. By identifying potential areas of
conflict and working to clarify their shared vision, the facilitator assisted the team as they
attempted to pioneer new ways of networking and collaborating together. The
experience also suggests that future teams desiring to implement a similar program
allow time and resources for establishing the team relationships.
The team experienced several obstacles when soliciting partnerships with potential data
providers. The team realized that providing public access to environmental information
is a major paradigm shift. In most of the world, the idea of a public's "right-to-know"
simply does not exist. While in the U.S. there is increasingly the technology and the will
to inform the public about their environmental system's health, there are numerous
political, technological, cultural, and personal challenges involved in pioneering systems
and approaches to involving the public more directly in monitoring their local
environment and taking responsibility for the impact of their actions.
Some institutions that were solicited for data were simply uncomfortable with making
their data publicly available. They were concerned that there would be public inquiries
arising from data without staff resources to address these inquiries. They were also
concerned about the uncompensated in-house costs for preparing and delivering
internal data to the public.
Other potential data providers supported the objectives of the BASIN project and
expressed willingness to provide data; however, ongoing discussions with the potential
data providers resulted in mixed success and a greater clarification of the challenges and
difficulties associated with data partnering. BASIN had established rigorous standards
for supporting meta-data and providing interpretive information along with the data, as
well as standards for quality control and quality assurance. While most of the potential
data providers readily provided access to raw data sets, obtaining or developing
appropriate supportive interpretative information and agreeing to appropriate QA/QC
procedures proved more problematic. [Source: 2000 Annual Report, BASIN Project
EMPACT Grant, January 30, 2001]
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While several environmental monitoring programs were identified within the
watershed, the team quickly realized that few of the potential data providers were
immediately prepared to make their data available to the general public. The following
concerns were identified:
• The need for comprehensive information context to relay the
significance of the data to the public.
• The need for additional internal quality control before releasing in-
house data.
These early interviews also served to clarify technical challenges of developing the
project's IMS. The team quickly realized that independent data collection programs
involved highly specific collection and analysis procedures, software standards varied
dramatically between monitoring programs, and data was retained in a variety of units.
These factors lead to a restructuring of the project plan. As a result, the project focus
was shifted from a more standard software development cycle of needs assessment,
initial design, user evaluation, implementation and testing to a more responsive and
rapid approach. To ensure both public participation and data provider cooperation, the
initial software development schedule was revised to advance the implementation of
prototype data delivery and Web site information products. Prototype applications
were then applied to additional data sets as providers agreed to participate.
[Source: BASIN Final Report, BASIN EMPACT Project, February 2001]
Key to the development of BASIN's Web site and associated outreach products were
the volunteers of the BCNwho brought a wide variety of skills and perspectives to the
effort. In the early months of the project a series of monthly meetings were held with
some 40 BCN volunteers. After an overview of the goals of the project was given, the
volunteers broke into four primary teams: Web Design, Architecture, Resource
Discovery Group and Outreach. One volunteer— a geography teacher at a local high
school was particularly interested in GIS on the Web, and while it was determined that
GIS was beyond the scope of BASIN's pilot project, he continued to be involved and
has now developed a GIS unit for his class using aerial photos from the BASIN Web
site. A general BCN volunteer list was established to keep all the participants informed
on new developments and to ask for assistance and feedback on particular aspects of the
project. Many of the volunteers were involved with the high-tech field in the region and
were able to bring their expertise and tools to the project.
In addition to the monthly meetings, the teams worked together with BASIN staff on
specific tasks, and a password protected development site was developed to begin
experimenting with approaches and artwork, and much of the actual development of
the Web site including usability testing was conducted on the Web with the active
involvement of key BCN volunteers. The volunteers gained experience and provided a
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valuable community service through their involvement with the project. BASIN's BCN
volunteers proved to be more than just an in-house focus group for on-going feedback
as the Web site and related outreach projects went through their iterative development.
They also served as powerful advocates in their own communities, promoting BASIN
with their families, schools, and work colleagues.
Within six months after first meeting with volunteers of the Boulder Community
Network, the first release of the BASIN Web site was made available to the general
public, and during that six month period much of the "place-based" information
relating to the watershed community's unique history, geography and culture were
developed. Historical photos from the Denver Public Library and the Library of
Congress were added to the Web site, existing watershed education materials and
quizzes were configured for the Web, historical essays and other materials helped to
contextualize the environmental data that was added to the site in the following months.
In addition to enriching the Web site with multi-disciplinary depth, it also served as an
inspiration for other local contributors to ask that their own materials be added to the
network. These include Dr. Pete Palmer's peer reviewed articles on sustainability at
http://bcn.boulder.co.us/basin/local/sustainintro.html and excerpts from Joanna
Sampson's digital book HIGH, WILD AND HANDSOME: The Story of Colorado's
Beautiful South Boulder Creek and Eldorado Canyon at http://bcn.boulder.co.us/
basin/history/Moffat.html.
Among the volunteer efforts that BCN volunteers provided were the BASIN logo
(developed by Linda Mark) which played a key role in establishing "brand recognition"
of BASIN and was used on all BASIN brochures and posters, and the online quizzes (by
Paul von Behren).
6.3 Resources for Presenting Environmental
Information to the Public
As you develop your various forms of communication materials and begin to implement
your outreach plan, you will want to make sure that these materials present your
information as clearly and accurately as possible. There are resources on the Internet to
help you develop your outreach materials. Some of these are discussed below.
6.3.1 How Do You Present Technical Information to the Public?
Environmental topics are often technical in nature and full of jargon, and environmental
monitoring information is no exception. Nonetheless, technical information can be
conveyed in simple, clear terms to those in the general public not familiar with
environmental data. The following principles should be used when conveying technical
information to the public:
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• avoid using jargon,
• translate technical terms (e.g., reflectance) into everyday language the
public can easily understand,
• use active voice,
• write short sentences,
• use headings and other formatting techniques to provide a clear and
organized structure.
The following Web sites provide guidance regarding how to write clearly and effectively
for a general audience:
• The National Partnership for Reinventing Government has a guidance
document, Writing User-friendly Documents, that can be found on the Web
at http://www.plainlanguage.gov.
• The American Bar Association has a Web site that provides links to on-
line writing labs (http://www.abanet.org/lpm/bparticlel 1463_front.
shtml). The Web site discusses topics such as handouts and grammar.
As you develop communication materials for your audience, remember to tailor your
information to consider what they are already likely to know, what you want them to
know, and what they are likely to understand. The most effective approach is to provide
information that is valuable and interesting to the target audience. For example, the
kayakers may want to know about the creek flow rates in Boulder Creek. Also, when
developing outreach products, be sure to consider special needs of the target audience.
For example, ask yourself if your target audience has a large number of people who
speak little or no English. If so, you should prepare communication materials in their
native language.
The rest of this section contains information about resources available on the Internet
that can assist you as you develop your own outreach projects. Some of the Web sites
discussed below contain products, such as downloadable documents or fact sheets,
which you can use to develop and tailor your education and outreach efforts.
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6.3.2 Federal Resources
EPA's Surf Your Watershed
http://www.epa.gov/surf3
This Web site can be used to locate, use, and share environmental information on
watersheds. One section of this site, "Locate Your Watershed," allows the user to enter
the names of rivers, schools, or zip codes to learn more about watersheds in their local
area or in other parts of the country. The EPA's Index of Watershed Indicators (IWI)
can also be accessed from this site. The IWI is a numerical grade (1 to 6), which is
compiled and calculated based on a variety of indicators that assess the condition of
rivers, lakes, streams, wetlands, and coastal areas.
EPA's Office of Water Volunteer Lake Monitoring: A Methods Manual
http://www.epa.gov/owow/monitoring/volunteer/lake
EPA developed this manual to present specific information on volunteer lake water
quality monitoring methods. It is intended both for the organizers of the volunteer lake
monitoring program and for the volunteer(s) who will actually be sampling lake
conditions. It emphasizes identifying appropriate parameters to monitor and listing
specific steps for each selected monitoring method. The manual also includes quality
assurance/quality control procedures to ensure that the data collected by volunteers are
useful to State and other agencies.
EPA's Nonpoint Source Pointers (Fact sheets)
http://www.epa.gov/owow/nps/facts
This Web site features a series of fact sheets (referred to as pointers) on nonpoint source
pollution (e.g., pollution occurring from storm water runoff). The pointers covers
topics including: programs and opportunities for public involvement in nonpoint
source control, managing wetlands to control nonpoint source pollution, and managing
urban runoff.
EPA's Great Lakes National Program Office
http://www.epa.gov/glnpo/about.html
EPA's Great Lakes National Program Office Web site includes information about
topics such as human health, visualizing the lakes, monitoring, and pollution
prevention. One section of this site (http://www.epa.gov/glnpo/gl2000/lamps/
index.html) has links to Lakewide Management Plan (LaMP) documents for each of the
Great Lakes. A LaMP is a plan of action developed by the United States and Canada to
assess, restore, protect and monitor the ecosystem health of a Great Lake. The LaMP
has a section dedicated to public involvement or outreach and education. The program
utilizes a public review process to ensure that the LaMP is addressing their concerns.
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You could use the LaMP as a model in developing similar plans for your water
monitoring program.
U. S. Department of Agriculture Natural Resource Conservation Service
http://www.wcc.nrcs.usda.gov/water/quality/frame/wqam
Under "Guidance Documents," there are several documents pertaining to water quality
that can be downloaded or ordered. These documents are listed below.
• A Procedure to Estimate the Response of Aquatic Systems to Changes
in Phosphorus and Nitrogen Inputs
• Stream Visual Assessment Protocol
• National Handbook of Water Quality Monitoring
• Water Quality Indicators Guide
• Water Quality Field Guide
6.3.3 Education Resources
Project WET (Water Education for Teachers)
http://www.montana.edu/wwwwet
One goal of Project WET is to promote awareness, appreciation, knowledge, and good
stewardship of water resources by developing and making available classroom-ready
teaching aids. Another goal of WET is to establish state- and internationally-sponsored
Project WET programs. The WET site has a list of all the State Project WET Program
Coordinators.
Water Science for Schools
http://wwwga.usgs.gov/edu/index.html
The USGS's Water Science for Schools Web site offers information on many aspects of
water and water quality. The Web site has pictures, data, maps, and an interactive forum
where you can provide opinions and test your water knowledge. Water quality is
discussed under "Special Topics."
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Global Rivers Environmental Education Network (GREEN)
http://www.earthforce.org/green
The GREEN provides opportunities for middle and high school-aged youth to
understand, improve and sustain watersheds in their community. This site also includes
a list of water quality projects being conducted across the country and around the world
(http://www.igc.apc.org/green/resources.html).
Adopt-A-Watershed
http://www.adopt-a-watershed.org/about.htm
Adopt-A-Watershed is a school-community learning experience for students from
kindergarten through high school. Their goal is to make science applicable and relevant
to the students. Adopt-A-Watershed has many products and services available to
teachers wishing to start an Adopt-A-Watershed project. Although not active in every
state, the Web site has a list of contacts in 25 States if you are interested in beginning a
project in your area.
National Institutes for Water Resources
http://wrri.nmsu.edu/niwr/niwr.html
The National Institutes for Water Resources (NIWR) is a network of 54 research
institutes throughout each of the 50 States, District of Columbia, the Virgin Islands,
Puerto Rico, and Guam/Federated States of Micronesia. Each institute conducts
research to solve water problems unique to their area and establish cooperative
programs with local governments, state agencies, and industry.
Southeast Michigan Watershed Project Participants
http://imc.lisd.kl2.mi.us/SE.html
This Web site discusses water testing projects conducted by various middle schools and
high schools in southeast Michigan. Each school provided QuickTime videos of their
sampling sites.
Water on the Web
http://ga.water.usgs.gov/edu/index.html
This Web site is maintained by USGS and provides water science information for
schools. The site has information on many aspects of water, along with pictures, data,
maps, and a site where you can test your knowledge.
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Learning Web
http://www.usgs.gov/education/
Learning Web is a USGS Web site dedicated to K-12 education, exploration, and life-
long learning. The site covers topics such as biology, geology, and hydrology.
Webmonkey for Kids
http://hotwired.lycos.com/webmonkey/kids/?tw=eg!9990608
This site shows children how to build Web pages.
Northern Colorado Water Conservancy District — Education
http://www.ncwcd.org/ncwcd?go_about/education.htm
This site offers an array of water-related educational services for preschoolers to
retirees. It includes facts about water, teacher information, publications, and
information about water festivals.
Bureau of Reclamation Environmental Education
http://www.usbr.gov/env_ed/
The site provides a list of various environmental educational programs and activities in
which the Bureau of Reclamation participates, some of which are offered for general
public participation. The site also provides a list and description of various educational
classes relating to the study and care of water resources that the Bureau of Reclamation
will provide to classes as "hands-on" science presentations.
6.3.4 Other Organizations
North American Lake Management Society (NALMS) Guide to Local
Resources
http://www.nalms.org/
This Web site provides resources for those dealing with local lake-related issues.
NALMS's mission is to forge partnerships among citizens, scientists, and professionals
to promote the management and protection of lakes and reservoirs. NALMS's Guide
to Local Resources (http://www.nalms.org/resource/lnkagenc/links.htm) contains
various links to regulatory agencies, extension programs, research centers, NALMS
chapters, regional directors, and a membership directory.
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The Watershed Management Council
http://watershed.org/wmc/aboutwmc.html
The Watershed Management Council (WMC) is a non-profit organization whose
members represent a variety of watershed management interests and disciplines. WMC
membership includes professionals, students, teachers, and individuals whose interest is
in promoting proper watershed management.
6.3.5 Examples of BASIN Resources
Note!
The Colorado BASIN project should not be confused with the
Environmental Protection Agency's BASINS (Better Assessment Science
Integration Point and Nonpoint Sources) Modeling Course. The BASINS
Modeling Course is a watershed training course offered by the EPA's
Office of Wetlands, Oceans, & Watershed. Please see http://
www.epa.gov/waterscience/BASINS/ for more information about
BASINS.
BASIN's Web site has numerous resources which serves as examples of what other
project's can do to bring a strong community focus on the health of the local
environment. Some of these resources are listed below.
BASIN's Watershed Theme
http://bcn.boulder.co.us/basin/watershed/index.html
BASIN's Watershed link provides information about water quality, geology, stream
flow, weather and climate, flash floods, and tributaries.
BASIN's Water and Community Theme
http://bcn.boulder.co.us/basin/waterworks/index.html
BASIN's Water and Community link provides information about drinking water
systems, wastewater, underground storage tanks, and storm water runoff. The link also
provides links to drinking water treatment and regulations.
BASIN's Personal Action Theme
http://bcn.boulder.co.us/basin/local/index.html
BASIN's Personal Action link provides the public practical guidance on how to protect
the environment. Such topics include household hazards and alternatives and water-
wise landscaping.
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BASIN's History Theme
http://bcn.boulder.co.us/basin/history/index.html
BASIN's History link provides various historical environmental information about the
Boulder Creek watershed. The site provides historical information about flash floods,
early ditch decrees, pictures, etc.
BASIN's Recreation Theme
http://bcn.boulder.co.us/basin/recreation/index.html
BASIN's Recreation link provides information about rivers in Colorado and other
general recreation links. The site also has links which are of interest to canoers and
kayakers, fishermen, hikers and backpackers, and boaters.
BASIN's Learning Theme
http://bcn.boulder.co.us/basin/learning/index.html
BASIN's Learning link provides information about available watershed learning and
service activities. The link which provides an online resource and teacher's guide, a fifth
grade learning activity, as well as virtual field trips is a valuable resource to teachers.
BASIN's Library Theme
http://bcn.boulder.co.us/basin/gallery/index.html
BASIN's Library link provides a gallery of photographs taken around the watershed, a
450 document Environmental Research Bibliography, and additional learning activities.
6.4 Success Stories
The BASIN Project enjoyed several successes. BASIN provided a framework for
successful collaboration between municipal and regional governments, educators, and
concerned citizens to address a community need for access to environmental
monitoring data and contextual information to explain the significance of that data. The
BASIN project also generated a leveraging of existing resources. By creating a
collaborative process and data repository, the project provided a focal point for
researchers interested in the quality of Boulder Creek. The Boulder Creek Millennium
Baseline Study (http://bcn.boulder.co.us/basin/BCMB)is one example of a leveraged
resource effort that occurred as a result of the BASIN project. In this way, the BASIN
Web site was able to respond to needs and opportunities not included in the initial
EMPACT project scope.
The BASIN project enabled the City of Boulder's drinking water and storm water
quality programs to develop similar protocols for QA/QC. Prior to the project, the data
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from each of the programs were kept in separate databases. Also, each program used
different units for similar parameters. As a result those parameters could not be easily
compared to each other. The BASIN team and City of Boulder collaborated so that the
parameters measured by the two sampling programs could be easily compared to each
other. The data collected from the two programs were eventually combined into a single
database. Also both programs began measuring additional parameters so that the
BASIN team could generate a water quality index which grades the streams. The index
provides a quick and easy-to-understand assessment of the water quality in that
particular stream. See Section 5 for a more complete discussion of the water quality
index.
The BASIN Web site had become established as a community resource with robust
usership. Daily page requests, distinct hosts served, pages requested, and total data
transferred have continued to increase since the Web site was launched in 1999. The
ongoinguse of the Web site is a strong indication that citizens, students, researchers, and
others both in the Boulder area and outside the watershed have found the BASIN Web
site to be a useful source of environmental information.
BASIN was nominated for the 2001 Stockholm Water Prize that honors outstanding
achievements that help protect the world's water resources. Although BASIN did not
win, they considered their nomination for the award an honor. The $150,000 prize is the
leading international award for outstanding achievements on behalf of the world's
water. It is awarded to an individual, institution, organization, or company that has
made the most contribution to preserve and enhance the world's water resources. The
prize recognizes either outstanding research, action, or education that protects the
usability of water for all life and increases knowledge of water as a resource.
[Source: http://www.worldwaterday.org/events/ev09.html]
User Feedback
Various partners and peers provided positive and complimentary comments to
BASIN regarding their Web site. Some of the comments are listed below.
"I looked at the site - what a lot of info! The links go on for days - it's GREAT!! I"
- Irish McKenzie, U.S. EPA.
"What a fabulous program you have to offer! May we borrow your ideas/
format and implement them into our own plan?" - Denise Leidy, Union Soil &
Water Conservation District, La Grande, Oregon.
"I am impressed with your Web site and have passed it along to our
employees" - Doug Gore, Regional Director, FEMA.
"This is a GREAT Web site" - Ken Margolis, River Network.
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6.5 Most Frequently Asked Questions and
Answers
The majority of questions that the BASIN team receives are related to water quality. For
example, the team receives questions about pesticides used in the watershed, questions
about water quality issues related to the Boulder Waste Water Treatment Plant, and
questions regarding E. coli bacteria count in the water. The water quality site located on
the BASIN Web page now provides public access to monitoring data to help answer
these questions.
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APPENDIX A
GLOSSARY OF TERMS & ACRONYM LIST
Acre foot: The amount of water that would cover one acre at the depth of
one foot (325,900 gallons).
Anoxia: Absence of oxygen in water.
APCD: Air Pollution Control Division.
AWRA: American Water Resources Association.
AWWA: American Water Works Association.
B
BASIN: Boulder Area Sustainability Information Network.
BCN: Boulder Community Network.
cfs: cubic feet per second.
Chlorophyll: Green pigment in plants that transforms light energy into
chemical energy by photosynthesis.
CO2: Carbon dioxide.
COB: City of Boulder.
CPAN: Comprehensive Perl Archive Network.
GLOSSARY OF TERMS & ACRONYM LIST A-l
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Dissolved oxygen (DO): The concentration of oxygen (O2) dissolved
in water, usually expressed in milligrams per liter, parts per million, or
percent of saturation (at the field temperature). Adequate concentrations of
dissolved oxygen are necessary to sustain the life offish and other aquatic
organisms and prevent offensive odors. DO levels are considered a very
important and commonly employed measurement of water quality and
indicator of a water body's ability to support desirable aquatic life. Levels
above 5 milligrams per liter (mg O2/L) are considered optimal and fish
cannot survive for prolonged periods at levels below 3 mg O2/L. Levels
below 2 mg O2/L are often referred to as hypoxic and when O2 is less than
0.1 mg/, conditions are considered to be anoxic.
DMSO: Dimethyl sulfoxide.
DO: Dissolved oxygen.
DRCOG: Denver Region Council of Governments.
DVT(s): Data visualization tools.
Ecosystem: The interacting plants, animals, and physical components
(sunlight, soil, air, water) of an area.
EOF: Environmental Defense Fund.
EDNA: Environmental Data Network Association.
EDTA: ethylenediaminetetraacetic acid.
EM PACT: Environmental Monitoring for Public Access and Community
Tracking.
EPA: Environmental Protection Agency.
F
ft: feet.
A-2 APPENDIX A
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FTP: File transfer protocol.
Geographic Information System (GIS): A computer software and
hardware system that helps scientists and other technicians capture, store,
model, display, and analyze spatial or geographic information.
GPL: General Public License.
GREEN: Global Rivers Environmental Education Network.
Groundwater: Water that sinks into the ground and collects over
impermeable rock. It then flows laterally toward a stream, lake, or ocean.
Wells tap it for our use. Its surface is called the "water table."
ug/l: micrograms (10~6 grams)/liter.
uS/cm: microsiemens per centimeter.
H
HCI: Hydrochloric acid.
HNO3: Nitric acid.
H2SO4: Sulfuric acid.
I
1C: Inorganic carbon.
IMS: Information Management System.
IWI: Index of Watershed Indicators.
GLOSSARY OF TERMS & ACRONYM LIST A-3
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K
KCI: Potassium chloride.
K2S2O8: Potassium persulfate.
L: liter.
LaMP: Lakewide Management Plans.
M
m: meters.
mg: milligrams.
mg/L: milligrams/liter.
mph: miles per hour.
Monitor: To track a characteristic, such as dissolved oxygen, nitrate level,
or fish population, over a period of time using uniform methods to evaluate
change.
N
NALMS: North American Lake Management Society.
NdOH: Sodium Hydroxide.
NH_: Ammonia.
o
NH4: Ammonium ion.
NIWR: National Institutes for Water Resources.
NOAA: National Oceanic and Atmospheric Administration.
A-4 APPENDIX A
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nm: Nanometer, 10~9 meter.
Non-point Source: Diffuse, overland runoff containing pollutants.
Includes runoff collected in storm drains.
NRCS: Natural Resources Conservation Service.
NSF: National Sanitation Foundation.
NTU: Nephelometric turbidity unit.
Nutrient loading: The discharge of nutrients from the watershed into a
receiving water body (e.g., wetland). Expressed usually as mass per unit area
per unit time (kg/ hectare/ yr or Ibs/acre/year).
ORD: Office of Research and Development.
Organic: Refers to substances that contain carbon atoms and
carbon-carbon bonds.
pH scale: A scale used to determine the alkaline or acidic nature of a
substance. The scale ranges from 0 to 14 with 0 being the most acidic and
14 the most basic. Pure water is neutral with a ph of 7.
Parameter: Whatever it is you measure - a particular physical, chemical,
or biological property that is being measured.
PERL: Practical Extraction Report Language.
ppt: parts per thousand.
Point Source: A pipe that discharges effluent into a stream or other body
of water.
GLOSSARY OF TERMS & ACRONYM LIST A-5
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Quality Assurance/Quality Control (QA/QC): QA/QC procedures
are used to ensure that data are accurate, precise, and consistent. QA/QC
involves established rules in the field and in the laboratory to ensure that
samples are representative of the water you are monitoring, free from
contamination, and analyzed following standard procedures.
Remote Monitoring: Monitoring is called remote when the operator can
collect and analyze data from a site other than the monitoring location itself.
Salinity: Measurement of the mass of dissolved salts in water. Salinity is
usually expressed in ppt.
SC: Specific Conductance.
Sediment: Fine soil or mineral particles.
SMSA: Standard metropolitan statistical area.
SNOTEL: SNOwpack TELemetry. Automated system that measures
snowpack.
Specific Conductance (SC): The measure of how well water can conduct
an electrical current. Specific conductance indirectly measures the presence
of compounds such as sulfates, nitrates, and phosphates. As a result, specific
conductance can be used as an indicator of water pollution. Specific
conductivity is usually expressed in wS/cm.
STP: sewage treatment plant.
Suspended solids: (SS or Total SS [TSS]). Very small particles that
remain distributed throughout the water column due to turbulent mixing
exceeding gravitational sinking.
A-6 APPENDIX A
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IDS: Total dissolved solids.
TIGER: Topically Integrated Geographic Encoding and Referencing.
Timely environmental data: Data that are collected and communicated
to the public in a time frame that is useful to their day-to-day decision-making
about their health and the environment, and relevant to the temporal
variability of the parameter measured.
TOG: Total organic carbon.
TSS: Total suspended solids.
Turbidity: The degree to which light is scattered in water because of
suspended organic and inorganic particles. Turbidity is commonly measured
inNTU's.
UV: Ultraviolet.
USGS: United States Geological Survey.
W
Watershed: The entire drainage area or basin feeding a stream or river.
Includes surface water, groundwater, vegetation, and human structures.
WET: Water Education for Teachers.
WMC: Watershed Management Council.
WQI: Water Quality Index.
GLOSSARY OF TERMS & ACRONYM LIST A-7
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X
Y
Z
A-8 APPENDIX A
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APPENDIX B
BASIN NfWS Newsletter
BASIN NEWS NEWSLETTER B-'
-------
na*r| t
.»« *«;•(
WHefflft* impact Aqualic Habilat and Water Quality
no: Qfiy impact *ege£siion and and animas
fiurtuui tertja and *« property • ihoy can
Cirtrting and harm «JLW!K habitat and wijiler r.
fir» ft»*. rap«3 amd v
tanr *alw *veis. and so* and
Ihe water makes t mpos^rtu tef in ligrtl hlttJt iiity H-W: uauM tteiWl « ffth.
and w * es«*rn tar
Wuityrg irw aflermaih of ^he Walker Rarch
Tine. «itie±i tiurned 1.100 Bcn» W ftuuflcr Ccnuiiy Open
ipon in :he nxhin^inE west of Bouder in rad -Sepicmber
are hndng Tiintmat damage to "sh and amp-htxans in Scuih
Creei. Fresh wAler arnemg Bit slrsanis n«ip«d
»rri rf lute polll4nn
The Eftecbl OF LIVE Rad mtior c-n lha
TDnicit>' oJ Fire>Figh1ing C h-onicali
A row ropc*1 |xMtf<«! b^ ffw L) S Gonx^cjl &jr»tv flMniwi llw cfled ui Bjnlij^t
an ahjrry uwc in rre (ghting •rtamig wvlBrwayv Fre wjppraaMrt Knpgunits «* tf«
nw ilurry BUJI t» OroppM wlo «WAm« «t
..- :--hijL Nrln- ^i w.i.i -. I
riWi «ftl mpMHUi i Surii^l prlrniil. -. I- - !c. |lH (fcv I iDlt w UHng
a«*ijnt or Mjrtigrrl jM.«^g dfoppeti slurry ard kw fuenpta/lun niter Dw Me kofri
trusor mrimal The USGS a ^Drlarq trifh V» Kiduity Da find itfar cowpjstftuni n-jt
To i«M the USGS
^rto /•'MAMA I* l^c
fujwl
raccrl tifrn
A, nrialy of nlerwiwl groups
have jowe-d together n
' elfais toi ^it Wain.*-i
From ^inral 20 agoocm rntl ID
erosion cortrd arxl
cuflliiy mGnitSfmcj et iht
rtamagod pn?a
Par
rmirpalfem
Space, ali'Jta) 44 1-3S52.
i vqil Ihc BASIN
tar
B-2
APPENDIX B
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Spills Contaminate Local Waterways
in July. 5fl Pist» iwwe tound dead at die Coal Creek Gen" Course alter e'lenfneais wren d..mp«d imn inn ™
whet) iurtlad Ihe water whHit-. Tha fish mckxted varigu? nunnow; st'Cti as VdltS BOCAE'S. cree* CfiuL'i,
rollers. and Kxifl tweed dacs. ranging in length liom 1 1/2 inches to 6 inches, The CodDr&ao Division of
SOugh! sanction* against LOwe'S tlaitto&rft far rumping water - containing i-smnar-s of vnyl Hfe flooring, and
mastic ricwd -he drain, wine* feel into fcfe creek B ong the golf course.
At ihs and of the summer. Clear Creek in Gc*d»n, Coto. was ndamaged twoe- -i a nauei ul weeks as Ccx*a
Bnwririg! Company .socid&niaily discl-diged 2.500 barrets of Gears bout and wastiwaiiw ,nm in* rr«* kHUog
over 10,000 lish. About a week alar, a M*t$a OH truck rolled QW and 4un»c*d 3,230 gaU3f16 Of jaed uil into
1NI crwk harming TWOS anuat* life.
A fcurth ^plll ir,r.Kit-ni occgrred on Bixiicler Craek Ki Se;B In liie nearby pool main1enanc4
to«jnd«iO*1 ar*d inlo he n&af drain. The BOijWfrr County HeailN Depann^enl arxl trie i:ily s PuhU- tVorts
Quauy a^aff wixiued Logeiher ID *v*^ai«i ttw impacts to ttifl ergsk hied Wiilan^.. .AflBteunt Director oi
Works for Ui 'itn?. &is40(t. "il's witaluinal.e Ihal a large rturrber cf %Ti w«re kilted m Ifiia hyjkJent
there is rcl any tfireai to- public heelDh or safciy f-cn* LIHS ip n ' A copy #f ih* Waisr report is
city Wn^Ci sitr al '.'•>.•'. t r*~ i ",-• r.^ -^ •• •iT
Spi 4 wfei* CO&lly for Ihe aquatic lite as well as farlhn rvspansibl? inrirss Phi Arajnn r>J flw CdlorKfe
oJ Wlidirfo BsJim^Ki ih^l 3 lirw wouKt (Dial ii$.S75. since accwding to slate law eaoh fiah curt bt
wortll tip ;o 335 CitZ^IS. 6nOL-4 wdler quality hollins at M3-44' iH?O or go
i ci 5<3Uld>Br CD .us:tiub ic^rirka
Success at Stockholm
This Aug. .si, EiAS-iM con-municaittms coofriiriator Mark McCairfty w^. arnona Ih* 800 *aler quaWy
ggihfltgd in $iocHhof'.e McCaffrey Olivers*! a firfrsertiaiion anlillpfJ- 'BASIN org a case stUKly on the jse O<
mlr-'Tarirn technology m developing k>cal waw nelwCfks.' The S>mpo*iun- waa wywiiied &y (lie Stocknnlm
IniernaiiiMial Waw InsMute (at ^ww.siwi .:yu) artd Prcfn-$or Mjhn ^alkanmark a rtinrtn S*iqrli?h v%'3«er
sr«-nlist wnci frw darsrins has helped ste^r Sweden lo lake a lead in aJdfeEStng 3he ipeclruil Ol wdler
around ihe ,? obe.
vanous wc*KEnioci4 and breakCKil sesst&is paniapam» had an u(4»riuniLy U> lisien lu
ic diSLUBBkina iv) £ nkle rar^t; of general lopic$- ^alnr ati*-utnr.y and flMflcliven
concerns, edi*taiiQn and pub»c oytr&ach, walef s*eurily. and ivjfinan rsghts
giw*n nyi la siudwits wontsig on water pinyecis AsWey Mulray et tfie Udted 54a1ea was
a& Che wmrtet Ol Ihe S^ocKhul-n Junbi Water Pri^e. Ai^nley, -i uluilwit ;i1 Ihr I. nsJ y Sc.hcrsl in
Wheeling, W. Va., rxaminw) wgtsr qjgiily nf a loc^i wee* and discovered Iha1 smai amourta of chsflwafls. rt
IMS C9» Bn1lt»OtCfi Iron) Ihe runo4 from livesiOCk le«dlui* . can cause e coJU bacteria to becane resixl^nl lo th«
drugs.
BASIN t*as recently b«en iwnvialed ka Ihe 2QD1 Slodrix^rn Waler Price Ihal honors outstanding
acti*v«rn«nis that help protect "TS wood's water rsBOurces. the w*iner w»)l E* announced on Mar-ch 22. 2DO1 .
1h« United NaliCH-fi Worid Water Day.
6AS/N NEWS NEWSLETTER B-3
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Colorado Watershed Assembly
Over Iht summer, learty 60 people representing 22 different wK^slwd gr&jps ail*rtd*e! * irnmiin 5 frcni Aug 4 -5
abgul waterehBd proiseiKsn around tie state. The River Nefwo'k radicated Hie meeting, orgac zsd fay L»ry
MpcDgrwel c* the Stewardship Initiative $ ww«v.si:evvargsn pir ^aa ves.cam >, wilt support IKXP if* EnvircnmMlal
ProtedEbn Agency The goihcnng discussed ideas for statewide *ar[ers*ied organizing. FarcteiparcB brone *ito
•a 31 LI nsix-rm ard discus:.; ,-> «rks (/ q^Es-tons. Many of ~,tte watershed groups agreed oi> their goals anS
siatemenrt;- IP cnhiKir^; rtaiBished feanf . lo he 3 oreale EwmrnatHe walers ir Cctorado, and to create a water i
nuliure ih*Dugh ctj-.-innsrajriiai educator. Ttrey atso shaded the same obstacles sucl* as tact: 01 funding. lack of publte
support and paljlfea barriers.
In vctcm; Ihesa common ihauflhl* i*id erwc«rr^. th« groups dent tod wrt»'n
entfSy could bring. Hie ovendrtg i"fia was Ltai a sinir^dr: entrty muki cnprgv^ n,ptworti«Tg b^twe^rt Ihe many
ws:er^ied groups ir Coorado. crease a Kxnrnwi vck* and ht^ |Mwid« a war «!>•
Th* w««ren«l assembly ended ftitti corwnllrti&rrt from d^embera irtin ihe dirrsrft-il -wdUarttNtd groups ta ooniinue to
wpr* pn jj pnxnss lo cneste an efltfy to support walenEt^ex) g roups A second assefr&ly is $ch«dd6d for FBbcuttry it)01
lo s^ari Bnplerranlir^ a stEtte-levei crganizakyi Contact: Larry MacDortel at 303 -545*167 fcr m** ir*wnmiinu
News from BASIN: Drought, Fire and Flood
From Oet, 23-J1 , HASIfv Iwsed an on Jin* ajvcwsskm on the Nslory d drought, rue and flood in tne Boulfler area. Trw
rofurn waa -«s. in line 8oOde< Creek Walersfuid. Carinie Wc^dhou$6 from NCAA PaleccJinpspidoy Cept. .* • Ranch Fiw. and 'ie
v managemefit cosisd Colorado's droughn mrlirjaiofi and response plan. Genii iht?
to chKK out the resulla frarn Iha on -lina seminsr.
Th* BASIN YUrt s*» has also recenlly unflterfjcfii' a maior upgrede. Cofnmumcanons CooRhnalof , Matk McCalHr*y,
noles ?ial "devfHoptig Ihfr 0A5i N VV*sf> SSB hs* tswr a work i n prcgress, arx) we're very -grateful lo BTS volunteers
Ih* Boulder Communjly Nerwryk wio h»i'ft t*en in$tr.irnent3l ri dpv6iop"g the design cl the &iie sid he ping rrainlf n
and upgrade the eoriie-^. We also appreciate lh& coiuntujiksfi* Of rn#ny kj«il wrtler 5 who have shared liieir exjedise
wnh 1r* oonvnunniy througli BASIN -Pete Palmer and Al Batten's msyS on $u5l£niaWily Jovina Sampson's piece
on Sc-uth Sc-jtoar Cr&eh. and Lltiabeih Black's, accounts of flash Hoods." The Web site indues^ ^n cuiiirtfc $*j itri
enooe and tudltographv to Wp jsers locate mfof malicn wifiin and beysnd UM BA&IN Wee. Silt.
Water Shortages Around the World
Over ihe next 25 yeans, '.he n^tiecr §elman, hastened lo p&nl oul fiat huftdredb, ^af rnillan s of pctaplo cent hu$ 19 lack JUKCSS to'wnii^ planning tools
and rastc health care
In many of tug peer, deve op^a countnes, water enoriaoes could fiecorrw A se-^rt pobinm
author of The wodd is running K3« on M£0 " Water tables are ad'ee*/ faiing 0*1 ev«ry ctn-sin*rt, *anks in large pati ID
powerful pi^nping techralogy aeveicpsd m :he last SO years whlcn allows hL*r*!ta 10 depJele aquifers Fasta thar they
can be repicnist^fl b>' prsopiiBition. Water shortages could ii/n into food s hoftage*. ali>ee il tabe» noughty 1 .QDO Ion*
of waaer \n fwvdg^t 'jne Inn ol grain .and far mow water » prodkjce meat. Srowi argues thai govemrrsnls can '«wk tc
?ve«t c^iflslrn^itf by liming pcpuatort prowlti and raising the price c4 MBl&r lo encourage efflc lent use. B
was tfia kayndie 5p^3^r=i at lhi$ year's Sl)odt.rtoirn Inlerrtatjorwl Water Symposium, offers alerts on these and related
issues iria -ft-*-*' tvcr :tfi#a:r
s iJ^nJi iftro BASOV. SauWsr D^ C'3P»siH. u>lf vf BctftWi" x Qpen
&A5IN N8W5 * **1rtefs by Jemelte Mufo&h.y and edHied by
w
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Basin Calendar of Events
Hji tf. Wmii ..«s,:ijj' RouMof Cnacfc WalcfLht-d F-wun. Dr. Connie WnodhouB* ^rn NGAA
Palcodinato:«jv Program National Graph>tico( OaSi Cw W *t)l swwnl: Clu«. or Cllrrata Ct-ange:
Rwvjn^ijt.-ir-yj f.WJJlii Qoultffi1 Cwh .^Irisarrtowt 1rom Tree Rmg Data l-rcc- and open b the putisc
M fl-CO wJt) rerun bfrgmrwig al ?pm. RiHretfirmnlJi p'mnJeU by Mew'* B«0Mt CWilsfll Jsnwllft Mnrnsky si
murc~ti.i. rKHni.^l.i.-
I'B". 1>nn*d»y TT* C&lorada Walsr Ccngra&E Presents: A Moviaw rV resrrs &v«rjrti'H?i -.il . i^.--
. CQ.
I?1. Fnday. The CdixBCkj Waiw CfirtflfSSS Pr*s.iiif.- tot n*W* ififertrtSlfai'i
30*. Thursday Hcatlhy Wate-shods: Ccynmrjnlly-lHifte'J (S*riWBlrii(S9 Ha1 en«rao(-ie8t94|0p*r gt& orai3-B7f-
Ndvorntw :3C>1. Thursday Hoi Taprg In M*t.iral Rssm. -cts Fire Ir (he Urban-VMhMnd tulefboe:
Prcafam. 1Z:CX>pm-3:SiOpm. Fw fbrttwr rtccmalran {riea*« Cortad (fw NsM** R*«surc« L»* CantBr art (303)
4S2-1272 W *ffai nrtcffiOOtof*Cio *0u; vtaH Bvalr Wab ste at M.HV. M-|njQt. ,i,1r I n» Mliil.
1 ? Ti»e9&ky BouldBf Courrry EcosysSerra. at the Write r Sc-teUce PrenBn|»3 by Sr^w* Jr*»c»
NBturatot aiad AUTKK. Pnne«-ilD<3 by SIB ^wjKSvil* Emimcriftiiinwl Action Fonjm sn
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APPENDIX C
OTHER PRINTED PROMOTIONAL
MATERIAL FOR BASIN
OTHER PRINTED PROMOTIONAL MATERIAL FOR BASIN C-l
-------
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:
Boulder flreo Sustciinobifity
Information Netuuork
fill you Lucint to knouu
about your uaater
. and more
Public flccess to
€nvironm©ntol Information
-------
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OTHER PRINTED PROMOTIONAL MATERIAL FOR BASIN
C-3
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The Boulder Area Sustainability
Information Network
www.basin.org
A Sense Of Place
The Greater Boulder Area
• Educational opportunities for
the entire family
• Maps, photos, quizzes, links
and learning activities
• Many ways to participate
A Sense Of Environmental
Conditions
• Public Information
• Science Education
• Government & Research
Information
BASIN Partners include USGS, Boulder Creek
Watershed Initiative, Boulder Community
Network, University of Colorado at Boulder, city of
Boulder, Boulder Valley School District, Naropa
University, Boulder County Health Department,
Community Access T&lavisjon, Rivers of Colorado
Water Watch Network and Boulder County
Healthy Communities Initiative.
Scientific
Data
h
Environmental
Information
^_^,
Personal
Action
C-4
APPENDIX C
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KNOW THE FLOW
TEST YOUR H2O fQ
11. How much water does the average
person in the Boulder area use in a day?
8 gallons
b) 33 gallons
c) 80 gallons
12. In Colorado, what percentage of water
use is by cities and agriculture?
a) 10 % city, 90% agricu I tura I
b}. 90% city, 10% agricultural
c) .50% city, 50% agricultural
13. Name two. in stream uses of water.
a) car washing, showering
b) lawn watering, dishwashing
c) habitat protection, recreation
14, Does runoff increase or decrease in
urban areas?
decrease
increase
stays the same
15, What agency is responsible for
administering wafer rights fn Colorado7
a) local governments
b) Department of Transportation
c) State Engineer's Office
FOR MORE WAYS TO TEST YOUR WATER
WISDOM, GO TO www.basin.om/quizes
BASIN- the Boulder Area Sustainability
Information Network—is a partnership of various
public and private organizations in the Boulder
area funded through an EMPACT grant from the
U.S, EPA.'
Printed on ^cycled paper with vegetable-based inks.
Pfea&e recyde (his t>y giving to a friend or colleague,
Answers: 1-C, 2-A, 3-C, 4-8, 5-C
OTHER PRINTED PROMOTIONAL MATERIAL FOR BASIN
C-5
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BHfe '
DOU ol
I o J^nvJvci
C-6
APPENDIX C
-------
United States Environmental
Protection Agency/ORD
National Risk Management
Research Laboratory
Cincinnati, OH 45268
Official Business
Penalty for Private Use $300
Please make all necessary changes on the below label,
detach or copy, and return to the address in the upper left-
hand corner.
If you do not wish to receive these reports CHECK HERE |_|
detach or copy this cover and return to the address in the
upper left-hand corner.
PRESORTED STANDARD
POSTAGE & FEES PAID
EPA
PERMIT No. G-35
EPA/625/R-01-010
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Cover- Click Anywhere on Image to View Contents
Click Here or
Anywhere on Imaae to View Contents
file:///P|/...25C03007/040120_1341%20(J)/Drinkmg,%20Stom%2
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TOC
CONTENTS
FRONT MATTER
1. TNTRODTJCTTON
1.1 Background
1.2 EMPACT Overview
1.3 BASTN EMPACT Project
1.4 EMPACT Metropolitan Areas
2. HOW TO USE THIS HANDBOOK
3. BASIN EMPACT PROJECT
3.1 Boulder Creek Watershed Characteristics
3.2 Sustainability
3.3 Timely Environmental Data
3.4 The Boulder Creek Millenium Baseline Study
4. COLLECTING. TRANSFERRING. AND MANAGING TIMELY ENVIRONMENTAL DATA
4.1 System Overview
4.2 Data Collection
4.3 Data Analysis
4.4 Data Transfer
4.5 Quality Assurance/Quality Control
5. DATA PRESENTATION
5.1 What is Data Presentation?
5.2 BASTN Spatial Data Catalog
5.3 Generating Data Presentations
5.4 Water Quality Index (WQI) Computation and Display
5.5 Conclusions
6. COMMUNICATING TIMELY ENVIRONMENTAL INFORMATION
6.1 Developing an Outreach Plan for Disseminating Timely Environmental Monitoring Data
6.2 Elements of the BASIN Project's Outreach Program
file:///P|/...ct/625C03007/040120J341%20(J)/Drinking>20Sto
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TOC
6.3 Resources for Presenting Environmental Information to the Public
6.4 Success Stories
6.5 Most Frequently Asked Questions and Answers
APPENDIX A Glossary of Terms & Acronym List
APPENDIX B RASJN News Newsletter
APPENDIX C Other Printed Promotion; I Material for BASTN
file:///P|/...ct/625C03007/040120J341%20(J)/Drinking>20Stonn%20
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Disclaimer
This document has been reviewed by the U. S. Environmental Protection Agency (EPA) and approved for publication.
Mention of trade names or commercial products does not constitute endorsement or recommendation of their use.
EPA/625/R-01/010
September 2001
Delivering Timely Environmental Information to Your Community
The Boulder Area Sustainability Information Network (BASIN) Project
United States Environmental Protection Agency
Office of Research and Development
National Risk Management Research Laboratory
Cincinnati, OH 45268
file:///P|/...C03007/040120_1341%20(jyDrin^
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CONTRIBUTORS
Dr. Dan Petersen of the U.S. Environmental Protection Agency (EPA), National Risk Management Laboratory, served as
principal author of this handbook and managed its development with support of Pacific Environmental Services, Inc., an
EPA contractor. The following contributing authors represent the BASIN team and provided valuable assistance for the
development of the handbook:
BASIN Team
Larry Barber, United States Geological Survey (USGS), Boulder, Colorado
Michael Caplan, City of Boulder
Gene Dilworth, City of Boulder, Colorado
Tammy Fiebelkorn, City of Boulder, Colorado
Mark McCaffrey, NOAA
Sheila Murphy, USGS, Boulder, Colorado
Chris Rudkin, City of Boulder, Colorado
Donna Scott, City of Boulder, Colorado
Jim Waterman, Enfo.com
Jim Heaney, University of Colorado, Department of Civil, Environmental, and Architectural Engineering
The BASIN Team would like to extend a special thanks to the following Boulder Community Network (BCN) Staff
and Volunteers for their efforts in making the BASIN project a success:
BCN Staff
Brenda Ruth, Jim Harrington, Karen Kos, and Joelle Bonnett
Web Design & Architecture
Paul von Behren, Phil Nugent, Linda Mark, Bob Echelmeier, Chad Wardrop, Sean McGhie, Juditha Ohlmacher, Richard
Fozzard, Roy Olsen, Mike Meshek, Irv Stern, and Deb Miller
GIS Group
Steve Wanner
Resource Discovery Group
Janne Cookman, Jeff Roush, and Paul Tiger
file:///P|/..^03007/040120_1341%20(J)/Drinking,%20Storm%20Water%20Quality/BASIN%20boulder%20co/html%20files/ACKNOW.htm[5/20/2014 2:30:30 PM]
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Outreach
Alice Gasowski, Brenda Ruth, Michael Benidt, Brad Segal, Michael Caplan, and
Tom Mayberry
Treasure Map Developer
Dani Bundy
Table of Contents Chapter: |1|2|3|4|5|6| Appendix: A | B C
file:///P|/..^03007/040120_1341%20(J)/Drinking,%20Stonn%20Watei%20Quality/BASIN%20boulder%20co/html%20files/ACKNOW.htm[5/20/2014 2:30:30 PM]
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il I L2-I L2_| 14
1. INTRODUCTION
1.1 Background
BASIN, the Boulder Area Sustainability Information Network, began as a two year pilot project
designed to deliver a variety of environmental information about the Boulder, Colorado area to its
inhabitants. As an ongoing model for the localization of socio- ecological data and information,
BASIN seeks to improve public access and understanding of environmental information by fostering
a collaborative partnership between researchers, data collectors, educators and the general public and
actively seeks community involvement in information development and learning and services
activities.
[Source: http://bcn.boulder.co.us/basin/main/about.html]
Note! The Colorado BASIN project should not be confused with the Environmental Protection Agency's BASINS
(Better Assessment Science Integration Point and Nonpoint Sources) Modeling Course. The BASINS Modeling Course
is a watershed training course offered by the EPA's Office of Wetlands, Oceans, & Watershed. Please see
http://www.epa.gov/waterscience/BASINS/ for more information about BASINS.
BASIN project components include:
• Data Providers - agencies who either actively provided data to BASIN or had relevant environmental data available
on the web. BASIN utilized data collected by the following agencies:
• City of Boulder, Drinking Water Program
• City of Boulder, Storm Water Quality Program
• City of Longmont
• Colorado Air Pollution Control Division
• Colorado's River Watch Program
• SNOwpack TELemetry (SNOTEL)
• United States Geological Survey (USGS)
Information Collection, Management and Delivery - a system to maintain environmental data and to establish
and maintain communication links. The key agencies responsible for this effort are as follows:
• City of Boulder
• enfo.com, Colorado
Communications - led by the Communications Coordinator, this component of BASIN served to communicate
information about environmental conditions and to facilitate community and school-based participation in new and
existing environmental programs. General content and background materials on the BASIN website, the BASIN
Newsletter, BASIN Television and CD-ROM programs, and other education and outreach materials were developed
through BASIN Communications. The following agencies were responsible for developing the ECOSOURCE
material:
• City of Boulder
• Boulder Community Network
file:///P|/...25C03007/040120_1341%20(J)/Drinking,%20Stom%20Water%20Quality/BASIN%20boulder%20co/html%20files/chapterl.htm[5/20/2014 2:30:30 PM]
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Boulder Valley School District
• Community Access TV
For the purposes of this Environmental Monitoring for Public Access and Community Tracking (EMPACT) project, the
"Boulder area" is defined as the St. Vrain Watershed, a 993 square mile region that extends from the Continental Divide to
the High Plains and includes over 285,000 people [Source: http://www.bococivicforum.org/indicators/people/OS.html].
Boulder-
'LafaVette
-£s f .
Louisville
Figure 1.1 St. Vrain Watershed
[Source: http://bcn.boulder.co.us/basin/watershed/address.html]
The BASIN project was one of eight EMPACT projects funded by the U.S. Environmental Protection Agency's
(EPA's) Office of Research and Development (ORD) in 1998. The EMPACT program was created to introduce new
technologies that make it possible to provide timely environmental information to the public.
1.2 EMPACT Overview
This handbook offers step-by-step instructions about how to provide a variety of timely environmental information
including water quality data to your community. It was developed by the EPA's EMPACT program. EMPACT is working
with the 150 largest metropolitan areas and Native American Tribes in the country to help communities in these areas:
• Collect, manage, and distribute timely environmental information.
• Provide residents with easy-to-understand information they can use in making informed, day-to-day decisions.
To make this and other EMPACT projects more effective, partnerships with the National Oceanic and Atmospheric
Administration (NOAA) and the USGS were developed. EPA works closely with these federal agencies to help achieve
nationwide consistency in measuring environmental data, managing the information, and delivering it to the public.
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To date, environmental information projects have been initiated in 84 of the 150 EMPACT- designated metropolitan areas
and Native American Tribes. These projects cover a wide range of environmental issues, including water quality,
groundwater contamination, smog, ultraviolet radiation, and overall ecosystem quality. Some of these projects were initiated
directly by EPA, while others were launched by EMPACT communities themselves. Local governments from any of the
150 EMPACT metropolitan areas and Native American Tribes are eligible to apply for EPA-funded Metro Grants to
develop their own EMPACT projects. The 150 EMPACT metropolitan areas and Native American Tribes are listed in the
table at the end of this chapter.
Communities selected for Metro Grant awards are responsible for building their own timely environmental monitoring and
information delivery systems. To find out how to apply for a Metro Grant, visit the EMPACT website at
http://www.epa.gov/empact/apply.htm.
One such Metro Grant recipient is the BASIN Project. The project provides the public with a variety of timely
environmental information about the Boulder area including weather, stream flow, water quality, snow pack, and toxic
release data, as well as an extensive compilation of supplemental information to provide interpretive context for the
environmental data.
1.3 BASIN EMPACT Project
1.3.1 Overview/Approach
The primary goal of BASIN was to help Boulder area residents make meaningful connection between environmental data
and their daily activities and enable involvement in the development of public policy, especially as it relates to the local
environment. The BASIN project focused on critical local and regional environmental issues that pertained to the Boulder
Creek Watershed.
The data provided on the BASIN website were selected by the BASIN Project team based on the following criteria:
• Significance of the data to the local community/environment,
• Availability of the data,
• Interest to the local community,
• Feasibility for putting the data on the web site, and
• Sensitivity of the data (e.g., controversial data)
There are three classifications of data available on the BASIN website.
• Data links to other websites (e.g., SNOTEL, weather, toxic releases, and stream flow) where BASIN did not have
any principal relations with the data providers and had no influence on the collection, analysis, or quality control of
the data.
• Acquired data, where BASIN dealt with the data providers but had no direct influence on the data collection or
quality control of the data (e.g., River Watch data and City of Longmont).
• Direct data, where BASIN had an interactive relationship with the data provider and had input on the data format,
collection protocols, and QA/QC (i.e., City of Boulder's drinking water and storm water data and USGS data).
The BASIN approach emphasizes "timely" information over "real-time" data. Acquiring and delivering "real-time" data
involves a high frequency of data sampling, transmission, and display. Costs are proportionately higher and tend to reduce
other aspects of a project accordingly. Therefore, high frequency data presentation should only be incorporated when it is
essential to the usefulness of the data. In many applications, "timely" data may provide the same desirable features as "real-
time" data. For the BASIN project, "timely" means the most current available data set, presented with the appropriate
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supporting contextual information. This approach avoids the problems associated with static data sets that quickly become
outdated, but avoids the higher maintenance costs asscociated with "real-time" data delivery.
1.3.2 BASIN EMPACT Project Team
The BASIN Project team consists of both principal and collaborative partners. The principal BASIN partners are as
follows:
[http://bcn.boulder.co.us/basin/adm/contributors.html]
• City of Boulder - provided overall project coordination as well as drinking water and storm water monitoring data.
• enfo.com. - directed design and development of the BASIN Information
Management System and provided technical coordination of website design
and development (see http://www.enfo.com).
• Mark McCaffrey - Communications Coordinator for the BASIN Project. As an environmental educator and co-
founder of the Boulder Creek Watershed Initiative, Mark was involved with developing the original BASIN
EMPACT proposal and, as Communications Coordinator, assisted in establishing the network of both principal and
collaborative partners for the BASIN project.
• University of Colorado Department of Civil Engineering and Architectural Engineering - served as one of the initial
EMPACT grant writers; developed data collection and interpretation strategies for the integrated water quality
component; and studied residential water use.
• USGS/Dr. Larry Barber - provided data collection, analysis and interpretation guidance and participated in the
development of the Boulder Creek Millennium Baseline data collection program.
• Michael Caplan - Community liaison and team facilitation.
Collaborative Partners include the following:
• Boulder Community Network.
• Boulder County Healthy Communities Initiative.
• Boulder County Health Department.
• Boulder Creek Watershed Initiative.
• Boulder Valley School District.
• Colorado Division of Wildlife-River Watch Network.
• Community Access Television.
• United States Geological Survey
1.3.3 Project Costs
The BASIN team originally submitted an EMPACT Metro Grant Application/Proposal for $600,000. However, due to
limited EMPACT resources, the BASIN team revised the project scope to fit the reduced budget of $400,000. The BASIN
project was funded the reduced budget of $400,000 for two years beginning in January 1999. Figure 1.2 provides the
budget expenditures for the BASIN's monitoring project. [Source: BASIN Project 2000 Annual Report, dated January 30,
2001]
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$40,000
$93,000
$103,000
$98,000
DIMS • Communications D Data Analysis
D Urban Storm Runoff • Project Management
Figure 1.2 Budget Expenditures for the BASIN Project
Information Management System (IMS) - effort included developing data provider partnerships, identifying IMS
software requirements, implementing IMS system, development of the bibliographic database and supporting user interface,
development of an event calendar database and user interface, development of a photograph database and user interface,
maintenance of timely data acquisition and display protocols, providing e-mail forum support, and general maintenance of
the BASIN website. This effort comprised 26 percent of the $400,000 project budget.
Communications - effort included website design; assistance in the development of video productions about BASIN and
Boulder Creek, publishing the bi-monthly BASIN NEWS newsletter, hosting on-line discussion regarding drought, fires,
and floods, and developing specific learning activities and promoting BASIN in local schools. This effort comprised 24
percent of the $400,000 project budget.
Data Analysis - effort included collecting, compiling, and analyzing existing water quality data, as well as developing a
protocol to transmit the QA/QC validated data to the website. Monthly data for 17 parameters measured along Boulder
creeks were made available on the BASIN website. This effort also included the compilation of a 450-item Boulder Creek
Watershed Bibliography which can be queried via the BASIN website (see IMS) and the development of an extensive list
of household hazards and environmentally benign alternatives. This effort comprised 17 percent of the $400,000 project
budget.
Urban Storm Runoff - effort included developing a better understanding of micro-scale runoff relationships at a small-
scale urban site, developing an overall water balance model of a small urban site, and developing a process level
understanding of the residential water use. This effort comprised 23 percent of the $400,000 project budget.
Project Management - effort included maintaining communications with grant agency, project managers, and all BASIN
participants, administering grant and subcontractor contracts and correspondence, maintaining EPA approved Grant
Management Filing System, serving as a liaison between granting agency and city; providing oversite of Environmental
Index development process, and producing the BASIN Nem newsletter. This effort comprised 10 percent of the $400,000
project budget.
The costs to conduct a monitoring project similar to the BASIN Project can vary significantly. Factors affecting the cost
include, but are not limited to, the size and location of your study area, the types of information available from potential
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collaborative partners, the number and types of parameters you want to measure, the number of personnel needed to
collect and analyze the data, the number of samples to collect, the amount of new equipment which will need to be
purchased, etc. For the BASIN project, the BASIN team purchased a Sun SPARC Database Server Platform for $10,000.
1.3.4 EMPACT Project Objectives
Overall BASIN project objectives include the following:
• Improve existing environmental monitoring to provide credible, timely and usable information about the watershed
to the public.
• Create a state-of-the-art information management and public access infrastructure using advanced, web-based
computer technologies.
• Build strong partnerships and an ongoing alliance of governmental, educational, non-profit and private entities
involved in watershed monitoring, management, and education.
• Develop education and communication programs to effectively utilize watershed information in the public media and
schools and facilitate greater public involvement in public policy formation.
1.3.5 Technology Transfer Handbook
The Technology Transfer and Support Division of the EPA's ORD National Risk Management Research Laboratory
initiated development of this handbook to help interested communities learn more about the BASIN Project. The
handbook also provides technical information communities need to develop and manage their own timely watershed
monitoring, data visualization, and information dissemination programs. ORD, working with the BASIN Project team,
produced this handbook to leverage EMPACT's investment in the project and minimize the resources needed to
implement similar projects in other communities.
Both print and CD-ROM versions of the handbook are available for direct on-line ordering from EPA's ORD Technology
Transfer website at http://www.epa.gov/ttbnrmrl. You can also order a copy of the handbook (print or CD-ROM
version) by contacting ORD Publications by telephone or by mail at:
EPA ORD Publications
USEPA-NCEPI
P.O. Box 42419
Cincinnati, OH 45242
Phone: (800) 490-9198 or (513) 489-8190
Note! Please make sure that you include the title of the handbook and the EPA document number in your request.
We hope you find the handbook worthwhile, informative, and easy to use. We welcome your comments, and you can send
them by e-mail from EMPACT's Web site at http://www.epa.gov/empact/comment.htm.
1.4 EMPACT Metropolitan Areas
Albany-Schenectady-Troy, NY
Albuquerque, NM
Allentown-Bethlehem-Easton, PA
Anchorage, AK
Appleton-Oshkosh-Neenah, WI
Atlanta, GA
Greensboro-Winston-Salem-High Point, Phoenix-Mesa, AZ
NC
Greenville -Spartanburg-Anders on, SC
Harrisburg-Lebanon-Carlisle, PA
Hartford, CT
Hickory-Morganton-Lenoir, NC
Honolulu, HI
Houston-Galveston-Brazoria, TX
Pittsburgh, PA
Portland, ME
Portland-Salem, OR-WA
Providence-Fall River-
Warwick, RI-MA
Provo-Orem, UT
Raleigh-Durham-Chapel Hill,
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Augusta-Aiken, GA-SC
Austin-San Marcos, TX
Bakers field, CA
Baton Rouge, LA
Beaumont-Port Arthur, TX
Billings, MT
Biloxi-Gulfport-Pascagoula, MS
Binghamton, NY
Birmingham, AT,
Boise City, ID
Boston-Worcester-Lawrence-MA-NH-
ME-CT
Brownsville-Harlingen-San Benito, TX
Buffalo-Niagara Falls, NY
Burlington, VT
Canton-Massillon, OH
Charleston-North Charleston, SC
Charleston, WV
Charlotte-Gastonia-Rock Hill, NC-SC
Chattanooga, TN-GA
Cheyenne, WY
Chicago-Gary-Kenosha, IL-IN-WI
Cincinnati-Hamilton, OH-KY-IN
Cleveland, Akron, OH
Colorado Springs, CO
Columbia, SC
Columbus, GA-AL
Columbus, OH
Corpus, Christie, TX
Dallas-Fort Worth, TX
Davenport-Moline-Rock Island, IA-IL
Dayton-Springfield, OH
Daytona Beach, FL
Denver-Boulder-Greeley, CO
Des Moines, IA
Detroit-Ann Arbor-Flint, MI
Duluth-Supenor, MN-WI
El Paso, TX
Erie, PA
Eugene-Springfield, OR
Evansville-Henderson, IN-KY
Fargo-Mo orhead, ND-MN
Fayetteville, NC
Fayetteville-Springfield-Rogers, AR
Fort Collins-Loveland, CO
Fort Myers-Cape Coral, FL
Fort Pierce-Port St. Lucie, FL
Fort Wayne, IN
Fresno, CA
Grand Rapids-Muskegon-Holland, MI
Huntington-Ashland, WV-KY-OH
Huntsville, AT,
Indianapolis, IN
Jackson, MS
Jacksonville, FL
Johnson City-Kingsport-Bristol, TN-VA
Johnston, PA
Kalamazoo-Battle Creek, MI
Kansas City, MO-KS
Killeen-Temple, TX
Knoxville, TN
Lafayette, LA
Lakeland-Winter Haven, FL
Lancaster, PA
Lansing- East Lansing, MI
Las Vegas, NV-AZ
Lexington, KY
Lincoln, NE
Little Rock-North Little Rock, AR
Los Angeles-Riverside-Orange County,
CA
Louisville, KY-IN
Lubbock, TX
Macon, GA
Madison, WI
McAllen-Edinburg-Mission, TX
Melbourne-Titusville-Palm Bay, FL
Memphis, TN-AR-MS
Miami-Fort Lauderdale, FL
Milwaukee-Racine, WI
Mmneapolis-St. Paul, MN-WI
Mobile, AL
Modesto, CA
Montgomery, AT,
Nashville, TN
New London-Norwich, CT-RI
New Orleans, LA
New York-Northern New Jersey-Long
Island, NY-NJ-CT-PA
Norfolk-Virginia Beach-Newport News,
VA-NC
Ocala, FL
Odessa-Midland, TX Oklahoma City,
OK
Omaha, NE-IA
Orlando, FL
Pensacola, FL
Peoria-Pekin, IL
Philadelphia-Wilmington-Atlantic City,
PA-NJ-DE-MD
NC
Reading, PA
Reno, NV
Richmond-Petersburg, VA
Roanoke, VA
Rochester, NY
Rockford, IL
Sacramento-Yolo, CA
Saginaw-Bay City-Midland,
MI
St. Louis, MO-IL
Salinas, CA
Salt Lake City-Ogden, UT
San Antonio, TX
San Diego, CA
San Francisco-Oakland-San
Jose, CA
San Juan-Caguas-Arecibo, PR
San Luis Obispo-Atascadero-
Paso Robles, CA
Santa Barbara-Santa Maria-
Lompoc, CA
Sarasota-Bradenton, FL
Savannah, GA
Scran ton-Wilkes Barre-
Hazleton, PA
Seattle -Tacoma-Bremerton,
WA
Shreveport-Bossier City, LA
Sioux Falls, SD
South Bend, IN
Spokane, WA
Springfield, MA
Springfield, MO
Stockton-Lodi, CA
Syracuse, NY
Tallahassee, FL
Tampa-St. Petersburg-
Clearwater, FL
Toledo, OH
Tucson, AZ
Tulsa, OK Visalia-Tulare-
Porterville, CA
Utica-Rome, NY
Washington-Baltimore, DC-
MD-VA-WV
West Palm Beach-Boca
Raton, FL
Wichita, KS
York, PA
Youngstown-Warren, OH
Federally recognized Native American Tribes
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NEXT CHAPTER
Table of Contents Chapter: |1|2|3|4|5|6| App: | A | B | C |
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Chapter2
2. HOW TO USE THIS HANDBOOK
T he remainder of this handbook provides you with step-by-step information on how to develop a program to provide
timely environmental data to your community using the BASIN Project in the Boulder, Colorado area as a model. It
contains detailed guidance on how to:
Establish
partner afiipa
•A'itii com mu ndy
•stake holder and
data collection
and cell-act
supporting
i nlor motion sources.
PrnteilypE dala
management
dera p ne sen tat ion
3iemdard3 while
Formalizing data
sharing pwtnerships
nl pmlnljp-
wrshsms ra partner
organ iroli nn% and
carnmuniiy
stairs holders and
gather feedback
Revise ond update
aifTsiern to reflect
feedback while
expanding borh
dara sharing
partnerships
end public outreach
efforts.
• Chapter 3 provides information about gathering environmental monitoring data. The chapter begins with an
overview of the BASIN watershed and discusses the importance of sustainability. The chapter then focuses on
the types of data provided on the BASIN Web site and the environmental parameters that are monitored in the
BASIN watershed.
• Chapter 4 provides information on how to collect, transfer, and manage timely environmental data. This chapter
discusses the sources of the timely environmental data (i.e., who or which organization collects the data for the
BASIN project) and the data transfer and management process. In particular, this chapter provides detailed
information on collecting, transferring, and managing the data.
• Chapter 5 provides information about using data presentation tools to graphically depict the timely
environmental monitoring data you have gathered. The chapter begins with a brief overview of data
presentation. It then provides a more detailed introduction to selected data presentation tools utilized by the
BASIN team. You might want to use these software tools to help analyze your data and in your efforts to
provide timely environmental information to your community.
• Chapter 6 outlines the steps involved in developing an outreach plan to communicate information about
environmental data in your community. It also provides information about the BASIN Project's outreach efforts.
The chapter includes a list of resources to help you develop easily understandable materials to communicate
information about your timely environmental monitoring program to a variety of audiences.
This handbook is designed for decision-makers considering whether to implement a timely environmental monitoring
program in their communities and for technicians responsible for implementing these programs. Managers and
decision_makers likely will find the initial sections of, and most helpful. The latter sections of these chapters are
targeted primarily at professionals and technicians and provide detailed "how to" information. Chapter 6 is designed for
managers and communication specialists.
The handbook also refers you to supplementary sources of information, such as Web sites and guidance documents,
where you can find additional guidance with a greater level of technical detail. The handbook also describes some of
the lessons learned by the BASIN team in developing and implementing its timely environmental monitoring, data
management, and outreach program.
NEXT CHAPTER
Table of Contents Chapter: |1|2|3.|4|5|6| Appendix: A | B C
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3J, 112.1 3J_| 3A
3. BASIN EMPACT PROJECT
This chapter provides information about the BASIN watershed area, the importance of "sustainability," and important
parameters for measuring the health of a watershed. Understanding your area and knowing what it must provide is the first
step in the process of generating timely environmental information and making it available to residents in your area.
The chapter begins with a broad overview of the "Boulder Area" watershed characteristics and discusses why
sustainability is important. The chapter then discusses the various parameters which are monitored to measure the
condition of the watershed.
Readers primarily interested in learning about watersheds and environmental sustainability should read Sections 3.1
and 3.2. Readers primarily interested in an overview of the types of environmental data that are available for a
community should read Section 3.3.
3.1 Boulder Creek Watershed Characteristics
A watershed is the entire drainage area or basin feeding a stream or river. It includes surface water, groundwater,
vegetation, and human structures. Watersheds vary in size from just a few acres to hundreds of square miles - and everyone
lives in one. One of the main functions of a watershed is to temporarily store and transport water from the land surface to
a water body (e.g., stream or river) and ultimately (for most watersheds) onward to the ocean. In addition to moving the
water, watersheds and their water bodies also transport sediment and other materials (including pollutants), energy, and
many types of organisms. Watersheds also recharge drinking water reservoirs within the watershed.
[Source: http://www.epa.gov/owow/watershed/wacademy/acad2000/ecology/ecology18.html]
Boulder Creek is a small watershed located in the Front Range of the Rocky Mountains, east of the Continental Divide in
central Colorado. Boulder Creek is part of the Mississippi River Basin, and reaches the Mississippi River by way of the St.
>~\
Vrain, South Platte, Platte, and Missouri Rivers. The watershed encompasses about 1100 km (440 sq. mi.) and consists of
two physiographic provinces. The upper basin, defined on the west by the Continental Divide, is part of the Southern
Rocky Mountain Province. The lower basin, defined on the west by the foothills of the Rocky Mountains, is part of the
Colorado Piedmont Section of the Great Plains Province. These regions differ significantly in topography, geology, and
hydrology. The upper basin is composed primarily of Pre-Cambrian Age metamorphic and granitic rocks, which are very
weather resistant, while the lower basin is dominated by sedimentary rocks, which are more easily eroded. In addition to the
physiographic province delineations, land use has imprinted such a strong signal on the watershed that it can be further
divided into five regions: mountains, transportation corridor, urban, wastewater-dominated, and agricultural (Source: S.F.
Murphy, P.L. Verplanck, and L.B. Barber, "Chemical Data for Water Samples Collected from Boulder Creek, Colorado,
During High-Flow and Low-Flow Conditions, 2000," to be submitted as a USGS Open File Report).
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f-f
s~^i£ V "•"•"•?
'i
Snowpack ,-<•>/ / Zc?X 7
"~ '
F'rn JU-:L-J tY Lane Council of Gnvor nemn tr
Figure 3.1 Schematic of a Watershed.
[Source:http://www.epa.gov/OWOW/win/what.html]
For the purposes of the EMPACT project, the "Boulder Area" is the St. Vrain Watershed. It encompasses a 993 square
mile region that extends from the Continental Divide to the High Plains and includes approximately 285,000 people. The
City of Boulder is the largest metropolitan area within the Boulder Creek Watershed. Other communities in the Boulder
Creek Watershed include Nederland, Longmont, Louisville, and Lafayette.
West of Boulder there are prime snowmelt water supplies adjacent to abandoned and active mines, recreation areas,
growing mountain communities and forest fire zones. Steep canyons above Boulder make it one of the state's primary flood
areas. Runoff from these canyons causes erosion and transports pollutants into Boulder's creeks. East of the City, the land
topography changes to a plains environment where there are dramatic changes in the water flow patterns and ecosystem. At
this point, Boulder Creek becomes heavily impacted by the city's Wastewater Treatment Plant. [Source: 1998 EMPACT
Grant Application]
Several creeks and tributaries exist in the Boulder Creek Watershed. These include Boulder Creek, St. Vrain Creek, Rock
Creek, Coal Creek, Four Mile Creek, Sunshine Creek, Goose Creek, and Lefthand Creek.
The Boulder area, particularly the eastern portion of Boulder, are "semi-arid" plains while the mountains to the west are
wetter and receive most of their precipitation in the form of snow during the late spring months. However, after the snow
has melted and the summer rains have come and gone, even the mountains can become parched and dry, becoming ripe
for forest fires.
Through extensive waterworks, such as a complex systems of ditches, reservoirs, pipelines and dams, the Boulder area has
to some extent buffered itself from the seasonal flux of the water cycle. Nevertheless, the area is still vulnerable to
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droughts, flashfloods, forest fires, pollution and breakdown of the infrastructure that delivers water and removes waste.
[Source: http: / /bcn.boulder.co.us /basin/main/whywater.html]
3.2 Sustainability
The keyword in the BASIN acronym is "sustainability." The term "sustainability" is derived from the word "sustainable"
which means to maintain or prolong necessities or nourishment. When it comes to the sustainability of the environment, as
well as the communities that are a part of that environment, many people agree that providing citizens with relevant
environmental information that will allow them to make appropriate personal actions and help determine present and
future public policy is of paramount importance. The "sustainability" of future communities will be, in part, determined by
the actions of citizens today.
[Source: http://bcn.boulder.co.us/basin/main/about.html#Sustain]
Since 1960 the Boulder area has quadrupled in population, outpacing the global population explosion with high-impact
development and growth. To support such a substantial growth in population and industry, more water was needed for the
Boulder area. As a result, the Boulder area implemented large-scale water projects, such as the Colorado Big Thompson
and Windy Gap projects, which imported water from the other side of the Continental Divide. According to the Boulder
County Health Communities Indicator Report of 1998, on average some 67,000 acre feet of water per year enters Boulder
County from the Colorado Big Thompson project, a Federal "trans-basin" project begun in the 1950s.
Even with today's relatively high compliance standards, this tremendous growth impacts the quality of the water in the
region. For example, waste from municipal sewage and individual septic systems impacts the waterways, air pollution from
cars transports into the high mountain lakes and streams, and ground water is contaminated by leaking underground
storage tanks. Aside from environmental impacts, rivers are sometimes literally drained dry due to Colorado's prior
appropriations doctrine which historically has not supported leaving water in the river to support the aquatic habitat.
Although the issues are complex and the solutions are difficult, there are signs of progress in the Boulder area. For
example, the City of Boulder has implemented a practice called "in-stream flow" which leaves some water in Boulder Creek
at certain times during the year to protect the fish and macroinvertebrates. Also, water-conserving landscape design is
becoming more popular in the region and water education is becoming an integral part of children's school curriculum.
However, the question remains: Can a community be sustainable? One step towards addressing sustainability is to monitor
the community's impact (or ecological footprint) on the environment to reveal the difficult questions and tough choices it
must face to minimize its impact on the environment. By focusing initially on water in the Boulder area, the BASIN project
provided timely monitoring data, as well as background information and links to other resources that enabled the
inhabitants of the region to better understand and to take steps to protect the Boulder area environment. [Source:
http://bcn.boulder.co.us/basin/main/sustain.html] For more on sustainability, see "Toward a Stewardship of the Global
Commons: Engaging "My Neighbor" in the Issue of Sustainability: http://bcn.boulder.co.us/basin/local/sustaininO.html.
The Web site of the EPA Office of Water (http://www.epa.gov/owow/monitoring) is a good source of background
information on water quality monitoring.
3.2.1 Establishing Community Partnerships
BASIN seeks to communicate the significance of timely environmental data to the general public. To maximize the
effective communication of existing environmental information and improve the public relevance of ongoing data
monitoring programs, BASIN established partnerships with environmental researchers currently collecting data in the
watershed and solicited the active participation of the public in the design and development of BASIN's data management
system and presentation of information. To develop these partnerships BASIN proceeded as follows:
• sought community input on both community information needs and outreach program design,
• established partnerships for both data access and community outreach,
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• gathered references to existing environmental data,
• gathered access to supporting environmental information,
• established data management procedures in consultation with existing and new data collection programs,
• established prototype Web site design and development procedures,
• evaluated data and designed outreach channels, particularly for data presentation,
• developed data interpretation and supporting materials,
• released the initial Web site prototype within the first year,
• actively gathered partner, stakeholder and public feedback on the Web site prototype,
• continued to revise and update Web site during the second year, and
• established procedures to continue data updates and solicit additional data and information sources.
BASIN found that an iterative design process with active involvement of the community is essential to insure that data
presentations are effective and relevant and that sufficient contextual information is provided to make these data
meaningful to the general public.
3.2.2 Water Quality Monitoring: An Overview
Water quality monitoring provides information about the condition of streams, lakes, ponds, estuaries, and coastal waters.
It can also tell us if these waters are safe for swimming, fishing, or drinking. Water quality monitoring can consist of the
following types of measurements:
• Chemical measurements of constituents such as dissolved oxygen, nutrients, metals, and oils in water, sediment, or
fish tissue.
• Physical measurements of general conditions such as temperature, conductivity/salinity, current speed/direction,
water level, water clarity.
• Biological measurements of the abundance, variety, and growth rates of aquatic plant and animal life in a water body
or the ability of aquatic organisms to survive in a water sample.
You can conduct several different types of water quality monitoring projects. For example water quality monitoring can be
conducted as follows:
• at fixed locations on a continuous basis,
• at selected locations on an as-needed basis or to answer specific questions,
• on a temporary or seasonal basis (such as during the summer at swimming beaches), or
• on an emergency basis (such as after a spill).
Many agencies and organizations conduct water quality monitoring including state pollution control agencies, tribal
governments, city and county environmental offices, the EPA and other federal agencies, and private entities, such as
universities, watershed organizations, environmental groups, and industries. Volunteer monitors - private citizens who
voluntarily collect and analyze water quality samples, conduct visual assessments of physical conditions, and measure the
biological health of waters - also provide increasingly important water quality information. The EPA provides specific
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information about volunteer monitoring at http://www.epa.gov/owow/monitoring/vol.html.
Water quality monitoring is conducted for many reasons, including
• characterizing waters and identifying trends or changes in water quality over time;
• identifying existing or emerging water quality problems;
• gathering information for the design of pollution prevention or restoration programs;
• determining if the goals of specific programs are being met;
• complying with local, state, and Federal regulations; and
• responding to emergencies such as spills or floods.
EPA helps administer grants for water quality monitoring projects and provides technical guidance on how to monitor and
report monitoring results. You can find a number of EPA's water quality monitoring technical guidance documents on the
Web at: http: / /www.epa.gov/owow/monitoring/techmon.html. The EPA's Office of Water has developed a Watershed
Distance Learning Program called the "Watershed Academy Web." This program, which offers a certificate upon
completion, is a series of self-paced training modules that covers topics such as watershed ecology, management practices,
and analysis and planning. More information about the Watershed Academy Web can be found on the Web at:
http://www.epa.gov/watertrain/. The EPA also has a Web site entitled " Surf Your Watershed" which can be used to
locate, use, and share environmental information on watersheds. For more information about the resources available on
Surf Your Watershed, please see the following Web site: http://www.epa.gov/surf3. The EPA also has a collection of
watershed tools available on the Web at: http://www.epa.gov/OWOW/watershed/tools/. The watershed tools available
on the Web deal with topics such as data collection, management and assessment, outreach and education, and
modeling.
In addition to the EPA resources listed above, you can obtain information about lake and reservoir water quality
monitoring from the North American Lake Management Society (NAT,MS). NAT,MS has published many technical
documents, including a guidance manual entitled Monitoring Lake and Reservoir Restoration. For more information, visit the
NALMS Web site at http://www.nalms.org. State and local agencies also publish and recommend documents to help
organizations and communities conduct and understand water quality monitoring. For example, the Gulf of Mexico
Program maintains a Web site (http://www.gmpo.gov/mmrc/mmrc.html) that lists resources for water quality monitoring
and management. State and local organizations in your community might maintain similar listings.
In some cases, special water quality monitoring methods, such as remote monitoring, or special types of water quality data,
such as timely data, are needed to meet a water quality monitoring program's objectives. Timely environmental data are
collected and communicated to the public in a time frame that is useful to their day-to-day decision-making about their
health and the environment, and relevant to the temporal variability of the parameter measured. Monitoring is called remote
when the operator can collect and analyze data from a site other than the monitoring location itself.
3.3 Timely Environmental Data
When deciding what data to make available to communities in the Boulder area, the BASIN team considered several
factors. These factors included the following:
• significance of the data to the local community/environment,
• availability of the data,
• the public's ability to interpret the data,
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the various methods to allow the public to view the data in perspective,
• interest to the local community,
• feasibility of putting the data on the Web site, and
• sensitivity of the data (e.g., controversial data).
Since the focus of the BASIN EMPACT project was to provide data about the Boulder Creek Watershed, the BASIN team
decided that water quality data was significant to the Boulder area. The City of Boulder already conducted two water
monitoring programs (drinking water and storm water) which measured a variety of water quality parameters so there was
data readily available. This program included an existing collaboration between the City of Boulder and the USGS, to
provide an integrated data set on total organic carbon (TOC). The team also searched for other sources of data that was
available for distribution to the public. Such sources included USGS, the Colorado Air Pollution Control Division, and
SNOTEL. The team also considered the feasibility of putting the data on the BASIN Web site (e.g., was the data in a
format that could be displayed easily?).
After considering the various factors and conducting research to identify the types of data that were available in an
acceptable format, the team identified three classifications of data that it made available on its Web site. These
classifications are as follows:
• data links to other Web sites (e.g., SNOTEL, weather, and stream flow),
• acquired data (e.g., River Watch data and City of Longmont water data), and
• direct data (i.e., City of Boulder's drinking water and storm water data and USGS TOC data).
3.3.1 Data Links to Other Web sites
The BASIN team searched the World Wide Web and identified available environmental data that would be of interest to
the local community. BASIN identified SNOTEL data, weather data, toxic releases data, and stream flow data. The BASIN
Web site (http://www.basin.org) was designed to provide links to these data, which provided the local community with
centralized access to a wide variety of relevant timely environmental monitoring activities. It is important to note that
BASIN did not have any principal relations with the data providers and had no influence on the collection, analysis, or
quality control of the data - the data were simply made available on the BASIN Web site. A brief description of the external
data which the BASIN Web site links to is provided below.
SNOTEL Data.There are three SNOTEL (for SNOwpack TELemetry) snowpack monitoring sites in the Boulder area
watershed. SNOTEL is an extensive, automated system operated and maintained by the U.S. Department of Agriculture's
Natural Resources Conservation Service (NRCS) to measure snowpack in the mountains of the west and forecast the water
supply. Data from the SNOTEL sites are plotted by the Western Regional Climate Center. The user can access the
SNOTEL data and create plots of the cumulative precipitation, snow water content, and temperature data. [Source:
http://hcn.houlder.co.us/hasm/data/SNOTEL/SNOTEL.html]
Weather. The BASIN Web site has a link to weather data for six locations in the Boulder area. The weather data are
maintained by a variety of government agencies and private individuals. The user clicks on the "weather" link
(http://bcn.boulder.co.us/basin/data/WEATHER/WEATHER.html) which takes them to a Spatial Data Catalog, a
BASIN map showing the six weather monitoring sites. The user can select any of the monitoring sites and obtain the near
real-time weather at that site (the information is updated every five minutes). Such weather data includes temperature,
dewpoint, humidity, barometric pressure, aeronautical pressure, wind speed, peak gust, wind chill, and wind direction. In
addition to receiving current weather data, the user can also obtain minimum and maximum values for each of the
parameters over the previous 24-hour period.
Toxic Releases.The BASIN Web site provides direct access to the Environmental Defense Fund's (EDF) Scorecard
Internet site which catalogs 23 facilities in the Boulder area that release toxic substances into the environment. [Source:
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http://bcn.boulder.co.us/basin/data/TRI/TRI.html] The data on the EDF Scorecard is not "real-time" because it reflects
the environmental releases that each facility reported on its annual EPA Toxic Release Inventory forms. The user can click
on the various facilities highlighted in the Spatial Data Catalog and learn about the toxic chemicals that each facility is
releasing to the environment in the Boulder area.
Stream Flow.The BASIN Web site has a link to data collected from 21 stream x; >< -;:,,-/. .' '. •••'.. •''. ,'-'.'• -y
flow gauging sites located in the Boulder area. Shown here is a stream stage gauge
mounted in the North Boulder Creek diversion flume. The data from the stream
flow gauging sites are obtained from State and Federal (USGS) sources. The user
clicks on "stream flow"
(http: / /hcn.houlder.co.us /basin /data/STRE AMFLOW/STRE AMFLOW.html)
which takes them to a Spatial Data Catalog, a map showing the 21 stream flow
gauging sites (see discussion of Spatial Data Catalog in Chapter 5). The user can
obtain the stage (or stream depth) in feet as well as the stream flow in ft /sec or
cubic feet per second (cfs). Depending upon the site selected, the data can be
viewed in either a tabular or graphical format.
Air Quality.The BASIN EMPACT Web site posts the current air quality status
for the Denver-metro area. The information is obtained from the Colorado Air Pollution Control Division (APCD). The
air quality advisories are issued each day at 4 P.M., MST. The advisories are categorized as either BLUE or RED. If the
user wants to know what action to take based on the advisory, they click on the link which transfers them to an APCD
Web site (http://apcd.state.co.us/psi/o3_advisory.phtml). This Web site provides practical suggestions to reduce
summertime air pollution.
Ultraviolet Exposure Index. In addition to posting the air quality status, the BASIN EMPACT Web site also posts the
current EPA/NOAA ultraviolet (UV) exposure index. The index is based on a numerical scale from 0 - 10+, with "0"
indicating "minimal" exposure and "10+" indicating "very high" exposure. If the user wants to know more about the index
or what they should do to protect themselves against UV exposure they can click on the link which takes them to an EPA
"SunWise" Web site (http://www.epa.gov/sunwise/uvindex.html).
3.3.2 Acquired Data
The BASIN team solicited data provider partnerships with existing Boulder area environmental monitoring programs.
BASIN established successful data provider partnerships with the City of Longmont, the Denver Water Board, and the
State of Colorado's River Watch Program. Data sets (water quality monitoring data) received from these data providers
were integrated into the BASIN Information Management System (IMS) and were used to develop information products
currently available on the BASIN Web site (http://www.basin.org). It is important to note that with the data provider
partnerships, BASIN had no direct influence on the data collection or quality control of the data. [Source: 2000 Annual
Report, BASIN Project, EMPACT Grant, January 30, 2001]
3.3.3 Direct Data
The BASIN team partnered with the City of Boulder to obtain data collected by its Storm Water and Drinking Water
Programs. BASIN had an interactive relationship with the City of Boulder and had input on the data format, collection
protocols, and QA/QC. Water quality monitoring data is provided by a cooperative program between the City of Boulder's
Public Works Department and Dr. Larry Barber of the USGS Laboratory located in Boulder. Source water quality is
monitored by the City of Boulder's Drinking Water Monitoring Program at several locations in the headwaters of the basin.
Stream Water Quality is monitored by the city's Storm Water Monitoring Program throughout the lower basin.
Drinking water quality can only be conserved to the extent that source waters are protected, water treatment is optimized,
and the water quality in the distribution system is maintained. Boulder's three watersheds (i.e., North Boulder Creek, Middle
Boulder Creek/Barker Reservoir, and Boulder Reservoir) are increasingly vulnerable to point and non-point contamination
due to development in the area. Water treatment is subject to increasing stresses from pathogens and other contaminants,
as well as to increasing public expectations for drinking water quality. Distribution system water quality is receiving
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increased public attention as outbreaks of waterborne disease are connected with biofilms, backfiow incidents, and other
hard-to-quantify contaminant vectors. [Source: 1998 EMPACT Grant Application]
As for storm water, non-point source pollution is a critical environmental issue in the Boulder Creek Watershed. Pollutant
sources include highway runoff, urban drainage, mining, logging, erosion, and agriculture. The City of Boulder recognizes
the need to protect water through pollution abatement of non-point sources and through watershed management.
Monthly readings of 17 primary water quality parameters are accessible through the BASIN Water Quality data access page
(http://bcn.boulder.co.us/basin/data/COBWQ/index.html). The importance of each of the parameters which can be
viewed at the BASIN Web site is discussed below.
Alkalinity refers to how well a water body can neutralize acids. Alkalinity measures the amount of alkaline compounds in
>~\
water, such as carbonate (CC>3~ ), bicarbonate (HCC>3~), and hydroxide (OH") ions. These compounds are natural buffers
that can remove excess hydrogen ions that have been added from sources such as acid rain or acid mine drainage. Alkalinity
>~\
mitigates or relieves metals toxicity by using available HCO3" and CO3" to take metals out of solution, thus making it
unavailable to fish. Alkalinity is affected by the geology of the watershed; watersheds containing limestone will have a
higher alkalinity than watersheds where granite is predominant.
Ammonia, Nitrate, and Nitrite are sources of nitrogen. Nitrogen is required by all organisms for the basic processes of life to
make proteins, to grow, and to reproduce. Nitrogen is very common and found in many forms in the environment.
Inorganic forms include ammonia (NH3), nitrate (NO3")and nitrite (NO2~). Organic nitrogen is found in the cells of all
living things and is a component of proteins, peptides, and amino acids. These compounds enter waterways from lawn
fertilizer run-off, leaking septic tanks, animal wastes, industrial waste waters, sanitary landfills and discharges from car
exhausts.
Excessive concentrations of ammonia, nitrate, or nitrite can be harmful to humans and wildlife. Toxic concentrations of
ammonia in humans may cause loss of equilibrium, convulsions, coma, and death. Ammonia concentrations can affect
hatching and growth rates of fish and changes may occur during the structural development of tissues of fish gills, liver,
and/or kidneys. In humans, nitrate is broken down in the intestines to become nitrite. Nitrite reacts with hemoglobin in
human blood to produce methemoglobin, which limits the ability of red blood cells to carry oxygen. This condition is
called methemoglobinemia or "blue baby" syndrome (because the nose and tips of the ears can appear blue from lack of
oxygen). High concentrations of nitrate and/or nitrite produces a similar condition in fish and is referred to as "brown
blood disease." Nitrite enters the bloodstream through the gills and turns the blood a chocolate-brown color. Brown blood
cannot carry sufficient amounts of oxygen, and affected fish can suffocate despite adequate concentration in the water. The
EPA has established a maximum contaminant level of 10 mg/1 for nitrate and 1 mg/1 for nitrite.
[Source: http: / /hcn.houlder.co.us /basin /data/COBWQ/mfo/NHS.html]
Dissolved Oxygen (DO) is the amount of oxygen dissolved in the water. DO is a very important indicator of a water body's
ability to support aquatic life. Fish "breathe" by absorbing dissolved oxygen through their gills. Oxygen enters the water by
absorption directly from the atmosphere or by aquatic plant and algae photosynthesis. Oxygen is removed from the water
by respiration and decomposition of organic matter. The amount of DO in water depends on several factors, including
temperature (the colder the water, the more oxygen can be dissolved); the volume and velocity of water flowing in the
water body; and the amount of organisms using oxygen for respiration. The amount of oxygen dissolved in water is
expressed as a concentration, in milligrams per liter (mg/1) of water. Human activities that affect DO levels include the
removal of riparian vegetation, runoff from roads, and sewage discharge.
Fecal Coliform Bacteria are present in the feces and intestinal tracts of humans and other warm-blooded animals, and can
enter water bodies from human and animal waste. If a large number of fecal coliform bacteria (over 200 colonies/100 ml
of water sample) are found in water, it is possible that pathogenic (disease- or illness-causing) organisms are also present in
the water. Pathogens are typically present in such small amounts it is impractical to monitor them directly. High
concentrations of the bacteria in water may be caused by septic tank failure, poor pasture and animal keeping practices, pet
waste, and urban runoff.
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Hardness generally refers to the amount of calcium and magnesium in water. In household use, these divalent cations (ions
with a charge greater than + 1) can prevent soap from sudsing and leave behind a white scum in bathtubs. In the aquatic
environment, calcium and magnesium help keep fish from absorbing metals, such as lead, arsenic, and cadmium, into their
bloodstream through their gills. Therefore, the harder the water, the less easy it is for toxic metals to absorb into their gills.
acidic
basic
lemon juice pH 2.0
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winepH 4.0
optimal 0>
range for
neutral most life
pH measures hydrogen concentration in water and is presented on a scale
from 0 to 14. A solution with a pH value of 7 is neutral; a solution with a pH
value less than 7 is acidic; a solution with a pH value greater than 7 is basic.
Natural waters usually have a pH between 6 and 9. The scale is negatively
logarithmic, so each whole number (reading downward) is ten times the
preceding one (for example, pH 5.5 is 100 times more acidic as pH 7.5). The
pH of natural waters can be made acidic or basic by human activities such as
acid mine drainage and emissions from coal-burning power plants and heavy
automobile traffic. pH can interact with metals and organic chemicals making
them more or less toxic depending on the type of chemical.
Specific Conductance is a measure of how well water can pass an electrical
current. It is an indirect measure of the presence of inorganic dissolved solids,
such as chloride, nitrate, sulfate, phosphate, sodium, magnesium, calcium, and
iron. These substances conduct electricity because they are negatively or
positively charged when dissolved in water. The concentration of dissolved solids, or the conductivity, is affected by the
bedrock and soil in the watershed. It is also affected by human influences. For example, agricultural runoff can raise
conductivity because of the presence of phosphate and nitrate.
Stream Flon* is the volume of water moving past a point in a unit of time. Flow consists of the volume of water in the
stream and the velocity of the water moving past a given point. Flow affects the concentration of dissolved oxygen, natural
substances, and pollutants in a water body. Flow is measured in units of cubic feet per second (cfs) or ft /sec.
Total Dissolved Solids (IDS) refers to matter dissolved in water or wastewater, and is related to both specific conductance and
turbidity. TDS is the portion of total solids that passes through a filter. High levels of TDS can cause health problems for
aquatic life.
Total Organic Carbon (TOC) - Organic matter plays a major role in aquatic systems. It affects biogeochemical processes,
nutrient cycling, biological availability, and chemical transport. It also has direct implications in the planning of wastewater
treatment and drinking water treatment. Organic matter content is typically measured as total organic carbon and dissolved
organic carbon, which are essential components of the carbon cycle.
Total Phosphorus is a nutrient required by all organisms for the basic processes of life. Phosphorus is a natural element found
in rocks, soils and organic material. Its concentrations in clean waters is generally very low; however, phosphorus is used
extensively in fertilizer and other chemicals, so it can be found in higher concentrations in areas of human activity.
Phosphorus is generally found as phosphate (PO/f ). Orthophosphorus is a form of inorganic phosphorus and is sometimes
referred to as "reactive phosphorus." Orthophosphate is the most stable form of phosphate, and is the form used by
plants. Orthophosphate is produced by natural processes and is found in sewage. High levels of orthophosphate, along
with nitrate, can overstimulate the growth of aquatic plants and algae, resulting in high dissolved oxygen consumption,
causing death of fish and other aquatic organisms. The primary sources of phosphates in surface water are detergents,
fertilizers, and natural mineral deposits.
Total Suspended Solids (TSS) refers to matter suspended in water or wastewater, and is related to both specific conductance
and turbidity. TSS is the portion of total solids retained by a filter. High levels of TSS can cause health problems for
aquatic life.
Turbidity is a measure of the cloudiness of water - the cloudier the water, the greater the turbidity. Turbidity in water is
caused by suspended matter such as clay, silt, and organic matter and by plankton and other microscopic organisms that
interfere with the passage of light through the water. Turbidity is closely related to TSS, but also includes plankton and
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other organisms. Turbidity itself is not a major health concern, but high turbidity can interfere with disinfection and
provide a medium for microbial growth. It also may indicate the presence of microbes. High turbidity can affect the natural
algal productivity of the stream and can affect other organisms such as fish and invertebrates that use algae as a food
source. High turbidity can be caused by soil erosion, urban runoff, and high flow rates.
Water Temperature'is a very important factor for aquatic life. It controls the rate of metabolic and reproductive activities.
Most aquatic organisms are "cold-blooded," which means they can not control their own body temperatures (e.g., certain
trout and salamanders require cold water). Their body temperatures become the temperature of the water around them.
Cold-blooded organisms are adapted to a specific temperature range. If water temperatures vary too much, metabolic
activities can malfunction. Temperature also affects the concentration of dissolved oxygen and can influence the activity of
bacteria in a water body. Too much light caused by reduced stream side vegetation can increase the stream temperature.
[Source: BASIN Water Quality Terms, http: / /bcn.boulder.co.us /basin/natural/wqterms.html]
3.4 The Boulder Creek Millennium Baseline Study
BASIN served to strengthen an existing collaboration among local USGS water quality scientists and the City of Boulder
(COB) source and storm water quality monitoring programs. The formal collection and public release of the COB's water
quality information lead to a more ambitious water quality monitoring effort called the Boulder Creek Millennium Baseline
Study which was designed to clarify water quality concerns in the Boulder Creek Watershed.
The Boulder Creek Millennium Baseline Study was performed during the summer and fall of the year 2000 as a
collaborative effort of the USGS Water Resources Division, the City of Boulder, and the BASIN to provide an in-depth
analysis of Boulder Creek water quality. This study measured several parameters not normally regulated or considered to be
problematic in Boulder Creek but which would assist in the formulation of a conceptual model of the processes
JThe Millenium Baseline Study measured additional
parameters including the following:
• Major Ions
• Metals
• Pesticides
• Pharmaceuticals
• Hormones
• Other organic wastewater compounds
at work in the creek system. Detailed synoptic water quality sampling of Boulder Creek, including the main stem and major
tributaries, allows the identification of the sources of chemical constituents. Boulder Creek offers an excellent opportunity
to measure the impact of natural and anthropogenic processes on a small river system because it flows from pristine source
waters, through an urban corridor, and is transformed into a sewage-dominated stream below Boulder's sewage treatment
plant (STP) outfall, and finally flows through agricultural areas. Water quality sampling of Boulder Creek during high-flow
(June) and low-flow (October) conditions, from upstream of the town of Eldora to the confluence with the St. Vrain River,
was carried out to determine influences on water chemistry. The relative importance of different sources varies seasonally,
and therefore high- and low-flow sampling is an important step in characterizing the watershed. The study also provided a
baseline data set from which future water quality changes can be observed, (from S.F. Murphy, P.L. Verplanck, and L.B.
Barber, "Chemical Data for Water Samples Collected from Boulder Creek, Colorado, During High-Flow and Low-Flow
Conditions, 2000," to be submitted as a USGS Open File Report).
NEXT CHAPTER
Table of Contents Chapter: | 1 2 1 | 4 | i 6 App: A | B C |
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Chapter4
4J, |
4. COLLECTING, TRANSFERRING, AND MANAGING TIMELY ENVIRONMENTAL DATA
A centralized collection of timely environmental data can be beneficial to your community in several ways. Such
information raises the public's awareness of environmental issues that pertain to them, it serves as a valuable learning tool
to increase their understanding of actions that affect their environment, and it serves as an avenue for them to express their
concerns and questions.
Using the BASIN Project as a model, this chapter provides you and your community with instructions on how to
collect and maintain data to post on your Web site. If you are responsible for or interested in collecting water samples,
you should carefully read the technical information presented in Section 4.2. If you are interested in analyzing water
samples, you should read the information presented in the Section 4.3. This section provides detailed information on
the type of equipment and procedures used to analyze water samples. Details on data transfer and management are
discussed in Section 4.4 and quality assurance is discussed in Section 4.5. Readers interested in an overview of the
system should focus primarily on the introductory information in Section 4.1 below.
4.1 System Overview
The BASIN project sought to leverage the activities of existing environmental monitoring programs and develop
public environmental information resources derived from timely environmental data collection. BASIN developed
partnerships with various organizations to gather pertinent environmental information about the Boulder area. As
discussed earlier, the BASIN project provided three types of data to the Boulder community: (1) Web links to external
data sources, (2) acquired data, and (3) direct data (see discussion in Section 3.3). This data can be accessed through
links from the BASIN Web site at: http://bcn.boulder.co.us/basin/ .
The remainder of this chapter discusses the collection, analysis, transfer and quality control of the storm water and
drinking water quality data (direct data) provided to BASIN by the City of Boulder. BASIN interacted closely with the
City of Boulder to develop sample collection protocols, determine data format, and to develop QA/QC procedures.
As mentioned in Chapter 3, BASIN did not have any contact with the providers of the SNOTEL, weather, toxic
releases, stream flow, air quality, or UV exposure index data posted on the BASIN Web site. As a result, this
Handbook does not discuss the collection, analysis, management, or quality control of these types of data. If you are
interested in learning more about such topics, please refer to the following Web sites:
• For SNOTEL data, see http://www.wcc.nrcs.usda.gov/factpub/sntlfctl.html and
http://www.wcc.nrcs.usda.gov/factpub/sect_4b.html
• For weather data, see http://www.atd.ucar.edu/weather.html
• For toxic releases, see http://www.epa.gov/tri/general.htm
• For stream flow data, see http://water.usgs.gov/co/nwis/sw
• For air quality data, see http://apcd.state.co.us/psi/o3_advisory.phtml
• For UV exposure data, see http://www.epa.gov/sunwise/uvindex.html
Similarly, BASIN did not have any input as to how the data provided by the City of Longmont or River Watch
(the acquired data) was collected, analyzed or controlled. As a result, this Handbook does not discuss the
collection, analysis, management, or quality control of the City of Longmont or River Watch data.
4.2 Data Collection
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Chapter4
BASIN and the City of Boulder collaborated to obtain results from the city's Drinking Water and Storm Water
Programs. The data collection techniques for each program are described below.
4.2.1 Drinking Water Program
The Drinking Water Program collects monthly water quality samples from 30 locations such as the Lakewood
Reservoir, Barker Reservoir, Middle Boulder Creek, and Boulder Reservoir. The following procedures are used to
prepare sample collection bottles:
• Total Organic Carbon (TOC) bottles are obtained from the USGS, where the bottles are washed with hot, soapy
water, rinsed with tap and distilled water, and heated for 8 hours at 250 degrees C. For the remaining bottles,
each set of sample bottles is cleaned and reused for one particular sample site.
• Sample bottles are rinsed with tap water immediately after the sample has been analyzed. All sample bottles
(except those used for chlorophyll, metals, and bacteria) are soaked for at least one hour in a 5% hydrochloric
acid (HC1) bath. These bottles are then rinsed twice transported to the field. Clean field equipment is used to fill
a clean churn with this blank water. All field blank bottles are then filled from this blank water churn. Shown
here is a technician obtaining field blank samples from the water churn.
[Source: http://bcn.boulder.co.us/basin/data/COBWQ/SourceWater.html]
4.2.2 Storm Water Program
The Storm Water Quality Program conducts monthly water quality monitoring to assess the impacts of point and non-
point sources of pollutants on Boulder Creek and to help develop mitigation measures to reduce these impacts. The
water quality samples are collected from North Boulder Creek at Boulder Falls to below the confluence of Boulder
Creek with Coal Creek. The following procedures are used to prepare sample collection bottles as well as collecting
samples:
• Total Organic Carbon (TOC) bottles are obtained from the USGS, where the bottles are washed with hot, soapy
water, rinsed with tap and distilled water, and heated for 8 hours at 250 degrees C. The remaining bottles are
cleaned in a dishwasher, which involves a hot water and detergent wash, steam cycle, and deionized water rinse.
Bottles used for metals are also soaked in 3% FINO3, rinsed with deionized water three times, and then air-dried.
• Sample are collected in accordance with procedures outlined in Standard Methods for the Examination of Water
and Wastewater, 20th Edition (section 1060). In the field, sample bottles are rinsed two times with water from
where the sample will be collected, unless a preservative or dechlorinating agent has been added to the bottle
prior to use. Various types of sample bottles are used depending on the pollutant to be analyzed and the method
of analysis.
• The sample location is either mid-channel of the flow or the area in the channel which best represents the flow.
At that point, sample bottles are submerged to approximately 60% of the water depth to obtain the sample. The
sample bottle is capped and shaken. One to two inches of head space is left in the sample bottle to allow for
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thermal expansion (unless sample analysis technique requires that the sample to not have any head space).
• Sample preservative is added after sample collection as prescribed by each analytical method (unless a
preservative or dechlorinating agent has been added to the bottle prior to use). Samples which will be analyzed
for metals are filtered in the laboratory before being acidified.
• Samples labels are completed and applied to the sample bottles. The sample bottles are placed in a cooler with
blue ice. The samples are transported to the laboratory and placed in a refrigerator for storage at 4 °C (39 °F).
[Source: http://bcn.boulder.co.us/basin/data/COBWO/StormWater.html]
4.3 Data Analysis
4.3.1 Drinking Water Program
The Drinking Water Program measures some parameters in the field with portable meters and other parameters in the
laboratory. The following parameters are measured in the field:
Water temperature is analyzed with a portable YSI 600 XL multi probe (http://www.ysi.com/lifesciences.htm) . The
temperature probe is checked annually.
Dissolved oxygen is analyzed with a portable YSI 600 XL multi probe. Calibrations are conducted in the field at the
sample site with a moist-air saturated bottle.
Specific conductance is analyzed with a portable YSI 600 XL multi probe. The probe is calibrated in the drinking
water laboratory the day of sampling. A potassium chloride solution of 1412 micromhos/cm at 25 °C is used in the
calibration. Standards are replaced at least monthly.
The following parameters are measured in the laboratory:
Nitrate, nitrite, sulfate, orthophosphorus, and total phosphorus are measured using a Genesis spectrophotometer. For
colorimetric analyses (nitrate + nitrite, sulfate, orthophosphorus, and total phosphorus), all collection bottles and
spectrophotometer cuvettes are HCL-washed and/or cleaned with phosphate-free soap. The instrument is zeroed with
the sample or with lab millipore water depending on the procedure. Two standards are run, and bracket the sample
value. New standards are prepared monthly. New high- and low-range 5 point curves are constructed for the
spectrophotometer when necessary. Alkalinity is measured using Standard Method 2320B (American Public Health
Association, 1998). The sample is stirred, and temperature and pH are monitored, as 0.02N sulfuric acid (H^SO/^) is
slowly added to the sample. The amount of acid necessary to lower the pH to 4.5 is proportional to the total alkalinity
in the sample. This method assumes that the entire alkalinity consists of bicarbonate, carbonate, and/or hydroxide.
Ammonia is measured by the wastewater laboratory. Total ammonia (ammonium ion (NH4+) plus unionized ammonia
gas (NH3)) is often measured in a laboratory by titration. Ammonia and organic nitrogen compounds are separated by
distillation, then an acid (the titrant) is added to a volume of the ammonia portion. The volume of acid required to
change the color of the sample reflects the ammonia concentration of the sample. The more acid needed, the more
ammonia in the sample. Ammonia is the least stable form of nitrogen, so it can be difficult to measure accurately. The
proportion of unionized ammonia can be calculated, using formulas that contain factors for pH and temperature
[Source: http://bcn.boulder.co.us/basin/data/COBWO/info/NH3.html].
Hardness is measured using Standard Method 2340C. A small amount of dye is added to the sample, and buffer
solution is added until the pH of the sample reaches 10. If calcium and magnesium are present in the sample, the
sample turns red. Ethylenediaminetetraacetic acid (EDTA) is then added until the sample turns blue. The amount of
EDTA required to turn the sample blue represents the hardness of the sample.
Nitrate + Nitrite is measured using a Hach DR2000 spectrophotometer fhttp://www.hach.com^ and Method 8192 (low
range cadmium reduction). Cadmium metal reduces nitrate present in the sample to nitrite. The nitrite ion reacts in an
acidic medium with sulfanilic acid to form an intermediate diazonium salt which couples to chromatic acid to form a
pink-colored product. The pink color is then analyzed with a spectrophotometer; the more intense the pink color, the
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more nitrate + nitrite is in the sample.
Total phosphorus is measured using Standard Method 4500-P B.5 and 4500 - PE. In these methods, phosphorus
present in organic and condensed forms is converted to reactive orthophosphate before analysis. Sulfuric acid (H2SO4)
and ammonium persulfate ([NH4]2 S2O8) are added to 50 ml of the sample, and the sample is then boiled. The acid
and heating causes hydrolysis of condensed phosphorous to convert to orthophosphates. After boiling down the sample
to approximately 10 ml, the sample is cooled and phenolphthalein indicator is added. The sample pH is adjusted to 8.3
using sodium hydroxide (NaOH) and sulfuric acid. The sample is then brought back up to volume and analyzed for
orthophosphorus as discussed below.
Orthophosphorus is measured using Standard Method 4500 - PE. Sulfuric acid, potassium antimonyl tatrate,
ammonium molybdate, and ascorbic acid are added to the sample. The potassium antimonyl, tatrate and ammonium
molybdate react in the acid with the orthophosphate to form phosphomolybdic acid. The phosphomolybdic acid is then
reduced to a blue color by the ascorbic acid. The blue color is then analyzed with a spectrophotometer. The darker the
blue color, the more orthophosphate in the sample. The detection limit for this method is approximately 0.002 mg of
orthophosphorus/liter. [Source: http://bcn.boulder.co.us/basin/data/COBWQ/SourceWater.html ]
4.3.2 Storm Water Program
Similar to the Drinking Water Program, the Storm Water Program measures some parameters in the field with portable
meters as shown here and other parameters in the laboratory.
Portable field instruments are used to measure/?// and DO. The Orion Model 1230 multi-parameter meter has ion-
selective probes which measure these parameters (http://www.thermo.com). pH is calibrated using pH buffers 7 and 10
in the wastewater laboratory before each sampling event. The probe has automatic temperature compensation for
temperature-corrected buffer values. A calibration sleeve is used to calibrate DO in the wastewater laboratory before
each sampling event. The instrument automatically measures and compensates for temperature and total atmospheric
pressure.
The Orion Model 130 conductivity meter is used to measure specific conductance (SC) and water temperature
(http://www.thermo.com). The probe is calibrated before each sampling event with a potassium chloride (KC1) solution
of 1,412 micromhos/cm at 25 °C.
The Orion Model 840 DO meter and the Orion Model 140 conductivity meter (http://www.thermo.com) are used as
backups if a problem with the main meter occurs in the field.
Flow velocity is measured using the Marsh-McBirney Flo-Mate 2000 portable flowmeter (http://www.marsh-
mcbirney.com/Model%202000.html ). USGS midsection methods, as described in the Water Measurement Manual, are
followed. Calibration is performed at the factory.
4.3.3 Laboratory Analysis
Water samples are collected in bottles and taken to the City of Boulder's laboratory where various parameters are
measured. Shown here are samples ready for analysis. Alkalinity is measured using Standard Method 2320B (American
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Public Health Association, 1998). The sample is stirred and the temperature and pH are monitored as 0.02 N sulfuric
acid (H2SO4) is slowly added to the sample.
The amount of acid required to lower the sample pH to 4.5 is proportional to the total alkalinity in the sample. This
method assumes that the entire alkalinity consists of bicarbonate, carbonate, and/or hydroxide.
Ammonia is measured using Standard Methods 4500-NH3 B and 4500-NH3 C. Both the ammonium ion (NH4+) and
unionized ammonia (NH^) are included in the measurement. Sodium borate buffer is added to the sample, and the pH
is adjusted to 9.5 with sodium hydroxide (NaOH). The sample is then distilled into a flask that contains a boric
acid/color indicator solution. The distillation separates ammonia (which goes into the distillate) from organic nitrogen
compounds. The distillate is titrated with H2SO4 until the solution turns a pale lavender. The volume of acid required
to change the color of the sample reflects the ammonia concentration of the sample.
Hardness is measured using Standard Method 2340C. A small amount of dye is added to the sample, and buffer
solution is added until the pH of the sample reaches 10. If calcium and magnesium are present in the sample, the
sample turns red. Ethylenediaminetetraacetic acid (EDTA) is then added until the sample turns blue. The amount of
EDTA required to turn the sample blue represents the hardness of the sample.
Nitrate + Nitrite is measured using a Hach DR2000 spectrophotometer, Method 8039 (high range cadmium reduction).
Cadmium metal reduces nitrates present in the sample to nitrite. The nitrite ion reacts in an acidic medium with
sulfanilic acid to form an intermediate diazonium salt. This salt then couples to gentisic acid to form an amber-colored
product. The amber color is then analyzed with a spectrophotometer; the more intense the amber, the more nitrate +
nitrite in the sample. The detection limit for this method is approximately 0.1 mg/liter. The analysis is performed on
filtered samples to eliminate turbidity interferences.
Total phosphorus is measured using a Hach DR4000 spectrophotometer and Method 8190. In this method, phosphorus
present in organic and condensed forms is converted to reactive orthophosphate before analysis. Sulfuric acid (H2SO4)
and potassium persulfate (K^^Og) are added to the sample, and then the sample is boiled. The acid, heating, and
persulfate causes organic phosphorous to convert to orthophosphate. After boiling, the sample is cooled, and sodium
hydroxide (NaOH) is added, along with
a solution of ascorbic acid and molybdate reagent which turns the sample blue. The intensity of the blue in the sample
is proportional to the orthophosophate concentration.
Orthophosphorus is measured using a Hach DR4000 spectrophotometer and Method 8114. This method is based on
Standard Method 4500 - P.C. Molybdovanadate reagent is added to the sample. The molybdate reacts in the acid with
the orthophosphate to form a phosphomolybdate complex. In the presence of vanadium, yellow
vanadomolybdophosphoric acid is formed. The yellow color is then analyzed with a spectrophotometer; the more
intense the yellow, the more orthophosphate in the sample. The detection limit for this method is approximately 0.09
mg PC>4/liter. [Source: http://bcn.boulder.co.us/basin/data/COBWQ/StormWater.html ]
4.4 Data Transfer
The BASIN IMS is distributed across two Internet connected servers: the private Environmental Data Network
Association (EDNA) database server and the public BASIN Web site server. A SUN E250 Unix Server, which is
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networked through the Boulder Community Network, hosts the private EDNA database server which generates and
delivers public data products to the BASIN Web server upon receipt of updates from the data providers.
The BASIN IMS has been implemented using the object oriented features of Practical Extraction and Report Language
(PERL) programming in a UNIX environment and utilizes several freely available supporting software libraries. The
system is a combination of independent L modules which access a common set of PERL object definitions and operate
on a common database structure. Additional programming support has been obtained from the extensive resources of
CPAN (Comprehensive PERL Archive Network). In particular two primary graphics libraries - GD and GIFGraph
were employed to dynamically construct plot images and merge images with background gif map images.
The EDNA IMS server is configured to receive and process updated data, preprocess input data, update the database,
and regenerate a static Web-based hierarchy. The EDNA server also provides a non-public Web site for prototyping
information products by BASIN content developers. Figure 4.1 presents the relationship of the EDNA database and
BASIN information servers.
EDNA
Data
Providers
Private EDNA
Website
BASIN NET
Information
Developers
BASIN NE'
Information
Server
Public BASIN
Website
Figure 4.1 Database Servers
Data updates supplied by EDNA data providers are received through e-mail and are preprocessed through a series of
routines prior to storage in the EDNA database. Input data are received in a variety of provider defined formats and
each is submitted to a provider specific preprocessor pipeline. These preprocessors execute a variety of unit and data
format conversions and map each provider's spatial and temporal identifiers to the global identifier set.
Once stored in the EDNA database, a series of batch routines are executed to generate static Web site elements (plot
files and per parameter time series, profiles and image maps). To ensure data integrity, EDNA database files are
exported read only to the public Web server. Figure 4.2 presents the general data flow for water quality data sent by
the data providers and principle components of the BASIN IMS. [Source: BASIN FINAL Report, February 2001,
SectionD, 3.1]
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Per Provider
Preprocessor
Per Provider
Preprocessor
Figure 4.2 Data Flow for Water Quality Data.
The EDNA Database
BASIN information resources are retained on the server as a series of relational database files. The relationship of
database tables and keys is outlined in Figure 4.3.
Mapinfo Table Photo Name
Set Name
Photo Table
Mapfile Name Pliotofile Name
Map
Image
Files
Photo
Image
Files
Figure 4.3 EDNA Database Structure.
The BASIN data model handles each data set as a separate entity with a full set of meta-data properties. Sets are
composed of a vector of parameters representing grab samples measured periodically at a series of stations. In practice,
data sets are defined by the data providing agent or program. Each set is defined by a record in the main catalog table
(catalog/classes.rdb).Each parameter is defined by a set of general characteristics (label, units, definition) and a set
specific meta-data set containing collection and analysis procedures, detection limits, global maximum scale). Each
parameter set is maintained in a set specific table catalog/SET.rdb.
Each set also defines a series of stations, defined by a set of identification parameters (labels, photo index, map index)
and physical characteristics (longitude, latitude, elevation). Site data are maintained in a site/SET.rdb database table.
Dynamic image map construction is supported by combining spatial data contained in the database site table with a
background gif map image obtained from the Census Bureau's Topically Integrated Geographic Encoding and
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Referencing (TIGER) Map Server (http://tiger.census.gov/cgi-bin/mapsurfer ). Background maps are defined by a
record in the database map image table which contains images as used in the formatting of the Water Quality Index
grade signposts used in the WQI display. The system is designed to overlay data plots and images on any arbitrary gif
file to support future enhancement of background context maps from locally developed geographic information
systems (GIS) resources. More information about BASIN data presentation approaches is available in Chapter 5 of this
manual.
Topically Integrated Geographic Encoding and Referencing
TIGER is the Census Bureau's digital mapping system used to produce maps for its
Census programs. MAPS may be requested from the TIGER MAP Service at
http://tiger.census.gov/cgi-bin/magpen
Web developers can obtain instructions for requesting maps at
http://tiger.census.gov/instruct.html
The primary data model employed assumes each parameter is defined by a two dimensional surface over time and
space. While this model is generally applicable to all anticipated data sets, the primary prototype example sets are
composed of monthly water quality data measured at a series of stations. The above structure is maintained in a
hierarchy of datafile tables composing a relational database. Each database table is maintained in a tab delineated
ASCII file. While the database design is compatible with more formal database application, the limited resources of
the BASIN project combined with several internal design objectives motivated the choice of a simpler, more portable
approach.
4.5 Quality Assurance/Quality Control
For the City of Boulder's drinking water and storm water sampling effort, field blanks are used for every sampling
event. Field blanks are filled with deionized water and are treated in the same manner as other sample bottles.
Duplicate samples are also collected for each sampling event.
As for the IMS, BASIN manages the delivery and display of data obtained from existing environmental monitoring
programs which are subject to their own internal QA/QC procedures (i.e., the City of Boulder's Drinking Water and
Storm Water Quality monitoring). The BASIN IMS does not generate data and therefore relies on the existing quality
control and quality assurance procedures of the participating data providers. However, since BASIN combines
information from several water quality monitoring programs, reformats that information in both graphical and spatial
context, and subjects raw data to scientific interpretation, it can rapidly identify data inconsistencies and
incompatibility. All BASIN data projects are subject to a three step QA/QC process including QA at the data source,
during data transfer, and through final data analysis. Also, all water quality data QA/QC complies with Standard
Methods for Analysis of Wastewater and Water and USGS laboratory standards. [Source: BASIN Project, 2000
Annual Report]
NEXT CHAPTER
Table of Contents Chapter: |1|2|3|4|5|6| App: | A | B | C |
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5. DATA PRESENTATION
Once your environmental monitoring network is in place and you have begun to receive data, you can begin to provide
your community with timely information using data presentation tools to both graphically depict this information and place
it in a geographic community context.
Using data visualization tools, you can create graphical representations of environmental data that can be downloaded
onto Web sites and/or included in reports and educational/outreach materials for the community. The types of data
visualization utilized by the BASIN EMPACT team include annotated watershed maps, time series and profile bar
graphs, and a water quality index.
In a similar vein, data presentation must address the overall context which may identify significant factors impacting
data values. Often variations in data values are most directly explained by the locationof the monitoring site in the
watershed, particularly in a watershed with significant variation in elevation, climate, geology, and human activities
such as locations found in the Boulder Creek watershed.
Section 5.1 provides a basic introduction and overview to data presentation and is useful if you are interested in
gaining a general understanding of data presentation. Section 5.2 provides an overview of the BASIN spatial data
catalog used to provide an interactive map-based interface to a variety of Boulder area environmental data. Section 5.3
details the specific data presentation tools used to organize and present Boulder Creek water quality data including
data visualization procedures used on the BASIN EMPACT project. You should consult Section 5.2 and Section 5.3 if
you are responsible for designing and developing output pages for your environmental data. Section 5.4 discusses the
calculation and presentation of a Water Quality Index which provides a quick overview of the health of the Boulder
Creek watershed.
5.1 What is Data Presentation?
Data presentation is the process of converting raw data to images or graphs so that the data are easier to visualize and
understand. Data presentation also includes providing supporting meta-data and interpretative text to make the data
meaningful to the general population. Displaying data visually enables you to communicate results to a broader
audience, such as residents in your community; while providing data interpretation can help the community to
understand how it impacts the health of the surrounding environment.
In addition to offering several data visualization approaches BASIN stresses the importance of both explanation and
interpretation of environmental data. Visual representation of the data is extremely useful to a knowledgeable
professional and
helpful to the general public but must be supported by additional explanatory material. For instance a time series plot
of DO is only slightly more meaningful to the general public than a table of DO values; a crucial element is to
supplement each data set with both general tutorial material on each parameter and dataset-specific, narrative
interpretation developed by a qualified analyst.
In addition, it is important to provide specific details of collection and analysis methods for each parameter so that
similar values from independent data sets can be compared and so that the moresophisticated user can obtain specific
details of exactly how the parameter is measured; which is often useful when results appear to vary from expectations.
5.2 BASIN Spatial Data Catalog
BASIN has sought to create a general portal site to water and environmental information for the Boulder Creek
watershed in an effort to provide a comprehensive overview of the watershed. As discussed in Chapter 3, BASIN
provides access to data from three distinct sources; remote data already available on the Web, data obtained from
cooperating sources that is collected independent of the BASIN project and data provided by active BASIN partners
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whose collection, analysis and management procedures are coordinated with BASIN personnel.
In addition to presenting water quality data provided by active data partners, BASIN sought out any Boulder area
environmental data available on the Web and cataloged this information through a common map-based user interface.
Many BMP ACT sites will find that other government agencies may be collecting and posting data for their local area;
particularly through national efforts such as the USGS stream gage network and the EPA Toxic Release Inventory,
each which provides nationwide coverage of their monitoring and data maintenance efforts. Other local, state and
regional resources may be available in a particular area.
By developing basic meta-data for these resources EMPACT sites can provide a common user interface to these data
resources and supplement the data collected by the EMPACT team and participants. The BASIN project located and
identified several supplemental resources in the Boulder Creek watershed and assembled URLs, geographic
coordinates and responsible agency information and stores this meta-data in a format common to that used for internal
data resources. This allows BASIN to provide users with access to this data through a common map based interface.
These resources include USGS stream flow measurements, several local weather stations, snow pack monitoring in the
higher elevations, all of the sites listed in the EDF/EPA toxic release inventory and a set of online cameras which
provide real-time images from around the watershed. An example of the BASIN data catalog is shown below in Figure
5.1 (water quality data).
Data stations currently displayed on map:
pMonthly water quality data
Weather
Stream Flow
Water Quality
Snow Pack
Toxic Releases ^^_^^_
*' A^W-^* J -/
Online Cameras 125'^^^
Figure 5.1 Example of BASIN's Spatial Data Catalog
In addition, in several cases data available through existing Web sites was deemed of significant interest and has been
integrated directly into selected BASIN Web pages. Stream flow is a significant factor in the Boulder Creek watershed,
particularly during early spring and late summer flood hazard seasons. These values are maintained on BASIN Web
pages by automated processes that periodically obtain the current Web page from the source site and extracts essential
values. For instance, the BASIN home page is regenerated every 5 minutes to update stream flow, air quality and UV
exposure values. These automated processes are implemented in the PERL programming language and periodically
executed by native UNIX cron procedures. When such external data is presented within an EMPACT site it is essential
that access to the specific source site be readily apparent to the user, to insure the responsible agency is identified.
BASIN also includes several data sets provided by independent agencies. This data has been made available to the
public through the BASIN Web site, but its collection is administered independent of the BASIN project. These data
sets are accessed through the common BASIN spatial data catalog and presented in graphical format similar to those
used for BASIN data sets; but collection, analysis and quality control procedures are not influenced by BASIN
standards. These data sets include water quality data for South Boulder Creek collected by the Denver Water Board;
Saint Vrain River water quality data collected by the City of Longmont and historic Boulder Creek water quality data
collected by local high school students through the State of Colorado River Watch
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program. While one must exercise care comparing these data sets to those collected by cooperating agencies, such
integration can enhance the compatibility of these data collection programs. For instance, the personnel from the City
of Longmont have made voluntary efforts to coordinate data collection on the Saint Vrain River with that of the City
of Boulder, resulting in a more comprehensive view of water quality in the larger Saint Vrain system.
Geographic presentation formats
In all three of the above data set types BASIN provides a uniform user interface to the available data by developing a
common set of basic meta data stored in a common format such that a common set of processing tools can be
employed to generate a user interface to all the datasets. BASIN provides access to all these data resources through a
geographically oriented map interface using Web site image-map standards.
The most powerful visualization approaches to geographic distributed data are developed using formal GIS. However,
GIS development is a resource intensive task; requiring sophisticated software applications, powerful computing
resources and extensive human resources to develop basic mapping data and to integrate the available environmental
data into the spatial data context. BASIN sought to stress a comprehensive data context and concluded the resources
required to develop a formal GIS exceeded those available to the project. BASIN is currently working on an
integration project with EPA Region 8, the USGS and the Denver Regional Council of Governments (DRCOG) to
integrate formal GIS data resources with the current BASIN system.
BASIN used an alternative approach to develop procedures to manage and display spatial information. A series of
procedures were developed to programmatically annotate static gif map images using graphical manipulation
procedures. BASIN combines a series of publically available graphics libraries available within the PERL
programming environment with background map images available in the public domain from the Census Bureau's
TIGER Map Server (http://tiger.census.gov) .
PERL is a widely used interpretative programming language distributed under a general public license (GPL) on a
wide variety of operating systems. PERL is widely used in the Web site development community and extensive PERL
programming resources are available on the Internet. PERL is particularly powerful due to the extensive set of freely
available programming libraries (i.e., packages) available through the "Comprehensive PERL Archive Network"
(CPAN). CPAN ftp sites are distributed throughout the Internet. PERL's Web site rhttp://www.perl.com^ can provide
the most convenient site for your locality. These libraries provide a rich set of well documented programming libraries
to address a wide range of functionalities. These libraries are distributed in source code so sophisticated developers are
free to enhance the basic procedures.
BASIN uses numerous CPAN PERL library packages as detailed in Chapter 4. Two specific PERL packages are used
to provide graphics programming support to develop the BASIN spatial data catalog. The GD package provides
standard graphic primitives (DrawPoint, DrawPolygon FillArea, etc) to dynamically annotate background GIF images.
The GIFgraph package provides a higher level of abstraction to generate many standard data plot types including the
bar charts used extensively in the BASIN data catalog. Each of the PERL packages are freely available on any of the
CPAN ftp sites.
A set of base Boulder Creek watershed maps have been obtained from the TIGER map server and manually annotated
to highlight the specific stream systems of interest. Geometric transform procedures have been developed to convert
global monitoring site longitude and latitude parameters to map specific image coordinates. These procedures,
combined with the GD graphics library routines, are used to generate annotated gif images integrated with HTML
image map code and JAVA script to develop interactive Web-based image-maps interfaces. Users can identify and
select monitoring sites using the mouse through standard Web browsers. These procedures rely on a small common set
of meta data assembled for both local and remote data resources. Meta-data is maintained on the BASIN server as
discussed in Chapter 4; as additional resources are added to the catalog the data catalog can be quickly regenerated to
update the available resources.
5.3 Generating Data Presentations
The remote data resources provided through the BASIN Web site are designed and developed by the providers of those
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data resources so the format and structure of those resources are beyond the influence of the BASIN team. Local data
resources, including both data sets supplied by non partnering agencies and those data sets developed in cooperation
with the BASIN project are presented in formats designed and implemented by the BASIN team. The datasets
provided by non-partner agencies are presented as relatively simple graphs based on conversation with the data
suppliers. The remainder of this chapter focuses on the design and development of output pages for the datasets
integral to the BASIN project.
5.3.1 Putting Data And Information In Context
BASIN provides coverage of in-stream water quality for 17 parameters at 19 monitoring stations throughout the
watershed. Water quality parameters represent a complex set of measurements including interacting constituents. It is
essential that the presentation of the data provide a comprehensive explanation of each parameter and the influences of
the spatial distribution and seasonal effects of the variation of these parameters.
Each dataset is supported by a comprehensive set of meta-data which identify the collecting agency and describe the
specific procedures used to collect the sample and/
or analyze each parameter, including analysis detection limits. Each monitoring site is further described using
photographs of the collection site and a small TIGER map of the specific collection site. Each dataset is linked to
extensive general information describing the parameter and how it relates to the overall system behavior. A set of data
set specific interpretive narratives are also provided for each parameter describing how the parameter varies across the
watershed and over the course of the seasons. This information is maintained by the BASIN IMS as described in
Chapter 4.
The procedures which generate the data presentation pages must integrate all the stored meta-data and supporting
information into the display outputs.
5.3.2 Data Visualization Design
User selection interface
The BASIN water quality data user interface (http://basin.org/data/COBWQ) allows users to select one or more
parameters to be displayed as longitudinal profiles for a selected month, a time series for a selected station or an entire
years data displayed as miniature time series on a watershed map. Users can select stations from a menu or directly
from a watershed map.
Page design
The initial page delivered in response to a user selection provides a summary page of the selected parameters including
small versions of the selected plots, a block of meta-data describing the data set, data set-specific contextual
information, and an optional data table.
When longitudinal profiles are selected a watershed image map is included which locates each of the stations included
in the profile. Users may jump to time series display of a specific station by selecting a station from the map or by
selecting the listed station in the data table.
When time series data are selected the contextual information includes a small map of the region around the
monitoring station, specific data about the station, and a link to a photograph of the collection point. Users can jump to
monthly longitudinal profiles by selecting the month label in the data table.
In both cases users can traverse to adjacent plots (upstream and downstream in the case of time series and preceding
and following months in the case of profiles) through navigation links provided on each page. When users request a
subset of the available parameters all navigation links retain this selection so users may traverse the data set in time
and space viewing a specific subset of parameters.
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Further information about each parameter can be obtained by selecting either the parameter plot or the parameter label
in the data table. The resulting page includes a larger plot and more extensive general information and data set-specific
analysis which seeks to provide users with a definitive explanation of the significance of the parameter, analysis of
how it varies across the watershed and throughout the seasons and specific details on how the samples are collected
and analyzed. Specific contact information is provided as well as an opportunity to download the data in a portable
ASCII text format suitable for importation into typical spreadsheet and database applications. The user may also select
a full screen plot of the parameter suitable for printing.
Plot elements
When selecting the formats for displaying the watershed data several considerations arise. The BASIN water quality
data set consists of monthly values of 17 parameters collected from 19 sites throughout the watershed. Since the
resulting 3 dimensional dataset cannot be easily displayed on two dimensional graphs, BASIN provides 3 views of the
dataset.
Longitudinal profiles provide plots of the variation of each parameter over selected stream channels for each month of
the year. Since samples are not collected simultaneously at all the stations the profiles are represented as bar charts
rather than line plots. Three sizes of plots are generated; one small plot which is used on multiple parameter pages; a
medium size plot used on a single parameter data page, and a full screen plot design for printer output. An example of
a longitudinal profile plot for nitrate and nitrite is shown in Figure 5.2.
N03+N02 - May, 2001
Monitoring Site
Figure 5.2. Example BASIN Longitudinal Profiles Plot (medium)
Annual time series are provided for each month of the year at each station. Time series plots are presented as bar
charts to reflect the discontinuous nature of monthly data. Four sizes of plots are generated; one small plot used on
multiple parameter pages; a medium size plot used on a single parameter data page, a full screen plot design for a
printer and a miniature plot for full map displays. An example of a longitudinal profile plot for nitrate and nitrite is
shown in Figure 5.3.
03+N02 Time Series
s i B s s
2001 Calendar Month
Figure 5.3 Example of BASIN Time Series Plot (medium)
Map plots summarize the entire annual data set in a single geographic display by overlaying reduced time series plots
on the watershed map. Each miniature time series plot is generated when the larger time series plot is generated. The
plots are overlaid on the map using the GD plot procedures discussed above and annotated with lines connecting the
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miniature time series to an icon at the specific location of the stations. The map is supported by a client side image
map and Java script code such that mousing over the plot or station icon identifies the station and selecting either
image will jump to the station time series page. An example of a map plot is shown in Figure 5.4.
Some thought should be given to handling missing data, special cases, and the details of data presentations. For
instance, in the BASIN data sets often specific parameter measurements fall below the practical detection limits of the
analysis procedures. By maintaining these detection limits as part of the parameter meta-data the BASIN displays can
flag these nondetectable levels as separate from missing data. Since parameters are plotted on a global set of axes,
small values may appear missing on data plots; however, by specifically noting missing data on the plots BASIN
insures small measured values are not overlooked. Alternatively, occasionally values are encountered that greatly
exceed the normal range of a particular parameter. Plot scales must be ascertained which will provide meaningful
display of the bulk of the data while providing a procedure to handle occasional outliers. The actual value of these
outlying measurements can be obtained from the data tables.
Figure 5.4 Example of BASIN Map Plot (Nitrate and Nitrite).
5.3.3 Implementation
The data display pages described above are developed through a combination of batch processing and interactive page
generation. Since data sets are updated monthly but may be requested more frequently it was determined that better
performance would result from preparing data plots when data sets are updated rather than on request. When new data
is submitted to the system a PERL-based batch processor is executed and the entire set of annual data plots
regenerated. Since each update involves 17 parameters, measured at 19 stations and up to 12 months in multiple sizes,
each batch process generates approximately 1600 plots. Manual construction of this many plots would be infeasible
using interactive spreadsheet or plotting applications. An additional advantage of this batch approach is the rapid
regeneration of all plotting output in the face of data re-submissions or output design modifications.Batch processor
routines are implemented using PERL object oriented programming techniques as described in Chapter 4. Upon
execution, static database tables are assembled into a complex data tree which is then used to construct data vectors for
each plotting routine. Plots are generated by GIFgraph library procedures through the PERL object interface and
written into a static Web site directory hierarchy. Batch processors are programmatically connected with data update
and preprocessing procedures such that Web site display elements are automatically updated upon receipt of data set
updates.
Actual page construction occurs when users submit display requests. Summary pages are constructed by referencing
the stored data plots and dynamically generating the requested data table. Similarly, data files are dynamically
prepared for downloading upon user requests.
5.4 Water Quality Index (WQI) Computation and Display
In addition to the variety of data display options described above BASIN has implemented a water quality index
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which provides a rapid overview of conditions in the watershed. BASIN researched several types of water quality
indices and selected an index developed by the National Sanitation Foundation (NSF) which is used by many
communities for characterizing overall water quality. The BASIN water quality index is a modified version of the NSF
index, based on seven parameters (i.e., DO, fecal coliform, pH, total phosphate, nitrate, total solids, and turbidity)
measured at the sampling sites. On its Web site, BASIN provides a map of the watershed which presents the water
quality index as calculated at several sites on Boulder Creek rhttp://basin.org/data/WOI/index.html ). The index (or
grade) scale is A through F, with "A" representing "Excellent" water quality and "F" representing "Very Bad" water
quality.
Users who want more information on what parameter affects water quality at a specific sampling site may select the
site grade signpost to view the WQI computation for that site. Note while the index provides a quick overview of the
water quality throughout the watershed, the BASIN Web site provides more detailed analysis of specific Boulder
Creek water quality data and general discussion of the specific factors that affect water quality in Boulder Creek as
described in the preceding sections.
BASIN computes the NSF Water Quality Index using computational methods described in the book Field Manual for
Water Quality Monitoring (Mitchell and Stapp, Kendall Hunt Publishing, c 2000). This procedure derives a single
metric of stream water quality at a monitoring site using 7 water quality measurements (DO % saturation, pH, fecal
coliform, total phosphates, nitrate, solids and turbidity). The computation maps the value of each parameter to a
theoretically determined "Q value" using graphs provided by NSF researchers. These Q values are combined with
factors to determine a single "Grade" at each site.
Calculation of the WQI is automated and occurs when data for the 7 required parameters are available at a site. When
direct measurement of DO as a percent of theoretical saturation is not available at a site, the theoretical saturation is
computed for the measured temperature and the result is corrected to the site elevation (maintained in the database site
table). This derived DO% value is then used to determine the appropriate Q-value as discussed below.
The BASIN IMS implements the WQI computational algorithm using a graphical lookup procedure. Q-Value plots
have been optically scanned and are maintained on the EDNA server as monochromatic image files. These files are
loaded into memory as image arrays and Q-values are "read" off the plots for each parameter value using a pixel color
index test. Once Q values are determined weighting factors are applied and the
numerical grade is computed. This grade is then converted to a letter grade to assign a graphical signpost to the site.
BASIN's graphical image annotation procedures are then executed to generate an image-map with the NSF WQI
Grade signpost at each station in the watershed. Each site and signpost is linked to an automatically generated HTML
spreadsheet detailing the underlying WQI computations at that station. An example of this output procedure is shown
in Figure 5.5. Other examples of the output of this procedure are available at http://basin.org/dataAVQI/ .
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Figure 5.5 Water Quality Index
5.5 Conclusions
This chapter has described several of the approaches the BASIN BMP ACT project has taken to present environmental
data in a meaningful context to encourage community understanding of the Boulder Creek Watershed. While
exhaustive detail on these techniques is beyond the scope of this manual, it is hoped this chapter has provided some
ideas on a variety of data presentation alternatives and the importance of placing BMP ACT data in an overall
interpretative context.
NEXT CHAPTER
Table of Contents Chapter: |1|2|3|4|5|6| App: | A | B | C |
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6.1 | 6.2 | 6.3 | 6.4 | 6.5
6. COMMUNICATING TIMELY ENVIRONMENTAL INFORMATION
Providing timely environmental information to the community is not simply a matter of placing data files on a website.
Working directly with members of the community-at-large, determining user needs and concerns, and going through an
iterative process with key stakeholders will help make your environmental information more meaningful and accessible to
the community you are trying to serve. This chapter is designed to help you develop an approach for communicating
pertinent environmental information to people in your community, or more specifically, your target audience. This chapter
provides the following:
• the steps involved in developing an outreach plan,
• guidelines for effectively communicating information,
• resources to assist in promoting community awareness, and
• the outreach initiatives implemented by the BASIN team.
6.1 Developing an Outreach Plan for Disseminating Timely Environmental Monitoring Data
Your outreach program will be most effective if you ask yourself the following questions:
• Who do we want to reach? (i.e., Who is your target audience or audiences?)
• What information do we want to distribute or communicate?
• What are the most effective mechanisms to reach our target audience?
• How do we involve users or target audiences in usability testing and, if possible, program development?
Developing an outreach plan ensures that you have considered all important elements of an outreach project before you
begin. The plan itself provides a blueprint for action. An outreach plan does not have to be lengthy or complicated.
You can develop a plan simply by documenting your answers to each of the questions discussed below. This will
provide you with a solid foundation for launching an outreach effort.
Your outreach plan will be most effective if you involve a variety of people in its development. Where possible,
consider involving
• a communications specialist or someone who has experience developing and implementing an outreach plan,
• technical experts in the subject matter (both scientific and policy),
• someone who represents the target audience (i.e., the people or groups you want to reach), and
• key individuals who will be involved in implementing the outreach plan.
As you develop your outreach plan, consider whether you would like to invite any organizations to partner with you in
planning or implementing the outreach effort. Potential partners might include local businesses, environmental
organizations, schools, boating associations, local health departments, local planning and zoning authorities, and other local
or state agencies. Partners can participate in planning, product development and review, and distribution. Partnerships can
be valuable mechanisms for leveraging resources while enhancing the quality, credibility, and success of outreach efforts.
Developing an outreach plan is a creative and iterative process involving a number of interrelated steps, as described below.
As you move through each of these steps, you might want to revisit and refine the decisions you made in earlier steps until
you have an integrated, comprehensive, and achievable plan.
6.1.1 What Are Your Outreach Goals?
Defining your outreach goals is the initial step in developing an outreach plan. Outreach goals should be clear, simple,
action-oriented statements about what you hope to accomplish through outreach. Once you have established your goals,
every other element of the plan should relate to those goals. Here were some project goals for the BASIN EMPACT
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project:
• Improve existing environmental monitoring to provide credible, timely and usable information about the watershed
to the public.
• Create a state-of-the- art information management and public access infrastructure using advanced, web-based
computer technologies.
• Build strong partnerships and an ongoing alliance of governmental, educational, non-profit and private entities
involved in watershed monitoring, management, and education.
• Develop education and communication programs to effectively utilize watershed information in the public media
and schools and facilitate greater public involvement in public policy formation.
• Increase public awareness of how the hydrologic cycle effects everyday life, where drinking and irrigation water
come from, how it is used, and what happens downstream.
BASIN's general goals listed above also had specific objectives. For example, BASIN's specific objective for improving
existing environmental monitoring included providing brochures and posters to all fifth grade teachers and middle school
science teachers in the Boulder Valley School District.
6.1.2 Whom Are You Trying To Reach?
Identifying Your JAudience(s)
The next step in developing an outreach plan is to clearly identify the target audience or audiences for your outreach effort.
As illustrated in the BASIN project goals above, outreach goals often define their target audiences (e.g., the public and
fisheries). You might want to refine and add to your goals after you have defined your target audience(s).
Target audiences for a water quality outreach program might include, for example, the general public, local decision makers
and land management agencies, educators and students (high school and college), special interest groups (e.g., homeowner
associations, fishing and boating organizations, gardening clubs, and lawn maintenance/landscape professionals). Some
audiences, such as educators and special interest groups, might serve as conduits to help disseminate information to other
audiences you have identified, such as the general public.
Consider whether you should divide the public into two or more audience categories. For example: Will you be providing
different information to different groups, such as the citizens vs. businesses? Does a significant portion of the public you
are trying to reach have a different cultural or linguistic background? If so, it may be more effective to consider these
groups as separate audience categories.
Profiling Your A-udience(s)
Once you have identified your audiences, the next step is to develop a profile of their situations, interests, and concerns.
Outreach will be most effective if the type, content, and distribution of outreach products are specifically tailored to the
characteristics of your target audiences. Developing a profile will help you identify the most effective ways of reaching the
audience. For each target audience, consider the following:
• What is their current level of knowledge about water quality and general watershed awareness?
• What information is likely to be of greatest interest to the audience? What information will they likely want to know
once they develop some awareness of water quality issues?
• How much time are they likely to give to receiving and assimilating the information?
• How does this group generally receive information?
• What professional, recreational, and domestic activities does this group typically engage in that might provide
avenues for distributing outreach products? Are there any organizations or centers that represent or serve the
audience and might be avenues for disseminating your outreach products?
Profiling an audience essentially involves putting yourself "in your audience's shoes." Ways to do this include consulting
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with individuals or organizations who represent or are members of the audience, consulting with colleagues who have
successfully developed other outreach products for the audience, and using your imagination.
6.1.3 What Do You Want To Communicate?
The next step in planning an outreach program is to think about what you want to communicate. In particular, think about
the key points, or "messages," you want to communicate. Messages are the "bottom line" information you want your
audience to walk away with, even if they forget the details.
A message is usually phrased as a brief (often one-sentence) statement. The following are some examples of messages that
are posted on the BASIN web site:
• Real-time Boulder Creek flowrates.
• BASIN now provides a Water Quality Index for the main stem of Boulder Creek along with other water quality
information for the Boulder Creek Watershed.
• Online cameras including Niwot Ridge Tundra Cam.
Outreach products will often have multiple related messages. Consider what messages you want to send to each target
audience group. You may have different messages for different audiences.
6.1.4 What Outreach Products Will You Develop?
The next step in developing an outreach plan is to consider what types of outreach products will be most effective for
reaching each target audience. There are many different types of outreach: print, audiovisual, electronic, events, and novelty
items.
TIP! Include representatives of specific user groups when developing outreach products. They have valuable input
regarding what the various needs and interests of your larger audience.
The audience profile information you assembled earlier will be helpful in selecting appropriate products. A communications
professional can provide valuable guidance in choosing the most appropriate products to meet your goals within your
resources and time constraints. Questions to consider when selecting products include:
• How much information does your audience really need? How much does your audience need to know now? The
simplest, most straightforward product generally is most effective.
• Is the product likely to appeal to the target audience? How much time will it take to interact with the product? Is the
audience likely to make that time?
• How easy and cost-effective will the product be to distribute or, in the case of an event, organize?
• How many people is this product likely to reach? For an event, how many people are likely to attend?
• What time frame is needed to develop and distribute the product?
• How much will it cost to develop the product? Do you have access to the talent and resources needed for product
development?
• What other related products are already available? Can you build on existing products?
• When will the material be out of date? (You probably will want to spend fewer resources on products with shorter
lifetimes.)
• Would it be effective to have distinct phases of products over time? For example, an initial phase of products
designed to raise awareness, followed by later phases of products to increase understanding.
• How newsworthy is the information? Information with inherent news value is more likely to be rapidly and widely
disseminated by the media.
6.1.5 How Will Your Products Reach Your Audience?
Effective distribution is essential to the success of an outreach strategy. You need to consider how each product will be
distributed and determine who will be responsible for distribution. For some products, your organization might manage
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distribution. For others, you might rely on intermediaries (such as the media or educators) or organizational partners who
are willing to participate in the outreach effort. Consult with an experienced communications professional to obtain
information about the resources and time required for the various distribution options. Some points to consider in selecting
distribution channels include:
How does the audience typically receive information?
What distribution mechanisms has your organization used in the past for this audience? Were these mechanisms effective?
• Can you identify any partner organizations that might be willing to assist in the distribution?
• Can the media play a role in distribution?
• Will the mechanism you are considering really reach the intended audience? For example, the Internet can be an
effective distribution mechanism, but certain groups might have limited access to it.
• How many people is the product likely to reach through the distribution mechanism you are considering?
• Are sufficient resources available to fund and implement distribution via the mechanisms of interest?
Table 6.1 provides various distribution avenues and outreach products for communicating your environmental data to the
public.
TABLE 6.1. METHODS OF COMMUNICATION
Distribution Avenues
Outreach Products
Mailing lists
Brochures
Newsletters
Fact sheets
Utility bill inserts or stuffers
Phone/fax
Promotional hotline
E-mail/Internet
Newsletters
E-mail messages
Web pages
Subscriber list servers
Radio/TV
Cable TV programs
Public service announcements
Videos
Media interviews
Press conferences/releases
Journals or newsletters
Newsletters
Editorials
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Newspaper and magazine articles
Meetings, community events, or locations (e.g., libraries,
schools, marinas, public beaches, tackle shops, etc.) where
products are made available.
Exhibits
Kiosks
Posters
Question-and-answer sheets
Novelty items (e.g., mouse pads, golf tees,
buttons, key chains, magnets, bumper stickers,
coloring books, frisbees, etc.)
Banners
Briefings
Fairs and festivals
Meetings (i.e., one-on-one and public)
Community days
Speeches
Educational curricula
6.1.6 What Follow-up Mechanisms Will You Establish?
Successful outreach may cause people to contact you with requests for more information or expressing concern about
issues you have addressed. Consider whether and how you will handle this interest. The following questions can help you
develop this part of your strategy:
• What types of reactions or concerns are audience members likely to have in response to the outreach information?
• Who will handle requests for additional information?
• Do you want to indicate on the outreach product where people can go for further information (e. g., provide a
contact name, number, address, or establish a hotline)?
The BASIN project's website (http://bcn.boulder.co.us/basin/main/abouthtml) provides information so that people can
contact the BASIN Project Coordinator by phone, e-mail, or postal mail. The public can also contact the BASIN Project
Coordinator via a website comment form.
6.1.7 What Is the Schedule for Implementation?
Once you have decided on your goals, audiences, messages, products, and distribution channels, you will need to develop
an implementation schedule. For each product, consider how much time will be needed for development and distribution.
Be sure to factor in sufficient time for product review. Wherever possible, build in time for testing and evaluation by
members or representatives of the target audience in focus groups or individual sessions so that you can get feedback on
whether you have effectively targeted your material for your audience. Section 6.3 contains suggestions for presenting
technical information to the public. It also provides information about online resources that can provide easy to understand
background information that you can use in developing your own outreach projects.
6.2 Elements of the BASIN Project's Outreach Program
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The BASIN Project team uses a variety of mechanisms to communicate timely environmental information, as well as
information about the project itself, to the Boulder area community. The team uses the BASIN website as the primary
vehicle for communicating timely information to the public. Their outreach strategy includes a variety of mechanisms (e.g.,
Internet, brochures, presentations at events, and community television) to provide the public with information about the
BASIN project.
6.2.1 Outreach Elements
Each element of the project's communication and participation program are discussed below.
Public Participation. The BASIN project vigorously encouraged public participation. BASIN continuously invited the
public to join the project primarily through their website (which is discussed later). The interested public could join as a
BASIN Boulder Community Network (BCN) Volunteer, join the BASIN Forum, complete the BASIN Survey, or join
local school or neighborhood projects.
BASIN BCN. BASIN invited the public to help with graphic design, webpage development, scripting or video/audio
streaming. BASIN provided an online "classified ads" (http://bcn.boulder.co.us/basin/news/classifieds.html) to help the
community see the needs of the BASIN project. Potential BCN Volunteers could contact the BASIN Volunteer
Coordinator either by phone or e-mail or sign up as a BCN Volunteer by completing the online BCN Volunteer
Questionnaire (http://bcn.boulder.co.us/volunteer/register.html). BCN Volunteers provided over 1000 hours of assistance
by offering ideas and feedback and designing the BASIN website.
BASIN FORUM. BASIN provided an online forum for the interested public to share ideas or information about local
environmental and social concerns that relate to community livability and sustainability. The public could either post their
ideas and comments online or subscribe to the Boulder Creek Watershed e-mail list serve to obtain information about
BASIN forum.
BASIN Survey. For individuals who did not have time to become a BCN Volunteer, BASIN provided an opportunity for
website visitors to provide comments regarding the usefulness and presentation of the information provided on the BASIN
website ( http://bcn.boulder.co.us/basin/surveys/index.html). The public could either type their comments in a text field
or take an online 10-question survey.
School or Neighborhood Projects. Schools and neighborhoods could contact BASIN to find out how they could
develop and implement their own school water monitoring projects.
Bringing together experts. The EMPACT project stakeholders included representatives from organizations that originally
signed the BASIN Memorandum of Understanding (MOU), as well as other interested individuals in the community who
use or provide environmental information to the public and were supportive of the BASIN's efforts. The MOU, was a
non-binding agreement among the BASIN partners to cooperate fully in the project, including active participation in the
project design, development, and implementation of the project. The originals signers of the MOU are listed below.
• City of Boulder
• enfo.com
• Local environmental educators and organizers
• University of Colorado Department of Civil Engineering and Architectural Engineering
• The U.S. Geological Survey
• Boulder Community Network
• Boulder County Healthy Communities Initiative
• Boulder County Health Department
• Boulder Creek Watershed Initiative
• Boulder Valley School District
• Colorado Division of Wildlife - River Watch Network
• Community Access Television
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Website. The BASIN website can be accessed at http://bcn.boulder.co.us/basin. The EMPACT project is discussed at
http://bcn.boulder.co.us/basin/main/about.html. The website was the main avenue used by the team for disseminating
the various environmental monitoring data. It was estimated that 80 percent of all residents in the Boulder area have
Internet access [Source: 1998 EMPACT Grant Application, Draft (5/11)]. Although the BASIN project ended in
December 2000, the website still provides a variety of real-time data, maps and live on-line cameras. Data includes weather,
stream flow, water quality, and snow pack. In addition to providing water-related data, the site provides air quality
advisories, which are linked to the Colorado Air Pollution Control Division's website
(http: / /apcd.state.co.us /psi /main.html). The site also announces the availability of new reports and studies for the Boulder
area.
The left side of the BASIN web page displays a list of "Themes" discussing a variety of topics such as watersheds,
waterworks technology and infrastructure, personal actions for protecting water quality, recreation, and current events. Via
the website, the public can read news about the project or participate in online forums. These are discussed below:
Newsletter. The project newsletter, Bs4SIN Nem, featured local, timely environmental information which focused on
water issues and links to other resources. The newsletter was published bi-monthly in electronic form. The public could
read BASIN News online at http://bcn.boulder.co.us/basin/news/current.html or could subscribe to receive BASIN News
in HTML or text only format for free through their email account. Hard copies were distributed in various city offices.
Appendix C contains a copy of the December 2000 issue.
Online Forums. BASIN hosted an online forum to discuss topics of local interest and concern on October 23-31.
Entitled Drought, Fire e> Flood in the Boulder Area: Are We Prepared? this electronic seminar explored the background, current
situation, and future concerns relating to climate change, wildfires and flash flooding in the Boulder area. The public
participated by subscribing to the discussion list serve or could download a daily summary of the discussion from the
BASIN website.
Stakeholder Update. Periodically, the BASIN team provided a Stakeholder Update letter which discussed the recent
activities on the project. The Stakeholder Update announced the availability of new data, outreach and marketing efforts,
new studies, staffing changes, etc. The Stakeholder Update letter was available on the BASIN website.
Television. Students from Sojourner Middle School in Boulder wrote and produced a television news program about
various aspects of Boulder Creek which they had been studying throughout the school year. The students were assisted by
members of BASIN in researching, developing, and producing the television program. The students interviewed various
experts to gather information on drinking water, kayaking, flash flood hazards, the importance of snow runoff, the
greenback cutthroat trout, ammonia, and macro invertebrates. The 50 minute program, including a 15 minute documentary
on the making of the program, aired two days a week during July 2000 and won a local community media award for best
student documentary. The program was featured in the American Water Works Association's (AWWA) Mainstream
Magazine in May, 2001. In addition, a 13 minute television program entitled "BASIN Kid" showing basic water quality
testing techniques and a 15 minute program providing an overview on the Millennium Baseline Study were shown on
community television.
Presentations. BASIN representatives gave presentations to a variety of groups including the state Flood and Drought
Task Force, Denver Regional Council of Governments, city advisory boards, EPA Region 8, PLAN Boulder, several EPA
conferences and on the local radio station KGNU. In August 2000, Mark McCaffrey gave a presentation in Sweden at the
Stockholm International Water Symposium. In September 2000, Mr. McCaffrey and Sheila Murphy gave a presentation at
the American Water Resources Association (AWRA) Colorado State Convention in Vail.
Piggybacking on existing events. BASIN representatives attended many local events providing brochures and displaying
project posters for the attending public. Such local events included the Boulder Earth Day Festival, the Boulder Creek
Festival, Boulder Farmer's Market, and the Children's Water Festival. Maps of the watershed proved to be an excellent
icebreaker at public events and a natural segue to providing the public with brochures about BASIN.
6.2.2 Developing the BASIN Web Site
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Experience Gained and Lessons Learned
The BASIN team encountered several challenges as it tried to establish continuity and maintain momentum for the project.
One collaborative challenge involved reaching a group consensus on the goals for the project. Many individuals had
differing opinions regarding the goal of the project and how resources should be allocated to various endeavors. One
member of the BASIN staff who had experience as a professional facilitator was able to aid in the dialogue process for
reaching consensus and working through issues of contention and disagreement. By identifying potential areas of conflict
and working to clarify their shared vision, the facilitator assisted the team as they attempted to pioneer new ways of
networking and collaborating together. The experience also suggests that future teams desiring to implement a similar
program allow time and resources for establishing the team relationships.
The team experienced several obstacles when soliciting partnerships with potential data providers. The team realized that
providing public access to environmental information is a major paradigm shift. In most of the world, the idea of a public's
"right-to-know" simply does not exist. While in the U.S. there is increasingly the technology and the will to inform the
public about their environmental system's health, there are numerous political, technological, cultural, and personal
challenges involved in pioneering systems and approaches to involving the public more directly in monitoring their local
environment and taking responsibility for the impact of their actions.
Some institutions that were solicited for data were simply uncomfortable with making their data publicly available. They
were concerned that there would be public inquiries arising from data without staff resources to address these inquiries.
They were also concerned about the uncompensated in-house costs for preparing and delivering internal data to the public.
Other potential data providers supported the objectives of the BASIN project and expressed willingness to provide data;
however, ongoing discussions with the potential data providers resulted in mixed success and a greater clarification of the
challenges and difficulties associated with data partnering. BASIN had established rigorous standards for supporting meta-
data and providing interpretive information along with the data, as well as standards for quality control and quality
assurance. While most of the potential data providers readily provided access to raw data sets, obtaining or developing
appropriate supportive interpretative information and agreeing to appropriate QA/QC procedures proved more
problematic.
[Source: 2000 Annual Report, BASIN Project EMPACT Grant, January 30, 2001]
While several environmental monitoring programs were identified within the watershed, the team quickly realized that few
of the potential data providers were immediately prepared to make their data available to the general public. The following
concerns were identified:
• The need for comprehensive information context to relay the significance of the data to the public.
• The need for additional internal quality control before releasing in-house data.
These early interviews also served to clarify technical challenges of developing the project's IMS. The team quickly realized
that independent data collection programs involved highly specific collection and analysis procedures, software standards
varied dramatically between monitoring programs, and data was retained in a variety of units.
These factors lead to a restructuring of the project plan. As a result, the project focus was shifted from a more standard
software development cycle of needs assessment, initial design, user evaluation, implementation and testing to a more
responsive and rapid approach. To ensure both public participation and data provider cooperation, the initial software
development schedule was revised to advance the implementation of prototype data delivery and website information
products. Prototype applications were then applied to additional data sets as providers agreed to participate.
[Source: BASIN Final Report, BASIN EMPACT Project, February 2001]
Key to the development of BASIN's website and associated outreach products were the volunteers of the BCN who
brought a wide variety of skills and perspectives to the effort. In the early months of the project a series of monthly
meetings were held with some 40 BCN volunteers. After an overview of the goals of the project was given, the volunteers
broke into four primary teams: Web Design, Architecture, Resource Discovery Group and Outreach. One volunteer— a
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geography teacher at a local high school was particularly interested in GIS on the web, and while it was determined that
GIS was beyond the scope of BASIN's pilot project, he continued to be involved and has now developed a GIS unit for
his class using aerial photos from the BASIN website. A general BCN volunteer list was established to keep all the
participants informed on new developments and to ask for assistance and feedback on particular aspects of the project.
Many of the volunteers were involved with the high-tech field in the region and were able to bring their expertise and tools
to the project.
In addition to the monthly meetings, the teams worked together with BASIN staff on specific tasks, and a password
protected development site was developed to begin experimenting with approaches and artwork, and much of the actual
development of the website including usability testing was conducted on the web with the active involvement of key BCN
volunteers. The volunteers gained experience and provided a valuable community service through their involvement with
the project. BASIN's BCN volunteers proved to be more than just an in-house focus group for on-going feedback as the
website and related outreach projects went through their iterative development. They also served as powerful advocates in
their own communities, promoting BASIN with their families, schools, and work colleagues.
Within six months after first meeting with volunteers of the Boulder Community Network, the first release of the BASIN
website was made available to the general public, and during that six month period much of the "place-based" information
relating to the watershed community's unique history, geography and culture were developed. Historical photos from the
Denver Public Library and the Library of Congress were added to the website, existing watershed education materials and
quizzes were configured for the web, historical essays and other materials helped to contextualize the environmental data
that was added to the site in the following months. In addition to enriching the website with multi-disciplinary depth, it
also served as an inspiration for other local contributors to ask that their own materials be added to the network. These
include Dr. Pete Palmer's peer reviewed articles on sustainability at http://bcn.boulder.co.us/basin/local/sustainintro.html
and excerpts from Joanna Sampson's digital book HIGH, WILD AND HANDSOME: The Story of Colorado's
Beautiful South Boulder Creek and Eldorado Canyon at http://bcn.boulder.co.us/basin/history/Moffat.html.
Among the volunteer efforts that BCN volunteers provided were the BASIN logo (developed by Linda Mark) which
played a key role in establishing "brand recognition" of BASIN and was used on all BASIN brochures and posters, and the
online quizzes (by Paul von Behren).
6.3 Resources for Presenting Environmental Information to the Public
As you develop your various forms of communication materials and begin to implement your outreach plan, you will want
to make sure that these materials present your information as clearly and accurately as possible. There are resources on the
Internet to help you develop your outreach materials. Some of these are discussed below.
6.3.1 How Do You Present Technical Information to the Public?
Environmental topics are often technical in nature and full of jargon, and environmental monitoring information is no
exception. Nonetheless, technical information can be conveyed in simple, clear terms to those in the general public not
familiar with environmental data. The following principles should be used when conveying technical information to the
public:
• avoid using jargon,
• translate technical terms (e.g., reflectance) into everyday language the public can easily understand,
• use active voice,
• write short sentences,
• use headings and other formatting techniques to provide a clear and organized structure.
The following websites provide guidance regarding how to write clearly and effectively for a general audience:
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• The National Partnership for Reinventing Government has a guidance document, Writing User-Friendly Documents,
that can be found on the Web at http://www.plainlanguage.gov.
• The American Bar Association has a website that provides links to on-line writing labs (
http://www.abanet.org/lpm/bparriclell463 front, shtml). The website discusses topics such as handouts and
grammar.
As you develop communication materials for your audience, remember to tailor your information to consider what they are
already likely to know, what you want them to know, and what they are likely to understand. The most effective approach is
to provide information that is valuable and interesting to the target audience. For example, the kayakers may want to know
about the creek flow rates in Boulder Creek. Also, when developing outreach products, be sure to consider special needs of
the target audience. For example, ask yourself if your target audience has a large number of people who speak little or no
English. If so, you should prepare communication materials in their native language.
The rest of this section contains information about resources available on the Internet that can assist you as you develop
your own outreach projects. Some of the websites discussed below contain products, such as downloadable documents or
fact sheets, which you can use to develop and tailor your education and outreach efforts.
6.3.2 Federal Resources
EPA's Surf Your Watershed
http://www.epa.gov/surf3
This website can be used to locate, use, and share environmental information on watersheds. One section of this site,
"Locate Your Watershed," allows the user to enter the names of rivers, schools, or zip codes to learn more about
watersheds in their local area or in other parts of the country. The EPA's Index of Watershed Indicators (IWI) can also be
accessed from this site. The IWI is a numerical grade (1 to 6), which is compiled and calculated based on a variety of
indicators that assess the condition of rivers, lakes, streams, wetlands, and coastal areas.
EPA's Office of Water Volunteer Lake Monitoring: A Methods Manual
http: / /www.epa.gov/owow/monitoring/volunteer/lake
EPA developed this manual to present specific information on volunteer lake water quality monitoring methods. It is
intended both for the organizers of the volunteer lake monitoring program and for the volunteer(s) who will actually be
sampling lake conditions. It emphasizes identifying appropriate parameters to monitor and listing specific steps for each
selected monitoring method. The manual also includes quality assurance/quality control procedures to ensure that the data
collected by volunteers are useful to State and other agencies.
EPA's Nonpoint Source Pointers (Fact sheets)
http://www.epa.gov/owow/nps/facts
This website features a series of fact sheets (referred to as pointers) on nonpoint source pollution (e.g., pollution occurring
from storm water runoff). The pointers covers topics including: programs and opportunities for public involvement in
nonpoint source control, managing wetlands to control nonpoint source pollution, and managing urban runoff.
EPA's Great Lakes National Program Office
http: / /www. epa.gov /glnp o /ab out.html
EPA's Great Lakes National Program Office website includes information about topics such as human health, visualizing
the lakes, monitoring, and pollution prevention. One section of this site
(http://www.epa.gov/glnpo/gl2000/lamps/index.html) has links to Lakewide Management Plan (LaMP) documents for
each of the Great Lakes. A LaMP is a plan of action developed by the United States and Canada to assess, restore, protect
and monitor the ecosystem health of a Great Lake. The LaMP has a section dedicated to public involvement or outreach
and education. The program utilizes a public review process to ensure that the LaMP is addressing their concerns. You
could use the LaMP as a model in developing similar plans for your water monitoring program.
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U. S. Department of Agriculture Natural Resource Conservation Service
http://www.wcc. nrcs.usda.gov /water /quality /frame /wqam
Under "Guidance Documents," there are several documents pertaining to water quality that can be downloaded or ordered.
These documents are listed below.
• A Procedure to Estimate the Response of Aquatic Systems to Changes in Phosphorus and Nitrogen Inputs
• Stream Visual Assessment Protocol
• National Handbook of Water Quality Monitoring
• Water Quality Indicators Guide
• Water Quality Field Guide
6.3.3 Education Resources
Project WET (Water Education for Teachers)
http: / /www.mo ntana.edu /wwwwet
One goal of Project WET is to promote awareness, appreciation, knowledge, and good stewardship of water resources by
developing and making available classroom-ready teaching aids. Another goal of WET is to establish state- and
internationally-sponsored Project WET programs. The WET site has a list of all the State Project WET Program
Coordinators.
Water Science for Schools
http://wwwga.usgs.gov/edu/index.html
The USGS's Water Science for Schools website offers information on many aspects of water and water quality. The
website has pictures, data, maps, and an interactive forum where you can provide opinions and test your water knowledge.
Water quality is discussed under "Special Topics."
Global divers Environmental Education Network (GREEN)
http://www.earthforce.org/green
The GREEN provides opportunities for middle and high school-aged youth to understand, improve and sustain
watersheds in their community. This site also includes a list of water quality projects being conducted across the country
and around the world (http://www.igc.apc.org/green/resources.html).
Adopt-A - Watershed
http://www.adopt-a-watershed.org/about.htm
Adopt-A-Watershed is a school-community learning experience for students from kindergarten through high school. Their
goal is to make science applicable and relevant to the students. Adopt-A-Watershed has many products and services
available to teachers wishing to start an Adopt-A-Watershed project. Although not active in every state, the website has a
list of contacts in 25 States if you are interested in beginning a project in your area.
National Institutes for Water Resources
http://wrri.nmsu.edu/niwr/niwr.html
The National Institutes for Water Resources (NIWR) is a network of 54 research institutes throughout each of the 50
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States, District of Columbia, the Virgin Islands, Puerto Rico, and Guam/Federated States of Micronesia. Each institute
conducts research to solve water problems unique to their area and establish cooperative programs with local governments,
state agencies, and industry.
Southeast Michigan Watershed Project Participants
http://imc.lisd.kl2.mi.us/SE.html
This website discusses water testing projects conducted by various middle schools and high schools in southeast Michigan.
Each school provided QuickTime videos of their sampling sites.
Water on the Web
http://ga.water.usgs.gov/edu /index, html
This website is maintained by USGS and provides water science information for schools. The site has information on many
aspects of water, along with pictures, data, maps, and a site where you can test your knowledge.
Learning Web
http://www.usgs.gov/education/
Learning Web is a USGS website dedicated to K-12 education, exploration, and life-long learning. The site covers topics
such as biology, geology, and hydrology.
Webmonkey for Kids
http://hotwired.lycos.com/webmonkey/kids/?tw=egl 9990608
This site shows children how to build webpages.
Northern Colorado Water Conservancy District -- Education
http://www.ncwcd.org/ncwcd?go_about/education.htm
This site offers an array of water-related educational services for preschoolers to retirees. It includes facts about water,
teacher information, publications, and information about water festivals.
bureau of Reclamation Environmental Education
http: / /www .us br.gov/ env_ed /
The site provides a list of various environmental educational programs and activities in which the Bureau of Reclamation
participates, some of which are offered for general public participation. The site also provides a list and description of
various educational classes relating to the study and care of water resources that the Bureau of Reclamation will provide to
classes as "hands-on" science presentations.
6.3.4 Other Organizations
North American Lake Management Society (NA.LMS) Guide to Local Resources
http: / /www .nalms. org /
This website provides resources for those dealing with local lake-related issues. NALMS's mission is to forge partnerships
among citizens, scientists, and professionals to promote the management and protection of lakes and reservoirs. NALMS's
Guide to Local Resources (http://www.nalms.org/resource/lnkagenc/links.htm) contains various links to regulatory
agencies, extension programs, research centers, NALMS chapters, regional directors, and a membership directory.
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The Watershed Management Council
http: / /watershed.org/wmc/aboutwmc.html
The Watershed Management Council (WMC) is a non-profit organization whose members represent a variety of watershed
management interests and disciplines. WMC membership includes professionals, students, teachers, and individuals whose
interest is in promoting proper watershed management.
6.3.5 Examples Of BASIN Resources
BASIN's website has numerous resources which serves as examples of what other project's can do to bring a strong
community focus on the health of the local environment. Some of these resources are listed below.
BASIN's Watershed Theme
http:/ /ben, boulder.co.us/basin/watershed/index, html
BASIN's Watershed link provides information about water quality, geology, stream flow, weather and climate, flash floods,
and tributaries.
BASIN's Water and Community Theme
http: / /bcn.boulder.co.us /basin/waterworks /index.html
BASIN's Water and Community link provides information about drinking water systems, wastewater, underground storage
tanks, and storm water runoff. The link also provides links to drinking water treatment and regulations.
BASIN's Personal Action Theme
http: / /bcn.boulder.co.us /basin/local /index.html
BASIN's Personal Action link provides the public practical guidance on how to protect the environment. Such topics
include household hazards and alternatives and water-wise landscaping.
BASIN's History Theme
http: / /bcn.boulder.co.us /basin/history/index.html
BASIN's History link provides various historical environmental information about the Boulder Creek watershed. The site
provides historical information about flash floods, early ditch decrees, pictures, etc.
BASIN's Recreation Theme
http://bcn.boulder.co.us/basin/recreation/index.html
BASIN's Recreation link provides information about rivers in Colorado and other general recreation links. The site also has
links which are of interest to canoers and kayakers, fishermen, hikers and backpackers, and boaters.
BASIN's Learning Theme
http: / /bcn.boulder.co.us /basin/learning/index.html
BASIN's Learning link provides information about available watershed learning and service activities. The link which
provides an online resource and teacher's guide, a fifth grade learning activity, as well as virtual field trips is a valuable
resource to teachers.
BASIN's Library Theme
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http://bcn.boulder.co.us/basin/gallery/index.html
BASIN's Library link provides a gallery of photographs taken around the watershed, a 450 document Environmental
Research Bibliography, and additional learning activities.
6.4 Success Stories
The BASIN Project enjoyed several successes. BASIN provided a framework for successful collaboration between
municipal and regional governments, educators, and concerned citizens to address a community need for access to
environmental monitoring data and contextual information to explain the significance of that data. The BASIN project also
generated a leveraging of existing resources. By creating a collaborative process and data repository, the project provided a
focal point for researchers interested in the quality of Boulder Creek. The Boulder Creek Millennium Baseline Study
(http://bcn.boulder.co.us/basin/BCMBMs one example of a leveraged resource effort that occurred as a result of the
BASIN project. In this way, the BASIN website was able to respond to needs and opportunities not included in the
initial EMPACT project scope.
The BASIN project enabled the City of Boulder's drinking water and storm water quality programs to develop similar
protocols for QA/QC. Prior to the project, the data from each of the programs were kept in separate databases. Also, each
program used different units for similar parameters. As a result those parameters could not be easily compared to each
other. The BASIN team and City of Boulder collaborated so that the parameters measured by the two sampling programs
could be easily compared to each other. The data collected from the two programs were eventually combined into a single
database. Also both programs began measuring additional parameters so that the BASIN team could generate a water
quality index which grades the streams. The index provides a quick and easy-to-understand assessment of the water quality
in that particular stream. See Section 5 for a more complete discussion of the water quality index.
The BASIN website had become established as a community resource with robust usership. Daily page requests, distinct
hosts served, pages requested, and total data transferred have continued to increase since the website was launched in 1999.
The ongoing use of the website is a strong indication that citizens, students, researchers, and others both in the Boulder
area and outside the watershed have found the BASIN website to be a useful source of environmental information.
BASIN was nominated for the 2001 Stockholm Water Prize that honors outstanding achievements that help protect the
world's water resources. Although BASIN did not win, they considered their nomination for the award an honor. The
$150,000 prize is the leading international award for outstanding achievements on behalf of the world's water. It is awarded
to an individual, institution, organization, or company that has made the most contribution to preserve and enhance the
world's water resources. The prize recognizes either outstanding research, action, or education that protects the usability of
water for all life and increases knowledge of water as a resource.
[Source: http: / /www.worldwaterday.org/events /ev09.html]
User Feedback
Various partners and peers provided positive and complimentary comments to BASIN regarding their Web site.
Some of the comments are listed below.
'I looked at the site - what a lot of info! The links go on for days - it's GREAT!!!" - Irish McKenzie, U.S. EPA
"What a fabulous program you have to offer! May we borrow your ideas/format and implement them into our
own plan?" - Denise Leidy, Union Soil & Water Conservation District, La Grande, Oregon.
"I am impressed with your Web site and have passed it along to our employees" - Doug Gore, Regional
Director, FEMA.
'This is a GREAT Web site" - Ken Margolis, River Network.
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6.5 Most Frequently Asked Questions and Answers
The majority of questions that the BASIN team receives are related to water quality. For example, the team receives
questions about pesticides used in the watershed, questions about water quality issues related to the Boulder Waste
Water Treatment Plant, and questions regarding E. coli bacteria count in the water. The water quality site located on
the BASIN web page now provides public access to monitoring data to help answer these questions.
NEXT CHAPTER
Table of Contents Chapter: |1|2|3|4|5|6| App: | A | B | C |
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APPENDIX A
GLOSSARY OF TERMS & ACRONYM LIST
A
Acre foot: The amount of water that would cover one acre at the depth of one foot (325,900 gallons).
Anoxia: Absence of oxygen in water.
APCD: Air Pollution Control Division.
AWRA: American Water Resources Association.
AWWA: American Water Works Association.
B
BASIN: Boulder Area Sustainability Information Network.
BCN: Boulder Community Network.
C
cfs: cubic feet per second.
Chlorophyll: Green pigment in plants that transforms light energy into chemical energy by photosynthesis.
CO2: Carbon dioxide.
COB: City of Boulder.
CPAN: Comprehensive Perl Archive Network.
D
Dissolved oxygen (DO): The concentration of oxygen (02) dissolved in water, usually expressed in milligrams per
liter, parts per million, or percent of saturation (at the field temperature). Adequate concentrations of dissolved oxygen
are necessary to sustain the life of fish and other aquatic organisms and prevent offensive odors. DO levels are
considered a very important and commonly employed measurement of water quality and indicator of a water body's
ability to support desirable aquatic life. Levels above 5 milligrams per liter (mg O2/L) are considered optimal and fish
cannot survive for prolonged periods at levels below 3 mg O2/L. Levels below 2 mg O2/L are often referred to as
hypoxic and when O2 is less than 0.1 mg/, conditions are considered to be anoxic.
DMSO: Dimethyl sulfoxide.
DO: Dissolved oxygen.
DRCOG: Denver Region Council of Governments.
DVT(s): Data visualization tools.
E
Ecosystem: The interacting plants, animals, and physical components (sunlight, soil, air, water) of an area.
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EDF: Environmental Defense Fund.
EDNA: Environmental Data Network Association.
EDTA: ethylenediaminetetraacetic acid.
EMPACT: Environmental Monitoring for Public Access and Community Tracking.
EPA: Environmental Protection Agency.
F
ft: feet.
G
Geographic Information System (GIS): A computer software and hardware system that helps scientists and other
technicians capture, store, model, display, and analyze spatial or geographic information.
GPL: General Public License.
GREEN: Global Rivers Environmental Education Network.
Groundwater: Water that sinks into the ground and collects over impermeable rock. It then flows laterally toward a
stream, lake, or ocean. Wells tap it for our use. Its surface is called the "water table."
Mg/1: micrograms (10~6 grams)/liter.
«S/cm: microsiemens per centimeter.
H
HC1: Hydrochloric acid.
HNO3: Nitric acid.
H2SO4: Sulfuric acid.
I
1C: Inorganic carbon.
IMS: Information Management System.
IWI: Index of Watershed Indicators.
J
K
KC1: Potassium chloride.
K2S2O8: Potassium persulfate.
L
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L: liter.
LaMP: Lakewide Management Plans.
M
m: meters.
mg: milligrams.
mg/L: milligrams/liter.
mph: miles per hour.
Monitor: To track a characteristic, such as dissolved oxygen, nitrate level, or fish population, over a period of time
using uniform methods to evaluate change.
N
NALMS: North American Lake Management Society.
NaOH: Sodium Hydroxide.
NH3: Ammonia.
NH4: Ammonium ion.
NIWR: National Institutes for Water Resources.
NOAA: National Oceanic and Atmospheric Administration, nm: Nanometer, 10~9 meter.
Non-point Source: Diffuse, overland runoff containing pollutants. Includes runoff collected in storm drains.
NRCS: Natural Resources Conservation Service.
NSF: National Sanitation Foundation.
NTU: Nephelometric turbidity unit.
Nutrient loading: The discharge of nutrients from the watershed into a receiving water body (e.g., wetland).
Expressed usually as mass per unit area per unit time (kg/ hectare/ yr or Ibs/acre/year).
O
ORD: Office of Research and Development.
Organic: Refers to substances that contain carbon atoms and carbon-carbon bonds.
P
pH scale: A scale used to determine the alkaline or acidic nature of a substance. The scale ranges from 0 to 14 with 0
being the most acidic and 14 the most basic. Pure water is neutral with a ph of 7.
Parameter: Whatever it is you measure - a particular physical, chemical, or biological property that is being
measured.
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PERL: Practical Extraction Report Language.
ppt: parts per thousand.
Point Source: A pipe that discharges effluent into a stream or other body of water.
Q
Quality Assurance/Quality Control (QA/QC): QA/QC procedures are used to ensure that data are accurate, precise,
and consistent. QA/QC involves established rules in the field and in the laboratory to ensure that samples are
representative of the water you are monitoring, free from contamination, and analyzed following standard procedures.
R
Remote Monitoring: Monitoring is called remote when the operator can collect and analyze data from a site other
than the monitoring location itself.
S
Salinity: Measurement of the mass of dissolved salts in water. Salinity is usually expressed in ppt.
SC: Specific Conductance.
Sediment: Fine soil or mineral particles.
SMSA: Standard metropolitan statistical area.
SNOTEL: SNOwpack TELemetry. Automated system that measures snowpack.
Specific Conductance (SC): The measure of how well water can conduct an electrical current. Specific conductance
indirectly measures the presence of compounds such as sulfates, nitrates, and phosphates. As a result, specific
conductance can be used as an indicator of water pollution. Specific conductivity is usually expressed in wS/cm.
STP: sewage treatment plant.
Suspended solids: (SS or Total SS [TSS]). Very small particles that remain distributed throughout the water column
due to turbulent mixing exceeding gravitational sinking.
T
TDS: Total dissolved solids.
TIGER: Topically Integrated Geographic Encoding and Referencing.
Timely environmental data: Data that are collected and communicated to the public in a time frame that is useful to
their day-to-day decision-making about their health and the environment, and relevant to the temporal variability of
the parameter measured.
TOC: Total organic carbon.
TSS: Total suspended solids.
Turbidity: The degree to which light is scattered in water because of suspended organic and inorganic particles.
Turbidity is commonly measured in NTU's.
U
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UV: Ultraviolet.
USGS: United States Geological Survey.
V
W
Watershed: The entire drainage area or basin feeding a stream or river. Includes surface water, groundwater,
vegetation, and human structures.
WET: Water Education for Teachers.
WMC: Watershed Management Council.
WQI: Water Quality Index.
X
Y
Z
NEXT APPENDIX
Table of Contents Chapter: |1|2|3.|4|5|6| Appendix: A | B C
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APPENDIX B
BASIN NEWS Newsletter
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Anew import published by the US. (Xialocical Su rvpy oagmincs the
on (lurry used in lire lighting sntenng waterways Fire suppiesisiil compounds like tins
«ri slurry thai Is d'«nt*d a>lo wHfiies a« essufilwl in skipping tame otherwise
1l«h aro arnrmitiians SuniigMt ir>r«n!lf»p!. n* tanetty tit at least one chemical, aodiun
tfiTOe^m*.. In slunv Ewn in slimy r:nmixninf)s wirn out this cfiemir^ tm are sw
ion H; teve* of annicrB . Nslurgl pn3cpsg5& diinrg ^ wKdfirp fltefl play a role fri killing
feh arxi amphibians In the cask dttieWfifti!rRar>r.1i Itfo, diujdy a^lcft roductsl Iht-
amimni si cunl >aM striking aroppoo Hurry ft few |>ieo(ma'ion srttui the Hre kufK
wosior niramal, Tto USGS is *3fkinnw<)h the industry ID find islet composition b thsl
To read the IJEQS slurry report iiisit
. '•" ; :.:'-ll \ •.
no: only empacl vegeLa'jon and and ani(na-s •
Inclydinj human beings and !he* fnoperty - they can aao
Irrgger I'oodirxj and harm aquisiiii fiahla^ and *a;er tguainy
During tne fire itself, rapid and extreme iiic.rea&e$ j waseir
leni(*taLdi-fis, ower watef lawaii. and son and asd pa, j'.iny
tha water make i! imposablE faj Fisri to braarthe The USE of
slurry 10 fighl nte» may also causa death in fish ana
amphfciara and 19 a concern For drinking water snuroes
(Seesuleharl
Ht-iuorihols studying iho altBfmalh of Ihe WalKet Ranch
HCH, which tiumed 1 ;00 acres on Boutfer Cnun:y nptin
spiacfi m She moun»ins ives! of Boulder in rma Sep',«m&cf,
are finding minimal damage to 'isr, ana amphiDians in iojih
Bouider Crook. Ftesh »3ler antenng me streams hslpefl
clean and diiule pollution
A variety o[ interBSifitl groups
have ^oineti together in
mitigation efforts for 'fie Walter
Ranch fire ReprosentaUvos
Injm almost 20 agencies met to
discuss erosion control and
water quality monitoring of the
damaged arsa.
Far ware inFomaiion aftcu!
efforts, call Theresa
l, BiuldBi County Open
Space ,m (303 >«i-;ws2
Also visit (he BASrN website te<
mare Irlormattxi
...
• ' Mlw
file:///P|A. .5C03007/040120_1341 %20( J)/Driiimg,%20Stom
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Spills Contaminate Local Waterways
tn July, 54 fish were found dead at rhe Coal Creek Golf Course after Ctwmlca** ««« dumpid into the creek
Which turned Ih* walftr whit*. Thft fish mcluded various mkinowE sucii as whiles suckers, crefik chubs, stone
rollers, and long nosed dace, ranging in l§ngiti Inxn t Ml inches to 6 inches. The Colorado Division of Wildlit»
soughi sancsions against Lowe's Hardware far dumping water - containing remnants of vinyl tile flooring and
rrragtlc Otown the drain, which ted Into Iheereeh along the golf course.
At the and o\ We summer. Clear Creek in Golden, Cola, was damaged twice in a metier nf weeks as <
Brewirg Company accidentally discharged 2,500 barnrts of Coc«» be&r and wastewater into itio croak killing
over 10,000 fen. About a ween later, a Masa Oil true* rolled oirar and dumped 3,200 gellane of used cil into
me creek harming mots aquatic He.
A fourth spill Incident occurred on Boulder Creek in Sepwrnbe r. A chlorine spill was discovered between 28 ""
Street and Foahills Partway, which killed 365 Bfuwn Tnwl and 80 sucksre Walsh Environmental Scientists
and Engineers, an environmental fimi hired by Ihe dty of Boulder, discovered that the source of lire fish kill
cx-Kjinatea Irom a pip* leaking clilorine-rkti water connected IP the 5;atl i^rpenter Swifrimina Ptxil, located at
30th and Arapatwe. The leaked contents seeped Itvotjfjh cracks In the nearby pool maintenance buiidmg
toundeBori and nlci Itte ftaor drain. The BouMer Ccjnty health Department and the fil/'s Public W5. hsaflh
regulation s. and wtdlifs regiilalionE. Tina YounguioDd from the Colorado Uiviiu i of Wildlife advises citeene to
report spills as soon as possible before conamitanis travel dnwnanesn) Persors wanting to report spm* lf»o
Boulder's ciwaanouiOcomacnne Boulder Regional Communicatons Canter at 303-441-444*. For additional
information about water quality, cell the cily'n water quaSly hotline at 303-441-4H2O DT go ortllne at
Success at Stockholm
Tnis August, BASIN comTiLinicaKons ocordinatcr Mark McCaffrey was among ; ie '.ii;i, wat«f duality
gamereri in StocKnolin, Sweden, for (he 10 " Annual Stockholm Intornaitonal Water Symposium.
At (he conference. McCaffrey delivered 3 presentation entitled: "BASIN. cig: a case study on the use 0<
information technology in deKeiraping local water nelwoifcs " Tne Synriposlum was organized by the Stockholm
International Water Institute (si vmw siiM.omi arts Professor Main Faikenmaifc a renown Swedian wsier
tc»n list who foi dacades rias helped sieei Sweden to lake a laad i n adrJressing the spaclnjrn oi water -related
issues around the globe.
Duimg the various woiK^hope and breakout eessions paiticipants had art Cfipolunlty to listen lo presentations
and participate in discussions on a nwde '8*196 of general topics- wa»r efficiency and eftectrwunesE, balancing
lochnicaj and social concerns, educa^ian and public- ouiraarfi. waler serijrny and human rights Issues
AwarOs were given out lo students urotking on water projecls Ashley Mulroy of the United States was
annourv^d as the winner at ttie Stockholm Junior Water Prtee, Asmey, a stutjent al the Linsly School in
Wheeling, W Va.. &n.^rnmad water quality o\ a local creek artd dkcoverad lhat small amounts of chemicals, in
IhiB case anlitiiotics from the runoTI froni liveetock feedlots, can cause e coff oscserla 10 become resistant lo Che
druga.
BA3IN ties recently beer nominated for me 2001 Slockhoinn ITValer Prise that honor* outstanding
scriidvernenis that help protect irw world e water resources. The winner will be annour»oed on March 22, 2001 .
Ihe United N3lions Worid Water Day.
file:///P|/...5C03007/040120_1341%20(J)/Driiimg,%20S
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Colorado Watershed Assembly
Over Ihe summer, nearly 6D people representing 22 different wste'sned flroup* attended a meeting from Aug. 4 -6
about " ' , 'i.lied protection around tnu stale. The River Network facilitated Die meeting, organized hy Larry
MacQortnell of the SlewanfeMp initiative f www.Btevyardsnipinitjalives. ram ). wtth support from the Environmental
Protection Agency. The gsthwina ditcusaec J?jii It iL.iluwiJi. wuMstietJ aiganizfcig. Participants brote into groups
la brainstorm and discuss a series or questions . Many or the watershed groups agreed on their opals and mission
statements: to enhance watered ed heaflri. to h»ip creal* ewmnmatH* waters in Colorado, and to craals a water literate
culture through flrufconnental education. They also shared me same obstacles such 39 tack of funding, lack of puolc
Support and politest barriers.
In voicing these rammer ttougrits And concerns, the groups identified certain advantages wtiicn a slaiewid*
entity could hnng. The ovwriflmo idea was thai a statewide entity radio mprove natoonung between the many
watershed groups in Colorado, create a common voice, and hslp provide a variety ot resources
The tvalerened assembly ended wifi commitment from members from the different watershed groups ;o continue to
work onaprocsss tocraatean entity to support wale relied g rojps. A second assembly i& scheduled for Fatouany 2001
to elarl minlemenling a slB^evel wsanteatlon Contact Larry MacDonnell at 303-545*467 far more information.
News from BASIN: Drought, Fire and Flood
From Dct. 23-31, BASJN nested en on -line dhcussfcr an the hlalory of drought fire any] flood *i the Sou ld«r area. riw
fanjmv/£s geared at answering the questions ; Hew much do you r«ally knoi* abojt drought fire and food? Hgi* clo
each ot (has* avunls Impact one anothert Huw stsaold confrunilfeB prepai e far Ihese everts'' The fomrn included
essays fram several local expeia: Lee Rozaklls of Hydrosphere Inc put Soaewer Intonnation about tct»nd*d Historcal
Stream Fkws in th* 6ouU« Cresli Walershea; Connia WoodHouse from NOAA PelsoSimatctocy Dept incl uded
Inforrnetlon on tree ring studies; Qorvna Scott prroided Water Quality Coneems from trie WalKer Ranch Fir*, and IHa
state's office of emergency nnanaaemenl posted Colorado's drought miligBiion and response plan. Go to the Basin
Web site at www.basin ,ora to checli out ttie results from Ihe on-line seminar
The BASIN We4> site tes also reccmly unolergone a major upgrsoe Cofinmunicatiaris Coordiiaior. Mark McCaflrey,
notes that ''dey«toping me BASIN VUeb *<[« hss been a work i n orogreas, and we're very gratelul to sue volunteers wilh
thie Boalder Community Network who dsva been instrumental in developing I he design oft to site and haiping maintain
and upgrade the cwttent. We also appreciate trtt conMbuticri! Of marry local wnler s who have shared their expense
with th* community through BASIN -Pete Palmar and AlBartlelt's essays on soslainatslily . Joanna Sampson's ptoce
on Souln ao aider Cre*k. and Elijabetti Btect's acoounts of flash foods " The Weo site ItWuctes a n onNns set reh
engifisanci Oibliography loiwlci us*ri locate information wiltiin and beyond the BASIN Website.
Water Shortages Around the World
Over he afy Camsra.
anrf rtff Atorthem Cctoratto rtfaSf Corissn/ancj District. . BAS IN News is wrltien Dy Jennell« MiTOSky an d ed (led ty Mark M
with sesislanca from Jane Nelson and Tanmy Ftotwlkotn.
file:///P|/...5C03007/040120_1341%20(J)/Drinkiiig,%20Stonn%20Water%20Qmlity/BASIN%20boulder%20co/html%20files/appendixb.htm[5/20/^
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appendixb
Basin Calendar of Events
November IS1'- WedneKlay. aoufcier Creek Watershed Forum, Dr Con n » Woodhouse trem NOAA
P3lno#ini3WI<>3y Program National Geophysical Data Centerwii pressed; Clue* on Cttmvb$ Chartg*;
Raconalruding Middte BouWw Creek Stsaunfltwi fnam Tn*. Ring Data. Fne* and o(«n to trie pubic DKM open
al 8:00 wittt fcnjn teaming at 7pm. Rsfn»5hni«Tts pronto* t>y MPB V 6»geU. Contact Jennelle Murasky a*
Tiiirxinkhi.'^iiniiiil.LMin for more information.
November iff'. Thuredisy. The Coteracto Waiar Congress Presents: * Re»tew of F«i«a( Envlfonrnwrtal Laws.
Dsnuei, CO. Contact 303-837-081 2 ™ li-.j-. •i-tm.uiwigcuiijrca uru fw mere jnformaticra
Mouember 17*, Fnaay. The Colorstio W»tr Oongrtss PwienIS' iWorteriDp an Lenal Elhks in Water &
Envitonnttfilal Law. Contact 303-837-C812 or l«g ••« «•« CTit.u-ttanum.. .»m W> ma
Ktautmber 3D1' Thursday. Healthy WatersfiBfe' CDinnunl(y-bBS«l pwinerstifce tor en»k«imenl
mgkjng Contoa Phyllis O'Meaia at paomsaragopm gov or 303-B7 1 1 0M for more lnrixmatM>n .
Noi/ainticr 30". Tnuradoy HO) Topics in Nalural Rcaouiocci Fire in the Urban-Wlldland Inlerfacc:
Program. 12-OOprn-J:30pin. Firlurthnrtrvfonriatiwi, Hease ccrtsc* Ihe Naturd Resources Law Cenisrat (303)
4S2-1272 c* emal nrtc@col(irain> edu; *!1 Ihelr Wet site 31 *•»•*. n-.inr.nt
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APPENDIX C
OTHER PRINTED PROMOTIONAL MATERIAL
FOR BASIN
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The Boulder Area Sustainability
Information Network
www.basin.org
A Sense Of Place
The Greater Boulder Area
* Educational opportunities for
the entire family
• Maps, photos, quizzes, links
and learning activities
Many ways to participate
A Sense Of Environmental
Conditions
• Public Information
* Science Education
• Government & Research
Information
BASIN Partners include USGS, Boulder Creek
Watershed Initiative, Boulder Community
Network, University of Colorado at Boulder, city of
Boulder, Boulder Valley School District, Naropa
University, Boulder County Health Department,
Community Access Television, Rivers of Colorado
Water Watch Network and Boulder County
Healthy Communities Initiative.
file:///P|A. .5C03007/040120_1341 %20( J)/Driiimg,%20Stom
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KNOW THE FLOW
TEST YOUR H2O IQ
11. How much water does the average
person in the Boulder area use in a day?
:c) 8 gallons
fe) 33gallons
80 gallons
In Colorado, what percentage of water
use is by cities and agriculture?
1.0%. city, 90% agricultural
90% city, 10% agricultural
50% city, 50% agricultural
13. Name two instream uses of water.
a) car washing, showering
b) lawn watering, dishwashing
c) hab i tat p rotect ion, recreation
14, Does runoff increase or decrease in
urban areas?
a) decrease
b) increase.
c) stays the same
15, What agency is responsible foe
administering water rights in Colorado7
a) local governments
b) Department of Transportation
c) State Engineer's Office
FOR MORE WAYS TO TEST YOUR WATER
WISDOM, GO TO www.basin.org/quizes
BASIN- the Boulder Area Sustainabilily
Information Network—is a partnership of various
public and private organizations in the Boulder
area funded through an EMPACT grant from the
U.S. EPA.
Printed Cm recycled paper with vegetable-ftaseO inks.
Please recycle ihis by giving to a friend or colleague.
Answers: 1-e, 2-A, 3-C..4-B, 5-C
file:///P|A. .5C03007/040120_1341 %20( J)/Driiimg,%20Sto
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"Dou ;d^Tf /-
Introducing
TU
-
hc ^A-ce^i | o -r^nv-
| ^JiaL^'i/fk
NEXT CHAPTER
Table of Contents Chapter: |1|2|3|4|5|6| App: | A | B | C |
file:///P|/...5C03007/040120_1341%20(J)/Drinking,%20Storm%20Water%20Qmlity/BASIN%20boulder%20co/html%20files/appendixc.htm[5/20/20142
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I
55
I
LJJ
O
Community-Based
UV Risk Education
The Sun Wise Program Handbook
«
E M P A
Environmental Monitoring for Public Access
& Community Tracking
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Disclaimer
This document has been reviewed by the U.S. Environmental Protection Agency (EPA) and approved for publication.
-------
Research and Development
Environmental Information
EPA/625/R-02/008
www.epa.gov/empact
July 2002
Community-Based Ultraviolet
Radiation (UV) Risk Education
The SunWise Program Handbook
United States Environmental Protection Agency
National Risk Management Research Laboratory
Office of Research and Development
Cincinnati, OH 45268
Recycled/Recyclable
Printed with vegetable-based ink on paper that contains a minimum of
50% postconsumer fiber content processed chlorine-free.
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Acknowledgments
The development of this handbook was managed by Dr. Dan Petersen (U.S. Environmental Protection Agency).
While developing this handbook, we sought the input of many individuals. Gratitude is expressed to each person
for their involvement and contributions.
Ms. Debbie Brennan, Central Middle School, Tinley Park, Illinois
Ms. Dottie Fundakowski, Center for Creative Learning, Rockwood School District, Missouri
Dr. Alan Geller, Boston University Medical Center
Ms. Lannie Hagan, University of Colorado at Boulders (CU's) Science Explorer Program, Boulder, Colorado
Ms. Betty Lacey, Montgomery County Medical Society Alliance of Dayton, Ohio
Mr. Greg Morrison, Goddard Middle School, Glendora, California
Mr. Kevin Rosseel, U.S. Environmental Protection Agency, Sun Wise Program, Washington, DC
Dr. Mona Sariaya, Centers for Disease Control and Prevention
Mr. Craig Sinclair, Anti-Cancer Council of Victoria, Australia
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CONTENTS
1.0 INTRODUCTION 1
1.1 What is EPA's SunWise Program? 2
1.2 What is the Purpose of This Handbook 3
1.3 EMPACT Metropolitan Areas 4
2.0 HEALTH AND ENVIRONMENTAL CONCERNS OF UV RADIATION 7
2.1 What is UV Radiation? 7
2.2 How Does the Ozone Layer Block UV Radiation? 8
2.3 How Does UV Radiation Affect Your Skin, Eyes, and Immune System? 9
2.4 Are Some People More Prone to the Effects of UV Radiation? 10
2.5 Recognizing the Signs of Skin Cancer 10
2.6 Why Are Children and Teenagers Most Vulnerable to Overexposure? 12
2.7 What are the Environmental Threats from UV Radiation? 13
3.0 WHAT IS THE UV INDEX? 15
3.1 How Is the UV Index Calculated? 15
4.0 RAISING AWARENESS IN THE COMMUNITY 17
4.1 Developing an Effective Outreach Program 17
Step 1: What Are You Trying To Accomplish? 18
Step 2: Who Are You Trying To Reach? 20
Step 3: What Do You Want To Communicate? 24
Step 4: Who Will Lead the Effort? 24
Step 5: How Will You Fund Your Outreach Program? 25
Step 6: How Will You Measure Success? 26
Step 7: What Outreach Tools and Community Events Will You Need
To Communicate Your Messages? 28
Step 8: How Will You Distribute Your Products? 30
4.2 Successful UV Risk Education Programs 32
4.3 Communicating UV Risk Education Information to the Community 33
Writing for the Public 33
Know Your Audience 34
Clinical Information and Photographs 34
Essential UV Risk and Sun Protection Messages: Sample Text for Outreach Products 34
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APPENDIX A
List of Resources 41
APPENDIX B
Case Studies of UV Risk Education Programs 45
APPENDIX C
Examples of Successful Sun Wise Programs 51
APPENDIX D
How Is the UV Index Calculated? 55
APPENDIX E
Examples of UV Monitoring Networks and Scientific Studies in the United States 57
APPENDIX F
Frequently Asked Questions 59
APPENDIX G
Glossary 63
iv
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1.0 INTRODUCTION
The sun is necessary for life, and while some exposure to sunlight is enjoyable,
too much can be dangerous. There is increased concern that, due to the deple-
tion of the ozone layer, more of the sun's rays are reaching Earth than ever
before. Overexposure to ultraviolet (UV) radiation can lead to adverse health
effects, such as blistering sunburns, skin cancer, eye problems, and premature
aging of the skin. More than 1 million people in the United States are diagnosed
with skin cancer each year, making it the most common form of cancer in the
country. In fact, 90 percent of skin cancers are linked to sun exposure.1
Skin cancer and other health
risks are largely preventable,
however. Communities have
access to a host of tools to help
understand the risks from over-
exposure to the sun and how to
protect themselves from harmful
UV radiation. One of the most
useful tools is the UV Index,
which is a daily forecast of the
level of UV exposure for a par-
ticular area of the country.
This handbook is designed to
provide you with instruction
and guidance on how to inform
your community about the risks
posed by overexposure to UV
radiation and the steps that resi-
dents can take to reduce these
risks. You will also learn more
about the UV Index and how it
can be incorporated into a suc-
cessful sun protection education
program. This handbook was
developed by the U.S. Environmental Protection Agency's (EPA's) Environmental
Monitoring for Public Access and Community Tracking (EMPACT) program.
EPA created EMPACT in 1996 to take advantage of new technologies that make
it possible to provide environmental information to the public in near-real time.
EPA partnered with the National Oceanic and Atmospheric Administration
(NOAA) and the U.S. Geological Survey (USGS) to help achieve nationwide
consistency in measuring environmental data, managing the information, and
delivering it to the public.
EMPACT projects have been initiated in 156 metropolitan areas. (See table at the
end of this chapter.) These projects cover a wide range of environmental issues,
American Cancer Society, "Cancer Facts and Figures 1999.
INTRODUCTION
-------
such as groundwater contamination, ocean pollution, smog, and overall ecosystem
quality.
EMPACT projects aim to help communities:
« Collect, manage, and distribute time-relevant environmental
information.
• Provide their residents with easy-to-understand, practical information
they can use to make informed, day-to-day decisions.
Some projects have been initiated directly by EPA; others have been launched by
communities with the help of EPA-funded Metro Grants. EMPACT projects have
helped local governments build monitoring infrastructures and disseminate envi-
ronmental information to millions of people.
1.1 What Is ERA'S SunWise Program?
The SunWise School Program is an EMPACT project that raises awareness of the
health risks of overexposure to the sun and aims to change behaviors to reduce
these risks. This national program reaches out to children in grades K
through 8, their teachers, and their caregivers. Through the use
of classroom-, school-, and community-based lessons and
activities, SunWise helps children:
Follow action steps to reduce their exposure to UV
radiation (see Chapter 4).
Develop skills for sustained SunWise behavior and
appreciate the environment around them.
SunWise activities and publications discuss the causes and effects of UV radiation,
as well as how to monitor local and national UV levels using the UV Index.
The SunWise Web site (www.epa.gov/sunwise) provides detailed information on
the program and is a comprehensive online resource for sun safety information. In
addition, NOAAs Climate Prediction Center (www.cpc.ncep.noaa.gov) provides
daily updates of the UV forecast for U.S. and international cities.
SunWise
a school program that radiates good ideas
C HAPTE R 1
-------
1.2 What Is the Purpose of This Handbook?
This handbook provides information your community will need to develop a UV
risk education program. The handbook is organized as follows:
Chapter 2 describes the health and environmental concerns of UV
radiation, including detailed information on skin cancer, skin aging,
cataracts, and immune system suppression. It describes the different
types of UV radiation and discusses the relationship between ozone
depletion and increased UV radiation, including the science of ozone
depletion.
• Chapter 3 includes detailed information on the UV Index, including
when and why it was established, what it measures, what UV monitor-
ing systems exist, and how the UV Index is influenced by factors such
as elevation, cloud cover, time of day, and latitude.
• Chapter 4 discusses how to communicate sun protection and public
health information to residents. A UV/sun protection outreach project
can take many forms, from a sustained, multi-year, community-wide
effort to a seasonal campaign at parks and recreation centers. This
chapter of the handbook explains the steps involved in developing a
sun protection outreach program for a community and provides pro-
files of successful initiatives in the United States and internationally.
It also describes a variety of successful tools and strategies that can
be used in schools and communities, and it provides guidance for
communicating information about sun protection and health risks to
the community.
This handbook is designed for decision-makers and public health officials who
may be considering whether to implement a UV risk communication or out-
reach program in their community, and for outreach coordinators or other
individuals who are in charge of implementing community-based programs.
This handbook references supplementary sources of information, such as Web
sites, publications, organizations, and contacts, that can help the user find
more-detailed guidance. Interspersed throughout the handbook are success
stories and lessons learned from communities and organizations that have
already implemented UV outreach programs.
INTRODUCTION
-------
1.3 EMPACT Metropolitan Areas
Albany-Schenectady-Troy, NY
Albuquerque, NM
Allentown-Bethlehem-Easton, PA
Anchorage, AK
Appleton-Oshkosh-Neenah, WI
Atlanta, GA
Augusta-Aiken, GA-SC
Austin-San Marcos, TX
Bakersfield, CA
Baton Rouge, LA
Beaumont-Port Arthur, TX
Billings, MT
Biloxi-Gulfport-Pascagoula, MS
Binghamton, NY
Birmingham, AL
Boise City, ID
Boston-Worcester-Lawrence, MA-NH-
ME-CT
Brownsville-Harlingen-San Benito, TX
Buffalo-Niagara, NY
Burlington, VT
Canton-Massillon, OH
Charleston-North Charleston, SC
Charleston, WV
Charlotte-Gastonia-Rock Hill, NC-SC
Chattanooga, TN-GA
Cheyenne, WY
Chicago-Gary-Kenosha, IL-IN-WI
Cincinnati-Hamilton, OH-KY-IN
Cleveland-Akron, OH
Colorado Springs, CO
Columbia, SC
Columbus, SC
Columbus, GA-AL
Columbus, OH
Corpus Christi, TX
Dallas-Fort Worth, TX
Davenport-Moline-Rock Island, IA-IL
Dayton-Springfield, OH
Daytona Beach, FL
Denver-Boulder-Greeley, CO
Des Moines, IA
Detroit-Ann Arbor-Flint, MI
Duluth-Superior, MN-WI
El Paso, TX
Erie, PA
Eugene-Springfield, OR
Evansville-Henderson, IN-KY
Fargo-Moorhead, ND-MN
Fayetteville, NC
Fayetteville-Springfield-Rogers, AR
Fort Collins-Loveland, CO
Fort Myers-Cape Coral, FL
Fort Pierce-Port St. Lucie, FL
Fort Wayne, IN
Fresno, CA
Grand Rapids-Muskegon-Holland, MI
Greensboro-Winston-Salem-High
Point, NC
Greenville-Spartanburg-Anderson, SC
Harrisburg-Lebanon-Carlisle, PA
Hartford, CT
Hickory-Morgantown-Lenoir, NC
Honolulu, HI
Houston-Galveston-Brazoria, TX
Huntington-Ashland, WV-KY-OH
Huntsville, AL
Indianapolis, IN
Jackson, MS
Jacksonville, FL
Johnson City-Kingsport-Bristol,
TN-VA
Johnston, PA
Kalamazoo-Battle Creek, MI
Kansas City, MO-KS
Killeen-Temple, TX
Knoxville, TN
Lafayette, LA
Lakeland-Winter Haven, FL
Lancaster, PA
Lansing-East Lansing, MI
Las Vegas, NV
Lexington, KY
Lincoln, NE
C HAPTE R 1
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Little Rock-North Little Rock, AR
Los Angeles-Riverside-Orange
County, CA
Louisville, KY
Lubbock, TX
Macon, GA
Madison, WI
McAllen-Edinburg-Mission, TX
Melbourne-Titusville-Palm Bay, FL
Memphis, TN-AR-MS
Miami-Fort Lauderdale, FL
Milwaukee-Racine, WI
Minneapolis-St. Paul, MN-WI
Mobile, AL
Modesto, CA
Montgomery, AL
Nashville, TN
New London-Norwich, CT-RI
New Orleans, LA
New York-Northern New Jersey-Lon§
Island, NY-NJ-CT-PA
Norfolk-Virginia Beach-Newport
News, VA-NC
Ocala, FL
Odessa-Midland, TX
Oklahoma City, OK
Omaha, NE-IA
Orlando, FL
Pensacola, FL
Peoria-Pekin, IL
Philadelphia-Wilmington-Atlantic
City, PA-NJ-DE-MD
Phoenix-Mesa, AZ
Pittsburgh, PA
Portland, ME
Portland-Salem, OR
Providence-Fall River-Warwick,
RI-MA
Provo-Orem, UT
Raleigh-Durham-Chapel Hill, NC
Reading, PA
Reno, NV
Richmond-Petersburg, VA
Roanoke, VA
Rochester, NY
Rockford, IL
Sacramento-Yolo, CA
Saginaw-Bay City-Midland, MI
St. Louis, MO-IL
Salinas, CA
Salt Lake City-Ogden, UT
San Antonio, TX
San Diego, CA
San Francisco-Oakland-San Jose, CA
San Juan-Caguas-Arecibo, PR
San Luis Obispo-Atascadero-Paso
Robles, CA
Santa Barbara-Santa Maria-
Lompoc, CA
Sarasota-Bradenton, FL
Savannah, GA
Scranton-Wilkes-Barre-Hazleton, PA
Seattle-Tacoma-Bremerton, WA
Shreveport-Bossier City, LA
Sioux Falls, SD
Sound Bend, IN
Spokane, WA
Springfield, MA
Springfield, MO
Stockton-Lodi, CA
Syracuse, NY
Tallahassee, FL
Tampa-St. Petersburg-Clearwater, FL
Toledo, OH
Tucson, AZ
Tulsa, OK
Utica-Rome, NY
Visalia-Tulare-Porterville, CA
Washington-Baltimore, DC-MD-
VA-WV
West Palm Beach-Boca Raton, FL
Wichita, KS
York, PA
Youngstown-Warren, OH
INTRODUCTION
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C HAPTE R 1
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2.0 HEALTH AND
ENVIRONMENTAL
CONCERNS OF UV
RADIATION
Ultraviolet (UV) radiation is a natural but dangerous part of the sun's energy.
The ozone layer, located between 6 and 30 miles above the Earth in the
stratosphere, blocks most of this radiation from reaching the Earth's surface
and makes our planet livable. A dramatic loss of
stratospheric ozone was first noticed in the mid-1980s
above Antarctica. Since then, scientists have confirmed
significant seasonal losses of stratospheric ozone over
Antarctica and the Arctic region, and less dramatic losses
in mid-latitude regions such as North America. The
depletion of the ozone layer has created heightened
concern about the health and environmental effects of
increased UV radiation. UV radiation is known to cause
a number of different health effects, including skin cancer
and cataracts, and increased UV radiation is suspected to be contributing to a
number of environmental problems, including the worldwide decline in frog
populations and the bleaching of coral reefs.
2.1 What Is UV Radiation?
UV radiation is an invisible form of energy that has a shorter wavelength than
either blue or violet light. UV radiation is made up of three components: UV-A,
UV-B, and UV-C rays. Although the
ozone layer does not absorb UV-A
rays, it does absorb most UV-B rays
and virtually all UV-C rays. UV-A
rays penetrate deep into the skin and
heavily contribute to premature
aging, while UV-B rays mostly impact
the surface of the skin and are the pri-
mary cause of sunburn. Both UV-A
and UV-B have been linked to a num-
ber of other health effects, including
skin cancer, and UV-B rays have been
implicated in environmental effects
from UV radiation. The main threat
resulting from the depletion of the
ozone layer is increased UV-B effects,
even though UV radiation is only
about 2 percent UV-B.
UVA
UVB
i-O
Keratinocytes
Melanocytes
Basal Cell
Langerhans Cells
Capillaries
Fibroblasts
Lymphocytes
Macrophages
Mast Cells
Granulocytes
Collagen, Vessels
Elastic Fibers
GAGs, Fibronectin
HEALTH AND ENVIRONMENTAL CONCERNS OF UV RADIATION
-------
2.2 How Does the Ozone Layer Block UV Radiation?
The ozone layer is very important because it absorbs most UV-B rays and virtu-
ally all UV-C rays. The ozone molecules that make up the stratospheric ozone
layer are each made up of three oxygen atoms. When ozone absorbs UV radiation,
it creates heat as it splits into a pair of oxygen atoms and a lone oxygen atom,
which eventually recombine to form ozone again. The molecular structure of
ozone can be altered by human-made chemicals that are emitted into the air.
When this happens, the stratospheric ozone layer can be depleted.
Chlorofluorocarbons (CFCs) are the principal cause of ozone depletion, although
a number of synthetic halocarbon chemicals also are known to reduce stratos-
pheric ozone. CFCs were once widely used as propellants in spray cans, as refrig-
erants and electronics cleaning agents, and in foam and insulating products.
Other ozone-depleting substances include pesticides such as methyl bromide,
halons used in fire extinguishers, and methyl chloroform used in industrial
processes. CFCs now are banned from production in the United States
and many other countries, but they still are found in certain products.
CFCs can escape into the air during CFC manufacturing, from leaks
in air conditioners and refrigerators, and when used appliances are dis-
posed before recovering the remaining CFCs within them.
When CFCs are released into the air, they do not break down.
Instead, they are mixed and dispersed by atmospheric currents. This
process can continue for 2 to 5 years, until the CFCs eventually reach
the stratosphere. In the stratosphere, CFCs break down and release
chlorine atoms when exposed to UV radiation. The chlorine atoms
destroy ozone, but are not destroyed themselves. As a result, each
chlorine atom can destroy a large amount of ozone (up to 100,000
ozone molecules) before it is eventually removed from the strato-
sphere by other atmospheric processes.
Ozone depletion is heightened above the North Pole and especially
the South Pole. The very cold, dark winters of the polar regions cause
stratospheric ice clouds to form, and this promotes the breakdown of
CFCs. Each spring above Antarctica, up to 60 percent of the ozone
layer disappears and does not return to normal until the summer.
The Arctic loses up to 25 percent of its ozone layer each spring, while
mid-latitude regions, such as North America, lose up to 5 percent.
Global warming, which occurs when greenhouse gases prevent heat
from escaping from the lower atmosphere into the stratosphere, can
set the stage for increased ozone depletion by creating a colder envi-
ronment in the stratosphere.
In 1987, countries from around the world recognized the threat to the ozone layer
and signed a treaty—the Montreal Protocol on Substances that Deplete the
Ozone Layer—to reduce the global production of ozone-depleting substances.
Amendments in 1990, 1992, 1995, and 1997 strengthened the treaty to promote
the earliest possible restoration of the ozone layer. Scientists predict that ozone
depletion will peak between 2000 and 2010. With full compliance from partici-
pating countries, the ozone layer is expected to be restored by the middle of this
CHAPTE R 2
-------
century. Until that time, however, increased levels of UV radiation will reach the
Earth's surface.
2.3 How Does UV Radiation Affect Your Skin, Eyes,
and Immune System?
Overexposure to UV radiation can cause a num-
her of health effects, including skin cancer, accel-
erated skin aging, cataracts, and a suppressed
immune system.
Skin Cancer
Everyone knows the short-term discomfort of too
much sun—redness, tenderness, swelling, and
even blistering. However, overexposure to the sun
and repeated sunburns can lead to a much worse
condition—skin cancer. More than 1 million
Americans are diagnosed with skin cancer every year, representing nearly half of
all cancers diagnosed annually. One in every five Americans will get some type of
skin cancer in his or her lifetime. There are three main types of skin cancer:
melanoma, basal cell carcinomas, and squamous cell carcinomas. (See Section 2.5
for descriptions of the different types of skin cancer and how to recognize them.)
Skin Aging
Repeated overexposure to the sun causes changes in the skin called actinic (solar)
degeneration. Over time, the skin becomes thick, wrinkled, and leathery. This
condition occurs gradually, often appearing many years after the majority of a per-
son's exposure to the sun. Up to 90 percent of the visible skin changes common-
ly attributed to aging are caused by sun exposure.2 Many people believe that
photoaging is a normal, but unavoidable, part of growing older. However, with
proper protection from UV radiation, photoaging can be substantially avoided.
Cataracts
Research has shown that UV radiation increases the chances of developing
cataracts, a form of eye damage that involves a loss of transparency in the lens of
the eye. Although curable with modern eye surgery, cataracts affect millions of
Americans each year. If left untreated, cataracts can cause cloudy vision and lead
to total blindness.
Exposure to UV radiation may also increase the chances of other types of eye
damage, including pterygium, a tissue growth on the white of the eye that can
block vision, and macular degeneration. The macula is the part of the retina near
the center, where your vision is most sensitive. Macular degeneration may include
development of spots that can result in blindness.
"Taylor, C.R. et al, Photoaging/Photodamage and Photoprotection, J Am Acad Dermotol, 1990: 22: 1-15.
HEALTH AND ENVIRONMENTAL CONCERNS OF UV RADIATION
-------
Immune System Suppression
Scientists have found that sunburn can affect disease-fighting white blood cells for
up to 24 hours after exposure to the sun, making your body more prone to infec-
tions and cancers. Sun exposure can aggravate diseases such as herpes simplex
(cold sores), chicken pox, and lupus. Repeated exposure to UV radiation might
cause more long-lasting damage to the body's immune system. Mild sunburns can
directly suppress the immune functions of human skin where the sunburn
occurred, even in people with dark skin.
2.4 Are Some People More Prone to the Effects of
UV Radiation?
Skin Type
Everyone, regardless of race or ethnicity, is subject to the potential adverse effects
of overexposure to the sun. However, skin type affects the degree to which some
people burn and the time it takes them to burn. The Food and Drug
Administration classifies skin type on a scale from 1 to 6. The lower the
number, the lighter the skin color. Individuals with fair skin, skin types 1
and 2, tend to burn more rapidly and more severely. Individuals with
darker skin, skin types 5 and 6, do not burn as easily.
The same individuals who are most likely to burn are also most vul-
nerable to skin cancer. Studies have shown that individuals with large
numbers of freckles and moles also have a higher risk of developing
skin cancer. Although individuals with higher-number skin types are
less likely to develop skin cancer, they should still take action to pro-
tect their skin and eyes from overexposure to the sun. Dark-skinned
individuals can and do get skin cancer.
Other factors
Factors otiier than skin type may affect a
person's vulnerability to the sun's rays. Some
medications, such as antibiotics and antihista-
mines and even certain herbal remedies, can cause extra
sensitivity to the sun's rays. People taking medications
should contact their physician to learn about potential risks
resulting from sun exposure.
2.5 Recognizing the Signs of Skin Cancer
Skin cancer is one of the most treatable forms of cancer. Early detection of skin
cancer can decrease chances of the cancer spreading to other parts of the body and
increase chances of survival. The survival rate for patients with early stages of
melanoma has increased from about 50 percent in the 1950s to about 90 percent
today. Nonmelanoma skin cancers have an even higher cure rate—95 percent or
higher if detected early.
1 0
CHAPTE R 2
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Skin cancer occurs most commonly on areas of the body most exposed to the sun,
such as the face, neck, ears, forearms, and hands.
Different Types of Skin Cancer
Melanoma is the most deadly form of skin cancer and one of the fastest-grow-
ing types of cancer in the United States, according to the American Cancer
Society. New cases of melanoma in this country have more than doubled in the
past 2 decades, with more than 53,000 cases expected in 2002. An estimated
7,400 people will die from melanoma in 2002, almost 4 times as many deaths as
nonmelanoma skin cancers. Melanoma can spread to other parts of the body
quickly, but when detected in its earliest stages, it is usually curable.
Melanomas often start as small, mole-like growths. The growth, an uncontrolled
development of pigment-producing cells in the skin, leads to the formation of
dark-pigmented malignant moles or tumors, called melanomas. Melanomas can
appear suddenly without warning but also can develop from or near a mole. For
this reason, people should know the location and appearance of moles on their
bodies so they will notice any changes. Melanomas are most frequently found on
the upper backs of men and women, and the legs of women, but they can occur
anywhere on the body. To recognize potential problems, conduct periodic self
examinations and watch for changes that meet the ABCDs of melanoma:
•^symmetry: One half of the growth does not match the other half.
Border irregularity: The edges of the growth are ragged, notched, or blurred.
Volor: The pigmentation of the growth is not uniform. Shades of tan, brown,
and black are present. Dashes of red, white, and blue also may appear.
Diameter: Any growth greater than the size of a pencil eraser should be exam-
ined by a doctor immediately.
The two types of nonmelanoma skin cancers—basal cell carcinomas and
squamous cell carcinomas—are not as fatal as melanoma. An estimated 1 million
Americans will develop nonmelanoma skin cancers in 2002, while approximately
2,200 will die from the disease.3 Nonmelanoma skin cancers are the most com-
mon skin cancer found in fair-skinned people.
Basal cell carcinomas are tumors that usually appear as small, fleshy bumps or
nodules on sun-exposed areas such as the face, lips, neck, ears, and hands, but may
appear anywhere. This cancer does not grow quickly and rarely spreads to other
parts of the body. It can, however, penetrate below the skin to the bone and cause
considerable local damage.
Squamous cell carcinomas are tumors that might appear as nodules or as red,
scaly patches. This cancer can develop into large masses, and unlike basal cell
carcinoma, it can spread to other parts of the body. It is the most destructive type
of skin cancer.
•'American Cancer Society, "Cancer Facts and Figures 2002."
HEALTH AND ENVIRONMENTAL CONCERNS OF UV RADIATION 11
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Going to the Doctor
A person should see a doctor or dermatologist if he or she sees any of the signs of
skin cancer. To identify the warning signs, individuals can periodically examine
their skin, especially after prolonged periods in the sun. Skin
self-examinations consist of regularly looking over the entire
body, including the back, scalp, soles of feet, between the toes,
and on the palms of the hands. If there are any changes in the
size, color, shape or texture of a mole, the development of a
new mole, or any other unusual changes in the skin, a person
should see his or her dermatologist immediately.
As part of its screening program, the American Academy of
Dermatology (AAD) can inform individuals annually when it
is time to schedule their yearly visit for a skin cancer screening.
AAD's Web site allows an individual to locate a skin cancer
screening location in his or her community and sign up for
annual notification. Volunteer dermatologists provide free skin cancer screenings
as part of the program. See .
2.6 Why Are Children and
Teenagers Most
Vulnerable to
Overexposure?
School-aged children spend a lot of time
outdoors. They usually have the summer
off and often spend many days swimming
at beaches and community pools, playing
team sports such as baseball and soccer,
and attending summer camp. These out-
door activities mean more sun exposure.
In fact, an estimated 80 percent of a per-
son's sun exposure occurs before age 18.
Many dermatologists believe there might
be a link between childhood sunburns and
malignant melanoma later in life.
Therefore, it is especially important for parents and caregivers to ensure that chil-
dren consistently use sunscreen and take other protective measures. In addition,
parents must remember to be good role models for children; parents who get a
sunburn are more likely to have kids who get a sunburn.
Stern RS, Weinstein MC, Baker SG. Risk reduction for nonmelanoma skin cancer with childhood sun-
screen use. Arch Dermatol. 1986: 122: 537-545
1 2
CHAPTER 2
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2.7 What Are the Environmental Threats from
UV Radiation?
In the regions of the world where ozone depletion has occurred, increased UV
radiation threatens plants and wildlife on land and in the sea. These areas include
Antarctica, the Arctic, and mid-latitude regions such as North America.
On land, increased UV radiation is suspected of contributing to population
declines and limb deformities in frogs and other amphibians. It also is known to
be damaging to some plants, particularly agricultural crops. UV damage to crops
can affect growth and food quality, as well as the ability of plants to withstand
pests and diseases. Crops, plants, and trees also provide food and shelter for many
animals, so if these resources are damaged, other species and even entire ecosys-
tems also can be affected.
In the sea, increased UV radiation damages sea grasses, sea urchins, corals, krill,
and microscopic plants and animals known as plankton. Many of these organisms
are important food resources. Plankton and krill are at the bottom of the marine
food chain and feed a multitude of creatures, from starfish to whales. UV radia-
tion also is suspected to be one of the reasons why some colorful corals are turn-
ing white and dying.
In addition, in areas with high levels of air pollution, an increase in UV radiation
can worsen air quality. Increased UV-B radiation causes an increase in the reac-
tion of nitrogen oxides with volatile organic compounds (byproducts of vehicle
HEALTH AND ENVIRONMENTAL CONCERNS OF UV RADIATION
1 3
-------
exhaust, industrial emissions, and chemical solvents), producing increased
amounts of ground-level ozone. Exposure to ground-level ozone causes many
health problems.
Although UV radiation has negative impacts on plants and wildlife, not all species
are affected equally. Some agricultural crops are more tolerant of UV radiation
than others, and some marine creatures are able to repair some UV damage at
night. On the other hand, in areas affected by additional environmental impacts,
such as pollution, UV affects might be more damaging.
1 4 CHAPTE R 2
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3.0 WHAT IS THE UV INDEX?
Developed by the National Weather Service (NWS), the UV Index forecasts
the next day's ultraviolet (UV) radiation intensity at different locations on
the Earths surface for "solar noon," which is when the sun is at its highest
point in the sky.
June
and
NWS first began testing an "Experimental UV Index" for 58 U.S. cities on
28, 1994, in cooperation with EPA and the Centers for Disease Control
Prevention (CDC). Scientists at the
NWS Climate Prediction Center
developed the forecasting tool and its
supporting science. In April 1995,
NWS deleted the "experimental" and
made the UV Index an official prod-
uct. NWS subsequently has encour-
aged meteorologists to make similar
UV Indices widely available across the
country. In addition, it has worked
with EPA and CDC, meteorologists,
health and medical professionals, and
the World Meteorological
Organization to ensure there is consis-
tency among different UV Indices. As
a result, these groups, as well as the
general public, use the UV Index and
accept its widespread dissemination.
3.1 How Is the UV Index Calculated?
To derive the UV Index, scientists collect ozone data from satellite observations
and atmospheric pressure and temperature forecasts and scale the information to
produce an index with a range of 0 to 15. The UV Index is adjusted to account
for the potential presence of clouds and the elevation of the location. The lower
the number, the less UV radiation is reaching the surface. Low numbers occur
when the sun is low in the sky (i.e., during winter) and during overcast condi-
tions. A higher number is forecasted when the sun is higher in the sky (i.e., dur-
ing summer) and during clear or only partly cloudy conditions.
NWS uses a computer model to calculate the UV Index. The model takes into
account a number of factors, including the amount of stratospheric ozone and
clouds overhead, latitude, elevation, and time of year. The model first calculates a
UV "dose" rate, or the amount of UV radiation to which a person will be exposed
at the next day's solar noon under "clear sky" (no clouds) conditions. Higher ele-
vations will increase the UV dose rate because there is less atmosphere to absorb
and scatter UV rays. Greater cloud cover will tend to reduce the UV dose rate
because clouds screen out some — but not all — UV rays. The UV dose rates are
then adjusted for the effects of elevation and cloud cover at specific locations.
WHAT IS THE UV INDEX?
1 5
-------
Quick changes in cloud conditions can alter the predicted UV Index forecast. The
UV Index is applicable to a 30-mile radius around the city for which it is fore-
casted. Because the UV Index does not take into account differences in surface
reflectivity, individuals must make adjustments based on these factors. You get
much more UV on snow, sand, water, and concrete, since these surfaces reflect the
sun's rays back onto your skin, just like a mirror. The brighter the surface, the
more UV is reflected—fresh snow and dry sand reflect the most.
The resulting value is the next day's UV Index forecast. The UV forecasts for
select locations are provided daily using a 0 to 10+ scale, where 0 indicates a min-
imal likely level of exposure to UV rays and 10+ means a very high level of expo-
sure. EPA's Sun Wise Web site (www.epa.gov/sunwise) includes a feature that
allows the user to enter his or her ZIP code and receive the UV Index forecast for
that location for the current day. (See Chapter 4 to determine what steps you can
take to protect yourself from the sun under different UV Index situations.)
For more information on how the UV index is calculated and validated, see
Appendix D: How is the UV Index Calculated?
16 CHAPTERS
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4.0 RAISING AWARENESS IN
THE COMMUNITY
As a person begins to gather information about ultraviolet (UV) exposure and
its risks, he or she will want to consider how to effectively communicate this
information to others in the community. A UV risk education project can
take many forms, from a sustained, multi-year community-wide effort to a short-
duration or seasonal campaign at selected venues, such as schools, recreation cen-
ters, or parks. This chapter of the handbook is designed to help the user determine
the kind of project that is right for his or her community by providing:
• Examples of UV risk education projects.
• Steps involved with outreach planning.
• Educational tools and resources that can be used in your schools and
community.
• Messages that every UV risk education program should convey.
• Guidelines and sample language for successfully communicating infor-
mation about sun protection and health risks to the community.
4.1 Developing an Effective Outreach Program
Community outreach programs can take many forms, depending on
issues such as the groups most at risk, the scope of the effort, the avail-
able resources, and the commitment of key leaders. Across the United
States, different UV risk education programs have been developed and
conducted with varying levels of effectiveness. In general, communi-
ty-wide programs with a strong mass media component have been
most effective, and sustained activities have proven more effectual
than shorter or one-time projects. Additionally, sun protection and
health risk messages have more resonance when they are consistent
and repeated. People also tend to trust the "messenger," so consider
credible sources within the community (e.g, schoolteachers, pediatri-
cians, dermatologists) to deliver your messages.
Many communities will want to build on existing UV risk education
programs, such as Sun Wise, PoolCool, and the Sun Wise Stampede.
Schools can join EPAs Sun Wise School program to receive free edu-
cational materials for classes and assistance with developing school
policies that promote sun safety. In addition, the Centers for Disease
Control and Prevention have recently issued guidelines urging schools
to try to protect children from excess sunlight by implementing poli-
cies designed to minimize students' midday sun exposure. Be aware
that sunscreen technically is considered an over-the-counter drug,
similar to aspirin or cough drops, and in most state school districts, it is prohib-
ited from student use without doctors' and parents' permission to allow nurses or
aides to administer it. However, this is a barrier that can be overcome, as students
in the Rockwood, Missouri, school district successfully demonstrated (see
RAISING AWARENESS IN THE COMMUNITY
1 7
-------
Appendix B: Case Studies of UV Risk Education Programs). Swimming pool
managers can contact the PoolCool program for free sun-safety signs and techni-
cal support to promote sun protection during pool activities. Local zoos can par-
ticipate in Sun Wise Stampede, a program designed to promote sun safety to zoo
visitors. (See Appendix A: List of Resources for more information on these and
other UV/sun protection programs.)
Other communities will want to develop their own UV risk education programs
or modify educational materials from existing programs. Throughout this chap-
ter, a wide variety of ideas are presented for UV risk education projects. Regardless
of the type of program you ultimately choose to implement, it is important to first
think through issues such as your goals, audiences, messages, resources, available
tools, and measurement options before committing to a plan of action.
Lastly, it can help to work with others who are also interested in promoting sun
safety in your community. For example, you can contact your local chapter of the
American Cancer Society (ACS) (see the "In My Community" section of the ACS
Web site ) to ask about working with volunteers or ACS staff.
Another option is to inspire others in your community to become sun safety
advocates. For example, parents especially can be strong advocates for sun safety.
They can inspire others by giving informal presentations on sun safety at the local
library or at a parent-teacher association, by setting up a table and distributing
sun safety brochures at a community festival or sporting event, or by working
with the local media to broadcast messages on sun safety. By working with other
like-minded individuals, you can have more of an impact on UV risk education
efforts by expanding the reach of your effort, by having more resources available,
and by having a stronger voice to advocate for policies and programs in your com-
munity that promote sun safety.
Step 1: What Are You Trying To Accomplish?
The first step in any outreach effort is to define what you want to accomplish. In
general, UV risk education programs aim to:
• Increase awareness of sun exposure, UV radiation health risks, and sun
safety measures.
• Change behaviors and attitudes to ensure sun safety.
• Change policies to reduce sun exposure and encourage sun safety.
Getting your community's residents to change the way they view sun exposure
and tanning and to always practice sun-safe behaviors is ultimately the best way
to prevent skin cancer and the other adverse health effects of UV overexposure. It
can, however, be difficult to effect permanent attitude and behavior change. For
this reason, many communities will begin or also seek to make changes at the pol-
icy level. Policy changes have proven effective because they don't rely on individ-
uals to take voluntary actions. Additionally, policies can serve as reminders to
people of the importance of a particular behavior. Examples of community poli-
cies to encourage sun safety and reduce sun exposure include:
18 CHAPTER 4
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• Providing shade infrastructure at community parks, recreational areas,
or school grounds.
• Requiring the posting of signs at recreational sites, such as parks, beach-
es, and pools, that encourage sunscreen and hat use and limiting time
spent in the sun.
• Requiring parents to provide their children with hats and sunscreen at
community outdoor camps.
• Requiring teachers to apply sunscreen to children before recess or
enforcing a no hat, no play rule at schools: children who do not
wear a hat must sit or play in the shade during recess and other
outdoor breaks.
• Requiring very brief sunscreen breaks for
children at outdoor pools, camps, and
recreation sites.
• Passing legislation that encourages sun safety
and education. For example, California
introduced a sun safety law that specifies skin
cancer as a type of employment "injury" for
lifeguards. Under the bill, affected lifeguards could
potentially receive payment through the workers'
compensation system.
Some communities also craft their programs to not
only encourage sun safety, but also to specifically raise
awareness of skin cancer. Goals for these programs
can include:
• Increasing people's knowledge of what skin cancers look like.
• Increasing the number of people who seek medical advice and
early screening.
• Encouraging medical practitioners to educate patients and adults about
skin cancer and check all adult patients.
Keep in mind that, with the right tools, many outreach programs (both short- and
long-term) can be effective in raising a community's knowledge of sun exposure,
skin cancer and other health risks, and sun-safe practices, but more sustained and
intense programs are generally more successful in effecting permanent behavior
change and attitudes.
As you begin to define your goals, keep in mind how you will measure achieve-
ment of them. For example, if one of your aims is to change behaviors of ele-
mentary school-age children at recess, how will you make sure this goal is
achieved? Or if you seek to have the UV Index broadcast on your local television
channel daily, how will you track these broadcasts? Whenever possible, define
your goals in concrete, measurable terms and consider how you will follow up.
You might also consider seeking the help of someone experienced in measurement
as you define your goals—consider hiring or recruiting a volunteer with a back-
RAISING AWARENESS IN THE COMMUNITY
1 9
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Developing a Sun Protection Policy for Schools
To ensure the success of sun protection policies at schools, it is important to
work with parents, students, and school staff to help them understand the
purpose of the policy and to encourage them to implement it. Adjust the
policy based on the recommendations of the school community. Consider
the following suggestions:
• Form a committee that includes representatives from the school commu-
nity affected by the policy.
• Conduct information sessions to explain the purpose of the policy.
• Consider sun protection measures that might already be in place at
the school.
• Prepare a draft policy and ask for comments.
• Request endorsement of the final policy from the school council or other
appropriate organization.
• After implementing the policy, publicize it to ensure everyone is aware of
the policy and its purpose.
• Monitor and evaluate the success of the policy.
(This information was adapted from Australia's SunSmart program. For
more information, goto .)
ground in statistics or market research. (See "Step 6: How Will You Measure
Success?")
Step 2: Who Are You Trying To Reach?
Successful outreach hinges on defining and understanding the target audiences
you are trying to reach within the community. Outreach can be targeted at a vari-
ety of audiences, including:
• Children/young adults
• Parents and adult caregivers
• Outdoor occupational workers and recreational users
• Health care community
• Community leaders and activists
• Older adults and senior citizens
An outreach project can be directed at one or more primary audiences, such as
children, or focus more specifically on a particular subset within an audience,
such as elementary school-age children. A broad, community-based effort will
most likely target multiple audiences, including children and their parents or
adult caregivers, businesses and workers, the health community, community
group leaders, the school district, and community and recreational directors.
20 CHAPTER4
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When considering the audiences at which to direct your program, look at your
community and determine the groups of people most at risk and the places where
people are likely to be sun-exposed. In many communities, children are a primary
target audience program, given that the majority of a persons lifetime exposure
takes place before age 18. Other individuals most at risk from adverse health
effects due to overexposure to the sun include people who:
• Spend a large amount of time outdoors (e.g., construction workers,
people at the beach).
• Have lighter skin types.
• Have certain diseases such as lupus.
• Are taking certain medications such as antibiotics, antihistamines, or
some herbal remedies.
However, anyone who spends time outdoors, regardless of their risk level, are sub-
ject to the potential adverse effects of overexposure to the sun.
Keep in mind that often a more in-depth educational message can be delivered to
a smaller group of people, while a more simple message can be delivered to many
people. Audiences that receive a more in-depth message are probably more likely
to change their behavior than those receiving a more simple message.
Children and Young Adults
Many successful programs have been developed that reach out to children and
young people directly, most frequently in schools, but also in childcare organiza-
tions, recreational centers and sites, service programs (e.g., 4-H, girl and boy
scouts), and other community organizations that serve large numbers of children.
Within the school system, teachers, administrators, superin-
tendents, nurses, and parent/teacher organizations can all be
effective partners in changing behaviors, instituting policies,
and generally spreading the sun protection word. An easy step
for your community would be to find an elementary school
teacher who is interested in joining EPAs Sun Wise Program.
The teacher would then receive free teaching materials and
classroom activities. Once this teacher's class has implemented
the program, results and messages can be shared with other
classrooms, schools, and even the community at large through
activities and events such as sports matches, parents' nights,
presentations in the auditorium, and exhibitions in school halls or community
libraries. Teachers can also work with parent-teacher associations to encourage
school sun protection policies or with school nurses who also can promote sun
protection to students.
Older children can be effective messengers in delivering the sun protection mes-
sage to their peers and younger classmates and siblings. Children look up to older
peers, and the message may resonate more for teenagers if they hear it from some-
one their own age. Parental influence also can be beneficial, especially if used in
RAISING AWARENESS IN THE COMMUNITY 21
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Effective Messages: Having a SunWise Field Day
As participants in a SunWise pilot, students in 6th and 7th grade health
classes at Brownstown Middle School in Brownstown, Michigan, successfully
reached out to the rest of the school in sending a SunWise message. Prior to
one of the school's annual field days, when students compete in outdoor
events, the students in the health classes launched a sun-safe campaign,
encouraging their schoolmates to use sunscreen, hats, and sunglasses dur-
ing the event. To help spread the safety message, the classes made posters
to hang in the school's hallways and asked local businesses to donate sun-
screen for the students to use on the field day. Teachers noted no incidences
of sunburn as a result.
SunWise students at the same school also have planted oak saplings on the
school grounds to eventually provide protective shade for students partici-
pating in outdoor activities.
For examples of other successful SunWise schools, see Appendix C.
concert with other factors, such as opportunities for children to self-select types
of personal sun protection (e.g., hats, sunscreen, clothing).
Parents and Adult Caregivers
Parents, child-care workers, and other adult caregivers are important
target audiences because they often are role models and can be instru-
mental in encouraging children to practice sun-safe behaviors.
Additionally, parents often influence the organizational policies within
schools and the community that can promote sun protection for chil-
dren, and can be effective champions in changing practices or policies.
Parents and caregivers can be reached though a variety of ways, such as
through health events conducted at schools and community recre-
ational sites; through educational materials distributed at schools,
recreational centers, and community sites; through radio, print, and
television announcements; and through the health care system.
Outdoor Occupational Workers and Recreational Users
Don't overlook other people who might be at particular risk of sun overexposure
in your community, including those who work outside (e.g., lifeguards, farmers,
fishers, landscapers, construction workers) and those who spend a lot of time
engaged in outdoor recreational activities, including both children and adults.
Occupational UV risk education programs should look at targeting the workers
themselves, as well as the businesses that employ them. Trade organizations and
unions are other potential audiences. Recreational UV risk education programs
could reach out to individuals and groups such as zoo workers, park rangers, golf
course and tennis court managers, fitness centers, marinas, sports and bicycle
shops, and community garden clubs. You might consider a training program to
help community workers, such as lifeguards, parks and recreational directors, or
camp leaders, incorporate sun protection messages and practices into their pro-
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grams. With these audiences, it is especially important to communicate the
potential health effects of UV overexposure and the importance of medical con-
sultations, screening, and early detection.
Health Care Community
Maternity nurses, school nurses, dermatologists, pediatricians, and other medical
practitioners can all play key roles in communicating sun protection and health
risk messages to their patients. Many of these individuals are already
working with their patients to communicate this information; others,
like school nurses, can receive training and encouragement to do so.
Some communities have found that reaching out to new parents in
maternity wards and through well child visits is particularly effective;
not only does this encourage parents to protect babies and toddlers
from sun exposure, it can also instill these behaviors in children as
they grow older. The health care community can be important allies
in not only encouraging sun safety, but also in raising awareness of
skin cancer signs and stressing the importance of screening.
Community Leaders and Activists
Outreach efforts are most successful when there are champions behind the cause,
volunteering to help with whatever needs to be done—from stuffing envelopes to
rallying community support. Look to those individuals in your community who
have the ear of your residents for help in spearheading your efforts and spreading
the word. Community activists, such as those already working on health or chil-
dren's issues, also can be effective partners.
Older Adults and Senior Citizens
Older adults and senior citizens are still at risk of overexposure to the sun, partic-
ularly those who spend large amounts of times outdoors. This audience, in par-
ticular, requires education and awareness-building concerning the health effects of
sun overexposure, such as skin cancer, which could now be manifesting. The
health community, senior citizen centers, assisted living cen-
ters, and organizations directed at retired individuals are all
potential avenues for reaching these individuals and encourag-
ing early screening and detection of sun-related health issues.
RAISING AWARENESS IN THE COMMUNITY
2 3
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Step 3: What Do You Want To Communicate?
Think about the key points or messages you want to communicate through your
effort. While the messages will vary depending on the audience you are targeting,
they should be consistent, repeated, and delivered by credible sources or role
models. It is also important to think through the potential barriers you might
encounter, such as people's desire for a suntan or enjoyment of sports and other
outdoor activities, in attempting to reach out to different target audiences.
Section 4.3, "Communicating UV Risk Information to the Community," pres-
ents some basic communication guidelines to consider when reaching out to the
public about UV radiation and sun exposure. It also provides sample text and sun
protection messages that can be incorporated into your actual outreach products.
If you are considering a large media component in your outreach, it is useful to
pretest the chosen messages and slogans with your targeted audiences (through
means such as surveys or focus groups) before executing the actual campaign.
Testing will help you determine if your messages are appropriate and effective.
Depending on the scope of your effort, you might hire a professional or find a
volunteer who has market research experience. But don't forget that a number
of community and national campaigns on sun protection and skin cancer
have already been successfully launched, and you can also learn from the
formative research and testing that these programs have already conducted when
developing your own messages (see Appendix B: Case Studies of UV Risk
Education Programs).
Step 4: Who Will Lead the Effort?
Within a community, various individuals and government offices share responsi-
bility for communicating public health information to residents. Consider build-
ing a coalition with these and other individuals who will commit to and help
execute your mission. For a short-duration or limited effort, you may need to
simply identify a handful of committed people who can work with you to reach
your targeted audience. These may be people within your organization, your
school system, or the community at large.
For a school-based program, such as Sun Wise, an individual teacher might ini-
tially take the lead role, incorporating lessons focusing on sun protection in the
classroom and encouraging sun-safe behaviors at recess and after school. This
individual and the class can also become "champions" for spreading these mes-
sages to other classrooms and schools. Within the school system, a group of par-
ents from a parent-teacher organization can also be effective leaders in
encouraging policy changes, such as planting trees around the playground or
requiring children to wear hats and sunscreen at recess.
Leadership for a program can also come from unexpected sources. In Dayton,
Ohio, a group of dermatologists were the impetus behind the Raising Awareness
About Your Skin (RAYS) program; however, the program's development and lead-
ership were carried out by the Montgomery County Ohio Medical Alliance, a vol-
unteer group made up of doctors' spouses. (See Appendix C: Successful Sun Wise
Programs for more information on RAYS.)
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For a broad-based community effort, such as the Safe Skin Project conducted in
Falmouth, Massachusetts, (see Appendix B: Case Studies of UV Risk Education
Programs) you might want to set up a town-wide advisory board made up of com-
munity leaders, organization representatives, and select community members.
The advisory board would be instrumental in planning and implementing the
program, as well as for gaining recognition and support in the community.
Members of such a board could include:
• Elected officials
Local health department officials
• Pediatricians and physicians
• Dermatologists
• Maternity nurses
Child-care directors
• Recreational program directors
• School superintendents, teachers, and nurses
• Parents
• Teenagers
In some communities, advisory boards are made up of people with a history of
working together. The advantages to this approach are that people know and feel
comfortable working with each other. In other communities, there is an inten-
tional effort to build a board of "unlikely partners"—people that might view sun
protection from quite different experiences and perspectives. While establishing
this kind of advisory board may require more up-front effort, it can also yield
more positive results.
Finally, you might want to team up with other communities in your area to devel-
op a regional campaign. The advantages of a regional campaign are many, includ-
ing the ability to pool resources, share responsibilities, reach out to more people,
and deliver consistent and repeated messages in a larger geographic area.
Step 5: How Will You Fund Your Outreach Program?
Resources are essential to any outreach effort. While the resources required for an
outreach effort will vary depending on the scale and goals of your program, it's
important to consider early on what type of resources (e.g., personnel, facilities,
research, publicity) are required, if they are readily available, and how will they be
managed, as these decisions can impact your effort. Consider local sources of
funding, such as from the city or county government, as well as state and even
national sources, such as grants from government agencies or organizations that
fund health-based research or work on children's health issues (see Appendix A:
List of Resources for more information).
RAISING AWARENESS IN THE COMMUNITY
2 5
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Sponsors or partnering organizations also can be recruited to lend their resources
and credibility to the program. Think of the various sectors of your community,
and of the organizations and agencies that could help carry out your objective,
particularly those that are already working with your targeted audiences. For
example, Australia's SunSmart campaign partnered with several recreational
organizations, including tennis and cricket associations. When considering spon-
sors, think in terms of your community's variety of racial and ethnic groups,
income levels, occupations, and political views. Once you have recruited spon-
sors, solidify their commitment. Consider a pledge of participation to help spon-
sors understand their role and make explicit their commitment to the program.
Donations, bartering agreements, and volunteer support can also be useful in
stretching your outreach dollar. The RAYS program, for example, received fund-
ing from the Children's Medical Center in Dayton, Ohio, in exchange for print-
ing the center's name on the program's risk education CD-ROM. In addition,
consider asking a local printer or copier to print your sun protection flyer at no
cost; in return, provide a credit thanking the printer on the cover, which also
serves to advertise the business.
Step 6: How Will You Measure Success?
Measuring the impacts of your program provides many benefits. It is always use-
ful to know if your outreach is having an effect and if you are accomplishing what
you set out to do. Additionally, having concrete measures of the results you have
achieved might help you improve your program, consider ways to redirect your
resources for future efforts, and even solicit additional funding.
You can measure success in a variety of ways, depending on the goals you estab-
lish. For this reason, it is important to think about measurement when you are
establishing goals. (See Step 1: What are You Trying to Accomplish?) In many
cases, it is useful to have baseline knowledge and information to evaluate trends
in your community and predict what is in store in the near future. Many groups
and communities that have instituted UV risk education programs make use of
surveys, which are conducted before and after the launch of a program to meas-
ure attitude and behavior change. Some programs also have conducted follow-up
surveys at different intervals (e.g., 3 months, 6 months, or 1 year) to gauge long-
term behavior change regarding sun safety.
Communities interested in conducting attitudinal/behavior surveys might con-
sider looking at those that have already been done (see the text box, "Sample
Survey Questions," and Appendix A: List of Resources) for ideas on the types of
questions to ask. Many surveys ask respondents to check the sun protection meas-
ures currently in place; after a program is implemented, the surveys are repeated
and then cross-checked to see if improvements have been made. Some surveys also
attempt to gauge respondents' awareness and attitudes regarding sun exposure
before and after a program is implemented. Others also include questions
designed to gather information to determine if policy, education, and training
goals have been met. Any survey you develop should be closely linked to the goals
you establish.
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Sample Survey Questions
The following questions are from the community surveys given during the
Falmouth Safe Skin Project (see section 4.2, Successful UV Risk Education
Programs, for more information).
Has your child ever had a painful sunburn? (Y/N)
• During a typical week this past summer, how often did your child go to
the beach? (Never, 1 -2, 3-5, every day)
• In the past 5 years, has your child intentionally worked on getting a sun-
tan? (Y/N)
• Have your child's sunbathing habits changed compared to last year?
(More, less, same, never)
• When going to the beach on a hot, sunny day, does your child wear a
shirt or hat? (All, most, rarely, never)
• How often does your child use sunscreen at the beach? (Always, often,
sometimes, rarely, never)
• How often does your child use sunscreen when outside in the summer
but not at the beach? (Always, often, sometimes, rarely, never)
• During the past summer, if your child was outside for 6 hours on a hot
day, how much of the time did he or she have on sunscreen? (6 hours,
3-5, 1 -2, never)
• Compared with last year, how likely is your child this year to use sun-
screen? (More, same, less)
• In the past 5 years, have you (as a parent) intentionally worked on get-
ting a suntan? (Y/N)
How often do you use sunscreen when you are sunbathing? (Always,
often, sometimes, rarely, never)
Do you find it difficult to protect your children from the sun? (Y/N)
During the past summer, on hot days, how often did you insist that your
child use sunscreen? (Every day, most days, half the time, less than half
the time, rarely, never)
Do you (as a parent) think that people look more healthy when they
have a suntan? (Y/N)
_ Does your child really enjoy getting a suntan? (Y/N)
• Compared with last year, has your child's interest in getting a tan ?
(increased, stayed the same, decreased)
• This summer, my child told me that sunscreen prevents skin cancer.
(Y/N)
• Have you (as a parent) ever heard of the disease malignant melanoma?
(Y/N)
RAISING AWARENESS IN THE COMMUNITY 27
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Given the technical nature of developing and administering scientific surveys, you
might consider recruiting or hiring a statistician or market research expert (possi-
bly as a member of your advisory board) to help you define goals and measure
outcomes, particularly if the media is a major component of your program.
Step 7: What Outreach Tools and Community Events Will You Need To
Communicate Your Messages?
Many organizations, including EPA, have already developed free tools that are
available to the public. You may be able to use or modify these tools to meet your
needs, especially those developed as part of EPA's Sun Wise School
Program. (See Appendix A: List of Resources.) Be aware that most
government-produced materials are typically in the public
domain, which means they are available for public use and
dissemination; programs developed by the private sector
or other organizations may, however, be copy-
righted. If you have doubts about the legality of
using existing materials, contact the organization
for more information.
There are many benefits to using existing materi-
als, including saving money and resources, and
accessing pretested messages. Some communities,
however, might want to launch their own targeted
campaigns, with their own slogans and artwork. Even if
you develop your own materials, however, you might get
useful ideas and save some time by looking at some existing tools.
The topics of sun safety and UV awareness can be explored through community
events and a variety of outreach products spanning print, multimedia, electronic,
and event formats. The table on the following page provides some examples.
The community events and products you choose should be based on the audience
profile information you assembled in "Step 2: Who Are You Trying to Reach?"
Think about which communication mediums are used most frequently and are
most credible to your targeted audience. Then consider how you can use them as
a vehicle for your message. A communications professional can provide valuable
guidance in selecting the outreach products that will best meet your goals within
your resource and time constraints. Questions to consider when choosing your
products include:
• How much information does your audience need to have? How much
does your audience know now?
• Is the product likely to appeal to the target audience? How much time
will it take to interact with the product? Is the audience likely to make
that time?
• How easy and cost-effective will the product be to distribute, or, in the
case of an event, organize?
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CHAPTER 4
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Print
Fact sheets, brochures
Checklists
Health screening reminders
Newspaper articles, editorials by health
professionals or elected officials
Articles in health, school, recreation
department newsletters
Articles in children- and parent-oriented
magazines
Public service announcements in health or
community publications
Bill stuffers, postcards
Press releases, media kits
Curricula and other educational materials for
children
Electronic
Web pages
E-mail messages
Computer-based or animated presentations at
events or libraries
Multimedia
Posters
Radio public service
announcements
Cable TV
programs
Exhibits
Kiosks
Videos
Signs
Events
Community days or fairs
National Skin Cancer Awareness Month
School events
School field days
Sports events
Health fairs
Small group meetings
One-on-one meetings
Public meetings
Press conferences
Media interviews
Novelty Items
Cups
Hats
Frisbees
UV-sensitive beads
T-shirts
Banners
Bumper stickers
Mouse pads
Buttons
Magnets
How many people is the product likely to reach? For an event, how
many people are likely to attend?
What time frame is needed to develop and distribute the product?
How much will it cost to develop the product? Do you have access to
the talent and resources needed for development?
When will the material be out of date? (You probably will want to
spend fewer resources on products with shorter lifetimes.)
RAISING AWARENESS IN THE COMMUNITY
2 9
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Would it be effective to have distinct phases of products over time? For
example, a first phase of products designed to raise awareness, followed
at a later date by a second phase of products to encourage changes in
behavior.
How newsworthy is the information? Information with inherent news
value may be rapidly and widely disseminated by the media.
Step 8: How Will You Distribute Your Products?
Effective distribution is essential to the success of any outreach effort. There are
many avenues for distribution. Before choosing your route, consider the follow-
ing questions:
• How does the audience typically receive information?
• What distribution mechanisms has your organization used in the past
for this audience? Were these mechanisms effective?
Can you identify any partner organizations that might be willing to
assist in the distribution?
Can the media play a role in distribution?
• Will the mechanism you are considering really reach the intended audi-
ence? For example, the Internet can be an effective distribution mecha-
nism, but certain groups may have limited access to it.
• Are sufficient resources available to fund and implement distribution
via the mechanisms of interest?
The table on the following page lists some examples of distribution
mechanisms and provides tips and ideas for their use in your commu-
nity outreach efforts.
Successful outreach may generate requests for further information or
concern about health and safety issues. Consider whether and how you
will handle this interest. You may want to define, for
examples who will handle requests for additional informa-
tion and even i ndicate on the outreach product where peo-
ple can go for further information (e.g., provide a contact
name, number, or address.) In planning a follow-up strat-
egy, also consider directing people
to EPA for further information
about SunWise and the UV
Index. EPAs SunWise Web site
at is an
excellent resource, linking to a
wealth of sun safety materials and
resources.
~! "J1 -
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Medium
Mailing
lists
Characteristics
SunWise-Specific Ideas
Highly focused on a target audi- -Identify mailing lists from partner organizations
ence of your choice. You can tai- or community organizations that include decision-
lor the message included in makers, parents, educators, environmental
different mailings. groups, and health professionals.
-Use existing SunWise informational materials in
your mailings.
Phone/Fax More time-intensive and personal -Conduct a phone survey on sun safety awareness
communication. in your community. Use the opportunity to speak
to people one-on-one about SunWise.
E-mail Effective, economical way of -Target the e-mail lists of partner organizations,
reaching community members in corporations, schools, healthcare, and child-care
the workplace. facilities.
-Use existing SunWise materials to create and
send out an e-mail detailing the action steps for
protection, and how people can find out more
about the UV Index and sun-safe behavior.
Internet
Reaches diverse audience, but
site might need promotion to
attract initial attention. Also,
make sure your target audience
is Web-savvy and has ready
access to the Internet.
-Create a community portal site about sun safety.
Link to EPA's SunWise Web site.
Journals or More in-depth treatment of your -See for
newsletter message, may use direct quotes example press releases that you can send to local
from press releases; requires journals and newsletters to promote sun safety
advance planning. and encourage schools to join SunWise.
-Write your own press release on a SunWise news
story of local interest in your community, such as a
school project or community partnership, to
attract media attention.
-Develop and track media contacts, such as mete-
orologists, to get them involved in a UV Index
story for your community.
RAISING AWARENESS IN THE COMMUNITY
3 1
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Medium
Television
Characteristics
SunWise-Specific Ideas
Highly visible media designed to -Work with weather departments at your local
visually portray your message. station to work in segments on UV Index and sun
safety.
-Contact an assignment editor with an idea to
profile a skin cancer survivor in your community.
Include a sun safety message.
-Prepare a SunWise media kit for your local sta-
tion, include existing materials from the SunWise
Program, such as brochures and fact sheets. Also,
include a press release giving the information a
local spin—such as a school's SunWise project or
a company's UV awareness efforts.
Radio Brief sound bites in which tone -Prepare a public service announcement on the
and delivery are important. importance of SunWise behavior.
-Arrange for a respected health professional or
community leader to participate in a talk show,
delivering a sun safety message.
Hotline Sustained effort, requires external -Participate in a local health hotline by providing
promotion. staff with sun safety information.
Meeting, One-time, high-profile opportunities -Create a SunWise event of your own. Involve
events, or to deliver your message to a target schools, companies, and organizations. Consider
locations audience. having a radio or TV station co-sponsor the event.
-Look for ways to tie in with local events, such as
fairs, parades, conferences, or sports events, to
house a SunWise exhibit or distribute SunWise
materials.
4.2 Successful UV Risk Education Programs
A number of UV/sun protection education programs have been successfully
implemented in communities nationwide, as well as internationally. These pro-
grams educate youth and communities about sun protection through activities
inside and outside of school. As a result, these concentrated efforts have had
numerous positive effects on people's behaviors. For example, a community in
Massachusetts reduced sunburn rates of children under 6 years old by more than
75 percent. In addition, a pilot project in Georgia improved the sun-safe behav-
iors of a youth soccer organization, while an in-school program in Australia
focused on teaching teenagers proper sun-safe behavior by exploring myths about
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Working With the Media
In a growing number of communities, media institutions are key play-
ers, even partners, in community-wide education programs. Some
communities have relied primarily on media-based campaigns to
deliver sun protection messages through newspapers, radio stations,
television stations, and outdoor or transit advertising. The media has
the advantage of reaching large numbers of people and can inspire
people to become sun safety advocates. Long-term media coverage
(periodically over at least 1 year) is most effective at raising people's
awareness. Meteorologists who work for the media can play a par-
ticularly important role in broadcasting the UV Index daily and
explaining what this measurement means in terms of sun protection. Newspapers also can print the UV
Index daily. In general, media messages should be based upon an understanding of the prevailing culture
and the level of community awareness of the issue.
If you are new to media work, it is important to realize that you don't need special training or experience
to effectively promote your story. Take advantage of free media coverage by sending press releases or pub-
lic service announcements (see the Centers for Disease Control and Prevention's Choose Your Cover cam-
paign at ) to local media outlets or by asking newspapers
and television stations to cover a local sun safety presentation, meeting, or start of a new SunWise Program
at a nearby school. What you do need is the readily available information on basic methods for commu-
nicating with the media. You can find this information in books and "how-to" guides published by non-
profit organizations. Also, see Appendix A: List of Resources for more information to help you get started.
sun exposure and the pressures of tanning. For detailed information on many of
these programs, see Appendix B: Case Studies of UV Risk Education Programs.
4.3 Communicating UV Risk Education
Information to the Community
Communicating information on environmental and health risk topics can be
challenging. Frequently, this information can be technical, full of unfamiliar
terms and jargon. In addition, talking to people about health issues can be fright-
ening, particularly when you are dealing with potentially life-threatening health
effects, such as cancer. As you begin to implement your outreach and develop or
tailor existing products, you will want to make sure that these products present
your messages and information as clearly, accurately, and sensitively as possible.
Writing for the Public
Information should be conveyed in simple, clear terms. Principles of effective
writing for the public include:
• Avoid using scientific jargon and acronyms. Where possible, translate
technical terms into everyday language the public can easily under-
stand. For example, use "skin" instead of "dermal." If you need to use
technical terms or acronyms, make sure you define them.
• Use the active voice. Active voice means putting the subject of your
sentence before the verb rather than after. For example, "Overexposure
RAISING AWARENESS IN THE COMMUNITY
33
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to UV radiation can cause skin cancer" is written in active voice. "Skin
cancer can be caused by overexposure to UV radiation" is not.
• Keep sentences short.
In written materials, use headings and other format devices to provide a
very clear, well-organized structure.
The Web site provides many useful guidelines and
examples for writing in clear, plain English.
Know Your Audience
As you develop communication materials for a specific audience, remember to
consider what the audience members are likely to know, what you want them to
know, and what they are likely to understand. Then tailor your information
accordingly. Provide only information that will be valuable or interesting to the
target audience. In addition, when developing outreach products, be sure to con-
sider any special needs of the target audience. For example, if your community
has a substantial number of people who speak little or no English, you will need
to prepare communication materials in their native language.
Clinical Information and Photographs
Many programs have made use of testimonials and clinical pictures of actual skin
cancer cases to communicate the importance of sun protection in reducing health
risks. These tools can send a memorable message, and make an impression on
children and adults alike. "Scary" messages and tools need to be used with sensi-
tivity, however, when directed at younger children.
Essential UV Risk and Sun Protection Messages: Sample Text for Outreach
Products
The rest of this section contains the messages that every UV risk education pro-
gram should convey and sample text for outreach products. These examples, pre-
sented in a question-and-answer format, are written in a plain-English style
designed to be easily understood by the public. You can use this text as a model
to stimulate ideas for your own outreach materials or you can incorporate any of
this text directly into your products. You also can use fact sheets, brochures, or
other materials developed by the Sun Wise Program. These materials are available
from .
What Are the Risks From Overexposure to Sunlight?
• We are all at risk from exposure to too much sun. This is because the
sun contains harmful ultraviolet (UV) rays, called UV-A and UV-B,
which can penetrate into the skin and eyes. Everybody, regardless of
race or ethnicity, may be affected by overexposure to sunlight.
• Overexposure to UV radiation can cause a painful sunburn. Over time,
it can also lead to skin cancer, early aging of the skin, and other skin
34 CHAPTE R 4
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disorders; cataracts and other eye damage; and suppression of the
immune system.
• More UV radiation is reaching the Earths surface than ever before
because pollution has thinned the ozone layer, which is high in the
Earth's atmosphere and shields us from the sun's UV rays. There has
been a continued increase in the reporting of skin cancer in the United
States—1.3 million cases annually. In fact, one in five Americans will
develop skin cancer in their lifetime.
• There is no such thing as a healthy suntan. Any change in your natural
skin color is a sign of skin damage. Every time your skin color changes
after sun exposure, your risk of developing sun-related ailments
increases.
Who Is Most at Risk?
You may be at greater risk of contracting skin cancer if your skin always
burns or burns easily, and if you have fair skin, blond or red hair, or
blue, green, or gray eyes.
• You may also be at increased risk of skin cancer if you have a history of
blistering sunburns in early childhood, many moles, or a family history
of skin cancer.
• People who spend a lot of time outdoors may be at higher risk for
health effects from UV radiation.
• Children are particularly at risk of overexposure because they tend to
spend a lot of time outdoors and can burn more easily. An estimated 80
percent of a person's sun exposure occurs before age 18. Blistering sun-
burns during childhood can significantly increase the risk of developing
skin cancer later in life.
• Certain diseases, such as lupus, and certain medications, such as antibi-
otics, antihistamines, and even some herbal remedies, can make you
more sensitive to the sun's harmful rays.
) Everyone is equally at risk for eye damage.
When and Where Is the Sun Strongest?
• The intensity of the sun's UV rays reaching the Earth's surface varies
and should be considered when you plan outdoor activities. You can
obtain a daily forecast of UV intensity for your area from the Internet
(see "What Is the UV Index?" below).
• UV radiation is strongest at midday (from 10 a.m. to 4 p.m.) and dur-
ing the summer. Also, exposure to UV radiation is greater at lower lati-
tudes (i.e., the further south you are in the U.S.) and at higher
altitudes.
RAISING AWARENESS IN THE COMMUNITY 35
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• Up to 80 percent of the sun's UV rays pass through clouds. This means
that you can burn on a cloudy day even if it doesn't feel warm.
Snow, water, and sand reflect the sun's rays, so skiers, swimmers,
boaters, and beachcombers are exposed from both direct and reflected
sunlight.
How Can I Protect Myself and My Family?
Always Use Sunscreen
• Sunscreens protect your skin in two ways: by reflecting UV radiation
away from your skin and by absorbing UV radiation before it can pene-
trate your skin.
• All sunscreens sold in the United States contain a Sun Protection
Factor (SPF) label to indicate how much protection the sunscreen
will provide when used properly. The higher the SPF, the greater the
protection from UV-B rays. An SPF of 30 blocks out 96 percent of
harmful UV-B rays (the primary cause of sunburn). An SPF of 15
offers 93 percent protection from UV-B. Many sunscreens—called
"broad-spectrum" sunscreens—also protect the skin from UV-A rays
(the primary cause of premature skin aging). For these reasons,
use of a broad-spectrum sunscreen with an SPF of at least
15 is recommended.
Apply about 1 ounce of sunscreen 20 minutes before going out into the
sun (or as directed by the manufacturer) to give it time to absorb into
your skin. Reapply sunscreen—about 1 ounce—every 2 hours or more
if you are swimming or perspiring.
• Apply sunscreen to all areas of your body that are not covered by cloth-
ing or a hat and that might be exposed to the sun, including ears, feet,
hands, back, bald spots, and the back of the neck, as well as areas under
bathing suit straps, necklaces, bracelets, and sunglasses. To protect your
lips, use a lip balm of at least SPF 15.
• Discard sunscreen after the expiration date or after 3 years, because the
ingredients can become less effective over time.
• Sunscreens labeled "water resistant" should maintain their protection
level for 40 minutes of water immersion. Sunscreens labeled "very water
resistant" should maintain their protection level for 80 minutes of
water immersion. Reapply these sunscreens regularly because heavy per-
spiration, water, and towel drying diminish their effectiveness.
Occasionally, sunscreen ingredients cause skin irritation or reactions.
If this happens, try using sensitive skin formulas or brands made for
children.
• Using sunscreens does not mean that it is safe to spend more time in
the sun, because they don't block all of the sun's damaging rays. In fact,
there is no evidence that sunscreens protect you from malignant
36 CHAPTER4
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melanoma—the deadliest form of skin cancer. So when you use sun-
screen, be sure to use other protective measures as well, including limit-
ing your time in the sun and wearing protective clothing, hats, and
sunglasses.
Limit Your Time in the Sun
• The sun's UV rays are strongest between 10 a.m. and 4 p.m. Whenever
possible, limit your exposure to the sun during these hours.
• When you are outside, stay in the shade as much as possible. Staying
under cover is one the best ways to protect yourself from the sun.
• Remember that incidental time in the sun can add up to long-term sun
damage. This includes, for example, time spent walking the dog, win-
dow shopping, performing outdoor chores, or jogging at lunch.
• Sun exposure is not required to get a sufficient amount of vitamin D.
Most people get sufficient vitamin D in their diets. If you are con-
cerned about getting enough vitamin D, you can drink vitamin D-for-
tified milk daily or take a multivitamin.
Wear Protective Sunglasses
• Sunglasses that provide 99 to 100 percent UV-A and UV-B protection
will greatly reduce sun exposure that can lead to cataracts and other eye
damage. Check the label when buying sunglasses. Be aware that dark,
polarizing, or mirror lenses by themselves do not offer effective protec-
tion. Protective wrap-around frames provide the best protection
• If you wear corrective lenses, you should add UV-protective coating or
obtain prescription sunglasses if you spend significant periods outside.
Wear a Wide Brimmed Hat
• Whenever possible, wear a hat with a wide brim. This offers good sun
protection to your eyes, ears, face, and the back of your neck—areas
particularly prone to overexposure from the sun. Be aware that baseball
caps, visors, and narrow-brimmed hats provide less protection, particu-
larly for the ears and nape of the neck.
• Choose a hat made from a close-weave fiber. If you can see through the
hat, then sunlight will also get through.
Wear Protective Clothing
a Clothing that is tightly woven, loose-fitting, and full-length (in other
words, with a collar, long sleeves, and long pants or skirts) provides
good protection from the sun's harmful rays.
• UV rays can pass through the holes and spaces of loosely knit fabrics.
Also, wet, faded, or older clothing provides less protection.
RAISING AWARENESS IN THE COMMUNITY 37
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Avoid Sunlamps, Tanning Parlors, and Suntan Products
• Sunbeds and sunlamps emit UV light that can damage the skin and
unprotected eyes.
Suntan products do not contain a sunscreen and do not provide any
protection against sun exposure.
Protect Children and Babies
• Children typically spend so much time outdoors that they are at high
risk for overexposure to sunlight. Studies increasingly suggest a link
between early sun exposure and skin cancer as an adult. Encourage
your children to take all the safety steps listed above whenever they go
outside. Started early and followed consistently, each of these steps will
become an accepted habit, as easy as fastening seatbelts every time you
drive the car.
j Keep babies out of direct sunlight. The American Academy of
Pediatrics recommends using sunscreen on infants for small areas such
as the face and back of the hands where protection from clothing is
inadequate. For infants younger than 6 months, consult your physician.
• EPA has been working with schools and communities across the nation
to launch the Sun Wise School Program. Sun Wise teaches children in
elementary schools and their caregivers about how to protect themselves
from overexposure to the sun. Educating children about sun safety is
the key to reducing the risk of future UV-related health problems. For
more information about Sun Wise, visit the programs Web site at
.
Check the UV Index
• The UV Index forecasts the next day's likely intensity of UV rays. This
is a useful tool for planning your outdoor activities to protect yourself
from overexposure to sunlight. See below for more information on
where to find the UV Index and how to use it.
What Is the UV Index and How Can I Use It?
• The UV Index is reported daily for localities across the United States. It
forecasts the next day's likely intensity of UV rays.
• Calculated by the National Weather Service, the UV Index takes into
account many factors, including the amount of ozone and clouds over-
head, latitude, elevation, and time of year.
38 CHAPTERS
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• UV Index forecasts are reported on a scale of 1 through 10+ as follows:
INDEX NUMBER INTENSITY LEVEL
0 to 2 Minimal
3 to 4 Low
5 to 6 Moderate
7 to 9 High
10+ Very High
The higher the UV Index, the stronger the sun and the greater the need to follow
all the sun protection measures. When a UV intensity of 5 or more is predicted
for your area, it is especially important to protect yourself against sun exposure.
The UV Index should not be used to determine the best time to go out and get
a tan.
• You can obtain your local UV Index forecast daily from local weather
stations or newspapers. EPA's Web site provides the UV Index forecast
for your ZIP code. The address is .
• Because the UV Index is a forecast, it won't always be exactly
correct, but it is very reliable. The UV Index is 84 percent accurate
to within ±2.
• Remember that snow, water, and sand reflect the sun's light, so you can
get a double dose of UV exposure in these environments. The UV
Index does not take these factors into account. If you are outdoors in
these environments, your actual exposure will be higher than the UV
Index value indicates.
• Some medications and diseases (e.g., lupus erythematosus) cause serious
sun sensitivity. The UV Index is not intended for use by seriously sun-
sensitive individuals. Consult your doctor about additional precautions
you may need to take.
RAISING AWARENESS IN THE COMMUNITY 39
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40
CHAPTER 4
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Appendix A:
List of Resources
The following list of Web sites, contact information, and additional suggestions
can help you get started with your UV risk education project. This list includes
examples of existing UV risk outreach tools, information on successful UV risk
education strategies, financial assistance resources, volunteer groups that might be
able to provide assistance, measurement resources, and information on working
with the media.
Examples off Existing UV Risk Outreach Tools
• SunWise . Teachers and schools can
join EPA's SunWise Program and receive a number of educational and
outreach products. These include the SunWise Tool Kit (which
includes a UV-sensitive frisbee), the SunWise Internet Learning Site,
and UV Database. Students and teachers can use the SunWise Internet
Learning Site and UV Database to report and interpret daily measure-
ments of UV radiation, explore interactive Web-based games and activi-
ties, and link to other educational activities and resources. Go to
to join the SunWise Program.
• SunSmart . Australia's SunSmart
Internet site provides comprehensive educational material, technical
assistance tools, and sample sun-safe policies for primary and secondary
schools, child-care facilities, community health service organizations,
local government, medical specialists, workplaces, community groups,
sport and recreation clubs, and the tourism industry.
• Choose Your Cover . The
Choose Your Cover Web site includes facts and statistics about skin
cancer, information about the program, and access to all campaign and
educational materials, some of which can be ordered online.
• PoolCool . PoolCool is a sun safety program especially
designed for use at swimming pools. Swimming pools that join
PoolCool receive an educational toolkit, sun safety signs, and technical
support to promote sun safety during swimming lessons and other
pool activities. For more information, contact Tom Elliot, Project
Coordinator, at or 808 586-3076,
extension 69916.
• Sunwise Stampede . Sunwise Stampede is a sun safety
program that encourages zoo visitors to protect themselves from UV
radiation. The program consists of a tip sheet for parents, coupons
for sunscreen and hats, art activities for children, and sun protection
signs and reminders. The Sunwise Stampede Web site includes fun
LISTOFRESOURCES 41
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educational games for children. For more information, contact Sunwise
Stampede at or 619 594-8745.
• Raising Awareness About Your Skin (RAYS). The RAYS
program is a skin cancer and sun awareness program for middle
and high school students developed by the RAYS Task Force of the
Montgomery County Ohio Medical Alliance. Contact RAYS at
to receive a CD-ROM with slide
presentations, study guides, and tests.
Successful UV Risk Education Strategies
• Guide to Community Preventive Services
. The Guide to Community Preventive
Services is a federally-sponsored initiative that will help communities
develop effective skin cancer (and other disease) prevention education
programs. The cancer chapter, which will provide recommendations on
successful skin cancer prevention strategies, should be complete by
summer 2002.
• Plain English Network . This Web
site is dedicated to helping make all communication materials more user-
friendly through the use of plain English, which means to organize and
write information with the reader's needs in mind. For tips on writing
user-friendly documents, go to .
Financial Assistance
• EPA Grants Administration Division
. EPA and other government
agencies provide grants to organizations that address a variety of envi-
ronmental issues. To access funding opportunities, go to
. For information on
how to apply for a government grant, go to .
• The Foundation Center . As the
most authoritative source of up-to-date information on private philan-
thropy in the United States, the Foundation Center provides print,
CD-ROM, and online resources to help individuals and organizations
identify appropriate grant sources and develop targeted proposals. To
get started, visit for easy access
to Foundation Center services. Note that some grants are available only
to nonprofit organizations.
42 APPENDIX A
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Volunteer Groups that Could Provide Assistance
• Environmental Alliance for Senior Involvement
. The Environmental Alliance for
Senior Involvement (EASI) seeks to increase opportunities for older
adults to play an active, visible role in protecting and improving the
environment in their communities. Contact EASI to learn more
about the availability of senior volunteers at or
540 788-3274.
• Experience Corps® .
Experience Corps® provides schools and youth-serving
organizations with older adults who serve as volunteers to improve
the academic performance and development of young people.
Go to to find
an Experience Corps® in your area.
Measurement Resources
• Surveys Developed by Other UV Risk Education Programs.
Many UV risk education programs use surveys to measure their effec-
tiveness in changing sun protection attitudes and behavior. Contact any
of the programs listed above or mentioned in this handbooks case stud-
ies. (See Appendix B: Case Studies of UV Risk Education Programs to
request sample surveys.)
• InnoNet Evaluation Resources
.
InnoNet helps organizations improve their effectiveness. Go to
for answers to
frequently asked questions on how to evaluate programs and for
background information on a number of evaluation topics.
Working With the Media
• It All Adds Up to Cleaner Air Campaign, Effective Media
Relations
.
This Web page provides good descriptions of different media types and
instructions on successfully working with the media to get your mes-
sage out to the public.
• Buckle Up America Campaign, Working With the Media
. Although focused on increasing seat belt
use, this Web page provides helpful suggestions on generating media
attention and creating newsworthy information.
LISTOFRESOURCES 43
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44
APPENDIX A
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Appendix B:
Case Studies of UV Risk
Education Programs
School-Based Program: SunWise
EPA developed the SunWise School Program to raise awareness of the health risks
associated with UV overexposure and to encourage behavior change to reduce
these risks. EPA focused on schools because children are at particular risk for sun
exposure. Along with traditional education practices that promote sun protection,
SunWise encourages schools to implement infrastructure enhancements, such as
providing shade through canopies and trees, and to establish policies such as
requiring hats, sunscreen, and sunglasses when outdoors. The program is designed
to provide maximum flexibility—elements can be used as stand-alone teaching
tools or to complement existing school curricula. Though based in schools,
SunWise also supports community partnerships, such as inviting guest speakers
to school assemblies.
SunWise Partner Schools receive materials and tools free of charge to help imple-
ment SunWise in their classrooms and communities. The SunWise Toolkit con-
tains cross-curricular classroom lessons and background information for K
through 8 learning levels. The toolkit also includes tools, including a UV-sensi-
tive frisbee, a hand-held UV meter (if requested), and the On the Trail of the
Missing Ozone comic book, that reinforce sun safety lessons. To reward your stu-
dents for their participation in the SunWise Program, the kit also contains an eas-
ily photocopied "Certificate of Sun Wisdom."
Along with the toolkit, SunWise offers several brochures, fact sheets, and activity
books with suggestions and recommendations for sun safety practices and activi-
ties. The program also maintains an Internet Learning site and a newsletter high-
lighting issues, trends, and success stories. The SunWise Web site
(www.epa.gov/sunwise) gives details on the program and the importance of sun
safety and is divided into sections for educators, students, health care providers,
and the media.
The SunWise Web site offers a database for partner schools to enter their local
daily UV forecast and intensity data. This collected data can then be accessed to
create maps and graphs that can be used as educational tools. For more informa-
tion, go to or contact Kevin Rosseel at
.
Community-Wide Programs Working with
New Hampshire Caregivers To Protect Children from
the Sun (The SunSaffe Project)
By training a variety of caregivers on how to promote sun protection to children
and parents, health specialists at Dartmouth Medical School in New Hampshire
demonstrated that community-wide UV risk education programs can lead to
long-term positive changes in sun protection behavior. After initial SunSafe
CASE STUDIES OF UV RISK EDUCATION PROGRAMS 45
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project interventions at New Hampshire schools, daycare centers, primary care
physician offices, and beaches in 1996, and then a brief follow-up in 1997, the
proportion of children 2 to 11 years of age practicing at least some sun protection
behavior increased from 58 percent to 73 percent. SunSafe also resulted in an
increase in the proportion of children fully protected by sunscreen, clothes, and
shade (from 31 percent to 50 percent), a decrease in the proportion of children
without any sun protection (from 42 percent to 27 percent), and an increase in
the proportion of parents receiving sun protection information from physicians
and schools (from 46 percent to 62 percent).
Ten New Hampshire communities participated in the SunSafe project, with five
receiving interventions, and five acting as controls. Instead of targeting children
and parents directly, project organizers instead focused on teachers, primary care
physicians, and lifeguards.
• Teachers at schools and daycare centers received SunSafe curricula with
lesson plans and educational activities modeled after Australia's
SunSmart program (see page 48).
• Primary care physicians received a manual that teaches office staff and
clinicians how to promote sun protection during medical checkups. In
addition, to enhance sun protection counseling, project organizers pro-
vided physicians with educational posters, pamphlets, and self-adhesive
reminder notes.
• Lifeguards received displays about the UV Index and sun protection to
be posted at beaches. Project organizers also encouraged lifeguards to
provide SunSafe pamphlets and free sunscreen samples to beachgoers.
In addition to providing outreach and educational materials, organizers visited
principals, teachers, physicians, and lifeguards to encourage implementation of
the SunSafe project and provide technical assistance with activities. All outreach
and educational materials conveyed the same basic messages:
• Avoid or limit exposure during the sun's peak hours of 11 am to 2pm.
Teach your child to seek shade if he or she is outside during peak
hours.
• Cover up with clothing and a hat with a brim. Wear a shirt and long
shorts that go to the knee or below.
• Block the sun's rays through the use of a sunscreen with an SPF of 15
or higher. Be sure to put sunscreen on all areas not covered up.
Say something to your friends and family about being SunSafe. Remind
them that shirts, hats, and sunscreen are important for the whole family
to use every time you are going to be out in the sun.
To track changes in children's sun protection behavior, project organizers trained
a number of observers to visit beaches, interview parents, and detail children's sun
protection behavior. Based on their observations and analyses, Dartmouth
46 APPENDIX B
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Medical School health specialists demonstrated that the SunSafe UV risk educa-
tion project provided long-term benefits to the community.
Since completing the study in 1998, project organizers have initiated a new
SunSafe project that targets adolescents. This project, which will run through
2003, will provide educational materials to middle school teachers and outdoor
sports and recreation staff, and will ask teenagers to participate in a survey and
keep a diary to track their sun protection behavior during the summer. For more
information, contact the SunSafe Project, Department of Community and Family
Medicine, Dartmouth Medical School, at 603 650-1566, or visit the SunSafe
Web site at .
Outdoor Recreation Program: Helping Georgia Soccer
Coaches Promote Sun Protection
In Georgia, where sports are played almost year-round, more than 75,000 youth
play soccer in recreational and competitive leagues. To address the need to protect
soccer-playing youth from overexposure to the sun, university medical researchers
and health communication professionals developed a UV risk education pilot
project that trained soccer coaches to promote sun-safe behavior to young soccer
players. The project focused on eight soccer teams of the St. Simons Islands youth
soccer association in south Georgia.
To determine the content of the soccer coach training program, project organiz-
ers conducted a pretest survey to understand the sun protection practices and
beliefs among soccer coaches and parents of soccer-playing youth. The pretest
identified, for example, that coaches and parents believed it would be difficult for
them to get youths to practice sun protection behaviors. The pretest also under-
scored knowledge gaps, such as in understanding the differences between water-
proof, water-resistant, and sports sunscreens.
Project organizers randomly selected half of the soccer coaches who had partici-
pated in the pretest survey to receive the UV risk education training. Based on the
results and insights gained from the pretest, the program trained coaches to serve
as role models by practicing sun-safe behaviors themselves, encouraging youth to
apply sunscreen before coming to games and soccer practices, and educating par-
ents about the importance of sun protection. To complete the training, coaches
attended a sun protection seminar and received an informational booklet on sun-
burn prevention strategies, skin cancer, and the importance of reducing sun expo-
sure in youth. During the course of the season, coaches promoted sun protection
to youths and parents, and served as positive role models.
In addition to informing the content of the training program, the pretest survey
provided baseline data that project organizers used in conjunction with a post-test
survey to evaluate the effectiveness of the pilot project. The evaluation showed
that as a result of the program, coaches and parents were more likely to tell youths
to wear sunscreen, and coaches were better able to get youths to practice sun-safe
behaviors. For more information, contact Roxanne Parrott of the Office of Health
Communication, University of Georgia, at .
CASE STUDIES OF UV RISK EDUCATION PROGRAMS 47
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Young Adult Program: School-Based Education for
Teenagers in Australia
Because teenagers are often susceptible to peer pressure, it is a particular challenge
to influence them to adopt behaviors that their peers might find socially unac-
ceptable. Researchers from the Center for Health Promotion and Cancer
Prevention Research at the University of Queensland in Australia developed a
school-based UV risk education curriculum that sought to address the peer pres-
sures that teenagers face.
Health and physical education teachers at 13 schools in Queensland, Australia,
taught the curriculum to students every year for 3 years, from 8th to 10th grade,
during a 4- to 6-week period just prior to summer vacation. Through role play-
ing, problem-solving, and student-directed activities, students explored the myths
about sun exposure, the role of peer pressure in tanning, and motivations for act-
ing in health-compromising or health-enhancing ways. Students also learned to
plan ahead for sun safety and practiced critical thinking by analyzing how the
mass media favors certain images. To help students put their newly acquired
knowledge to work, teachers encouraged them to create advertisements that
debunked media images and to brainstorm possible sun protection school policies
that students might find acceptable.
To measure the effectiveness of the curriculum, researchers used surveys before
and after each year's program to assess students' sun protection knowledge, atti-
tudes, and behavior. To ensure the results of the surveys were due to the curricu-
lum and not to any other factors, the researchers also surveyed students in 13
other schools in Queensland that did not receive the curriculum. In the 9th grade,
the students receiving the curriculum showed a marked improvement in knowl-
edge and some behavior change compared to students not receiving the curricu-
lum; however, when the students were surveyed in the 10th grade, it appeared
they were not practicing sun-safe behaviors as often as before. The researchers
attribute the regression in behavior to the many social and cultural pressures
teenage students face inside and outside of school, such as the priority given to
sun protection by peers and the acceptability of wearing hats or long-sleeved shirts
in public. For more information, contact Dr. John Lowe at the Center for Health
Promotion and Cancer Prevention Research, Medical School at the University of
Queensland in Australia at .
National and Community-Wide Program: Australia's
SunSmart Program
Australia's SunSmart program, an initiative of the Anti-Cancer Council of
Victoria, promotes awareness of skin cancer and sun protection measures to chil-
dren, teenagers, and adults. The SunSmart program includes a media campaign,
outreach programs, and research efforts. The media campaign includes advertise-
ments in magazines and trade journals, television commercials, and press cover-
age of SunSmart activities and messages.
Through a variety of outreach programs, SunSmart provides technical assistance,
research, training, and a variety of educational and promotional resources to
48 APPENDIX B
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organizations that can reach many at-risk individuals. SunSmart outreach pro-
grams target primary and secondary schools, child-care facilities, community
health service organizations, local government, medical specialists, workplaces,
community groups, sport and recreation clubs, and the tourism industry. One
goal of SunSmart is to encourage these organizations to institute sun-safe policies,
such as requiring participation in educational programs or the building of shade
infrastructure.
To determine the effectiveness of its media and outreach activities and to guide
future changes to the program, the Anti-Cancer Council of Victoria periodically
evaluates SunSmart. In its most recent evaluation, the council determined the fol-
lowing to be key elements to SunSmart's success:
• Consistency and continuity. SunSmart has been successful because
it has been able to sustain its efforts over the long term—SunSmart has
been operating full-scale since 1988. SunSmart has achieved consistency
and continuity because it has been hosted by a stable and supportive
organization with common goals and a strong research capability, and it
has had reliable and sufficient funding from its host organization and
outside sources with similar health promotion goals.
• Research and evaluation. SunSmart has tailored its efforts based
on research of its target audience's attitudes and behaviors towards sun
protection and skin cancer and on aspects of society that could support
or undermine health messages. In addition, the progress of SunSmart
has been consistently evaluated, helping the organization reshape its
focus when necessary to achieve its goals.
More information on SunSmart can be found at .
Media-Based Program: Choose Your Cover
Through the Choose Your Cover media campaign, the CDC develops and dis-
tributes sun-safe public service announcements (PSAs) and press releases to
broadcast and print outlets nationwide. The campaign also has included several
strategic partnerships to further disseminate sun protection messages. For exam-
ple, since 1999, CDC has worked with Seventeen magazine to sponsor photogra-
phy and T-shirt contests that educate young adults about skin cancer and sun-safe
behaviors. In addition, the campaign has included partnerships with the U.S.
Olympic Synchronized Swimming Team and the Weather Channel.
Another important component of the Choose Your Cover campaign are educa-
tional materials, including posters, brochures, and a Web site. The Choose Your
Cover Web site includes facts and statistics
about skin cancer, information about the program, and access to all campaign and
educational materials, some of which can be ordered online. A number of state
health programs have incorporated or modified Choose Your Cover materials into
their own skin cancer prevention programs.
CASE STUDIES OF UV RISK EDUCATION PROGRAMS 49
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National Programs National Skin Cancer Prevention
Education Program
The Choose Your Cover campaign is only one part of CDC's
National Skin Cancer Prevention Education Program (NSCPEP)
. In addition to the Choose Your Cover
media campaign, CDC conducts research, funds outreach programs, and builds
partnerships to extend the reach and improve the effectiveness of skin cancer pre-
vention efforts in the United States. For example, CDC established the National
Council on Skin Cancer Prevention, a coalition of organizations dedicated to
fighting skin cancer on a nationwide basis. The goals of the coalition—which
includes 24 organizations, including the American Academy of Dermatology and
the American Cancer Society—are to:
• Increase skin cancer awareness and prevention behaviors among all
populations, particularly those at high risk.
• Develop and support partnerships to extend and reinforce core mes-
sages for behavior change.
• Coordinate nationwide efforts to reduce skin cancer incidence and
mortality.
• Develop a national skin cancer prevention and education plan.
CDC also established a Federal Council on Skin Cancer Prevention to promote
sun-safe behaviors among federal agency employees and their families.
To support innovative state and national skin cancer prevention education initia-
tives, CDC funds a number of outreach programs through NSCPEP. One cur-
rently funded program, PoolCool, seeks to educate parents, lifeguards, pool
managers, and young children about sun-safe behavior when they visit swimming
pools. NSCPEP research focuses on determining national trends in sun protec-
tion behaviors and evaluating current skin cancer prevention efforts. CDC
research also supports the Guide to Community Preventive Services, a federally
sponsored initiative that will help communities develop effective skin cancer (and
other disease) prevention education programs. For more information on this
guide, see .
50 APPENDIX B
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Appendix G:
Examples of Successful
SunWise Programs
Raising Awareness About Your Skin (RAYS),
Montgomery County, Ohio
RAYS is an active volunteer committee that educates students throughout
Montgomery County, Ohio, about the dangers of ultraviolet radiation. The com-
mittee has reached 19,500 students in 35 school districts.
Consisting of more than 32 dermatologists, plastic surgeons, internists, obstetri-
cians, optometrists, and neurologists, along with 25 other volunteers, the com-
mittee arranges assemblies and classroom presentations in middle and high
schools throughout the year. Volunteers use SunWise lesson plans and a captivat-
ing slide presentation to teach students about the early signs of skin cancer and
what risky behaviors to avoid. In addition, volunteers provide SunWise materials
and information to schools and encourage teachers and administrators to join the
SunWise Program. The committees efforts have been tremendously successful.
Not only has the program been highlighted on the news several times and won
the prestigious Health Awareness Promotion (HAP) award, but its message has
reached an incredible number of students.
The program got its start in 1999 when a group of dermatologists from the Ohio
Medical Association passed a resolution to teach students throughout the state
about the hazards of the sun and tanning salons. Volunteers from the
Montgomery County Medical Alliance decided to take action on the resolution.
When the committee read about the SunWise Program in a newspaper article and
used SunWise materials, it succeeded in attracting schools to the idea.
For more information about RAYS, send an e-mail to .
Center for Creative Learning, St. Louis, Missouri
For the past 4 years, students at the Center for Creative Learning in Missouri's
Rockwood School District have learned about ozone depletion, sun safety, and
skin cancer prevention. As part of their SunWise participation, students in Dottie
Fundakowski's class have conducted videoconferences with EPA SunWise staff,
allowing them to interact with a scientific expert. In addition to answering spe-
cific questions posed by the students, SunWise staff reminded students of their
responsibility to protect their skin and eyes from UV radiation.
Two of Dottie's students even launched their own skin cancer awareness campaign
as their final class project. The project, called "Got Sunscreen?" after the "Got
Milk?" advertisements, was presented to parents, school administrators, and com-
munity experts. The two students designed T-shirts emblazoned with their cam-
paign name and filmed a commercial showing the benefits of using sunscreen.
EXAMPLES OF SUCCESSFUL SUNWISE PROGRAMS 51
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In addition, two other students of Dottie's petitioned the Rockwood School
Board in an effort to change the district policy to allow students to carry and
apply sunscreen at school, for example, during recess or on outdoor field trips.
Sunscreen technically is considered an over-the-counter drug, similar to aspirin or
cough drops, and in most state school districts, they are prohibited from student
use without doctors' and parents' permission to allow nurses or aides to adminis-
ter them. The two students pointed out that if it is difficult to use sunscreen,
fewer students will apply it, and the risk for skin damage will increase. The stu-
dents presented their case well, and the Rockwood School policy now allows stu-
dents to apply sunscreen while on school grounds. They received national press
coverage for their efforts.
Central Middle School, Tinley Park, Illinois
A group of Illinois students recently discovered that asking the right questions can
also save lives. Debbie Brennan, the learning coordinator at Central Middle
School in Tinley Park, Illinois, works with the top 5 percent of the seventh and
eighth grade students as part of the school's gifted program. Brennan practices
"inquiry learning," a loose system that allows students to ask questions about a
topic of their choice and conduct activities to answer them.
"A few years ago in May, a group of my students noticed some high school kids
lined up outside a tanning salon in preparation for their prom," Brennan said. "I
overheard them complaining that tanning causes skin cancer, and I asked them
how they knew for sure." To find the answer, the students began a research proj-
ect on the effects of exposure to ultraviolet (UV) radiation. Not long after that,
Brennan discovered EPA's Sun Wise Web site. She began working with EPA to cre-
ate activities based on Sun Wise materials that fit the Illinois state learning stan-
dards, incorporating language, fine arts, science, and math.
For many of their activities, the students conduct both group and individual
research and then find creative ways to share what they learn. One part of their
research effort was to contact the American Cancer Society, which sent them
information, bookmarks, and stickers related to sun safety. Brennan has also
forged relationships with a local oncologist and a Chicago-based meteorologist,
both of whom are available to answer students' questions.
To share what they learned, the students created flyers on sun safety and distrib-
uted them to local youth sports teams. The students also decorated and gave away
visors and bandanas with UV-sensitive paint and performed experiments by
applying sunscreen to necklaces they made from UV-sensitive beads. As part of a
long-term activity, the students monitor and chart daily local UV intensity. The
students also share their information by writing articles for the school newsletter,
posting articles and notices on a school bulletin board, and posting information
on their Web site .
52 APPENDIXC
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Science Explorer Program, University of Colorado at
Boulder
For the University of Colorado at Boulders (CU's) Science Explorer Program,
teachers and students put new science curricula to the test. In a series of 30 one-
day workshops held throughout the state, Colorado and New Mexico teachers
and students tried out new science lessons focused on ground-level and stratos-
pheric ozone, as well as UV radiation.
Teams comprised of one teacher and five students, from fifth through eighth
grade, participated in three 75-minute classes throughout the workshops. Each
class featured a variety of ozone-related, hands-on lessons; for example, the teams
searched for ground-level ozone by using Schoenbein paper—a special paper
made of cornstarch, distilled water, and potassium iodide—which turns blue or
purple when in contact with ozone.
In another activity, students and teachers learned about the effects of stratospher-
ic ozone depletion—such as increased UV radiation reaching Earth's surface.
Using color-changing, UV-sensitive Frisbees, the teams evaluated the effectiveness
of various sun-protection materials, including sunscreen, sunglasses, and fabrics.
The teams also constructed chemical models of ozone molecules out of gumdrops
and toothpicks. Studying the conditions of Antarctica, over which an ozone hole
exists, is another topic for curricula activities. After participating in the Science
Explorer activities, students and teachers took their new knowledge and materials
back to their classrooms to share with fellow students and colleagues.
Designed to encourage student interest and aptitude in science, math, and tech-
nology in Colorado and the West, the CU-Boulder Science Discovery Program
has been operating the Science Explorer Program for 15 years, introducing new
curricula to about 300 teachers each year.
For more information about CU's Science Explorer program, contact Lannie
Hagan at 303 492-0771.
Goddard Middle School, Glendora, California
Students in Glendora, California, are using technology to explore the science
behind Sun Wise. Greg Morrison's science class at Goddard Middle School uses
many tools, including the Internet, CD-ROMs, videos, and laboratory experi-
ments to collect, report, and analyze UV-related data. In a favorite class activity,
students use hand-held UV monitors, available from EPA, to measure the inten-
sity of UV rays at ground level. After gathering this data, the students can upload
their results to the Sun Wise Web site.
With the help of the local Rotary Club's Teacher Mini Grant Program, Morrison
runs another popular experiment using UV-sensitive beads to teach students
about the sun's UV rays and the effects of UV radiation on human skin and
health. Outside, students observe the beads changing from clear, light colors to
darker colors, corresponding to the strength of the sun's UV rays. The students
then examine and record the effectiveness of different types of sun protection,
EXAMPLES OF SUCCESSFUL SUNWISE PROGRAMS 53
-------
covering the beads with sunscreens of various SPF levels, sunglasses, wet and dry
clothing, and plastic.
In addition, Morrison uses video tapes of national newscasts about the ozone
layer, which further demonstrate the scope and breadth of the subject. All these
sun-science activities and students' work are featured on Morrison's class Web site,
.
54 APPENDIXC
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Appendix D:
How Is the UV Index
Calculated?
The UV Index is calculated by collecting data on stratospheric ozone levels and
forecasted cloud amounts and then transforming these data into a useful metric
that describes how intense the next day's UV radiation will be.
The calculation begins with measurements of current total stratospheric ozone
levels for the entire globe, obtained via two satellites operated by the National
Oceanic and Atmospheric Administration (NOAA). These data are then used to
produce a forecast of stratospheric ozone levels for the next day for various cities
in the United States.
Next, a mathematical model is used to determine the amount of UV radiation
expected to reach the Earth's surface based on the forecasted stratospheric ozone
levels. This mathematical model—a radiative transfer model—takes into account
the time of day, latitude of the city, and day of the year, and then determines
the expected UV levels for wavelengths measuring 290 nanometers to 400
nanometers.
Because some UV wavelengths are more dangerous to human skin than others,
another mathematical function is used to apply a greater emphasis or weight to
the magnitude of the more dangerous UV wavelengths than the less dangerous
UV wavelengths. The weighted UV wavelength levels are then integrated togeth-
er to produce a new value that represents how dangerous the UV radiation is to
human skin.
Cloud cover and elevation affect the level of UV radiation reaching the Earth's
surface, so another calculation is made to take these factors into account. Cloudier
skies limit the amount of UV radiation reaching the surface, and cities at higher
elevations receive more UV radiation. (Although atmospheric pollutants, haze,
and surface reflection (e.g., from sand, water, or snow) also affect the level of UV
exposure, the UV Index currently does not account for these effects).
Lastly, to obtain the UV Index, the adjusted value is scaled down by dividing it
by a conversion factor and rounding this number to the nearest whole number.
Note: the UV Index is calculated differently in different countries around
the world. This section only represents how the United States calculates the
UV Index.
Each year, the National Weather Service (NWS) gathers data on the level of UV
radiation reaching the Earth's surface to measure the accuracy of the UV Index.
Several government agencies, private companies, hospitals, and universities collect
and provide these surface UV data to NWS, which then conducts statistical analy-
ses of the data to determine discrepancies. These validations have shown that the
UV Index forecast is quite accurate.
HOW IS THE UV INDEX CALCULATED? 55
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Surface UV data are often collected using Brewer spectrophotometers. These
monitoring devices are automated instruments that can infer the amount of total
ozone in the stratosphere based on measurements of the UV radiation that reach-
es the Earths surface. To ensure that all UV monitoring devices are taking similar
and accurate measurements, NOAA's Central UV Calibration Facility compares
UV readings from different monitoring devices and calibrates the devices as need-
ed based on recommendations from the National Institutes of Standards and
Technology.
56 APPENDIX D
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Appendix E:
Examples of UV Monitoring
Networks and Scientific
Studies in the United States
The National Oceanic and Atmospheric Administration monitoring and satellite
equipment used for collecting data to help calculate the UV Index (see Appendix
D: How is the UV Index Calculated?) is just one of several UV monitoring net-
works in the United States. A number of government agencies, universities, and
institutions have developed other UV monitoring networks to study the effects of
UV radiation on human health, ecological processes, wildlife, and climate. These
data are sometimes publicly available on the Internet.
University of Georgia (UGA) EPA Monitoring Network
or UV-Net Program
The UGA/EPA Monitoring Network is used to validate the UV Index. This net-
work consists of 21 monitoring devices located in 14 different national parks and
7 urban areas across the country. See for more informa-
tion and to access data.
Park Research and Intensive Monitoring of Ecosystems
Network (PRIMENet)
PRIMENet is a joint EPA/National Park Service program to assess the effects
of environmental stressors, including UV radiation, on ecological systems
nationwide. The UGA/EPA Monitoring Network's 14 monitoring devices
are located in national parks and are used in PRIMENet. A major research
aim of PRIMENet is to investigate the effects of UV radiation on frogs
and other amphibians. For general information on PRIMENet, see
. For information on PRIMENet
amphibian studies, see .
U.S. Department of Agriculture (USDA) UV-B
Monitoring Program
The USDA UV-B Monitoring Program uses a network of 36 monitoring devices
located throughout the United States, including Hawaii and Alaska. These
monitors quantify the atmospheric effects that influence UV radiation and
assess the potential impacts of increased UV radiation levels on agricultural
crops and forests. For more information and to access data, see
.
EXAMPLES OF UV MONITORING NETWORKS AND SCIENTIFIC
STUDIES IN THE UNITED STATES 57
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National Science Foundation (NSF) Polar UV
Monitoring Network
The NSF Polar UV Monitoring Network includes six monitoring devices
that measure UV spectral irradiance at the polar regions. These data are
used by researchers studying the effects of ozone depletion on terrestrial
and marine biological systems. For more information and access to data, see
.
58 APPENDIXE
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Appendix F:
Frequently Asked Questions
Q: Why is overexposure to the sun dangerous?
A: The sun emits powerful ultraviolet (UV) radiation that can cause a number
of health problems as a result of overexposure. In addition to causing sunburn,
UV radiation can cause health problems that might not become apparent until
many years after sun exposure. These problems include skin cancer, premature
aging of the skin, cataracts, and suppression of the immune system.
Q: Is skin cancer a significant problem in the United States?
A: Skin cancer is the most common form of cancer in the United States. In addi-
tion, the incidence of malignant melanoma, the most dangerous form of skin can-
cer, is increasing more quickly in the United States than for any other form of
cancer. Although skin cancer can usually be cured if detected and treated early, if
detected late or left untreated, skin cancer can cause considerable damage, disfig-
urement, and even death.
Q: If I have darker skin, do I still need to be concerned about
skin cancer?
A: Although the incidence of skin cancer is lower in people with darker skin, the
disease can still occur and often is not detected until it has reached a later, more
dangerous stage. In addition to skin cancer, overexposure to the sun can cause
other health problems in all populations, regardless of skin type. These include
cataracts, premature aging of the skin, and immune suppression.
Q: How is the ozone layer related to UV radiation and skin cancer?
A: The ozone layer serves as a shield in the upper reaches of the atmosphere to
protect the Earth from most of the UV radiation emitted by the sun. In recent
years, scientists have documented seasonal depletions of the ozone layer over
Antarctica, the Arctic, and mid-latitude regions such as North America. Because
the depletion of the ozone layer allows more UV radiation to reach the Earth's sur-
face, scientists are concerned that this phenomenon might create an increased
threat to human health.
Q: What's causing ozone layer depletion and how can it be fixed?
A: Scientists have determined that a variety of synthetic halocarbon chemicals,
such as chlorofluorocarbons, are responsible for depleting the ozone layer.
Countries around the world have recognized this threat and signed a treaty—the
Montreal Protocol on Substances that Deplete the Ozone Layer—to reduce the
global production of ozone-depleting substances. With full compliance from
participating countries, the ozone layer should be restored by the middle of the
21st century. Until that time, increased levels of UV radiation will reach the
Earth's surface.
FREQUENTLY ASKED QUESTIONS 59
-------
Q: How can I prevent the health problems associated with overex-
posure to UV radiation?
A: A number of sun-safe behaviors can help reduce the risks associated with
overexposure to UV radiation. These include:
• Limiting your time in the sun between 10 a.m. and 4 p.m.
Seeking shade whenever possible.
n Using a broad-spectrum sunscreen with a SPF of at least 15.
• Wearing a wide-brimmed hat and if possible, tightly woven, full-length
clothing.
• Wearing UV-protective sunglasses.
• Avoiding sunlamps and tanning salons.
• Watching for the UV Index daily and taking appropriate precautions
based on the Index level.
In addition, by educating children and others in your community, you can help
them understand the risks of overexposure to UV radiation and can encourage
them to adopt sun-safe behaviors as well.
Q. When I go out in the sun, my skin tends to tan, not burn. I like
the way a tan looks, but is this safe for my skin?
A: There is no such thing as a healthy suntan. Any change in your natural skin
color is a sign of skin damage. Every time your skin color changes after sun expo-
sure, your risk of developing sun-related ailments increases.
Q: What is the UV Index and where can I find it?
A: Developed by the National Weather Service and EPA, the UV Index provides
a daily forecast (on a 0 to 10+ scale) of the expected intensity of UV radiation
from the sun and helps people determine appropriate sun-safe behaviors. The
lower the number, the less UV radiation is reaching the Earths surface. Lower
numbers occur during overcast conditions or early and later in the day, while
higher numbers occur during clear or partly cloudy conditions and in the middle
of the day. The Index considers many factors, including latitude, day of the year,
time of day, ozone, elevation, and predicted cloud conditions at solar noon. You
can determine the UV Index for your ZIP code by accessing the following Web
site at .
60 APPENDIXF
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Q: What is SunWise?
A: SunWise is a UV risk education program created by EPA to teach elementary
and middle school students about the science of UV radiation and sun-safe behav-
iors. Schools participating in SunWise receive a variety of ready-made education-
al materials and gain access to the SunWise Internet database where students can
enter and view UV measurement data. In addition to sponsoring classroom and
schoolwide activities, SunWise schools are encouraged to form community part-
nerships and organize sun-safe events. For more information, visit
.
Q: How do I get SunWise educational materials?
A: Join SunWise by signing up through the SunWise Web site at .
Q: Why does SunWise focus on children and schools?
A: Children spend many hours outdoors during recess, physical education class-
es, after-school activities, and sports programs. As a result, most of the average
person's lifetime sun exposure occurs before the age of 18. Schools and teachers
can play a major role in protecting children from overexposure to UV radiation
by teaching sun-safe behaviors.
Q: In addition to SunWise, are there any other UV risk education
programs that I could join?
A: In addition to SunWise, a number of local, state, and national UV risk edu-
cation programs exist. See Appendix B: Case Studies of UV Risk Education
Programs, for information on some of these programs. You can also contact your
local or state health department for more information.
FREQUENTLY ASKED QUESTIONS 61
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62
APPENDIX F
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Appendix O
Glossary
Basal Cell Carcinoma: Skin cancer tumors that might appear as slow-grow-
ing, translucent, pearly nodules, which can crust, discharge pus, or even bleed.
These tumors typically develop where you are most exposed to the sun—on the
face, lips, tops of ears, and hands.
Chlorofluorocarbons (CFCs): Stable, low-toxic, and inexpensive chemicals
that were most commonly used as refrigerants, solvents, and aerosol propellants
until scientists discovered their destructive power. When strong UV radiation
breaks down CFCs, they release atomic chlorine, which accelerates the natural
destruction of ozone and contributes to ozone depletion. Nations around the
world have agreed to reduce and eventually eliminate production of CFCs.
EMPACT: Environmental Monitoring for Public Access and Community
Tracking, a program begun by EPA in 1996, helps communities collect, manage,
and distribute environmental information, providing residents with up-to-date
and easy-to-understand information they can use to make informed, day-to-day
decisions.
Melanoma: The most fatal form of skin cancer. Malignant melanomas can
appear suddenly without warning as a dark mole or other dark spot on the skin
and can spread quickly.
Montreal Protocol: The Montreal Protocol on Substances that Deplete the
Ozone Layer is an agreement adopted by international governments in 1987 to
reduce and eventually eliminate the emissions of human-made ozone-depleting
substances such as chlorofluorocarbons. The agreement has since been strength-
ened four times as scientists discovered the severity of ozone depletion.
National Weather Service (NWS): Government agency that provides weath-
er, hydrologic, and climate forecasts and warnings for the United States. NWS
issues the UV Index daily.
Ozone Depletion: Acceleration of the natural process of destroying and regen-
erating stratospheric ozone caused by human-made chemicals such as chlorofluo-
rocarbons. The ozone found in the upper atmosphere (stratosphere) is destroyed
and regenerated naturally, but certain human-made chemicals accelerate this
process and damage the protective ozone layer. As this ozone layer breaks down,
it absorbs smaller amounts of UV radiation, allowing the UV radiation to reach
the Earth.
Spectrophotometer: An instrument for measuring the relative intensities of
light in different parts of the spectrum. Scientists use spectrophotometers to
measure the amount of UV radiation reaching the Earth.
Squamous Cell Carcinoma: Skin cancer tumors that might appear as nod-
ules or red, scaly patches, which can develop into large masses and spread to other
parts of the body.
GLOSSARY 63
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Stratosphere: Portion of the atmosphere extending from about 10 km to about
50 km above the Earth. The stratosphere includes the stratospheric ozone layer,
which absorbs most of the sun's harmful rays.
Stratospheric Ozone: A bluish gas composed of three oxygen atoms. Found in
the upper atmosphere, it helps shield the Earth from the sun's UV radiation.
Natural processes destroy and regenerate ozone in the atmosphere. When ozone-
depleting substances such as chlorofluorocarbons accelerate the destruction of
ozone, there is less ozone to block UV radiation from the sun, allowing more UV
radiation to reach the Earth.
Sunscreen: A substance, usually a lotion, that is applied to skin to protect it
from UV radiation. Sunscreen protects by reflecting UV radiation away from skin
and by absorbing UV radiation before it can penetrate your skin.
SunWise School Program: EPA program that aims to teach grades K-8 school
children and their caregivers how to protect themselves from overexposure to the
sun. The program raises children's awareness of stratospheric ozone depletion and
ultraviolet radiation, and encourages simple sun-safety practices.
SunWise Partner Schools: Participants in the SunWise School Program
receive materials and tools for students to actively learn about the health and envi-
ronmental effects of the sun. Schools sponsor cross-curricular classroom lessons,
including measuring and posting UV Index measurements on the Internet.
UV Index: A tool developed by the National Weather Service that predicts the
next day's UV intensity on a scale from 0 to 10+, helping people determine appro-
priate sun-protective behaviors. The lower the number, the less amount of radia-
tion is reaching the Earth's surface. Based on this number, people should take
appropriate sun-safe precautions.
UV Monitoring Networks: Combination of ground-based and satellite data
monitoring stations that track changes in the ozone layer around the world and
help validate the UV index. Using scientific data gathered by monitoring
networks, scientists study a wide variety of health and environmental effects
of UV radiation on humans, crops, forests, and ecological processes on land and
in water.
UV Radiation: A portion of the electromagnetic spectrum with wavelengths
shorter than visible light. UV radiation produced by the sun is responsible for
sunburn and other adverse health effects. Scientists classify UV radiation into
three types: UV-A, UV-B, and UV-C.
64 APPENDIX A
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I
5
\
LU
O
Environmental
Curricula Handbook:
Tools in Your Schools
E M P A
T
Environmental Monitoring for Public Access
& Community Tracking
-------
Disclaimer
This document has been reviewed by the U.S. Environmental Protection Agency (EPA) and approved for publication.
-------
EPA/625/R-02/009
www.epa.gov/empact
December 2002
Environmental Curricula Handbook:
Tools in Your Schools
National Risk Management Research Laboratory
Office of Research and Development
U.S. Environmental Protection Agency
Cincinnati, Ohio 45268
Office of Environmental Information
U.S. Environmental Protection Agency
Washington, DC 20460
Recycled/Recyclable
Printed with vegetable-based ink on paper that contains a minimum of
50% postconsumer fiber content processed chlorine-free.
-------
Acknowledgments
The development of this handbook was managed by Dr. Dan Petersen (U.S. Environmental Protection Agency).
While developing this handbook, we sought the input of many individuals. Gratitude is expressed to each person
for their involvement and contributions.
Beth Gorman, Pima County Department of Environmental Quality, Tucson, AZ
Susan Green, Northeast States for Coordinated Air Use Management (NESCAUM), Boston, MA
George Host, University of Minnesota, Natural Resources Research Institute, Duluth, MN
Kristin Kenausis, U.S. Environmental Protection Agency, Washington, DC
Richard List, Syracuse City School District, Syracuse, NY
Kim Ornberg, Seminole County Public Works Department, Stormwater Division, Sanford, FL
Curry Rosato, City of Boulder Public Works/Utilities, Water Quality and Environmental Services, Boulder, CO
Julie Silverman and Kara Lenorovitz, Center for Lake Champlain, Burlington, VT
Jodi Sugarman-Brozan, Alternatives for Community and Environment, Roxbury MA
Pete Tebeau, University of Connecticut, Bridgeport, CT
Rudi Thompson, University of North Texas, Dallas, TX
John White, U.S. Environmental Protection Agency, Research Triangle Park, NC
Adam Zeller, Earth Day Coalition, Cleveland, OH
i i
-------
Contents
1.0 Introduction 1
1.1 What Was EMPACT? 1
1.2 What is the Purpose of This Handbook? 2
2.0 How Do EMPACT Programs Work in Schools? 3
2.1 Environmental Education—Why Teach Students About the Environment? 3
2.2 Lesson Creation 101—How To Incorporate EMPACT Lessons and Ideas Into Age-
Appropriate Curricula 3
2.3 Making the Grade—How to Identify and Use Quality Environmental Education Materials 4
3.0 Teaching the Teacher—How Do I Make an EMPACT on My Students? 6
3.1 Air 6
Why should we be concerned about air quality?
Why should we be concerned about UV radiation?
Additional resources
3.2 Water 7
Why should we be concerned about water quality?
Additional resources
3-3 Soil and Land 7
Why should we be concerned about soil quality?
Why should we be concerned about land resources?
Additional resources
4.0 Air-Based Projects 9
4.1 Teacher Tips 9
4.2 The Tools 11
4.2.1 AirBeat (Boston, Massachusetts) 11
Introduction
Lessons, Tools, and Activities
Resources
4.2.2 Air CURRENTS (New York and New Jersey) 12
Introduction
Lessons, Tools, and Activities
Resources
4.2.3 Airlnfo Now (Tucson, Arizona) 14
Introduction
Lessons, Tools, and Activities
Resources
-------
4.2.4 AIRNow (National) 16
Introduction
Lessons, Tools, and Activities
Resources
4.2.5 Community Accessible Air Quality Monitoring Assessment (Northeast Ohio) 18
Introduction
Lessons, Tools, and Activities
Resources
4.2.6 ECOPLEX (Dallas-Ft. Worth, Texas) 19
Introduction
Lessons, Tools, and Activities
Resources
4.2.7 SunWise School Program (National) 20
Introduction
Lessons, Tools, and Activities
Resources
5.0 Water-Based Projects 23
5-1 Teacher Tips 23
5.2 The Tools 25
5.2.1 Boulder Area Sustainability Information Network (BASIN) (Boulder, Colorado) 25
Introduction
Lessons, Tools, and Activities
Resources
5.2.2 Burlington Eco-Info (Burlington, Vermont) 27
Introduction
Lessons, Tools, and Activities
Resources
5.2.3 ECOPLEX (Dallas-Ft. Worth, Texas) 29
Introduction
Lessons, Tools, and Activities
Resources
5.2.4 Lake Access (Minnesota) 31
Introduction
Lessons, Tools, and Activities
Resources
5.2.5 Monitoring Your Sound (MY Sound) (Long Island Sound, New York) 33
Introduction
Lessons, Tools, and Activities
-------
Resources
5.2.6 Online Dynamic Watershed Atlas (Seminole County, Florida) 35
Introduction
Lessons, Tools, and Activities
Resources
5.2.7 Onondaga Lake/Seneca River (Syracuse, New York) 36
Introduction
Lessons, Tools, and Activities
Resources
6.0 Land-Use and Soil-Based Projects 39
6.1 Teacher Tips 39
6.2 The Tools 40
6.2.1 Northeast Ohio Urban Growth Simulator 40
Introduction
Lessons, Tools, and Activities
Resources
Appendix A: Additional Resources 42
Appendix B: Glossary of Terms 45
Appendix C: Activities by Grade Level 53
Appendix D: Activities by Subject 54
Appendix E: Selected Lesson Plans and Activities (HTML versions only) 55
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1.0 Introduction
Environmental education is a learning process that increases people's knowledge and
awareness about the environment and associated challenges, develops the necessary
skills and expertise to address the challenges, and fosters attitudes, motivations, and
commitments to make informed decisions and take responsible action (UNESCO,
Tbilisi Declaration, 1978).
1.1 What Was EMPACT?
The U.S. Environmental Protection Agency (EPA) created the Environmental
Monitoring for Public Access and Community Tracking (EMPACT) program to
take advantage of new technologies that make it possible to provide environ-
mental information to the public in near real-time. EPA partnered with the
National Oceanic and Atmospheric Administration (NOAA) and the U.S.
Geological Survey (USGS) to help achieve nationwide consistency in measuring
environmental data, managing the information, and delivering it to the public.
Through the use of grants, EMPACT helped local governments build monitor-
ing infrastructure in metropolitan areas across the country, addressing questions
such as:
• What is the ozone level in my city today?
• How is the water quality at the beach today?
• What is the UV Index in my area today?
EMPACT projects aim to help communities:
• Collect, manage, and distribute time-relevant environmental information.
• Provide their residents with easy-to-understand, practical information they
can use to make informed, day-to-day decisions.
Some projects were initiated directly by EPA; others were launched by commu-
nities with the help of EPA-funded "Metro Grants." EMPACT projects helped
local governments build monitoring infrastructures and disseminate environ-
mental information to millions of people.
EMPACT projects have been initiated in 156 metropolitan areas. These projects
cover a wide range of environmental issues, such as groundwater contamination,
ocean pollution, smog, and overall ecosystem quality. Having met the program
goals, EMPACT ended in 2001. Many projects continue to provide realtime
environmental information to local residents.
Recognizing that educating our youth is vital to the future of our planet, many
EMPACT projects have incorporated curricula- or school-based components.
The curricula are hands-on in their approach and complement the objectives of
their associated EMPACT projects. Therefore, the activities and lessons either
involve the utilization of monitoring data collected under a particular project or
encourage student monitoring to assist project efforts.
Introduction
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1.2 What Is fhe Purpose of This Handbook?
This handbook is designed to provide teachers and other educators with guid-
ance on how to teach students about environmental issues related to air, water,
and soil quality. It provides information to help educators incorporate environ-
mental education into the classroom. The handbook is organized as follows:
• Chapter 2: How Do EMPACT Programs Work in Schools discusses why
environmental education is important, how to incorporate the lessons and
ideas highlighted in this handbook into age-appropriate curricula, and how
to identify quality environmental education materials.
• Chapter 3: Teaching the Teacher—How Do I Make an EMPACT on My
Students? provides background information on air, water, and soil and why
we should be concerned about the quality of these substances.
• Chapter 4: Air-Based Projects covers the air-based EMPACT projects and
their curriculum components.
• Chapter 5: Water-Based Projects covers the water-based EMPACT projects
and their curriculum components.
• Chapter 6: Land-Use and Soil-Based Projects covers the land- and soil-
based EMPACT projects and their curriculum components.
This handbook can assist educators in designing lesson plans and activities to
teach the principles of environmental science. It highlights a host of EMPACT
projects that have developed or are developing curricula or other classroom
materials to foster student learning. The highlighted projects cover a variety of
grade levels (see Appendix C: Activities by Grade Level). Therefore, this hand-
book can be used by any teacher, from kindergarten through grade 12. In addi-
tion, college-level materials have been developed for some projects. Moreover, in
most cases, the activities and lessons geared towards one particular grade can
easily be adapted for others. Teachers and educators can review the project
descriptions and read about the activities, lesson plans, and tools they employ to
develop ideas for their own classrooms. In addition, the handbook includes
resources and contact information and in some cases a Web site where lesson
plans and activities can be accessed directly.
This handbook also references supplementary sources of information, such as
Web sites, publications, organizations, and contacts, that can help the user find
more detailed guidance. (See Appendix A: Additional Resources)
Introduction
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2.0 How Do EMPACT
Programs Work in
Schools?
2.1 Environmental Education—Why Teach Students
About the Environment?
Environmental information is important because it
affects our daily lives. For example, if you know the air
quality is poor on a particular day, you might choose to
skip your daily jog or exercise early in the morning when
air quality is usually better. Environmental education typ-
ically incorporates aspects of economics, culture, politics,
and social equity, as well as natural processes and systems.
Teaching young people about the environment can help
them see the many ways in which people affect the world
around them by their actions today, which have conse-
quences for the future health of the environment.
Environmental education can foster in children of all ages
an awareness and sensitivity to the natural world, inspir-
ing students to increase their knowledge of the environment, identify environ-
mental challenges, and become motivated about resolving these challenges.
Learning about environmental challenges can also show students first-hand how
their individual and collective actions can affect their own health, the environ-
ment, the country, and society as a whole. As a result, learning about the envi-
ronment can help young people make
informed day-to-day decisions, influence
their peers and caregivers, and grow up to be
better citizens.
2.2 Lesson Creation 101 —
How to Incorporate
EMPACT Lessons and
Ideas Into Age-
Appropriate Curricula
The EMPACT tools described in this hand-
book use real-time technologies to help
develop children's research and reasoning
skills. Lessons focus on inquiry-based, hands-
on learning. Students not only learn about
environmental issues but also are encouraged
to explore how feelings, experiences, atti-
tudes, and perceptions influence these issues.
This type of teaching helps students develop
Reducing the Risks
Children can be exposed to a number of environmental
hazards in their homes, schools, and playgrounds—
from tobacco smoke to lead-based paint.
Environmental education can help raise teacher, parent,
and student awareness of these risks, thereby helping to
reduce children's exposure to these hazards over time.
For example, asthma is currently the most common
chronic childhood illness in the United States. Over the
past 15 years, major advances have been made in
understanding the complex interplay between asthma,
environmental exposures, and other factors.
This knowledge is helping pediatricians, schools, chil-
dren, and their caregivers take steps to not only miti-
gate asthma triggers, but also to learn how to manage
this illness on a day-to-day basis (i.e., on high ozone
days, asthmatics should not play outside).
How Do EMPACT Programs Work in Schools?
-------
the critical-thinking, problem-solving, and team-working skills needed in today's
technology- driven world.
EMPACT lessons typically use hands-on, laboratory-based approaches, such as
those favored by groups like the National Science Teachers Association (NSTA)
and the National Science Foundation (NSF). As such, they often fit best in a
science curriculum, but they are also often multidisciplinary so that the lessons
can be incorporated into many different subject areas.
While science forms the foundation for many of the EMPACT lessons in this
handbook, social science, health, language arts, math, and other subjects are also
covered, as they are critical to fully understanding environmental issues and
their impacts on society. (See Appendix D: Activities by Subject.)
For example, the Northeast Ohio (NEO) EMPACT project teaches students
about air quality and urban sprawl through a set of 10 hands-on exercises and
science experiments. Also included in the lessons are activities that develop lan-
guage arts skills, such as composing a letter about acid rain for local legislators
or completing air quality word searches and crossword puzzles.
The tools referenced in this handbook also serve a range of ages and grades.
EMPACT lessons at the primary grades are designed so that younger children
can explore the environment and learn basic concepts. At the higher grades,
children perform increasingly more sophisticated experiments and data gather-
ing and interpreting tasks.
For example, in the ECOPLEX curriculum (K-8), kindergartners take ultravio-
let-sensitive beads outside to see how the beads change colors, thereby discover-
ing where and when the sun's ultraviolet rays are strongest. At the third grade
level, students use construction paper and colored pattern blocks to learn how
oxygen is converted to ozone. Eighth graders learn how chlorofluorocarbons
(CFCs) contribute to ozone depletion through chemistry experiments that
demonstrate how compounds separate in a chemical reaction.
A number of the EMPACT tools described in this handbook teach global issues
via a local or regional environmental problem; others have a national scope, and
some projects reinforce the national scope by enabling students to exchange data
and observations with other classrooms across the country.
Finally, most EMPACT lessons have been developed with the help of both tech-
nical and curriculum experts, ensuring their accuracy and applicability to state
and national education standards.
2.3 Making fhe Grade—How fo Identify and Use
Qualify Environmental Education Materials
EMPACT tools, like all quality environmental education materials, encourage
exploration. Acquiring information changes from a static to active learning
process. Students participate in defining goals, gaining knowledge, and present-
ing results in a variety of formats.
How can schools recognize and use quality environmental education materials?
According to the North American Association for Environmental Education
Chapter 2
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(NAAEE), quality environmental education materials should possess six key
characteristics, as listed below. It is useful for educators to be aware of these
characteristics and to reinforce them in the classroom when teaching students
about the environment.
#1 Fairness and accuracy. Environmental education materials should be fair
and accurate in describing environmental problems, issues, and conditions,
and in reflecting the diversity of perspectives on them. Materials should have
factual accuracy, a balanced presentation of differing viewpoints and theories,
openness to inquiry, and reflection of diversity.
#2 Depth. Environmental education materials should foster awareness of the
natural and built environment, an understanding of environmental concepts,
conditions, and issues, and an awareness of the feelings, values, attitudes, and
perceptions at the heart of environmental issues, as appropriate for different
developmental levels. Materials should focus on concepts that are set in a
context that includes social and economic as well as ecological aspects and
demonstrate attention to different scales.
#3 Emphasis on skills building. Environmental education materials should
build lifelong skills that enable learners to prevent and address environmental
issues. Materials should encourage the use of critical thinking and creative
skills. Students should learn to arrive at conclusions about what needs to be
done based on thorough research and study and should gain basic skills to
participate in resolving environmental issues.
#4 Action orientation. Environmental education materials should promote
civic responsibility, encouraging learners to use their knowledge, personal
skills, and assessments of environmental issues as a basis for environmental
problem solving and action. Materials should instill a sense of personal stake,
responsibility, and self-efficacy
#5 Instructional soundness. Environmental education materials should rely on
instructional techniques that create an effective learning environment.
Instruction should be learner-centered—materials should offer different ways
of learning, and there should be a connection to everyday life. In addition,
learning should occur in environments that extend beyond the boundaries of
the classroom, and materials should recognize the disciplinary nature of envi-
ronmental education. The goals and objectives of the materials should be
clear, the materials should be appropriate for specific learning settings, and
they should include a means for assessing learner progress.
#6 Usability. Environmental education materials should be well designed and
easy to use. Materials should be clear and logical to both educators and
learners, inviting and easy to use, long-lived, adaptable, and accompanied by
instruction and support. In addition, materials should make substantiated
claims and fit in with national, state, or local requirements.
For more information on NAAEE's Environmental Education Materials:
Guidelines for Excellence, visit .
How Do EMPACT Programs Work in Schools?
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3.0 Teaching the Teacher:
How Do I Make an
EMPACT on My Students?
3.1 Air
Why should we be concerned about air quality?
Air quality in many U.S. cities is being degraded by human activities such
as driving, chemical manufacturing, the burning of fossil fuels, and other
industrial and commercial operations. Air pollution also comes from
smaller, everyday activities such as dry cleaning or filling your car with gas.
As more people drive vehicles, require more electricity, and conduct other
activities, more gases and particles are added to the air we breathe. This
pollution can reach levels dangerous to humans and the environment.
While air pollution poses a health risk to all humans, it is especially dangerous
for children and people with respiratory illnesses. The biggest air pollution-relat-
ed health threat to children is asthma. Other problems associated with high lev-
els of air pollutants, such as ozone, include irritated eyes or throat or breathing
difficulties. Air pollution also contributes to acid rain, smog, haze, and climate
change, all of which can drastically affect the environment.
Why should we be concerned about ultraviolet (UV) radiation?
The sun produces three types of UV radiation, much of which is absorbed by the
Earth's atmosphere. However, UVA and some UVB are not absorbed and can cause
sunburns and other health problems. UV radiation exposure has been linked to health
effects including: skin cancers such as melanoma; other skin problems such as prema-
ture aging; cataracts and other eye damage; and immune system suppression. Many of
these problems, however, can be prevented with proper protection from UV radiation.
Additional EPA resources
• EPA's Office of Air and Radiation: .
• EPA's Clean Air Markets Web site has information on acid rain:
.
• EPA's Office of Transportation and Air Quality has information on air
pollution caused by mobile sources: .
• EPA's SunWise School Program has information on UV radiation and
sun protection: .
• EPA's Web site for teachers: .
• EPA's Air Web site for kids includes information, activities, and
games about various issues: .
Chapter 3
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3.2 Water
Why should we be concerned about water quality?
Perhaps the most important problem facing U.S. water bodies
today is nonpoint source (NFS) pollution—pollution from many
diffuse sources as opposed to one distinct source. NFS pollution
is caused by rainfall or snowmelt picking up, carrying, and even-
tually depositing pollutants into lakes, rivers, wetlands, coastal
waters, or underground sources of drinking water. These pollu-
tants include: fertilizers, pesticides, and animal wastes from agri-
cultural lands and residential areas; oil, grease, salts, and toxic
chemicals from urban runoff; sediment from improperly man-
aged construction sites, crop and forest lands, and eroding streambanks; miner-
als from abandoned mines; bacteria and nutrients from livestock, pet wastes,
and faulty septic systems; and atmospheric deposition, such as acid rain.
Urban runoff can pose a dual threat to water quality. Natural areas such as
forests and wetlands absorb rainwater and snowmelt so that it slowly filters into
the ground, reaching waters gradually. In contrast, urban landscapes contain
nonporous surfaces like roads, parking lots, and buildings that cause runoff con-
taining toxic oil and grease to increase. Adding to this problem are storm sewer
systems that channel large volumes of quickly flowing runoff into a water body,
eroding streambanks and damaging streamside vegetation. Native fish and other
aquatic life cannot survive in urban streams because of the urban runoff.
Another type of NFS pollution, acid rain deposition, also greatly impacts fresh-
water environments. When the rate of acids entering lakes and streams is faster
than the rate at which the water and surrounding soil can neutralize it, the
water becomes acidic. Increased acidity and its associated chemical reactions are
highly toxic to many species of fish, insects, plants, and other aquatic species.
NFS pollution has led to beach closures, unsafe
drinking water, fish kills, and other severe environ-
mental and human health problems. For example, a
large increase of nitrates in drinking water can pose a
threat to young children, causing a condition known
as "blue baby syndrome." If left untreated, the con-
dition can be fatal. Even adults can be affected by
continuous exposure to microbial contaminants at
levels over EPA's safety standards. When this occurs,
people can become ill, especially if their immune sys-
tems are already weak. Examples of the chronic
effects of drinking water contaminants are cancer,
liver or kidney problems, or reproductive difficulties.
3.3 Soil and Land
Why should we be concerned about soil quality?
Soil contamination is a result of either solid or liquid hazardous substances mix-
ing with the naturally occurring soil. Plants can be damaged when they take up
Additional EPA resources
• EPA's Office of Water homepage:
.
• EPA's Office of Water Nonpoint Source
Pollution page: .
• EPA's Office of Water Quality page:
.
• EPA's Web site for teachers:
.
Teaching the Teacher
-------
contaminants through their roots. Contaminants in the soil can adversely
impact the health of animals and humans when they ingest, inhale, or touch
contaminated soil, or when they eat plants or animals that have been exposed to
contaminated soil. Animals ingest and come into contact with contaminants
when they burrow in contaminated soil. Humans can be exposed to toxic ele-
ments when they farm, handle, and distribute food and non-food crops. Young
children are especially at risk when they play ingest, or dig in contaminated soil.
Certain contaminants, when they contact our skin, are absorbed into our bodies.
When contaminants are attached to small surface soil particles they can become
airborne as dust and can be inhaled.
Soil contamination can be caused by industrial and chemical byproducts seeping
into the soil, spreading metallic substances such as lead, chromium, arsenic, and
cadmium. This contamination can also occur from lead-based paints, irrigation,
solid waste disposal, fertilizers, and pesticide application. Leaded paint continues
to cause most of the severe lead poisoning in children in the United States. It
has the highest concentration of lead per unit of weight and is the most wide-
spread of the various sources, being found in approximately 21 million pre-1940
homes. Dust and soil lead—derived from flaking, weathering, and chalking
paint—plus airborne lead fallout and waste disposal over the years, are the major
sources of potential childhood lead exposure.
Additional EPA resources
• Information on EPA's Superfund Program:
.
• Extensive information on brownfields, urban
redevelopment news, and resources:
.
• The Trust for Public Land, an organization
devoted to land conservation: .
• Information on brownfields on EPA's Web site:
.
Why should we be concerned about land
resources?
One of the most pressing land issues in America
today is urban sprawl. Sprawl is "the unplanned,
uncontrolled spreading of urban development into
areas adjoining the edge of a city" (Source:
Dictionary.com). This translates to a conversion of
rural areas, such as forests and farmlands, into sin-
gle family homes and strip malls. This type of
development uses land inefficiently and increases
vehicle miles traveled as people spend more time
commuting to and from work.
Another issue affecting American landscapes is that
of brownfields and Superfund sites. Superfund is a
program administered by EPA to clean up areas
where the dumping of chemical and other haz-
ardous wastes might be affecting public health and
the environment. Brownfields—abandoned or
underutilized industrial or commercial properties
with possible environmental contamination—are
one type of Superfund site. The cleanup and possi-
ble development of brownfields will remove envi-
ronmental hazards from, and increase the economic
well-being of many communities.
Chapter 3
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4.0 Air-Based Projects
4.1 Teacher Tips
Local air quality affects how we live and breathe. Like the weather, it can change
from day to day or even hour to hour. EPA and other organizations make infor-
mation about outdoor air quality as available to the public as information about
the weather. A key tool in this effort is the Air Quality Index (AQI). EPA and
local officials use the AQI to provide the public with timely and easy-to-under-
stand information on local air quality. The AQI tells the public how clean or
polluted the air is and what associated health concerns they should be aware of.
The AQI focuses on health effects that can happen within a few hours or days
of breathing polluted air. EPA uses the AQI for five major air pollutants regulat-
ed by the Clean Air Act—ground-level ozone, particu-
late matter, carbon monoxide, sulfur dioxide, and
nitrogen dioxide. For each of these pollutants, EPA has
established national air quality standards to protect
against harmful health effects. The AQI uses a scale of
values to indicate the level of health concern and associ-
ated color-coded warning. Many EMPACT projects
that focus on air quality involve monitoring and collect-
ing near real-time data for the AQI pollutants. In addi-
tion, some air projects monitor data related to
ultraviolet (UV) radiation, due to its association with
stratospheric ozone depletion. For more information on
the AQI, go to . For more
information on UV radiation and stratospheric ozone
depletion, go to .
Air Quality Index (AQI)*
AQI Number Health Concern
0 to 50
51 to 100
Moderate
Color Code
Green
Yellow
101 to 150
Unhealthy for
sensitive groups
151 to 200 Unhealthy
201 to 300 Very unhealthy
Purple
*Although ozone reports are primarily made for
metropolitan areas, ozone can be carried by the
wind to rural areas, where it can cause health
problems.
The following are the most common pollutants for which air data is monitored
and collected and a description of why the information is important.
Throughout this section of the handbook you will read about how this air qual-
ity data plays a role in various EMPACT curricula.
• Ozone (O3): Ozone is an odorless, colorless gas composed of three atoms of
oxygen. It occurs both in the Earth's upper atmosphere (the stratosphere) and
at ground-level. The ozone in the stratosphere is considered "good" ozone
because it forms a protective layer that shields us from the sun's harmful UV
rays. This ozone is gradually being destroyed by manmade chemicals, such as
chlorofluorocarbons. A tool called the UV Index measures the intensity of
the sun's rays and can help you plan outdoor activities safely.
At ground level, ozone is formed when pollutants emitted by cars, power
plants, industrial boilers, refineries, chemical plants, and other sources react
chemically in the presence of sunlight. Ground-level ozone is unhealthful
and is especially problematic during summer months when it is sunny and
hot. Ozone can irritate the respiratory system, causing coughing, throat irri-
tation, and/or an uncomfortable sensation in the chest. High risk groups
include children or anyone who spends a lot of time outdoors in warm
weather and people with respiratory diseases.
Air-Based Projects
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Particulate matter: Paniculate matter (PM) includes both solid particles and
liquid droplets found in the air. Many manmade and natural sources emit
PM directly or emit other pollutants that react in the atmosphere to form
PM. These particles range in size, with those less than 10 micrometers in
diameter posing the greatest health concern because they can be inhaled and
accumulate in the respiratory system, causing health problems. Particles less
than 2.5 micrometers in diameter are referred to as "fine" particles, and
sources include all types of combustion. Particles between 2.5 and 10
micrometers are consider "coarse," and sources include crushing or grinding
operations and dust from roads. Coarse particles can aggravate respiratory
conditions such as asthma, and exposure to fine particles is associated with
several serious health effects, including premature death.
Carbon monoxide: Carbon monoxide (CO) is a colorless, tasteless, odorless
gas that forms when the carbon in fuels does not completely burn. The
major sources of CO pollution include cars, trucks, and buses; airplanes;
trains; gas lawnmowers; snowmobiles; power plants; trash incinerators; and
wildfires. CO concentrations are usually highest during cold weather because
cold temperatures make combustion less complete and cause inversions that
trap pollutants low to the ground. When CO is breathed, it replaces the oxy-
gen that we normally breathe, which deprives the brain and heart of this nec-
essary element. As a result, when exposed to CO, a person might notice
shortness of breath or a slight headache. People with cardiovascular disease
are most sensitive to risk from CO exposure, and in healthy individuals,
exposure to higher levels of CO can affect mental alertness and vision.
Sulfur dioxide: Sulfur dioxide (SO2) is a colorless, reactive gas that is pro-
duced during the burning of sulfur-containing fuels such as coal and oil,
during metal smelting, and by other industrial processes. Major sources
include power plants and industrial boilers. Children and adults with asthma
who are active outdoors are most vulnerable to the health effects of SO2. The
primary response to even a brief period of exposure is a narrowing of the air-
ways, which may cause symptoms such as wheezing, chest tightness, and
shortness of breath. When exposure ends, lung function typically returns to
normal within an hour. At high levels, SO2 may cause similar symptoms in
non-asthmatics.
Nitrogen dioxide: Nitrogen dioxide (NO2) is a reddish-brown, highly reac-
tive gas formed when nitric oxide combines with oxygen in the atmosphere.
Once it has formed, NO2 reacts with volatile organic compounds (VOCs),
eventually resulting in the formation of ground-level ozone. Major sources of
NO2 include automobiles and power plants. In children and adults with res-
piratory disease, such as asthma, NO2 can cause respiratory symptoms such
as coughing, wheezing, and shortness of breath. In children, short-term
exposure can increase the risk of respiratory illness.
10 C h a p t e r 4
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4.2 The Tools
4.2.1 AirBeat (Roxbury, Massachusetts)
Introduction
The AirBeat EMPACT project centers around an air monitoring
system—the first of its kind in Massachusetts. The monitoring sys-
tem, which is sustained by a collaboration of universities, govern-
ments, and community organizations, enables residents to check
real-time air pollution levels via a telephone hotline or the AirBeat
Web site at . AirBeat measures ground-level
ozone and fine particle pollution and focuses on reducing the
health effects they have on Roxbury residents, who suffer from
high rates of asthma and other respiratory illnesses.
Lessons, Tools, and Activities
Part of the outreach for AirBeat involves educating teachers and students about
air quality and its health and environmental effects. Alternatives for Community
and Environment (ACE)—a local nonprofit organization—integrated air moni-
toring into its environmental justice curriculum for local schools by developing
an air quality flag warning system that is managed by a local school. Students use
AirBeat data to assess air quality on a daily basis and hang flags that correspond
to air quality at two locations. The flags advise Roxbury residents about air quali-
ty so they can take precautions if they suffer from asthma or other illnesses.
ACE also visits classrooms to administer its air pollution curriculum module,
which includes these lessons:
• How to Build Your Own Black Carbon Monitor, adapted from the Lawrence
Berkeley National Laboratory, teaches students to build a black carbon mon-
itor from commonly available items and analyze its measurements.
• Students distribute the Survey of Air Pollution Awareness to local residents,
then analyze the results to gauge residents' knowledge of air pollution and
asthma.
Resources
For more information, contact Jodi Sugerman-Brozan of Alternatives for
Community and Environment at 617 442-3343, ext. 23, or
and visit the AirBeat Web site at , where the above lessons
can be downloaded.
Air-Based Projects
1 1
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4.2.2 Air CURRENTS (New York and New Jersey)
Introduction
Air CURRENTS is a curriculum designed to educate middle and high school
students about air, air pollution, and air monitoring techniques. The project's
name, which stands for Collaboration of Urban, Rural, and Regional
Environmental Networks of Teachers and Students, reflects its focus on teachers,
students, and learning. The curriculum emphasizes a hands-on, problem-solving
approach, after which students implement what they've learned to make changes
in the community or region. Teachers and students, in collaboration with com-
munity groups, use a portable air monitoring system to do outdoor air monitor-
ing studies in their schools and communities. However, the curriculum can be
taught with or without employing the air monitor.
The goal of the Air CURRENTS project is to provide the tools and informa-
tion necessary for students, teachers, and community-based groups to obtain a
general assessment of the air quality in their neighborhoods. Additional goals of
the Air CURRENTS program are to integrate environmental learning into core
math, science, and social studies curricula; engage students and teachers in sci-
entifically meaningful air monitoring projects; use the Internet to connect par-
ticipating schools to one another and to resources for air quality and health
effects information; and work with schools to aid in developing a community
understanding of the complexities of local environmental problems.
The development of the Air CURRENTS curriculum was a collaboration of
state and federal agencies, universities, community-based organizations, and
educators. The project was managed by Northeast States for Coordinated Air
Use Management (NESCAUM), whose purpose is to exchange technical infor-
mation and to promote cooperation and coordination of technical policy issues
among member states. EPA provided a portion of the funding through the
EMPACT program to bring the Air CURRENTS curriculum to four EMPACT
cities: Buffalo and Brooklyn, NY, and Camden and Newark, NJ.
Lessons, Tools, and Activities
The Air CURRENTS curriculum helps students in grades 6 through 12 under-
stand the causes, consequences, and political complexities of managing air quali-
ty. The curriculum is extensive. It contains over 30 consecutive lessons that
complete what the Air CURRENTS educators refer to as the full "Science-
Technology-Society" (STS) circle. Students complete the STS circle in three
steps: (1) gain an understanding of the scientific concepts related to air quality
through hands-on laboratory investigations; (2) collect and analyze data after
mastering the use of an air quality monitor; and, (3) take appropriate social
advocacy actions to support their data and conclusions. Educators believe that
since the curriculum actively engages students in a process, it allows them to
intimately understand various points of view, so they can create a well-informed
opinion about air quality issues for themselves.
The first part of the curriculum introduces important concepts about air—prov-
ing that it exists and can be measured, even though students cannot see it.
12 Chapter4
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Students learn about particulate matter and gases such as carbon monoxide.
Lessons in the first section provide the conceptual framework for the use of the
portable monitor in the second section. Students learn to operate and collect
indoor and outdoor air quality data using the ACCESS™ (A Computerized
Community-based Environmental Sampling System) portable air quality moni-
tor. After developing a scientific hypothesis and testing it by collecting air quali-
ty data using the ACCESS system, students then analyze their data and develop
reports describing their findings. While the Web site was active, students posted
data files or reports on the Air CURRENTS Web site to share with other stu-
dents. Students can create a report from a downloaded data file by using the
ACCESS™ software from PAX Analytics. Finally, students learn a series of les-
sons in science, social studies, language arts, math, and arts to complete an
advocacy program they could undertake in their community.
Although the curriculum is designed to be used with a portable monitor, the
monitor is not required, and segments of the curriculum offer valuable lessons
by themselves. The Air CURRENTS curriculum can be taught by a team of
teachers across disciplines, but has the flexibility to be taught by science or
social studies teachers alone. At the middle school level, the most effective
model for this curriculum is where students have designated times for subject
areas. At the high school level, teachers have worked in teams of two, either
team teaching or working in a parallel model. The environmental sciences are
the obvious choices for these curricula, where it can be a self-contained two- to
three-month unit, but schools have implemented it into American government,
economics, and technology courses.
The Air CURRENTS curriculum utilizes a constructivist approach, which
requires teachers to foster an environment for inquiry-based learning. The con-
structivist approach is based on the premise that human nature dictates that we
construct our own understandings of the world in which we live. This approach
allows students to actively interact with objects and ideas to test their own pre-
conceptions; then, through reflection of those interactions, develop an under-
standing. Teachers should establish cooperative learning groups, in which the
constructivist model works well. Cooperative learning creates a structured natu-
ral environment that promotes collaboration. The teacher, or facilitator in this
approach, floats from group to group, to provide guidance as well as ask
thought-provoking questions that may encourage their investigations. Students
who are exposed to the constructivist model should be given time and space to
reflect. Therefore, teachers should encourage students to keep ongoing journals
and have an opportunity to reflect on, modify, and redesign their investigations
while they are not actively involved in them.
Resources
For more information, or to order a copy of the Air CURRENTS curriculum,
contact Susan Green at NESCAUM at 617 367-8540. The NESCAUM Web
site has additional information but does not offer the cur-
riculum for downloading. NESCAUM exchanges technical information and
promotes cooperation and coordination of technical policy issues regarding air
quality control among member states. They sponsor air quality training pro-
Air-BasedProjects 13
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grams, participate in national debates on air quality, assist in the exchange of
information, and promote research.
The Air CURRENTS Web site identifies partners and
provides a form for completing the project plan, which can be submitted for
review.
4.2.3 Air Info Now: Environmental Monitoring for Public Access and
Community Tracking (Pima County, Arizona)
Introduction
The Air Info Now project provides current air quality information for the met-
ropolitan Tucson area. The Web site was developed
under an EMPACT grant along with assistance from the University of Arizona,
The American Lung Association, and the Pima Association of Governments.
The project site provides information on air pollutants, their health effects,
activities to help in understanding air pollution, and historic and current moni-
toring data.
Tucson, Arizona, is an urban area with a strong public appreciation for and
commitment to the surrounding natural environment. The public has shown
increasing concern over air pollution, both in terms of individual health and
potential environmental impacts in the mountains and high desert lands that
are valued locally and worldwide for their pristine condition. Many residents
move to the area to alleviate health problems, and therefore, the area has a high-
er than average percentage of residents who are sensitive to air pollutants. In
addition, there are economically disadvantaged areas within the city that have
higher documented rates of asthma in children, so the timely dissemination of
air pollution data is especially important.
The overall objective of the Air Info Now project is to produce media and pub-
lic communication programs about air quality, the Tucson environment, health
concerns, and local solutions to improve air quality. Other objectives of the
project include the following:
• Collecting and disseminating accurate, understandable, and timely air pollu-
tion information.
• Expanding associated outreach and education programs to improve under-
standing of the relationships between air quality, climate, and health effects.
• Allow the community to address local air pollution problems and solutions
based on credible scientific information.
The project employs 80 instruments at 18 air monitoring sites throughout the
Tucson metropolitan area. In addition to monitoring carbon monoxide, ground-
level ozone, sulfur dioxide, nitrogen oxides, and paniculate matter (PM10 and
PM 2.5), for which EPA has National Ambient Air Quality Standards, the proj-
ect monitors various meteorological parameters that affect air pollution. These
parameters include wind speed, wind direction, temperature, relative humidity,
and UV radiation.
14 Chapter4
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Lessons, Tools, and Activities
The Air Info Now project has developed several
sets of activities and experiments designed to teach
students about pollution prevention, the relation-
ship between air quality and health, and data
analysis. The classroom activities offer older stu-
dents the opportunity to study the health risks
that come from ambient airborne pollution in
Tucson. The Web site also includes accompanying
teacher guides.
Activities (Grades 7 to 12):
Through real-time data collection activities, stu-
dents learn to analyze and interpret the real-time
air quality data that is collected and displayed by
the Air Info Now project site. Pollutants investi-
gated include ground-level ozone, carbon monoxide, and particulate matter, and
parameters include weather and climate (temperature, wind, rainfall), asthma
attacks, visibility, time, and location. Students learn data collection and analysis
techniques through practice with Excel spreadsheets and principles of statistics.
Students are separated into groups, each representing a different aspect of air
pollution. For example, one group represents "location" and tries to identify
pollution trends according to location around a city. Another group represents
"health effects," and they monitor the occurrences of asthma at several schools
to see if there is a correlation with air pollution.
Students regularly share their data with their classmates and summarize their
findings in a final paper or project that can be shared with the community.
Experiments (Grades 4 to 12):
Students construct and deploy particulate pollution detectors to test hypotheses:
for example, older vehicles and those using leaded or diesel fuel will produce
more particulate matter emissions. Students learn to identify gaseous and solid
pollutants in the atmosphere; observe an experiment that illustrates how to cap-
ture particulate pollutants and identify which vehicle emits more pollutants; and
conduct an experiment capturing particulate pollutants and determine which
locations appear to have more pollution.
Students make smog in a shoe box or aquarium to demonstrate convection cur-
rents and temperature inversion layers and discuss the implications for pollu-
tion. They also monitor their family's energy consumption, calculate the
amount of carbon dioxide produced, and discover how changes in consumption
can affect the amount of pollution and greenhouse gases released.
The Air Info Now Web site also includes several online interactive games for
kids that require Macromedia Flash Player.
Air-Based Projects
1 5
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Resources
For additional information on the Air Info Now project in Pima County or the
associated student activities and teacher guides, contact Beth Gorman at Pima
County Department of Environmental Quality (PDEQ), 520 740-3343 or
. You can download the student activities and
experiments, as well as the teacher guides, directly from the Air Info Now Web
site at . Click on Activities for online games and experi-
ments, and click on Teachers for the data collection activities and teacher guides.
4.2.4 AIRNow (National)
Introduction
Through its Web site, the AIRNow program offers access to daily air quality
forecasts as well as real- time air quality data for over 100 cities across the
United States. While many EMPACT programs provide the public with easy
access to local air quality information, the AIRNow Web site was developed by
EPA to offer real-time air quality information for both regional and local areas
across the United States and parts of Canada. For example, color maps show
ozone levels across a specific regional geographic area. Plus, AIRNow displays air
quality forecasts (good, moderate, unhealthy for sensitive groups, unhealthy) for
"air action days" in major metropolitan areas around the country. Users can
view local or regional air quality information such as ozone maps and air quality
forecasts and learn more about how they should adjust their outdoor activity
level when air quality is forecast to be poor. The Web site links to more detailed
state and local air quality Web sites.
A central component to the daily air quality forecast is the Air Quality Index, or
AQI. (See Section 3.1 for more on AQI.) The AIRNow Web site uses the AQI
categories, colors, and descriptors to communicate information about air quali-
ty. Increasingly, TV, radio, and newsprint forecasters are providing information
using the AQI. During summer months, for example, you may learn that it is a
code red day for ozone, meaning the air quality is unhealthy. But how do you
know what this means? Parents can learn by visiting the AIRNow Web site and
reading about the AQI. To help teach children how to read and understand the
AQI, the Web site offers an online and downloadable curriculum for school-
aged children.
Lessons, Tools, and Activities
The AIRNow curriculum is geared toward children 7 to 10 years old. EPA
developed more ozone segments for the 2002 ozone season (May through
October), aimed at those 5 to 6 years old, as well as those 7 to 10 years old. A
Spanish version of the current curriculum was launched in March 2002.
The AIRNow lessons can be used online or teachers can print a text version of
the Air Quality Index Kid's Web site and curriculum for classroom use. The kids
page includes two animated online games that can also be printed. The animated
version requires a Flash 5 plug-in player, which is available on the Web site.
16 Chapter4
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Lessons (Grades 2 to 5):
The Kids section of the AIRNow Web site is
hosted by an animated trio of chameleons:
K.C. Chameleon, Koko Chameleon, and
Kool Chameleon. Kids navigate through
four topic areas, learning about the AQI,
clean and dirty air, and how health is affect-
ed by breathing dirty air. By viewing an ani-
mated cartoon, kids learn that ozone is
formed by a combination of pollution and
sunlight. They also learn where soot and
dust come from and how paniculate matter
is formed. Once they learn about pollutants
and how they affect our bodies, they learn
how EPA and local governments present this
information to the public using the AQI.
By navigating different parts of the AIRNow
Web site, kids find the AQI forecast and an ozone map for their area. They
learn the numbers, colors, and words that the AQI uses to describe air quality.
By learning to identify groups that are sensitive to ozone—asthmatics, children,
and the elderly—they can read an AQI forecast and understand what those
groups should do differently on poor air quality days. Finally, kids learn what
they can do to reduce pollution and improve air quality.
As kids navigate, they have the opportunity to explore and further their learn-
ing. As they encounter new words, each page links to a dictionary of air pollu-
tion related words such as "global", "pollution", and "smog". They also learn
where on the Web site they can view ozone maps covering their local area. The
Web site includes two games: AQI Color Game and the AQI Game Show. The
AQI color game contains three levels of difficulty, from the easier word and
color connecting game, to the more challenging game, in which an AQI numer-
ical value is given and kids must look up the corresponding color.
In the AQI Game Show, three chameleons play the contestants, answering mul-
tiple choice questions about AQI and health. Kids click on the chameleon with
the correct answer, and the game automatically keeps score. The online version
includes 10 questions and the printed version includes 27 questions. The
answers are provided and both games can be downloaded and played on hard
copies.
From the AIRNow Web site, teachers can print colorful posters for each of the
five most common color codes of the AQI. For each color code, one of the
chameleons tells kids what level of outdoor activity is recommended for them
that day. The posters will print in color on a color printer. For schools without
color printers, a good exercise could be to color the posters the correct color.
Teachers can contact the AIRNow program to request color copies.
t.i-i.7aai
Air-Based Projects
1 7
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Resources
For more information on AIRNow, contact John E. White of EPA at 919 541-
2306 or at . The entire curriculum can be
downloaded from the AIRNow Web site at
-------
The Internet-based Activities teach students to access NEO EMPACT air
quality data online.
The Air Quality Activities focus on developing students' oral, visual, and
writing skills. Activities include conducting a mock interview with an envi-
ronmental professional, writing a clean air bill, composing a letter about acid
rain for local legislators, completing air quality word searches and crossword
puzzles, and designing air quality posters for display in the community.
Reducing Air Pollution—What Students Can Do offers teachers and stu-
dents some suggestions for reducing air pollution in the local community
and at home.
Air Quality Resources and Materials for Educators lists additional Internet,
hard copy, and organizational resources for air quality information. It also
includes ideas for no-cost educational materials and how to obtain them.
Resources
To obtain a free copy of the NEO Air Quality Curriculum Handbook, con-
tact Adam Zeller of the Earth Day Coalition at 216 281-6468 or . For more information on the NEO EMPACT project,
visit the NEO EMPACT Web site at or the
Northeast Ohio Air Quality Online Web site at .
4.2.6 ECOPLEX (Dallas-Ft. Worth, Texas)
Introduction
Through the use of both innovative and proven environmental monitoring
technologies, the ECOPLEX project collects real-time and time-relevant envi-
ronmental data that informs citizens of the Dallas-Ft. Worth metropolitan area
of current, historical, and near real-time forecasts of environmental conditions.
The project involves a multimedia approach, collecting data related to air, water,
soil, and weather. The data, as well as instructions on how to use it, are posted
on the project's Web site at .
Lessons, Tools, and Activities
As part of the ECOPLEX project, curricula were developed covering the topics
of ultraviolet (UV) radiation, water quality, and water quantity. (See Section 5-0
Water-Based Projects for information on ECOPLEX water lessons.) The curric-
ula are geared towards kindergarten through 8th grade and were completed in
August 2001. Approximately 120 teachers in 37 schools have utilized the lesson
plans included in the curricula.
Each lesson plan includes follow-on curriculum extensions, which explore the
disciplines of math, language arts, technology, art and music, science, and social
studies.
Air-BasedProjects 19
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The air portion of the ECOPLEX curriculum introduces students to the dan-
gers of UV rays and the connection to stratospheric ozone. Through simple, yet
progressively challenging experiments, lessons, and activities, children in grades
kindergarten through 3 learn ways to protect themselves from harmful UV rays
and to develop a daily routine of UV protection, similar to brushing their teeth.
Students learn about the shadow rule—if your shadow is taller than you, UV
exposure is usually low, and if it is shorter than you, UV exposure is usually
high—and ways to identify sun-safe areas on the playground. They are intro-
duced to the ECOPLEX Web site and learn how to read the UV Index.
Children witness how UV rays are affected by the time of day and the seasons,
and they learn to identify the layers of the atmosphere, discussing how stratos-
pheric ozone is depleted. They develop plans for reducing their personal expo-
sure to UV rays and set goals for how they can reduce the formation of
ground-level ozone.
Students in grades 4 through 6 learn that stratospheric ozone blocks UV rays
and that certain materials deplete this type of ozone. Using the UV meter, stu-
dents determine the dangers due to UVA and UVB and measure UV levels
throughout the day. Then they create a comparison between the UV meter
readings and ECOPLEX UV data over a period of time, graphing the results.
Students explore the electromagnetic spectrum, finding where UV light fits in,
and they view the refraction of light using a prism, identifying the invisible rays:
infrared, heat waves, and UV rays. Using bacteria culture, students observe
which types of light best prevent bacteria growth. With their findings, students
create an informative brochure to distribute to family and friends.
In grades 7 through 8, the ECOPLEX curriculum helps students understand
how the angle of the sun on earth affects temperature. They conduct light
experiments using a flashlight on a world map to mimic the sun on the earth,
and they record their estimations of direct and indirect solar energy, demon-
strating how direct solar energy is affected by the seasons and the time of day.
Children learn about how chlorofluorocarbons (CFCs) destroy ozone through
chemistry experiments and they become aware of how the use of certain prod-
ucts releases CFCs into the atmosphere.
Resources
For more information on the ECOPLEX UV curriculum, contact Ruthanne
(Rudi) Thompson at or 940 565-2994 and visit the
ECOPLEX Web site at . Click on the Teacher's Corner
to download lessons as PDF files.
4.2.7 SunWise School Program (Nationwide)
Introduction
The SunWise School Program is a national environmental and health education
program that aims to teach children in grades kindergarten through 8 and their
caregivers how to protect themselves from overexposure to the sun. Through the
use of classroom-based, school-based, and community-based components,
20 Chapter4
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Sun Wise seeks to develop sustained sun-safe behaviors in schoolchildren and
foster an appreciation of the environment around them.
The program's leading components build on a solid combination of traditional
and innovative education practices already in use in many U.S. elementary and
middle schools. Through the program, students and teachers increase their
awareness of the harmful effects of ultraviolet (UV) radiation and learn simple
ways to protect themselves and their family. Children will also acquire scientific
knowledge and develop an understanding of the environmental concepts related
to sun protection.
The program encourages schools to implement a sun-safe infrastructure, includ-
ing shade structures, such as canopies and trees, and policies, such as using hats,
sunscreen, and sunglasses on a regular basis. Designed to provide maximum
flexibility, the Sun Wise program elements can be used as stand-alone teaching
tools or to complement existing school curricula. Registering to become a
Sun Wise school can easily be accomplished on the Sun Wise Web site at
.
Lessons, Tools, and Activities
A useful resource for Sun Wise school partners is the Sun Wise Tool Kit, which
contains cross-curricular lessons and background information for kindergarten
through 8th grades. The Tool Kit consists of a variety of fun, developmentally
appropriate activities that combine education about sun protection and the
environment with other aspects of learning. The Sun Wise Web site, a very help-
ful tool, provides downloadable information, storybooks, and activity books,
some of which are available in Spanish. The Sun Wise curriculum includes age-
appropriate, progressively challenging material to teach students of all levels the
importance of sun protection.
Younger students in kindergarten through 2nd grade are introduced to the con-
cept of UV rays and their potentially harmful effects, and they begin to learn
simple ways to protect themselves from the sun. They make wacky sunglasses
out of paper and cellophane in various colors to emphasize the importance of
wearing sunglasses. Educators tell fun stories and legends about the sun and
play interactive games like "Sunny Says," following the format of "Simon Says."
Students learn which products at the store are sun safe, and they participate in
activities such as shadow tracing, which introduces the importance of the "No
shadow, seek shade" rule. Using maps, magazines, and photos of various places
and peoples around the world, children learn that numerous societies practice
sun safety in a variety of ways.
Intermediate students in 3rd through 5th grades perform word games such as
word scrambles and crossword puzzles using keywords that emphasize sun safety
and protection. The Sun Wise Tool Kit provides a special UV sensitive frisbee
that changes color when exposed to UV radiation. As an experiment, students
place different materials, such as tanning lotion and sunscreen, onto the frisbee
and expose it to the sun. The students watch as the unprotected portions of the
frisbee change color and the protected areas remain the same; they then record
their findings on a data chart. Students have the opportunity to go on the
Air-BasedProjects 21
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Internet and discover the variety of existing sun myths, understanding how dif-
ferent cultures perceive the origins and history of the sun. They learn the differ-
ence between "good" and "bad" ozone, and perform experiments such as
witnessing the sun's effects on fruit and newspapers. They assess the risk factors
of their own skin and put on a Sun Wise fashion show, identifying the differ-
ences between sun safe and unsafe clothes.
Students in grades 6 through 8 perform numerous activities that correspond to
a variety of subjects. They brainstorm, using their creativity and imagination to
write songs, public service announcements, and news stories exploring the risks
of UV exposure. They create a puppet show to teach younger school kids about
protecting themselves from the sun. They act as architects and submit a design
proposal for a new Sun Wise playground. Through Internet searches, students
deepen their understanding of the various cultures and myths around the world,
going on virtual vacations, picking destinations and identifying sun safe items to
pack in their suitcases. They research skin cancer statistics and interpret their
findings state by state. They pretend they are Galileo or Copernicus and write
journal entries about their beliefs and what the future will be like. Seasonal
Affective Disorder (SAD), the disorder applied to people who suffer depression
during winter, is explored and discussed, and students reexamine the benefits
and the risks of sun exposure.
Resources
For additional information on the Sun Wise School Program, visit
or contact Kristin Kenausis of EPA at 202 564-2289.
Only K-8 schools who register for the program can receive the Tool Kit, but
many other educational materials and publications are available for download-
ing from the Web site or from the clearinghouse (800 490-9198). Visit the
"Publications" page on the Sun Wise Web site for more details.
22 Chapter4
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5.0 Water-Based Projects
5.1 Teacher Tips
Scientists that study lakes and reservoirs—limnolo-
gists—are interested in obtaining data for several water
quality parameters. Many of these parameters can be
measured remotely, without having to bring samples to
a laboratory for analysis. The following are the most
common parameters for which data is collected and a
description of why the information is important.
Throughout this section of the handbook you will read
about how this water quality data is utilized in various
EMPACT curricula.
• Chlorophyll: Chlorophyll are complex molecules
found in all photosynthetic plants, including aquatic plants called phyto-
plankton. Chlorophyll allows plants to use sunlight as part of their metabo-
lism. The distribution and concentration of phytoplankton is of major water
quality and ecologic concern. Certain inputs of critical plant nutrients, such
as phosphorus, can lead to excess concentrations of phytoplankton. Because
the amount of phytoplankton affects the clarity and color of water in lakes
and reservoirs, it is of concern to scientists and environmental managers. The
most common method of determining the amount of phytoplankton in a
body of water is to measure chlorophyll concentration, which is done either
by using an analytical/instrumentation technique (e.g., spectrophotometer,
fluorometer, high-pressure liquid chromatography) on filtered samples or
using fluorescence technology, which allows for semi-quantitative measure-
ment of chlorophyll in phytoplankton cells without extraction or chemical
treatment, thereby allowing in situ (in-lake) measurements.
• Turbidity: Turbidity refers to the extent that water lacks clarity. It is there-
fore, tightly linked with the aesthetics and perception of water because the
public wants water of high clarity for recreation. Turbidity is caused by a
mixed population of suspended particles, which may include clay, silt, finely
divided organic matter (detritus), phytoplankton, and other microscopic
organisms. In general, these particles are a composite of sediments received
from inflowing tributaries, resuspended sediments, and particles produced
within the body of water (particularly phytoplankton). Thus, the variations
in measured turbidity may reflect the dynamics of phytoplankton growth as
well as tributary runoff (driven by rainfall events). Until recently, turbidity
was measured using a nephelometer, where a beam of light is directed along
the axis of a cylindrical glass cell containing the sample. Light scattered by
particles from the beam is measured by a detector. New technology has led
to the development of turbidity probes that can be constructed on remote
sampling units. These probes are constructed in a similar manner as the
nephelometer, except that the scattered light detector is located within the
water as opposed to outside a glass sample cell.
Water-Based Projects 23
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• Temperature: Temperature is a measure of molecular vibrational energy. It
has extremely important ecological consequences. Temperature exerts influ-
ence on aquatic organisms with respect to selection and occurrence and level
of activity of the organism. In general, increasing water temperature results
in greater biological activity and more rapid growth. All aquatic organisms
have a preferred temperature in which they can survive and reproduce opti-
mally. Temperature is also an important influence on water chemistry, as
rates of chemical reaction increase with increasing temperature. Temperature
regulates the solubility of gases and minerals (solids)—warm water contains
less dissolved oxygen and more solids than cold water. Thermal stratification
refers to the layering that occurs, particularly in the warm months. Typically,
a warmer, less dense layer called the epilimnion overlies a colder, denser layer
called the hypolimnion. In between these two layers is a third layer called the
metalimnion where strong differences in temperature and density exist.
Seasonal changes cause mixing of the layers. Usually, a thermometer is used
to determine temperature, although when taking measurement below the
surface, methods such as thermocouples and thermistors can be used. A ther-
mocouple measures the current generated by two different metals at different
temperatures. A thermistor measures voltage produced by a semi-conducting
material that decreases in resistance with increasing temperature.
• Conductivity: Electrical conductivity is a measure of water's ability to con-
duct electricity, and is therefore a measure of the water's ionic activity and
content. The higher the concentration of ionic (dissolved) constituents, the
higher the conductivity. Wide variations in water temperatures affect con-
ductivity, making it difficult to make comparisons of this feature across dif-
ferent waters, or changes in this parameter for a particular body of water.
The use of specific conductance, which is the conductivity normalized to 25°
C, eliminates this problem and allows comparisons to be made. Specific con-
ductance is a reliable measure of the concentration of total dissolved solids
(TDS) and salinity. It also is a valuable tracer of water movement. By defini-
tion, specific conductivity is the reciprocal of the specific resistance of a solu-
tion measured between two electrodes (opposite electrical charges) placed in
the water. For a known electrical current, the voltage drop across the elec-
trodes reveals the water's resistance. Since the resistance of aqueous solution
changes with temperature (resistance drops with increasing temperature), the
resistance is corrected to the resistance of the solution at 25°C.
• Dissolved Oxygen: The concentration of dissolved oxygen (DO) is probably
the single most important feature of water quality, as it is an important regu-
lator of chemical processes and biological activity. Plant photosynthesis pro-
duces oxygen within the region below the water surface with adequate light.
Microbial respiration and organic decay consume oxygen. At the surface,
oxygen can move between the water and air, and the rate of exchange is
dependent on wind speed and the surface water DO saturation. The satura-
tion concentration of DO is regulated by temperature. Concentrations above
the saturation value (supersaturation) indicate high photosynthetic activity,
for example, during an algal bloom. Undersaturated conditions occur when
oxygen-demanding processes exceed the sources of DO. DO is measured
using a probe that consists of electrodes of opposing charges, which are sepa-
24 Chapters
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rated from the surrounding water by a Teflon membrane. DO diffuses across
the membrane and is reduced to hydroxide at the cathode and silver chloride
is formed at the anode. The current associated with this process is propor-
tional to the DO in the surrounding water.
• pH: pH is defined as - log [H+], where [H+] = concentration of hydrogen
ions. The pH scale ranges from 0 to 14, corresponding to various degrees of
acidity or alkalinity. A value of 7 is neutral; values below 7 and approaching
0 indicate increasing acidity (higher H+ concentrations), while values above
7 approaching 14 indicate increasing alkalinity. A wide range of pH values is
encountered in different water bodies, associated primarily with the different
ionic chemistries of the respective watersheds/tributaries. Inorganic carbon
constituents are the major pH buffering system in most fresh waters. pH is
an important regulator of chemical reactions and an important influence on
aquatic biota (including composition). Photosynthetic uptake of CO2 tends
to increase pH (e.g., during phytoplankton blooms) while
decomposition/respiration tends to decrease pH. Values of pH are generally
highest in the epilimnion and decline with increasing depth. Measuring pH
involves taking an electrode consisting of a proton selective glass reservoir
filled with a pH 7 reference solution. Protons interact with the glass, setting
up a voltage potential across the glass. Since the H+ concentration of the ref-
erence solution does change, the difference between the voltage potentials is
proportional to the observed pH.
5.2 The Tools
5.2.1 Boulder Area Sustainability Information Network (BASIN) (Boulder,
Colorado)
Introduction
The Boulder Area Sustainability Information Network (BASIN) project is an
EMPACT-funded project designed to help deliver a variety of environmental
information about the Boulder area to its residents. BASIN's initial focus is on
water in the region, including watershed and consumption issues. The objectives
of the project include the following:
• To improve existing environmental monitoring to provide credible, timely,
and usable information about the Boulder Creek Watershed to the public.
• To create a state-of-the-art information management and public access infra-
structure using advanced, Web-based computer technologies.
• To build strong partnerships and an ongoing alliance of governmental, edu-
cational, nonprofit, and private entities involved in watershed monitoring,
management, and education.
• To develop education and communication programs to effectively utilize
watershed information in the public media and schools and facilitate greater
public involvement in public policy formation.
Water-Based Projects 25
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Lessons, Tools, and Activities
As part of the project, organizers adapted an existing online learning tool called
the WatershED program, to the BASIN project Web site. Geared toward grades 4
through 12, WatershED aims to help teachers, students, and citizens in the
Boulder area learn more about their local creeks and wetlands. It provides users
with suggestions for what schools or neighborhood groups can do to preserve and
protect local waterways and how they can become stewards of water resources.
The WatershED curriculum was developed by the Boulder Creek Initiative and
the City of Boulder's Stormwater Quality Office with the help of teachers in the
Boulder area. It was modified for students, teachers, and the general public for
the BASIN Web site. The tool consists of a series of learning activities in addi-
tion to a Teacher's Guide.
The WatershED project can help participants:
• Get to know their watershed address as defined by creeks, wetlands, and
lakes.
• Discover the plants, animals, and birds they might see in or around the creek
or wetland in their neighborhood.
• Organize a StreamTeam to protect and enhance a local waterway.
The online resource includes background information on ecolo-
gy and ecosystems and water quality. The activities cover the fol-
lowing topics, which are broken out by level of complexity as
follows:
Introductory Level Activities:
• Water, Colorado's Precious Resource
• The Water Cycle
• The Boulder Water Story
• Water Law and Supply
• Water Conservation
Intermediate Level Activities:
• Stream Teams—An Introduction
• Mapping Your Watershed
• Watershed Walk
• Watershed Cleanup: A Treasure Hunt
• Storm Drain Stenciling
• Raise and Release: Aquarium Setup
2 6
Chapter 5
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Advanced Level Activities:
• Water Quality (Introduction)
• Phytoplankton—Trends & Diversity
• Nutrients: Building Ecosystems in a Bottle
• Macroinvertebrates—Long-term Ecosystem Health
• Stream Gauging: A Study of Flow
• Water Quality (Intermediate and Advanced)
Resources
For additional information on the WatershED online learning tool affiliated
with the BASIN EMPACT Project, contact Curry Rosato at 303 413-7365 or
Donna Scott at 303 413-7364. In addition, all the activities listed above are
available online at .
5.2.2 Burlington Eco Info (Burlington, Vermont)
The goal of the Burlington Eco Info EMPACT project is to provide the public
with clearly communicated, real-time, useful, accurate environmental monitor-
ing data in an ongoing and sustainable manner. The project is a 2-year pilot
project that will enable residents and policymakers alike to have expanded access
to important environmental information, providing for improved decision-mak-
ing. The project's partners include the City of Burlington Community and
Economic Development Office, the University of Vermont (UVM) School of
Natural Resources, the Green Mountain Institute for Environmental
Democracy, the Center for Lake Champlain (formerly called the Lake
Champlain Basin Science Center), and the U.S. Environmental Protection
Agency. The project's Web site provides information on the air, water, land, and
energy in Burlington and the surrounding area. Visitors can learn about city
beaches, view the daily air quality forecast, see a live image of the waterfront, or
get data from a dust monitoring station.
Lessons, Tools, and Activities
Although the Burlington Eco Info project is multi-media in nature, the curricu-
lum portion of the project focuses on water quality issues in the Lake
Champlain Basin. Through its partnership with the Center for Lake
Champlain, the project has incorporated an environmental monitoring program
for grades 7 through 12. The program utilizes the UVM's Ecosystem Science
Lab (Rubenstein Lab) to perform analyses. The purposes of the environmental
monitoring program are the following:
• For students and teachers to participate in and perform authentic scientific
research techniques in a university lab setting.
Water-Based Projects 27
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To promote watershed awareness and action focusing on water quality issues
in the Lake Champlain Basin.
To collect data and allow teachers and students to become involved with
local watershed resources with the goal of contributing data that meets EPA's
standards for water quality testing.
To build stronger connections between students and teachers and their local
watersheds.
The Center for Lake Champlain mar-
kets the program to middle and high
school science educators in Vermont
and New York schools and organiza-
tions located in the Lake Champlain
watershed. Interested educators sign
up for a teacher training led by the
Center staff. After the training, teach-
ers begin the program by teaching
water quality related scientific activi-
ties at their schools. Following these
activities, the class collects local water
samples and visits the Rubenstein
Ecosystems Lab at UVM to process
them. Teachers and students then
return to their schools for completion
of the processing of their data and
other followup activities.
Pre-visit Activities at School
Prior to taking the water samples, students use activities provided by the pro-
gram and/or found in existing curricula (This Lake Alive!, Project Wild, Project
WET, Aquatic WILD, etc.) to get necessary lab skills and knowledge of ecologi-
cal principles. Trained UVM Resource Assistants visit classrooms to go over
safety procedures and understanding of watershed issues. An interactive water-
shed model is used to help students visualize watershed concepts. In addition,
students explore the geography of the Lake Champlain Basin and study the
properties of water (pH, water cycle, etc.) to build a stronger connection
between the field, lab work, and environmental health. Finally, students gener-
ate a focus question for their study.
Field Work Component
Students and teachers collect water samples and other information from a local
site of their choice according to established protocols. Teachers also have the
option to add a waterfront field component to their class time spent with the
Center staff. The 1 -hour waterfront option explores "in the field" sampling
techniques and includes parameters such as temperature, pH, dissolved oxygen,
conductivity, and turbidity.
2 8
Chapter 5
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Rubenstein Lab Activities
In the lab, students perform high-level tests
on the water samples they collect in the field.
The data generated by the tests are sent to
local, state, and federal databases. The first
part of the lab activity begins with students
practicing lab techniques using glass and plas-
tic pipettes and droppers. Through simple
activities, such as color mixing and water
drops on a penny, students immediately
become actively engaged in the learning
process. More sophisticated water sample
analysis follows, which includes phosphorous
and bacteria testing and a slide presentation
designed for the program.
To date, 28 educators from 16 different
schools and organizations in the Champlain Basin have participated in the
teacher workshop in preparation for bringing their classes to the Rubenstein Lab
to conduct water testing, and 267 middle and high school students from 13
schools have participated in the environmental monitoring program. Through
three postcard and flyer mailings sent during fall 2000, fall 2001, and spring
2002, the Center reached more than 750 Vermont and New York middle and
high school educators.
The Center for Lake Champlain offers a Watershed Investigation Kit for inter-
ested teachers, which was not funded through EMPACT, but rather a different
EPA grant. The Kit contains everything needed for a thorough water quality
study, including books, articles, maps, posters, videos and CD-ROMs, flash-
cards, and sampling test kits and materials. The Kit is recommended for middle
and high school students and for community groups to use in asking questions
and discovering more about their place in the Lake Champlain watershed.
Resources
For additional information on the environmental monitoring curriculum
offered by the Center for Lake Champlain in association with the Burlington
Eco Info EMPACT project, contact Julie Silverman at 802 864-1848 or
, or Kara Lenorovitz at .
5.2.3 ECOPLEX (Dallas-Ft. Worth, Texas)
Introduction
Through the use of both innovative and proven environmental monitoring
technologies, the ECOPLEX project collects real-time and time-relevant envi-
ronmental data that informs citizens of the Dallas-Ft. Worth metropolitan area
of current, historical, and near real-time forecasts of environmental conditions.
The project involves a multi-media approach, collecting data related to air,
Water-Based Projects
29
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water, soil, and weather. The data, as well as instructions on how to use it, are
posted on the project's Web site at .
Lessons, Tools, and Activities
As part of the ECOPLEX project, curricula were developed covering the topics
of ultraviolet (UV) radiation, water quality, and water quantity. (See Section
4.2.6 for information on the UV curriculum.) The curricula are geared towards
kindergarten through 8th grade and were completed in August 2001.
Approximately 120 teachers in 37 schools have utilized the lesson plans includ-
ed in the curricula. Each lesson plan includes follow-on curriculum extensions,
which explore the disciplines of math, language arts, technology, art and music,
science, and social studies.
For kindergartners through 3rd grade, the ECOPLEX curriculum teaches stu-
dents the quality, importance, and availability of water to life on earth. Students
are introduced to the term "water quality" and learn the difference between
drinking, fresh, and salt water. They learn how much of people's bodies and cer-
tain foods, such as fruit, consist of water. While visiting the ECOPLEX Web
site to study water monitoring tests, students brainstorm ways to create good
water quality. Students explore the dehydration process in foods, and they learn
about precipitation, evaporation, and condensation, and how water can be a
solid, liquid, or gas. Introduced to the concept of water conservation, children
realize that the amount of water on earth is finite and that most of it is not
available for public consumption. They discover how all the water we use is
piped to a wastewater treatment system, so that it can be reused. They learn the
differences between point and nonpoint source pollution and the physical and
chemical aspects of water. And finally, they study the formation of reservoirs
and lakes and discover the importance of wetlands as natural filters.
Intermediate students in 4th through 6th grades are introduced to the concepts
of food webs and chains. Students learn how pollutants can enter water, affect
aquatic organisms, and disrupt food chains. The curriculum covers topics such as
groundwater and aquifer recharge, allowing students to discuss from where they
get their water and chemical pollutants that cause serious concern, such as DDT,
polychlorinated biphenyls (PCBs), and mercury. They discuss bioaccumulation
and describe how DDT entered the eagle food chain. Water conservation is
reemphasized, as students discuss ways that families can conserve. Students learn
how aquatic organisms get oxygen, define photosynthesis and its
reliance upon sunlight, and determine the effect of temperature on
WOW is highlighted in this hand- dissolved oxygen.
book because of its affiliation with
the Lake Access EMPACT project Older students m 7th and 8th §rade further examme water
-in ^ b^ an^ng macromvertibrates in the water. They learn that
2000, EMPACT funded the deploy- m ecosystem is a community of living and non-living compo-
nent of two additional RUSS units nents and that photosynthesis is important to both plants and
in Lake Minnetonka a larqe heavi- animals. Students then conduct an experiment to see howfertiliz-
ly used complex in the suburban ers ^fect ^gae growth in bodies of water. Through collecting
Minneapolis area water samples from a local source, students record the numbers of
^^^^^^^^^^^^^^^^^^^^^^^1 macroinvertibrates and determine water quality. The ECOPLEX
30 Chapters
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curriculum enables students to determine where their water comes from and the
quantity of water used by individuals, families, and cities. Students learn about
alternative solutions for future fresh water supplies, building upon previous les-
sons on the watercycle, watersheds, surface water, and fresh water conservation.
Using world maps or globes, students discuss how water is redistributed around
the globe via the watercycle, and they discuss the effects of population on water
supplies and alternative solutions to collect and store water.
5.2.4 Lake Access (Water on the Web) (Minneapolis, Minnesota)
Introduction
Water on the Web (WOW) is a National Science
Foundation-funded, award-winning, Internet-based
science curriculum for high school and college level
students. The project, operated by the University of
Minnesota-Duluth's Natural Resources Research
Institute, uses real-time, environmental lake data with [ IAMTCD fikl TUF WER
the goal of equipping students with real world skills
they can use in college and beyond. The program
employs several remote underwater sampling stations,
or RUSS units, in four Minnesota lakes and bays that
represent a wide range in terms of size, depth, season-
al dynamics, and other characteristics. The RUSS
units collect vertical profiles of temperature, dissolved
oxygen, pH, conductivity, and turbidity every few
hours and upload their data onto the WOW and Lake
Access Web sites each morning.
WOW is based on real, scientific data, monitored and maintained by quality
control protocols. Unlike canned data sets created to support a curriculum, the
WOW data reflect the realities and complexities of real ecosystems, which
means they do not often fit students' or teachers' preconceived ideas of how a
lake behaves. WOW data are provided in several different formats in the data
section of the WOW Web site. Raw data for a lake can be viewed in an archived
data set. Weekly data sets can also be downloaded and reviewed in Excel spread-
sheets, which also include graphing templates that assist students in plotting
and understanding selected data. For many students, however, it is difficult to
see and interpret patterns in numerical data, so WOW offers interactive data
visualization tools. Some teachers use these tools to illustrate trends or relation-
ships among the data, and other teachers have students explore the data using
the tools. To provide students with the background information and context for
understanding scientific data, the WOW Web site includes a variety of aids,
including the following:
• Background information on each lake, its watershed, and its behavior during
the period of sampling.
• A Lake Ecology Primer, which provides a context for understanding water
quality parameters and how they relate to each other.
Wat er-BasedProjects 31
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A Geographic Information Systems (GIS) resource that describes the funda-
mentals of the technology.
A section called "The RUSS," which provides students with an introduction
to RUSS technology, WOW water quality measurements, reporting limits,
and instrument accuracy.
A glossary providing definitions of complex scientific terms.
Lessons, Tools, and Activities
The WOW curriculum provides a collection of individual, yet integrated, les-
sons designed to enrich and enhance student learning in general science courses.
Most lessons appear in two different formats—a "Studying" lesson and an
"Investigating" lesson. "Studying" lessons allow students to apply and learn con-
cepts through direct, guided experiences. "Investigating" lessons provide stu-
dents with opportunities to discover the same concepts and involve more
solving. Each lesson is organized into a thinking framework of six sequential
parts that are critical for improving scientific and technological literacy—knowl-
edge base, experimental design, data collection, data management and analysis,
interpretation of results, and reporting results. Using this format for scientific
inquiry, teachers guide students through directed study or inquiry lessons
depending on the students' abilities and the science curriculum.
Messages from teachers indicate the WOW lessons and
Web site are being used in a variety of ways. One
teacher used a tutorial and lessons to help students learn
how to work with spreadsheets. Another adapted a les-
son on fish stocking to illustrate that organisms are limit-
ed by environmental factors. Still other teachers have
chosen ideas from the lessons and Web site and created
their own lessons based on WOW data and resources.
"/ found the Wafer on the Web site to be of great value
and interest to the students...It was a wonderful source of
detailed information and provided the students with
access to nearly real-time water quality data. I was able
to use the information to devise very realistic problems for
the students to work through and discuss."
—George W. Kipphut,
Murray State University, Kentucky
"Thank you for the wonderful data and pro/ecf...This proj-
ect puts symmetry on the year for us...The focus and quiet
as they delve into the data and resources are great."
—//ona Rouda,
The Blake School,
Minneapolis, Minnesota
Since the program's inception in 1998, sev-
eral thousand students have used WOW
and its materials. Students have learned the
fundamentals of science based on real-time
data, and teachers have been trained in
advanced technology, including computer-
ized mapping and modeling systems,
remote sensing, instrumentation, and the
use of the Internet.
A project is currently underway to create an
online curriculum geared toward college
students in 2- to 4-year institutions. This
curriculum will serve as a capstone experi-
ence for students who are completing a
technician program, or a gateway for stu-
dents who are stimulated by the issues and
interested in pursuing water science, water
resource management, or environmental
resource management degrees at four-year
institutions. Students will learn and apply
their knowledge and skills through inquiry-
based problems derived from real-world,
real-time data collected by state-of-the-art
water quality monitoring technology. The
curriculum will be designed as a two semes-
ter lab sequence, consisting of six key units
32
Chapter 5
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that cover the range of knowledge and skills needed by future water science
technicians. Each unit will consist of a series of 3 to 8 interactive modules that
cover specific topics (e.g., the Data Analysis Unit will include Web-based mod-
ules on Exploratory Data Analysis, Trend Analysis, Spatial Analysis, and
Modeling). The curriculum will receive extensive pilot and beta testing by a
group of over 100 community college teachers and will be designed to be dis-
seminated through a commercial publisher.
Resources
For more information on the WOW project and curricula, contact:
George E. Host, Ph.D.
Senior Research Associate
Biostatistics-Forest Ecology
University of Minnesota-Duluth Campus
Center for Water and the Environment
Natural Resources Research Institute
Phone:218720-4264
Fax:218720-4328
E-mail:
or
Bruce Munson
University of Minnesota-Duluth Campus
Phone:218726-6324
E-mail:
WOW information and lessons are all downloadable from the project's Web site
at http://wow.nrri.umn.edu/wow/.
5.2.5 Monitoring Your Sound (MY Sound) (Long Island Sound, New York)
Introduction
The MY Sound project provides real-time water quality monitoring data from
Long Island Sound to a broad spectrum of users, including government, acade-
mia, industry, organizations, and the general public. The project recognizes that
water quality in Long Island Sound is an issue that affects everyone, not just
those who live along the coast. If water quality is poor, the value of the Sound
as an economic, recreational, and natural resource decreases; if water quality is
good, people use it and it is a vital resource. A major goal of the project is to
enhance and broaden the user's appreciation, knowledge, and use of Long Island
Sound. The project, which was coordinated by a stakeholder committee com-
prised of project partners and stakeholder representatives, uses the Internet,
local media, information kiosks, orientation briefings, and printed material.
The project has established five water quality monitoring stations near New
London and Bridgeport Harbors. The EMPACT focus areas include Bridgeport
Water-Based Projects 33
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Harbor and the greater CT-NY-Long Island metropolitan area. The monitoring
stations collect data for the following parameters:
• Water temperature
• Conductivity/salinity
• Transmissivity
• Dissolved oxygen
• Nutrients/nitrate
• Chlorophyll
• Surface hydrocarbons
• Current speed and direction
• Selected meteorological parameters
Lessons, Tools, and Activities
At the time of publishing this handbook, the MY Sound project was developing
curriculum support tools that can be used by teachers of environmental science,
physics, and math courses. The materials will be geared toward students in
grades 8 through 12. Specific components under development include:
• Fact sheets on topics related to the environmental health of Long Island
Sound.
• Student exercises that use time series and statistical data on Long Island
Sound phenomena to illustrate science and math principles and enhance
knowledge of the Sound.
• Guided Internet explorations that lead teachers and students through key
Web sites to investigate marine science topics.
Examples of future student exercises include:
• A Long Island Sound lobster mortality exercise that illustrates the use of sta-
tistics in investigating lobster population decline in recent years (will involve
both manual calculations and spreadsheet development).
• A sunken oil barge salvage exercise that illustrates hydrodynamic principals
important in re-floating a sunken oil barge in eastern Long Island Sound.
• A small boat drift exercise using MY Sound wind and current data that illus-
trates the use of vector addition in conducting a search and rescue operation.
• An ocean data analysis exercise using wind and dissolved oxygen time series
data that illustrate the concepts of hypoxia, temperature stratification, and
vertical mixing on a Summer 2000 event in western Long Island Sound.
Examples of guided Internet investigations include:
• Waste water pollution (municipal and industrial)
34 Chapters
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• Oil and hazardous chemical spills
• Non-point source pollution
• Invasive species
• Marine debris
• Habitat modification and restoration
Resources
For additional information on the MY Sound project and status of the curricu-
lum component, contact Pete Tebeau at 860 446-0193 or visit the MY Sound
Web site at .
5.2.6 Online Dynamic Watershed Atlas (Seminole County, Florida)
Introduction
The Seminole County Watershed Atlas is designed to
provide citizens, scientists, and planners of the Seminole
County region with comprehensive and current water
quality, hydrologic, and ecological data, as well as a
library of scientific and educational resources on ecology
and management. The Atlas was created to provide a
"one stop information shop" for concerned citizens and
scientists who live and work on water bodies and have
found it difficult to gather the information they need
from the many agencies that collect the related data. The
Atlas functions as a warehouse for a variety of water
resources information, including documents and educa-
tional links. The Atlas also is a rich resource that edu-
cates citizens about the data presented and gives scientists
easy access to the specialized information they need.
Lessons, Tools, and Activities
As part of the Atlas project, Seminole County initiated a water quality and
hydrology curriculum component in September 2001. The curriculum, which is
being developed in conjunction with the University of South Florida and the
Seminole County School Board, along with several other minor partners, is
expected to be completed by January 2004. Designed for grades 5 through 12,
the curriculum will be provided to county schools, a local environmental studies
center, and other interested environmental education groups. The curriculum
will cross several disciplines, including math, science, and social studies. Project
organizers are expecting that in the future, other counties will develop their own
watershed databases and could adapt the Seminole County curriculum to meet
their needs.
Water-Based Projects
35
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Onondaga Lake
River
EMPACT
Teachers will work with county staff to design the curriculum and will then
train other teachers how to use it. Curriculum staff will develop both teacher
and student guides. Teachers and students will need Internet access to use the
curriculum, and optional field activities are under consideration, which might
require environmental monitoring equipment.
Resources
For additional information on the Seminole County Watershed Atlas project or
curriculum, contact Kim Ornberg at 407 665-5738 or visit the project Web site
at .
5.2.7 Onondaga Lake/Seneca River (Syracuse, New York)
Introduction
The Onondaga Lake/Seneca River
EMPACT project provides environ-
mental information on the health of
the Onondaga Lake/Seneca River
ecosystems to students, researchers,
and the local Syracuse community.
Onondaga Lake is one of the most
polluted lakes in the United States,
with fishing and swimming prohibited and several water quality standards rou-
tinely violated. The lake pollution affects adjoining waterways, including the
Seneca River. In 1998, local, state, and federal authorities agreed on a 15-year
staged program to address the impacts of sewage pollution on the lake and river,
and in 1999, the project was awarded an EMPACT grant. The program, a part-
nership between the Syracuse City School District, the Upstate Freshwater
Institute, State University of New York-School of Environmental Science and
Forestry, Syracuse University, and local businesses, collects and delivers critical
near real-time data from remote underwater sample stations, or RUSS units, in
the lake and river. The goals of the project include:
• Applying and advancing innovative remote monitoring technology to meet
the acute present and future monitoring needs for the lake and river.
• Addressing the community's lack of understanding concerning the degraded
conditions of the ecosystems.
• Promoting excellence in teaching, learning, and research.
The lasting benefits of the projects will include:
• Addition of critical capabilities to the long-term monitoring program.
• Creation of vehicles to communicate important characteristics and findings
to all stakeholders.
• A community that is more engaged in critical environmental decision-making.
36
Chapter 5
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Lessons, Tools, and Activities
Three educational resources have been developed to support classroom instruc-
tion and connect school curricula to the Onondaga Lake-Seneca River
EMPACT Project. Grade-level course guides for early primary (K-3), elemen-
tary (4-6), intermediate (7-9), and commencement (10-12) students have been
developed to supplement project efforts. The lessons in the guides were
designed to be implemented as part of a regular science course. For example,
students could learn weather principles by studying the RUSS meteorological
data. There are some teachers who are using the materials in special Onondaga
Lake Units. These types of units are taught in the spring and review all the con-
cepts of a course.
Several essential understandings form the basis of the course guides. A commit-
tee of teachers representing all grade levels and content areas of the Syracuse
City School District analyzed the issues and concepts impacting Onondaga Lake
and its watershed. Through their analysis, they identified the following essential
understandings:
• Several dynamic processes are constantly reshaping the Onondaga Lake
Watershed, including:
— Succession: The continuing process in which an ecosystem evolves to
maximize the cycling and utilization of resources.
— Seasonal changes: The processes involved with the motion of the earth
and moon about the sun, and the processes that occur in response to their
motion.
— Human processes: The processes involved with human activity and the
environmental impacts that result.
• The earth is a closed system.
— Life is sustained by and is part of a set of cyclic processes.
- All resources used by humans were developed through a series of cyclic
processes.
- All waste products, if not transformed, will remain in the global system.
• Humans make decisions. Human action is directed primarily by thought and
decisionmaking in an effort to improve the quality of life.
• Efficient and effective communication skills are necessary for success at any
task or performance.
In addition to the essential understandings that were developed under the proj-
ect, teachers developed essential questions to drive classroom inquiry and
research. The primary question to drive inquiry in all classrooms and content
areas is "How do we make the decisions necessary to develop and maintain a
healthy community?" The Onondaga Lake and Seneca River are two compo-
nents of the watershed ecosystem. Because all components of the ecosystem are
interconnected, monitoring changes in water quality provides insight into the
Water-Based Projects 37
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overall health of the watershed and the communities it supports. As a result, stu-
dents are challenged to assess their community and their impact upon it. The key
questions for driving inquiry for each essential understanding of the project are:
• What are the processes that impact our community?
• How does material enter and leave our community?
• What happens to these materials when they interact with our community?
• How do these materials impact upon and/or affect our community?
• How do humans, individually and in groups, make decisions?
• How do people make the decisions necessary to communicate effectively
with each other?
For each grade level, there are lessons covering each essential understanding and
key question. For example, to address the key understanding of dynamic
processes and the key question, "What are the processes that impact our com-
munity?" the Onondaga Lake curriculum includes the lesson "Shake, Rattle,
and Role: Earth's Dynamic Processes." The theme, topics, and project work vary
by grade level. As an example, for 1 Oth grade, the theme of the lesson is cycles
and cyclic processes; the curriculum topics include biological interactions with
dynamic changes, lake biology, and Onondaga Creek Watershed ecology; stu-
dents assume the role of research botanists, microbiologists, zoologists, entomol-
ogists, and environmental engineers and present a physical model as a project.
Resources
For more information on the Onondaga Lake/Seneca River project, contact
Richard List at 315 435-5842 or at and visit the
project Web site at .
38 Chapters
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6.0 Land-Use and Soil-Based
Projects
EPA's Office of Research and
6.1 Teacher Tips Development (ORD) conducts
Soil is a dynamic resource that supports plant life. It is com- research in innovative monitoring and
prised of a number of different materials, including sand, silt, measurement technologies, as well as
clay, organic matter, and many species of living organisms. in tools to interpret data streams and
Therefore, soil has biological, chemical, and physical properties, to increase the quality and the num-
some of which can change depending on how the soil is man- ber of environmental parameters that
aged. The Soil Science Society of America defines soil quality as ccm be monitored and reported in
"the capacity of a specific kind of soil to function, within natu- EMPACT communities. Although there
ral or managed ecosystem boundaries, to sustain plant and ani- are currently no research grants
mal productivity, maintain or enhance water and air quality, researching soil monitoring technolo-
and support human health and habitation." Management that 9ies' teachm9 students about SO1'
, -irur i j ijjj quality is important, so this handbook
enhances soil quality benefits cropland, rangeland, and wood- ^ , ,
, , j • • T jj- • u j -i r- u c provides background information as
land productivity. In addition, enhanced soil quality benefits , , ,
,. . ,. , .,,,.,- ,,.-.,., a resource for the teacher.
water quality air quality and wildlife habitat. Soil provides sev-
eral essential services or functions:
• Soil supports the growth and diversity of plants and animals by providing a
physical, chemical, and biological environment for the exchange of water,
nutrients, energy, and air.
• Soil regulates the distribution of rain or irrigation water between infiltration
and runoff, and it regulates the flow and storage of water and the materials
found in it, such as nitrogen, phosphorus, pesticides, and nutrients.
• Soil stores, moderates the release of, and cycles plant nutrients and other ele-
ments.
• Soil acts as a filter to protect the quality of water, air, and other resources.
Soil quality is evaluated using indicators that reflect changes in the capacity of
the soil to function. Useful indicators are those that are sensitive to change and
that change in response to management. Some examples include soil erosion,
sediment deposition, soil biodiversity, water capacity, and pesticides. Monitoring
of soil quality indicators over time identifies changes or trends in the functional-
ity or quality of the soil. Monitoring can be used to determine the success of
management practices or the need for changes or adjustments.
Most soil-related EMPACT projects focus either on lead exposure from residen-
tial soils or the status of brownfield properties. (See
for more information on these projects, which
do not currently have curriculum components.)
Another topic associated with soil is land use and urban sprawl. Urban sprawl
can be defined as the unplanned, unlimited extension of neighborhoods outside
of a city's limits, usually associated with low density residential and commercial
settlements, dominance of transportation by automobiles, and widespread strip
commercial development. Over the past 50 years, American cities have been
Land-UseandSoil-BasedProjects 39
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experiencing an accelerated urbanization and suburbanization process resulting
from rapid technological advancement and relatively steady economic growth.
Some argue that urban sprawl leads to inefficient land use patterns.
Communities can implement a number of growth management programs to
encourage more efficient and environmentally sound development patterns.
6.2 The Tools
6.2.1 Northeast Ohio Urban Growth Simulator
Introduction
The Northeast Ohio (NEO) EMPACT project compiled urban sprawl data to
create a land-use computer modeling tool. Developed by Kent State University,
Cleveland State University, and the University of Akron, it provides citizens
with local urban sprawl information and development scenarios for Northeast-
Ohio. This information helps decision-making on how the region should grow
and provides possible land use consequences that might arise from different
kinds of growth (i.e., farmland loss, wetland destruction).
Lessons, Tools, and Activities
As part of the NEO EMPACT project, a handbook was developed to introduce
teachers and students to the importance of understanding urban sprawl in their
communities. Urban Sprawl in Northeast Ohio
is arranged in thematic and developmental
order to provide students with a comprehen-
sive understanding of urban sprawl and its
effects on the environment.
The handbook for educators and students
includes detailed background information, les-
sons, and activities focused on urban sprawl. It
progresses from developing an understanding
of urban sprawl to discussing concrete actions
students and teachers can take to raise aware-
ness of urban sprawl. The major sections of the
handbook include:
• The introductory section, All About
Urban Sprawl—Notes for Educators, provides
detailed background information on urban sprawl and how it relates to other
environmental problems such as air and water pollution and acid rain.
The 10 Experiments and Exercises on urban sprawl provide hands-on lessons
in urban sprawl. Geared towards specific grades, the experiments and exercis-
es cover land use planning, various types of air pollution (e.g., particulates,
carbon dioxide), soil buffering, air quality as it relates to combustion byprod-
ucts, habitat destruction, water pollution, and city planning.
40
Chapter 6
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• The Students, Urban Sprawl, and the Internet section is complemented by the
online Urban Growth Simulator and its Self-Guided Workbook, which allow
students to simulate how their community would change with future devel-
opment. The workbook describes the Urban Growth Simulator Web site,
and includes four guided simulation exercises.
• The Urban Sprawl Activities for Younger Students focus on developing stu-
dents' oral, visual, and writing skills. Activities include conducting a mock
interview with a famous environmentalist, a word search and crossword puz-
zle, writing an urban sprawl bill, determining the authority of various levels
of government (i.e., federal, state, local) to pass land use laws, and designing
urban sprawl posters for display in the community.
• Urban Sprawl—What Students Can Do offers teachers and students sugges-
tions for reducing sprawl and its side effects in the local community and at
school.
• Urban Sprawl World Wide Web Resources for Educators lists sources of addi-
tional information on urban sprawl for educators and students.
Resources
For additional information on the NEO Urban Sprawl curriculum handbook,
contact Adam Zeller of the Earth Day Coalition at 216 281-6468 or
and visit the NEO EMPACT Web site at
.
Land-UseandSoil-BasedProjects 41
-------
Appendix A: Additional
Resources
U.S. Environmental Protection Agency (EPA) Office of
Solid Waste
< www. epa. gov/epaoswer/osw/teacher. htm>
This Web site provides educational tools and a list of related publications,
including:
• Let's Reduce and Recycle: Curriculum for Solid Waste Awareness
• School Recycling Programs: A Handbook for Educators
• Adventures of the Garbage Gremlin
EPA also lists a wealth of activities including the "Planet Protectors Coloring
Book."
The Globe Program: Global Learning and Observations
To Benefit the Environment
This Web site provides science and education resources including teacher guides,
workshops, and tools, such as a geography quiz and cloud identification quiz.
Natural Resource Conservation Service
This Web site includes ideas and educational tools for teachers.
U.S. Department of Agriculture (USDA) for Kids
"USDA for Kids" Web site is a great resource for educational tools, including a
food pyramid guide, Smokey the Bear, and "Food for Thought."
National Soil Survey Center
This Web site provides extensive teacher resources related to geography and science.
42 AppendixA
-------
Norfh American Associafion of Environmental Education
(NAAEE)
1255 23rd Street NW, Suite 400
Washington, DC 20037-1199
202 884-8912
Fax: 202 884-8701
NAAEE was established in 1971 as a network of professionals and students
working in environmental education. NAAEE's members are located through-
out North America and in more than 40 countries around the world; they
believe that education is the key to ensuring a healthy, sustainable environment
and improving the quality of life on earth. Members can join various sections:
Elementary and Secondary Education, College and University Environmental
Programs, and Non-formal Education.
Association for Supervision and Curriculum
Developmenf (ASCD)
1250 North Pitt Street
Alexandria, VA 22314
703 549-9110
< www ascd. org>
ASCD, an education association, serves its members through publications, pro-
fessional development opportunities, research and information searches, the
Curriculum and Technology Resource Center, and affiliates in each state and
several foreign countries. Resources include information on staff development
practices, cooperative learning, peer coaching, and science and social studies
content for schools.
National Science Teachers Associafion (NSTA)
1840 Wilson Boulevard
Arlington, VA 22201-3000
703 243-7100
Fax: 703 243-7177
< www. nsta. org>
The National Science Teachers Association (NSTA) is committed to improving
science education at all levels, preschool through college. NSTA produces sever-
al publications, conducts national and regional conventions, and provides schol-
arships, teacher-training workshops, educational tours, and an employment
registry. The Web site provides an extensive range of resources for teachers of
students of all levels; journals and books on science education and instruction
are also available.
AdditionalResources 43
-------
National School Boards Associafion (NSBA)
1680 Duke Street
Alexandria, VA 22314
703 838-6722
The National School Boards Association is a national federation of state school
boards. NSBA produces "Electronic School," a free online technology publica-
tion for K-12 educators. NSBA houses the Institute for the Transfer of
Technology to Education (ITTE), a program to help advance the wise use of
technology in public education.
44 AppendixA
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Appendix B: Glossary of
Terms
Air Terms
Acid rain: Air pollution produced when acid compounds formed in the atmos-
phere are incorporated into rain, snow, fog, or mist. The acid compounds come
from sulfur oxides and nitrogen oxides, products of burning coal and other fuels
and from certain industrial processes. Acid rain can impact the environment
and human health and damage property.
Atmosphere: A thin layer of gases surrounding the Earth, composed of 78 per-
cent nitrogen, 21 percent oxygen, 0.9 percent argon, 0.03 percent carbon dioxide,
and trace amounts of other gases. There is no exact place where the atmosphere
ends; it just gets thinner and thinner, until it merges with outer space.
Basal cell carcinoma: Skin cancer tumors that might appear as slow-growing,
translucent, pearly nodules, which might crust, discharge pus, or even bleed.
These tumors typically develop where you are most exposed to the sun—on the
face, lips, tops of ears, and hands.
Carbon monoxide (CO): A colorless, odorless, poisonous gas produced by the
incomplete burning of solid, liquid, and gaseous fuels. Appliances fueled with
natural gas, liquified petroleum (LP gas), oil, kerosene, coal, or wood may pro-
duce CO. Burning charcoal produces CO and car exhaust contains CO.
Chlorofluorocarbons (CFCs): Stable, low toxic, and inexpensive chemicals
that were most commonly used as refrigerants, solvents, and aerosol propellants.
CFCs and their relatives, when released into the air, rise into the stratosphere
and take part in chemical reactions that result in reduction or depletion of the
stratospheric ozone layer. The 1990 Clean Air Act includes provisions for reduc-
ing releases (emissions) and eliminating production and use of these ozone-
destroying chemicals.
Clean Air Act: The original Clean Air Act was passed in 1963, but our national
air pollution control program is actually based on the 1970 version of the law.
The 1990 Clean Air Act Amendments are the most far-reaching revisions of the
1970 law.
Criteria air pollutants: A group of very common air pollutants regulated by
EPA on the basis of criteria (information on health and/or environmental effects
of pollution).
Emission: Release of pollutants into the air from a source. Continuous emission
monitoring systems (GEMS) are machines that some large sources are required
to install, to make continuous measurements of pollutant release.
EMPACT: Environmental Monitoring for Public Access and Community
Tracking, a program begun by EPA in 1997, helps communities collect, man-
age, and distribute environmental information, providing residents with up-to-
GlossaryofTerms 45
-------
date and easy-to-understand information they can use to make informed, day-
to-day decisions.
Greenhouse effect: A natural phenomenon whereby clouds and greenhouse
gases, such as water vapor and carbon dioxide, trap some of the Sun's heat in the
atmosphere. The greenhouse effect helps regulate the temperature of the Earth.
Human activities are adding greenhouse gases to the natural mix.
Greenhouse gases: Human activities, such as fuel burning, are adding green-
house gases to the atmosphere. Because these gases remain in the atmosphere for
decades to centuries (depending on the gas) global temperatures will rise.
Melanoma: The most fatal form of skin cancer. Malignant melanomas may
appear suddenly without warning as a dark mole or other dark spot on the skin
and can spread quickly.
Monitoring (monitor): Measurement of air pollution is referred to as monitor-
ing. Continuous emission monitoring systems (GEMS) will measure, on a con-
tinuous basis, how much pollution is being released into the air. The 1990
Clean Air Act requires states to monitor community air in polluted areas to
check on whether the areas are being cleaned up according to schedules set out
in the law.
Nitrogen oxides (NOx): A criteria air pollutant. Nitrogen oxides are pro-
duced from burning fuels, including gasoline and coal, and react with volatile
organic compounds to form smog. Nitrogen oxides are also major compo-
nents of acid rain.
Ozone (O3): An ozone molecule consists of three oxygen atoms. Stratospheric
ozone shields the Earth against harmful rays from the sun, particularly ultravio-
let B. Ground-level ozone contributes to smog.
Ozone depletion: The ozone layer is damaged when substances such as chloro-
fluorocarbons accelerate the natural process of destroying and regenerating
stratospheric ozone. As the ozone layer breaks down, it absorbs smaller amounts
of UV radiation, allowing more of it to reach the earth.
Particulates, particulate matter: A criteria air pollutant. Particulate matter
includes dust, soot, and other tiny bits of solid materials that are released into
and move around in the air.
Pollutants (pollution): Unwanted chemicals or other materials found in the air.
Smog: A mixture of pollutants, principally ground-level ozone, produced by
chemical reactions in the air involving smog-forming chemicals. A major portion
of smog-formers come from burning of petroleum- based fuels such as gasoline.
Major smog occurrences are often linked to heavy motor vehicle traffic, sunshine,
high temperatures, and calm winds or temperature inversion (weather condition
in which warm air is trapped close to the ground instead of rising).
Source: Any place or object from which pollutants are released.
46 AppendixB
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Spectrophotometer: An instrument for measuring the relative intensities of
light in different parts of the spectrum used to measure the amount of UV radi-
ation reaching the earth.
Squamous cell carcinoma: Skin cancer tumors that might appear as nodules or
red, scaly patches, which can develop into large masses and spread to other parts
of the body.
Stratosphere: The stratosphere starts just above the troposphere and extends to
50 kilometers (31 miles) high. The temperature in this region increases gradual-
ly to -3 degrees Celsius, due to the absorption of ultraviolet radiation. The
ozone layer, which absorbs and scatters the solar ultraviolet radiation, is in this
layer. Ninety-nine percent of air is located in the troposphere and stratosphere.
Stratospheric ozone: A bluish gas composed of three oxygen atoms. Natural
processes destroy and regenerate ozone in the atmosphere. When ozone-deplet-
ing substances such as chlorofluorocarbons accelerate the destruction of ozone,
there is less ozone to block UV radiation from the sun, allowing more UV radi-
ation to reach the earth.
Sulfur dioxide: A criteria air pollutant. Sulfur dioxide is a gas produced by
burning coal, most notably in power plants. Sulfur dioxide plays an important
role in the production of acid rain.
Sunscreen: A substance, usually a lotion, that you can apply to protect your
skin from UV radiation. It works by reflecting UV radiation away from your
skin in addition to absorbing UV radiation before it can penetrate your skin.
SunWise School Program: EMPACT program that aims to teach grades K-8
school children and their caregivers how to protect themselves from overexpo-
sure to the sun. The program raises children's awareness of stratospheric ozone
depletion and ultraviolet radiation and encourages simple sun safety practices.
Troposphere: The troposphere is the lowest region in the Earth's (or any planet's)
atmosphere, starting at ground (or water) level up and reaching up to about 11
miles (17 kilometers) high. The weather and clouds occur in the troposphere.
Ultraviolet B (UVB): A type of sunlight. Ultraviolet B exposure has been asso-
ciated with skin cancer, eye cataracts, and damage to the environment. The
ozone in the stratosphere, high above the Earth, filters out ultraviolet B rays and
keeps them from reaching the Earth. Thinning of the ozone layer in the strato-
sphere results in increased amounts of ultraviolet B reaching the Earth.
UV Index: A tool developed by the National Weather Service that predicts the
next day's UV intensity on a scale from 0 to 10+, helping people determine
appropriate sun-protective behaviors.
UV radiation: A portion of the electromagnetic spectrum with wavelengths
shorter than visible light. UV radiation produced by the sun is responsible for
sunburn and other adverse health effects. Scientists classify UV radiation into
three types: UVA, UVB, and UVC.
Volatile organic compounds (VOCs): Chemicals that produce vapors readily
at room temperature and normal atmospheric pressure, so that vapors escape
GlossaryofTerms 47
-------
easily from volatile liquid chemicals. Organic chemicals all contain the element
carbon and are the basic chemicals found both in living things and in products
derived from living things, such as coal, petroleum and refined petroleum prod-
ucts. Many volatile organic chemicals are also hazardous air pollutants.
Wafer Terms
Abiotic: Not alive; non-biological. For example, temperature and mixing are
abiotic factors that influence the oxygen content of lake water, whereas photo-
synthesis and respiration are biotic factors that affect oxygen solubility.
Acid: A solution that is a proton (H+) donor and has a pH less than 7 on a
scale of 0-14. The lower the pH the greater the acidity of the solution.
Acidity: A measure of how acidic a solution may be. A solution with a pH of
less than 7.0 is considered acidic. Solutions with a pH of less than 4.5 contain
mineral acidity (due to strong inorganic acids), while a solution having a pH
greater than 8.3 contains no acidity.
Acid rain: Precipitation having a pH lower than the natural range of -5-2 - 5-6;
caused by sulfur and nitrogen acids derived from human-produced emissions.
Acidification: The process by which acids are added to a water body, causing a
decrease in its buffering capacity (also referred to as alkalinity or acid neutraliz-
ing capacity), and ultimately a significant decrease in pH that may lead to the
water body becoming acidic (pH < 7).
Algae: Simple single-celled, colonial, or multi-celled aquatic plants. Aquatic
algae are (mostly) microscopic plants that contain chlorophyll and grow by pho-
tosynthesis and lack roots, stems (non- vascular), and leaves.
Alkalinity: Acid neutralizing or buffering capacity of water; a measure of the
ability of water to resist changes in pH caused by the addition of acids or bases.
Therefore, it is the main indicator of susceptibility to acid rain. A solution hav-
ing a pH below about 5 contains no alkalinity.
Anoxia: Condition of being without dissolved oxygen.
Anthropogenic: A condition resulting from human activities.
Aquatic respiration: Refers to the use of oxygen in an aquatic system, including
the decomposition of organic matter and the use of oxygen by fish, algae, zoo-
plankton, aquatic macrophytes, and microorganisms for metabolism.
Base: A substance which accepts protons (H+) and has a pH greater than 7 on a
scale of 0-14; also referred to as an alkaline substance.
Basin: Geographic land area draining into a lake or river; also referred to as
drainage basin or watershed.
Benthic: Refers to being on the bottom of a lake.
Bioaccumulation: The increase of a chemical's concentration in organisms that
reside in environments contaminated with low concentrations of various organic
compounds. Also used to describe the progressive increase in the amount of a
48 AppendixB
-------
chemical in an organism resulting from rates of absorption of a substance in
excess of its metabolism and excretion. Certain chemicals, such as PCBs, mercu-
ry, and some pesticides, can be concentrated from very low levels in the water to
toxic levels in animals through this process.
Biochemical oxygen demand (BOD): Sometimes referred to as Biological
Oxygen Demand (BOD). A measure of the amount of oxygen removed
(respired) from aquatic environments by aerobic microorganisms either in the
water column or in the sediments. Primarily of concern in wastewater "streams"
or systems impacted by organic pollution.
Biomass: The weight of a living organism or group of organisms.
Biotic: Referring to a live organism; see abiotic.
Buffer: A substance that tends to keep pH levels fairly constant when acids or
bases are added.
Chlorophyll: Green pigment in plants that transforms light energy into chemi-
cal energy during photosynthesis.
Clarity: Transparency; routinely estimated by the depth at which you can no
longer see a Secchi disk. The Secchi disk, an 8-inch diameter, weighted metal
plate, is lowered into water until it disappears from view. It is then raised until
just visible. An average of the two depths, taken from the shaded side of the
boat, is recorded as the Secchi depth.
Conductivity (electrical conductivity and specific conductance): Measures
water's ability to conduct an electric current and is directly related to the total
dissolved salts (ions) in the water. Called EC for electrical conductivity, it is
temperature-sensitive and increases with higher temperature.
Dissolved oxygen (DO or O2): The concentration of free (not chemically
combined) molecular oxygen (a gas) dissolved in water, usually expressed in mil-
ligrams per liter, parts per million, or percent of saturation. Adequate concentra-
tions of dissolved oxygen are necessary for the life of fish and other aquatic
organisms.
Dissolved solids concentration: The total mass of dissolved mineral con-
stituents or chemical compounds in water; they form the residue that remains
after evaporation and drying.
Ecosystem: All of the interacting organisms in a defined space in association
with their interrelated physical and chemical environment.
Epilimnion: The upper, wind-mixed layer of a thermally stratified lake. This
water is turbulently mixed at some point during the day, and, because of its
exposure, can freely exchange dissolved gases (such as O2 and CO2) with the
atmosphere.
Eutrophication: Unhealthy increases in the growth of phytoplankton.
Symptoms of eutrophication include algal blooms, reduced water clarity, periods
of hypoxia, and a shift toward species adapted toward these conditions.
Evaporation: The process of converting liquid to vapor.
GlossaryofTerms 49
-------
Food chain: The transfer of food energy from plants through herbivores to car-
nivores. For example, algae are eaten by zooplankton, which in turn are eaten by
small fish, which are then eaten by larger fish, and eventually by people or other
predators.
Food web: Food chains connected into a complex web.
Hydrogen: Colorless, odorless, and tasteless gas; combines with oxygen to form
water.
Hydrology: The study of water's properties, distribution, and circulation on
Earth.
Hypolimnion: The bottom and most dense layer of a stratified lake. It is typical-
ly the coldest layer in the summer and warmest in the winter. It is isolated from
wind mixing and typically too dark for much plant photosynthesis to occur.
Hypoxia: A deficiency of oxygen reaching the tissues of the body.
Isothermal: Constant in temperature.
Leach: To remove soluble or other constituents from a medium by the action of
a percolating liquid, as in leaching salts from the soil by the application of water.
Metalimnion: The middle or transitional zone between the well-mixed epil-
imnion and the colder hypolimnion layers in a stratified lake.
Nonpoint source: Diffuse source of pollutant(s); not discharged from a pipe;
associated with land use such as agriculture, contaminated groundwater flow, or
onsite septic systems.
Nutrient loading: Discharging of nutrients from the watershed (basin) into a
receiving water body (lake, stream, wetland).
Oxygen: An odorless, colorless gas; combines with hydrogen to form water;
essential for aerobic respiration. See respiration.
Oxygen solubility: The ability of oxygen gas to dissolve into water.
Parameter: Whatever it is you measure; a particular physical, chemical, or bio-
logical property that is being measured.
pH: A measure of the concentration of hydrogen ions.
Phosphorus: Key nutrient influencing plant growth in lakes.
Photosynthesis: The process by which green plants convert carbon dioxide
(CO2) dissolved in water to sugars and oxygen using sunlight for energy.
Photosynthesis is essential in producing a lake's food base and is an important
source of oxygen for many lakes.
Phytoplankton: Microscopic floating plants, mainly algae, that live suspended
in bodies of water and that drift about because they cannot move by themselves
or because they are too small or too weak to swim effectively against a current.
Respiration: The metabolic process by which organic carbon molecules are oxi-
dized to carbon dioxide and water with a net release of energy.
50 AppendixB
-------
Solubility: The ability of a substance to dissolve into another.
Solution: A homogenous mixture of two substances.
Solvent: A substance that has the ability to dissolve another.
Stormwater discharge: Precipitation and snowmelt runoff (e.g., from roadways,
parking lots, roof drains) that is collected in gutters and drains; a major source
of nonpoint source pollution to water bodies.
Temperature: A measure of whether a substance is hot or cold.
Total Dissolved Solids (TDS): The amount of dissolved substances, such as
salts or minerals, in water remaining after evaporating the water and weighing
the residue.
Turbidity: Degree to which light is blocked because water is muddy or cloudy.
Turnover: Fall cooling and spring warming of surface water make density uni-
form throughout the water column, allowing wind and wave action to mix the
entire lake. As a result, bottom waters contact the atmosphere, raising the
water's oxygen content.
Water Column: A conceptual column of water from lake surface to bottom
sediments.
Watershed: All land and water areas that drain toward a river or lake; also called
a drainage basin or water basin.
Soil Terms
Bedrock: Consolidated rock.
Brownfields: Abandoned, idled, or underused industrial and commercial facili-
ties where expansion or redevelopment is complicated by real or perceived envi-
ronmental contamination.
Clay: Soil composed mainly of fine particles of hydrous aluminum silicates and
other minerals. Soil composed chiefly of this material has particles less than a
specified size.
Erosion: The wearing away of the land surface by running water, wind, ice,
other geological agents, or human activity.
Infiltration: The downward entry of water through the soil surface.
Limestone: A white to gray, fine-grained rock made of calcium carbonate.
Percolation: Water that moves through the soil at a depth below the root zone.
Sand: A loose granular material that results from the disintegration of rocks. It
consists of particles smaller than gravel but coarser than silt
Sandstone: A very grainy rock that comes in many colors, including gray, red,
or tan.
GlossaryofTerms 51
-------
Sedimentary rock: Rock that has formed from compressed sediment, like sand,
mud, and small pieces of rocks.
Shale: Dark-colored rock that is usually black, deep red, or gray-green. It has a
fine grain and is usually found below sandstone, not on the surface. Shale was
formed from fine silt and clay.
Silt: Predominantly quartz mineral particles that are between the size of sand
and clay in diameter. Silt, like clay and sand, is a product of the weathering and
decomposition of preexisting rock.
Soil: Soil is made up of minerals (rock, sand, clay, silt), air, water, and organic
(plant and animal) material. There are many different types of soils, and each one
has unique characteristics, like color, texture, structure, and mineral content.
Soil contamination: Pollution caused by a number of activities, including the
dumping of hazardous substances, pesticide and fertilizer use, and industrial or
chemical processes. Pollutants in soils can also be transported to groundwater
sources and into the air. Contaminated soils are often a major concern at
brownfield and Superfund sites. Common soil contaminants include arsenic,
benzene, cyanide, lead, and mercury.
Soil formation: Soil is formed slowly as rock erodes into tiny pieces near the
Earth's surface. Organic matter decays and mixes with rock particles, minerals,
and water to form soil.
Soil texture: Distribution of individual particles of soil.
Soil washing: A technology that uses liquids (usually water, sometimes com-
bined with chemical additives) and a mechanical process to scrub soils of con-
taminants.
Superfund: The Federal government's program to clean up the nation's uncon-
trolled hazardous waste sites.
Topsoil: Soil consisting of a mixture of sand, silt, clay, and organic matter.
Topsoil is rich in nutrients and supports plant growth.
Urban sprawl: The unplanned, unlimited extension of neighborhoods outside
of a city's limits, usually associated with low density residential and commercial
settlements, dominance of transportation by automobiles, and widespread strip
commercial development.
52 AppendixB
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Appendix C: Activities by Grade Level
Curriculum K
Airbeat
Air Currents
Air Info Now: Environmental
Monitoring for Public Access
and Community Tracking
AIRNow
Boulder Area Sustainability
Information Network
Burlington Eco-lnfo
Community Accessible Air
Quality Monitoring Assessment
(Northeast Ohio)
ECOPLEX X
Lake Access (WOW)
Monitoring Your Sound
Online Dynamic Watershed
Atlas (Seminole County, FL)
Onondaga Lake/Seneca River X
Northeast Ohio Urban Growth
Simulator
Grade
456789
X X X X X X
X X X X
10 11 12 12 +
XXX
XXX
xxxxxxxxx
X X X X
xxxxxxxxx
II X X X X X X
X X X X X
X X X X X X
X
X X X X
X X X X X X X
xxxxxxxxx
X X
X
X
X
X X X X X
Activities by Grade Level
53
-------
Appendix D: Activities by Subject
Curriculum Math
Airbeat X
Air CURRENTS X
Air Info Now: Environmental
Monitoring for Public Access
and Community Tracking
AIRNow X
Boulder Area Sustainability
Information Network
Burlington Eco-lnfo
Community Accessible Air
Quality Monitoring Assessment
(Northeast Ohio)
ECOPLEX X
Lake Access X
Monitoring Your Sound X
Online Dynamic Watershed
Atlas (Seminole County, FL) X
Onondaga Lake/Seneca River
Northeast Ohio Urban Growth
Simulator
Subject
Language Arts Science Social Studies
X X
Art
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
54
Appendix D
-------
Appendix E: Selected Lesson Plans and Activities
Airlnfo Now
Group Details - Blue Group: Weather (PDF)
Data Sheet - Blue Group: Weather (Excel)
Group Details - Brown Group: Visibility (PDF)
Data Sheet- Brown Group: Visibility (Excel)
A Guide to CO-City (PDF)
So What's Making it Look Brown Outside? Collecting and Measuring Participate Matter (PDF)
What's the Connection Between Convection and Inversion? Convection Currents and Temperature Inversion
(PDF)
Getting a Handle on Greenhouse Gases: Your Family's Impact on the Greenhouse Effect (PDF)
Helping to Find a Solution to Air Pollution! (PDF)
Green Group: Location (PDF)
Green Group: Location (Excel)
Real-Time Air Quality Activity: Groups (PDF)
Practice Data Sheet (Excel)
Group Details - Red Group: Time (PDF)
Data Sheet - Red Group: Time (Excel)
Real-Time Air Quality Activity: Student Sheets(PDF)
Real-Time Air Quality Activity: Teacher Sheets(PDF)
Group Details - Yellow Group: Health (PDF)
Data Sheet - Yellow Group: Health (Excel)
Airnow
Air Quality Index Poster: Are you breathing clean air? (PDF)
Air Quality Index: A Guide to Air Quality and Your Health (PDF)
Air Quality Index Kids Website: Teacher's Reference (PDF)
Green Day Poster (PDF)
Orange Day Poster (PDF)
Air Quality Index Posters (PDF)
Purple Day Poster (PDF)
Red Day Poster (PDF)
Yellow Day Poster (PDF)
ECOPLEX
. uv
UV/7-2: Spotlight the Sun Data Table (PDF)
Ozone Chemistry: Formation & Depletion(PDF)
8th Grade Lesson Plan - UV: Chemistry of Ozone Depletion(PDF)
5th Grade Lesson Plan - UV: Check It Out! (PDF)
First Grade UV: Catching and Counting UV Rays! (PDF)
4th Grade UV Lesson: What Depletes Our Ozone? Me and My Zone! (PDF)
Kindergarten UV: UV and Me! (PDF)
Second Grade UV: The Air Out There - UV and Ozone (PDF)
-------
o UV/7-1: Distribution of the Sun's Rays (PDF)
o 6th Grade UV: Friend or Foe (PDF)
o 3rd Grade UV Lesson: When Good Ozone Goes Bad (PDF)
Water Quality
o Third Grade Water Quality: Test, Test, Is This Water Safe? (PDF)
o Fourth Grade Water Quality: Chain, Chain, Chain, Chain of Food (PDF)
o Fifth Grade Water Quality: Tick lock Toxins (PDF)
o 6th Grade Water Quality Lesson: Water O2 and You! (PDF)
o 7th Grade Water Quality Lesson: Taxa-Rich and Taxa-Poor! (PDF)
o Water Quality 1-1 Record Sheet (PDF)
o Water Quality 2-1 Record Sheet (PDF)
o Water Quality 4-1 Datasheet (PDF)
o Water Quality 5-1 Datasheet (PDF)
o First Grade Water Quality: Water - It's a Gas... Sometimes! (PDF)
o Kindergarten Water Quality: Water in Me (PDF)
o Second Grade Water Quality: Amazing Water (PDF)
Water Quantity
o 7th Grade Water Quantity: Water Use and Abuse (PDF)
o 3rd Grade Water Quantity: Name That Surface Water (PDF)
o 4th Grade Water Quantity: H2O is Underground Too! (PDF)
o 5th Grade Water Quantity: What-A-Shed (PDF)
o WQT/6-1: Water vs. Land and Sea (PDF)
o WQT/6-2: Diagram for Stream Table (PDF)
o 6th Grade Water Quantity: The Ups and Downs of Your Watershed (PDF)
o 8th Grade Water Quantity: Water to Supply an Ever-growing Population (PDF)
o First Grade Water Quantity Lesson: Here I Go 'Round My Watershed! (PDF)
o Water Quantity Letter (PDF)
o Kindergarten Water Quantity Lesson: Drip! Drop! Water Does Not Stop! (PDF)
o Second Grade Water Quantity Lesson: Now You See It - Now You Don't! (PDF)
o Water Quantity: What to Do and How to Do It (PDF)
o WQT/7-1: Water Use Chart (PDF)
MY Sound
The Impact of Atmospheric Nitrogen Deposition on Long Island Sound (PDF)
Alternative Strategies for Hypoxia Management: Creative Ideas to Complement Advanced Treatment (PDF)
Fact Sheet #1: Hypoxia in Long Island Sound (PDF)
Toxic Contamination in Long Island Sound (PDF)
Nutrient Reduction: New Solutions to Old Problems (PDF)
Pathogens (PDF)
The Impact of Septic Systems on the Environment (PDF)
Water Conservation and Marine Water Quality (PDF)
Wastewater Treatment (PDF)
Supporting the Sound (PDF)
Floatable Debris (PDF)
How Low Dissolved Oxygen Conditions Affect Marine Life in Long Island Sound(PDF)
Puttting the Plan in Motion (PDF)
-------
SunWise
SunWise Monitor, November 1999 (PDF)
SunWise Monitor, April 2000 (PDF)
SunWise Monitor, April 2001 (PDF)
Mission: SunWise - Activity Book (PDF)
Mission: SunWise - Activity Book (Spanish) (PDF)
Sun Safety for Kids: The SunWise School Program (PDF)|
The SunWise School Program Guide (PDF)
Mission: SunWise (PDF)
Mission: SunWise (Spanish) (PDF)
Summertime Safety: Keeping Kids Safe from Sun and Smog (PDF)
Action Steps for Sun Protection (PDF)
Sunscreen: The Burning Facts (PDF)
The Sun, UV, and You: A Guide to SunWise Behavior (PDF)
What Is the UV Index? (PDF)
UV Radiation (PDF)
Ozone Depletion (PDF)
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EMPACT - Environmental Curricula Handbook: Tools in Your Schools
EPA/625/R-02/009
www.epa.gov/empact
December 2002
Environmental Curricula Handbook:
Tools in Your Schools
National Risk Management Research Laboratory
Office of Research and Development
U.S. Environmental Protection Agency
Cincinnati, Ohio 45268
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U.S. Environmental Protection Agency
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EMPACT- Environmental Curricula Handbook: Tools in Your Schools
Environmental
I Curricula Handbook:
Tools In Your Schools
E M P A C
Environmental Monitoring for Public Access
& Community Tracking
Continue »
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EMPACT- Environmental Curricula Handbook: Tools in Your Schools
Environmental
I Curricula Handbook:
Tools In Your Schools
E M P A C
Environmental Monitoring for Public Access
& Community Tracking
Continue »
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EMPACT- Environmental Curricula Handbook: Tools in Your Schools
Contents
1.0 Introduction
1.1 What Was EMPACT?
1.2 What is the Purpose of This Handbook?
2.0 How Do EMPACT Programs Work in Schools?
2.1 Environmental Education—Why Teach Students About the Environment?
_ _ Lesson Creation 101—How To Incorporate EMPACT Lessons and Ideas Into Age-
Appropriate Curricula
Making the Grade—How to Identify and Use Quality Environmental Education
Materials
3.0 Teaching the Teacher—How Do T Make an EMPACT on My Students?
3.1 Air
Why should we be concerned about air quality?
Why should we be concerned about UV radiation?
Additional resources
3.2 Water
Why should we be concerned about water quality?
Additional resources
3.3 Soil and Land
Why should we be concerned about soil quality?
Why should we be concerned about land resources?
Additional resources
4.0 Air-Based Projects
4.1 Teacher Tips
4.2 The Tools
4.2.1 AirBeat (Boston. Massachusetts)
Introduction
Lessons, Tools, and Activities
Resources
4.2.2 Air CURRENTS fNew York and New Jersey)
Introduction
Lessons, Tools, and Activities
Resources
4.2.3 Airlnfo Now (Tucson. Arizona)
Introduction
Lessons, Tools, and Activities
Resources
4.2.4 AIRNow (National)
Introduction
Lessons, Tools, and Activities
Resources
4.2.5 Community Accessible Air Quality Monitoring Assessment (Northeast Ohio)
Introduction
Lessons, Tools, and Activities
Resources
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EMPACT- Environmental Curricula Handbook: Tools in Your Schools
4.2.6 ECOPLEX (Dallas-Ft. Worth: Texas^
Introduction
Lessons, Tools, and Activities
Resources
4.2.7 SunWise School Program (National)
Introduction
Lessons, Tools, and Activities
Resources
5.0 Water-Based Projects
5.1 Teacher Tips
5.2 The Tools
5.2.1 Boulder Area Sustainability Information Network (BASIN) (Boulder. Colorado)
Introduction
Lessons, Tools, and Activities
Resources
5.2.2 Burlington Eco-Info (Burlington. Vermont)
Introduction
Lessons, Tools, and Activities
Resources
5.2.3 ECOPLEX (Dallas-Ft. Worth: Texas^
Introduction
Lessons, Tools, and Activities
Resources
5.2.4 Lake Access (Minnesota)
Introduction
Lessons, Tools, and Activities
Resources
5.2.5 Monitoring Your Sound (MY Sound) (Long Island Sound. New York)
Introduction
Lessons, Tools, and Activities
Resources
5.2.6 Online Dynamic Watershed Atlas TSeminole County. Florida)
Introduction
Lessons, Tools, and Activities
Resources
5.2.7 Onondaga Lake/Seneca River (Syracuse. New York)
Introduction
Lessons, Tools, and Activities
Resources
6.0 Land-Use and Soil-Based Projects
6.1 Teacher Tips
6.2 The Tools
6.2.1 Northeast Ohio Urban Growth Simulator
Introduction
Lessons, Tools, and Activities
Resources
Appendix A: Additional Resources
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EMPACT- Environmental Curricula Handbook: Tools in Your Schools
Appendix B: Glossary of Terms
Appendix C: Activities by Grade Level
Appendix D: Activities by Subject
Appendix E: Selected Lesson Plans and Activities (Electronic versions only)
« Back Next »
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EMPACT- Environmental Curricula Handbook: Tools in Your Schools
Acknowledgments
The development of this handbook was managed by Dr. Dan Petersen (U.S. Environmental
Protection Agency). While developing this handbook, we sought the input of many individuals.
Gratitude is expressed to each person for their involvement and contributions.
Beth Gorman, Pima County Department of Environmental Quality, Tucson, AZ
Susan Green, Northeast States for Coordinated Air Use Management (NESCAUM),
Boston, MA
George Host, University of Minnesota, Natural Resources Research Institute, Duluth,
MN
Kristin Kenausis, U.S. Environmental Protection Agency, Washington, DC
Richard List, Syracuse City School District, Syracuse, NY
Kim Ornberg, Seminole County Public Works Department, Stormwater Division,
Sanford, FL
Curry Rosato, City of Boulder Public Works/Utilities, Water Quality and
Environmental Services, Boulder, CO
Julie Silverman and Kara Lenorovitz, Center for Lake Champlain, Burlington, VT
Jodi Sugarman-Brozan, Alternatives for Community and Environment, Roxbury, MA
Pete Tebeau, University of Connecticut, Bridgeport, CT
Rudi Thompson, University of North Texas, Dallas, TX
John White, U.S. Environmental Protection Agency, Research Triangle Park, NC
Adam Zeller, Earth Day Coalition, Cleveland, OH
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EMPACT - Environmental Curricula Handbook: Tools in Your Schools
1.0 Introduction
Environmental education is a learning process that increases people's knowledge and awareness
about the environment and associated challenges, develops the necessary skills and expertise to
address the challenges, and fosters attitudes, motivations, and commitments to make informed
decisions and take responsible action (UNESCO, Tbilisi Declaration, 1978).
1.1 What Was EMPACT?
The U.S. Environmental Protection Agency (EPA) created the Environmental Monitoring for
Public Access and Community Tracking (EMPACT) program to take advantage of new
technologies that make it possible to provide environmental information to the public in near real-
time. EPA partnered with the National Oceanic and Atmospheric Administration (NOAA) and
the U.S. Geological Survey (USGS) to help achieve nationwide consistency in measuring
environmental data, managing the information, and delivering it to the public. Through the use of
grants, EMPACT helped local governments build monitoring infrastructure in metropolitan areas
across the country, addressing questions such as:
• What is the ozone level in my city today?
• How is the water quality at the beach today?
• What is the UV Index in my area today?
EMPACT projects aim to help communities:
• Collect, manage, and distribute time-relevant environmental information.
• Provide their residents with easy-to-understand, practical information they can use to make
informed, day-to-day decisions.
Some projects were initiated directly by EPA; others were launched by communities with the
help of EPA-funded "Metro Grants." EMPACT projects helped local governments build
monitoring infrastructures and disseminate environmental information to millions of people.
EMPACT projects have been initiated in 156 metropolitan areas. These projects cover a wide
range of environmental issues, such as groundwater contamination, ocean pollution, smog, and
overall ecosystem quality. Having met the program goals, EMPACT ended in 2001. Many
projects continue to provide realtime environmental information to local residents.
Recognizing that educating our youth is vital to the future of our planet, many EMPACT projects
have incorporated curricula- or school-based components. The curricula are hands-on in their
approach and complement the objectives of their associated EMPACT projects. Therefore, the
activities and lessons either involve the utilization of monitoring data collected under a particular
project or encourage student monitoring to assist project efforts.
1.2 What Is the Purpose of This Handbook?
This handbook is designed to provide teachers and other educators with guidance on how to teach
students about environmental issues related to air, water, and soil quality. It provides information
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EMPACT - Environmental Curricula Handbook: Tools in Your Schools
to help educators incorporate environmental education into the classroom. The handbook is
organized as follows:
• Chapter 2: How Do EMPACT Programs Work in Schools discusses why environmental
education is important, how to incorporate the lessons and ideas highlighted in this
handbook into age-appropriate curricula, and how to identify quality environmental
education materials.
Chapter 3: Teaching the Teacher-How Do T Make an EMPACT on My Students?
provides background information on air, water, and soil and why we should be concerned
about the quality of these substances.
Chapter 4: Air-Based Projects covers the air-based EMPACT projects and their
curriculum components.
Chapter 5: Water-Based Projects covers the water-based EMPACT projects and their
curriculum components.
• Chapter 6: Land-Use and Soil-Based Projects covers the land- and soil-based EMPACT
projects and their curriculum components.
This handbook can assist educators in designing lesson plans and activities to teach the principles
of environmental science. It highlights a host of EMPACT projects that have developed or are
developing curricula or other classroom materials to foster student learning. The highlighted
projects cover a variety of grade levels (see Appendix C: Activities by Grade Level). Therefore,
this handbook can be used by any teacher, from kindergarten through grade 12. In addition,
college-level materials have been developed for some projects. Moreover, in most cases, the
activities and lessons geared towards one particular grade can easily be adapted for others.
Teachers and educators can review the project descriptions and read about the activities, lesson
plans, and tools they employ to develop ideas for their own classrooms. In addition, the
handbook includes resources and contact information and in some cases a Web site where lesson
plans and activities can be accessed directly.
This handbook also references supplementary sources of information, such as Web sites,
publications, organizations, and contacts, that can help the user find more detailed guidance. (See
Appendix A: Additional Resources)
Table of Contents Next »
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EMPACT - Environmental Curricula Handbook: Tools in Your Schools
2.0 How Do EMPACT Programs Work in Schools?
2.1 Environmental Education—Why Teach Students About the
Environment?
Environmental information is important because itaffects
our daily lives. For example, if you know the air quality is
poor on a particular day, you might choose to skip your
daily jog or exercise early in the morning when air quality
is usually better. Environmental education typically
incorporates aspects of economics, culture, politics, and
social equity, as well as natural processes and systems.
Teaching young people about the environment can help
them see the many ways in which people affect the world
around them by their actions today, which have
consequences for the future health of the environment.
Environmental education can foster in children of all ages an awareness and sensitivity to the
natural world, inspiring students to increase their knowledge of the environment, identify
environmental challenges, and become motivated about resolving these challenges.
Learning about environmental challenges can also show students first-hand how their individual
and collective actions can affect their own health, the environment, the country, and society as a
whole. As a result, learning about the environment can help young people make informed day-to-
day decisions, influence their peers and caregivers, and grow up to be better citizens.
2.2 Lesson Creation 101—How to Incorporate EMPACT Lessons and Ideas
Into Age-Appropriate Curricula
The EMPACT tools described in this handbook use
real-time technologies to help develop children's
research and reasoning skills. Lessons focus on
inquiry-based, hands-on learning. Students not only
learn about environmental issues but also are
encouraged to explore how feelings, experiences,
attitudes, and perceptions influence these issues. This
type of teaching helps students develop the critical-
thinking, problem-solving, and team-working skills
needed in today's technology-driven world.
EMPACT lessons typically use hands-on, laboratory-
based approaches, such as those favored by groups like
the National Science Teachers Association (NSTA) and
the National Science Foundation (NSF). As such, they
often fit best in a science curriculum, but they are also
often multidisciplinary, so that the lessons can be
incorporated into many different subject areas.
While science forms the foundation for many of the
EMPACT lessons in this handbook, social science,
health, language arts, math, and other subjects are also
Reducing the Risks
Children can be exposed to a number
of environmental hazards in their
homes, schools, and playgrounds—
from tobacco smoke to lead-based
paint. Environmental education can
help raise teacher, parent, and student
awareness of these risks, thereby
helping to reduce children's exposure
to these hazards over time.
For example, asthma is currently the
most common chronic childhood
illness in the United States. Over the
past 15 years, major advances have
been made in understanding the
complex interplay between asthma,
environmental exposures, and other
factors.
This knowledge is helping
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pediatricians, schools, children, and
their caregivers take steps to not only
mitigate asthma triggers, but also to
learn how to manage this illness on a
day-to-day basis (i.e., on high ozone
days, asthmatics should not play
outside).
EMPACT - Environmental Curricula Handbook: Tools in Your Schools
covered, as they are critical to fully understanding
environmental issues and their impacts on society. (See
Appendix D: Activities by Subject.)
For example, the Northeast Ohio (NEO) EMPACT
project teaches students about air quality and urban
sprawl through a set of 10 hands-on exercises and
science experiments. Also included in the lessons are
activities that develop language arts skills, such as
composing a letter about acid rain for local legislators or completing air quality word searches
and crossword puzzles.
The tools referenced in this handbook also serve a range of ages and grades. EMPACT lessons at
the primary grades are designed so that younger children can explore the environment and learn
basic concepts. At the higher grades, children perform increasingly more sophisticated
experiments and data gathering and interpreting tasks.
For example, in the ECOPLEX curriculum (K-8), kindergartners take ultraviolet-sensitive beads
outside to see how the beads change colors, thereby discovering where and when the sun's
ultraviolet rays are strongest. At the third grade level, students use construction paper and colored
pattern blocks to learn how oxygen is converted to ozone. Eighth graders learn how
chlorofluorocarbons (CFCs) contribute to ozone depletion through chemistry experiments that
demonstrate how compounds separate in a chemical reaction.
A number of the EMPACT tools described in this handbook teach global issues via a local or
regional environmental problem; others have a national scope, and some projects reinforce the
national scope by enabling students to exchange data and observations with other classrooms
across the country.
Finally, most EMPACT lessons have been developed with the help of both technical and
curriculum experts, ensuring their accuracy and applicability to state and national education
standards.
2.3 Making the Grade—How to Identify and Use Quality Environmental
Education Materials
EMPACT tools, like all quality environmental education materials, encourage exploration.
Acquiring information changes from a static to active learning process. Students participate in
defining goals, gaining knowledge, and presenting results in a variety of formats.
How can schools recognize and use quality environmental education materials? According to the
North American Association for Environmental Education (NAAEE), quality environmental
education materials should possess six key characteristics, as listed below. It is useful for
educators to be aware of these characteristics and to reinforce them in the classroom when
teaching students about the environment.
#1 Fairness and accuracy. Environmental education materials should be fair and
accurate in describing environmental problems, issues, and conditions, and in
reflecting the diversity of perspectives on them. Materials should have factual
accuracy, a balanced presentation of differing viewpoints and theories, openness to
inquiry, and reflection of diversity.
#2 Depth. Environmental education materials should foster awareness of the natural
and built environment, an understanding of environmental concepts, conditions, and
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issues, and an awareness of the feelings, values, attitudes, and perceptions at the
heart of environmental issues, as appropriate for different developmental levels.
Materials should focus on concepts that are set in a context that includes social and
economic as well as ecological aspects and demonstrate attention to different scales.
#3 Emphasis on skills building. Environmental education materials should build
lifelong skills that enable learners to prevent and address environmental issues.
Materials should encourage the use of critical thinking and creative skills. Students
should learn to arrive at conclusions about what needs to be done based on thorough
research and study and should gain basic skills to participate in resolving
environmental issues.
#4 Action orientation. Environmental education materials should promote civic
responsibility, encouraging learners to use their knowledge, personal skills, and
assessments of environmental issues as a basis for environmental problem solving
and action. Materials should instill a sense of personal stake, responsibility, and self-
efficacy.
#5 Instructional soundness. Environmental education materials should rely on
instructional techniques that create an effective learning environment. Instruction
should be learner-centered—materials should offer different ways of learning, and
there should be a connection to everyday life. In addition, learning should occur in
environments that extend beyond the boundaries of the classroom, and materials
should recognize the disciplinary nature of environmental education. The goals and
objectives of the materials should be clear, the materials should be appropriate for
specific learning settings, and they should include a means for assessing learner
progress.
#6 Usability. Environmental education materials should be well designed and easy to
use. Materials should be clear and logical to both educators and learners, inviting
and easy to use, long-lived, adaptable, and accompanied by instruction and support.
In addition, materials should make substantiated claims and fit in with national, state,
or local requirements.
For more information onNAAEE's Environmental Education Materials: Guidelines for
Excellence, visit http://www.naaee.org.
« Back Table of Contents Next »
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EMPACT - Environmental Curricula Handbook: Tools in Your Schools
3.0 Teaching the Teacher:
How Do I Make an EMPACT on My Students?
3.1 Air
Why should we be concerned about air quality?
Air quality in many U.S. cities is being degraded by human activities
such as driving, chemical manufacturing, the burning of fossil fuels,
and other industrial and commercial operations. Air pollution also
comes from smaller, everyday activities such as dry cleaning or filling
your car with gas. As more people drive vehicles, require more
electricity, and conduct other activities, more gases and particles are added to the air we breathe.
This pollution can reach levels dangerous to humans and the environment.
While air pollution poses a health risk to all humans, it is especially dangerous for children and
people with respiratory illnesses. The biggest air pollution-related health threat to children is
asthma. Other problems associated with high levels of air pollutants, such as ozone, include
irritated eyes or throat or breathing difficulties. Air pollution also contributes to acid rain, smog,
haze, and climate change, all of which can drastically affect the environment.
Why should we be concerned about ultraviolet (UV) radiation?
The sun produces three types of UV radiation, much of which is absorbed by the Earth's
atmosphere. However, UVA and some UVB are not absorbed and can cause sunburns and other
health problems. UV radiation exposure has been linked to health effects including: skin cancers
such as melanoma; other skin problems such as premature aging; cataracts and other eye damage;
and immune system suppression. Many of these problems, however, can be prevented with
proper protection from UV radiation.
Additional EPA resources
• EPA's Office of Air and Radiation: http://www.epa.gov/oar/.
• EPA's Clean Air Markets Web site has information on acid
rain:
http://www.epa.gov/airmarkets/acidrain/index.html.
• EPA's Office of Transportation and Air Quality has
information on air pollution caused by mobile sources:
http://www.epa.gov/otaq/.
• EPA's SunWise School Program has information on UV
radiation and
sun protection: http://www.epa.gov/sunwise.
• EPA's Web site for teachers: http://www.epa.gov/teachers.
• EPA's Air Web site for kids includes information, activities,
and games about various issues:
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EMPACT - Environmental Curricula Handbook: Tools in Your Schools
http://www.epa.gov/kids/air.httn.
L
3.2 Water
Why should we be concerned about water quality?
Perhaps the most important problem facing U.S. water bodies today is nonpoint source (NFS)
pollution—pollution from many diffuse sources as opposed to one distinct source. NFS pollution
is caused by rainfall or snowmelt picking up, carrying, and eventually depositing pollutants into
lakes, rivers, wetlands, coastal waters, or underground sources of drinking water. These pollutants
include: fertilizers, pesticides, and animal wastes from agricultural lands and residential areas;
oil, grease, salts, and toxic chemicals from urban runoff; sediment from improperly managed
construction sites, crop and forest lands, and eroding streambanks; minerals from abandoned
mines; bacteria and nutrients from livestock, pet wastes, and faulty septic systems; and
atmospheric deposition, such as acid rain.
Urban runoff can pose a dual threat to water quality. Natural areas such as forests and wetlands
absorb rainwater and snowmelt so that it slowly filters into the ground, reaching waters gradually.
In contrast, urban landscapes contain nonporous surfaces like roads, parking lots, and buildings
that cause runoff containing toxic oil and grease to increase. Adding to this problem are storm
sewer systems that channel large volumes of quickly flowing runoff into a water body, eroding
streambanks and damaging streamside vegetation. Native fish and other aquatic life cannot
survive in urban streams because of the urban runoff.
Another type of NFS pollution, acid rain deposition,
also greatly impacts freshwater environments. When
the rate of acids entering lakes and streams is faster
than the rate at which the water and surrounding soil
can neutralize it, the water becomes acidic.
Increased acidity and its associated chemical
reactions are highly toxic to many species of fish,
insects, plants, and other aquatic species.
NFS pollution has led to beach closures, unsafe
drinking water, fish kills, and other severe
environmental and human health problems. For
example, a large increase of nitrates in drinking
water can pose a threat to young children, causing a
condition known as "blue baby syndrome." If left
untreated, the condition can be fatal. Even adults
can be affected by continuous exposure to microbial
contaminants at levels over EPA's safety standards.
When this occurs, people can become ill, especially if their immune systems are already weak.
Examples of the chronic effects of drinking water contaminants are cancer, liver or kidney
problems, or reproductive difficulties.
Additional EPA resources
• EPA's Office of Water homepage:
http://www.epa.gov/OW/index.html.
• EPA's Office of Water Nonpoint
Pollution page:
http://www.epa.gov/owow/nps.
• EPA's Office of Water Quality
page:
http://www.epa.gov/ow/national/.
• EPA's Web site for teachers:
http ://www. epa. gov/teachers.
3.3 Soil and Land
Why should we be concerned about soil quality?
Soil contamination is a result of either solid or liquid
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hazardous substances mixing with the naturally
occurring soil. Plants can be damaged when they take
up contaminants through their roots. Contaminants in
the soil can adversely impact the health of animals and
humans when they ingest, inhale, or touch
contaminated soil, or when they eat plants or animals
that have been exposed to contaminated soil. Animals
ingest and come into contact with contaminants when
they burrow in contaminated soil. Humans can be exposed to toxic elements when they farm,
handle, and distribute food and non-food crops. Young children are especially at risk when they
play, ingest, or dig in contaminated soil. Certain contaminants, when they contact our skin, are
absorbed into our bodies. When contaminants are attached to small surface soil particles they can
become airborne as dust and can be inhaled.
Soil contamination can be caused by industrial and chemical byproducts seeping into the soil,
spreading metallic substances such as lead, chromium, arsenic, and cadmium. This contamination
can also occur from lead-based paints, irrigation, solid waste disposal, fertilizers, and pesticide
application. Leaded paint continues to cause most of the severe lead poisoning in children in the
United States. It has the highest concentration of lead per unit of weight and is the most
widespread of the various sources, being found in approximately 21 million pre-1940 homes.
Dust and soil lead—derived from flaking, weathering, and chalking paint—plus airborne lead
fallout and waste disposal over the years, are the major sources of potential childhood lead
exposure.
Why should we be concerned about land
resources?
One of the most pressing land issues in
America today is urban sprawl. Sprawl is
"the unplanned, uncontrolled spreading of
urban development into areas adjoining the
edge of a city" (Source: Dictionary.com).
This translates to a conversion of rural areas.
such as forests and farmlands, into single
family homes and strip malls. This type of
development uses land inefficiently and
increases vehicle miles traveled as people
spend more time commuting to and from
work.
Another issue affecting American landscapes
is that of brownfields and Superfund sites.
Superfund is a program administered by EPA to clean up areas where the dumping of chemical
and other hazardous wastes might be affecting public health and the environment. Brownfields—
abandoned or underutilized industrial or commercial properties with possible environmental
contamination—are one type of Superfund site. The cleanup and possible development of
brownfields will remove environmental hazards from, and increase the economic well-being of
many communities.
Additional EPA resources
• Information on EPA's Superfund Program:
http://www.epa.gov/superfund/index.htm.
• Extensive information on brownfields,
urban redevelopment news, and resources:
http://www.brownfields.com.
• The Trust for Public Land, an organization
devoted to land conservation:
http://www.tpl.org.
• Information on brownfields on EPA's Web
site:
http://www.epa.gov/swerosps/bf/index.html.
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« Back Table of Contents Next »
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4.0 Air-Based Projects
Quality Index (AQI)
Health Concern
101 to
150
Unhealthy for sensitive
groups
Unhealthy
Very unhealthy
Color
Code
Yellow
Orange
Red
Purpl
'
4.1 Teacher Tips
Local air quality affects how we live and breathe.
Like the weather, it can change from day to day
or even hour to hour. EPA and other
organizations make information about outdoor air AQI
quality as available to the public as information Number
about the weather. A key tool in this effort is the
Air Quality Index (AQI). EPA and local officials
use the AQI to provide the public with timely and 51 to 100 Moderate
easy-to-understand information on local air
quality. The AQI tells the public how clean or
polluted the air is and what associated health
concerns they should be aware of. The AQI 151 ^0
focuses on health effects that can happen within a 200
few hours or days of breathing polluted air. EPA I
uses the AQI for five major air pollutants 201 to
regulated by the Clean Air Act — ground-level 300
ozone, paniculate matter, carbon monoxide, * Although ozone reports are primarily made
sulfur dioxide, and nitrogen dioxide. For each of for metropolitan areas, ozone can be carried
these pollutants, EPA has established national air by the wind to mral arQ^ where it can cauge
quality standards to protect against harmful health problems
health effects. The AQI uses a scale of values to
indicate the level of health concern and associated color-coded warning. Many EMPACT
projects that focus on air quality involve monitoring and collecting near real-time data for the
AQI pollutants. In addition, some air projects monitor data related to ultraviolet (UV) radiation,
due to its association with stratospheric ozone depletion. For more information on the AQI, go to
depletion, go to http://www.epa.gov/ozone.
The following are the most common pollutants for which air data is monitored and collected and
a description of why the information is important. Throughout this section of the handbook you
will read about how this air quality data plays a role in various EMPACT curricula.
• Ozone (O3): Ozone is an odorless, colorless gas composed of three atoms of oxygen. It
occurs both in the Earth's upper atmosphere (the stratosphere) and at ground-level. The
ozone in the stratosphere is considered "good" ozone because it forms a protective layer
that shields us from the sun's harmful UV rays. This ozone is gradually being destroyed by
manmade chemicals, such as chlorofluorocarbons. A tool called the UV Index measures the
intensity of the sun's rays and can help you plan outdoor activities safely.
At ground level, ozone is formed when pollutants emitted by cars, power plants, industrial
boilers, refineries, chemical plants, and other sources react chemically in the presence of
sunlight. Ground-level ozone is unhealthful and is especially problematic during summer
months when it is sunny and hot. Ozone can irritate the respiratory system, causing
coughing, throat irritation, and/or an uncomfortable sensation in the chest. High risk groups
include children or anyone who spends a lot of time outdoors in warm weather and people
with respiratory diseases.
• Particulate matter: Particulate matter (PM) includes both solid particles and liquid
droplets found in the air. Many manmade and natural sources emit PM directly or emit
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other pollutants that react in the atmosphere to form PM. These particles range in size, with
those less than 10 micrometers in diameter posing the greatest health concern because they
can be inhaled and accumulate in the respiratory system, causing health problems. Particles
less than 2.5 micrometers in diameter are referred to as "fine" particles, and sources include
all types of combustion. Particles between 2.5 and 10 micrometers are consider "coarse,"
and sources include crushing or grinding operations and dust from roads. Coarse particles
can aggravate respiratory conditions such as asthma, and exposure to fine particles is
associated with several serious health effects, including premature death.
• Carbon monoxide: Carbon monoxide (CO) is a colorless, tasteless, odorless gas that forms
when the carbon in fuels does not completely burn. The major sources of CO pollution
include cars, trucks, and buses; airplanes; trains; gas lawnmowers; snowmobiles; power
plants; trash incinerators; and wildfires. CO concentrations are usually highest during cold
weather because cold temperatures make combustion less complete and cause inversions
that trap pollutants low to the ground. When CO is breathed, it replaces the oxygen that we
normally breathe, which deprives the brain and heart of this necessary element. As a result,
when exposed to CO, a person might notice shortness of breath or a slight headache.
People with cardiovascular disease are most sensitive to risk from CO exposure, and in
healthy individuals, exposure to higher levels of CO can affect mental alertness and vision.
• Sulfur dioxide: Sulfur dioxide (SO2) is a colorless, reactive gas that is produced during the
burning of sulfur-containing fuels such as coal and oil, during metal smelting, and by other
industrial processes. Major sources include power plants and industrial boilers. Children
and adults with asthma who are active outdoors are most vulnerable to the health effects of
SO2- The primary response to even a brief period of exposure is a narrowing of the
airways, which may cause symptoms such as wheezing, chest tightness, and shortness of
breath. When exposure ends, lung function typically returns to normal within an hour. At
high levels, SO2 may cause similar symptoms in non-asthmatics.
• Nitrogen dioxide: Nitrogen dioxide (NO2) is a reddish-brown, highly reactive gas formed
when nitric oxide combines with oxygen in the atmosphere. Once it has formed, NO2
reacts with volatile organic compounds (VOCs), eventually resulting in the formation of
ground-level ozone. Major sources of NO 2 include automobiles and power plants. In
children and adults with respiratory disease, such as asthma, NO2 can cause respiratory
symptoms such as coughing, wheezing, and shortness of breath. In children, short-term
exposure can increase the risk of respiratory illness.
4.2 The Tools
4.2.1 AirBeat (Roxbury, Massachusetts)
Introduction
The AirBeat EMPACT project centers around an air monitoring
system—the first of its kind in Massachusetts. The monitoring
system, which is sustained by a collaboration of universities,
governments, and community organizations, enables residents to
check real-time air pollution levels via a telephone hotline or the
AirBeat Web site at http://www.airbeat.org. AirBeat measures
ground-level ozone and fine particle pollution and focuses on
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reducing the health effects they have on Roxbury residents, who
suffer from high rates of asthma and other respiratory illnesses.
Lessons, Tools and Activities
Part of the outreach for AirBeat involves educating teachers and students about air quality and its
health and environmental effects. Alternatives for Community and Environment (ACE)—a local
nonprofit organization—integrated air monitoring into its environmental justice curriculum for
local schools by developing an air quality flag warning system that is managed by a local school.
Students use AirBeat data to assess air quality on a daily basis and hang flags that correspond to
air quality at two locations. The flags advise Roxbury residents about air quality so they can take
precautions if they suffer from asthma or other illnesses.
ACE also visits classrooms to administer its air pollution curriculum module, which includes
these lessons:
• How to Build Your Own Black Carbon Monitor', adapted from the Lawrence Berkeley
National Laboratory, teaches students to build a black carbon monitor from commonly
available items and analyze its measurements.
• Students distribute the Survey of Air Pollution Awareness to local residents, then analyze
the results to gauge residents' knowledge of air pollution and asthma.
Resources
For more information, contact Jodi Sugerman-Brozan of Alternatives for Community and
Environment at 617 442-3343, ext. 23, orjodi@ace-ej.org and visit the AirBeat Web site at
http://www.airbeat.org. where the above lessons can be downloaded.
4.2.2 Air CURRENTS (New York and New Jersey)
Introduction
Air CURRENTS is a curriculum designed to educate middle and high school students about air,
air pollution, and air monitoring techniques. The project's name, which stands for Collaboration
of Urban, Rural, and Regional Environmental Networks of Teachers and Students, reflects its
focus on teachers, students, and learning. The curriculum emphasizes a hands-on, problem-
solving approach, after which students implement what they've learned to make changes in the
community or region. Teachers and students, in collaboration with community groups, use a
portable air monitoring system to do outdoor air monitoring studies in their schools and
communities. However, the curriculum can be taught with or without employing the air monitor.
The goal of the Air CURRENTS project is to provide the tools and information necessary for
students, teachers, and community-based groups to obtain a general assessment of the air quality
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in their neighborhoods. Additional goals of the Air CURRENTS program are to integrate
environmental learning into core math, science, and social studies curricula; engage students and
teachers in scientifically meaningful air monitoring projects; use the Internet to connect
participating schools to one another and to resources for air quality and health effects
information; and work with schools to aid in developing a community understanding of the
complexities of local environmental problems.
The development of the Air CURRENTS curriculum was a collaboration of state and federal
agencies, universities, community-based organizations, and educators. The project was managed
by Northeast States for Coordinated Air Use Management (NESCAUM), whose purpose is to
exchange technical information and to promote cooperation and coordination of technical policy
issues among member states. EPA provided a portion of the funding through the EMPACT
program to bring the Air CURRENTS curriculum to four EMPACT cities: Buffalo and Brooklyn,
NY, and Camden and Newark, NJ.
Lessons, Tools, and Activities
The Air CURRENTS curriculum helps students in grades 6 through 12 understand the causes,
consequences, and political complexities of managing air quality. The curriculum is extensive. It
contains over 30 consecutive lessons that complete what the Air CURRENTS educators refer to
as the full "Science-Technology-Society" (STS) circle. Students complete the STS circle in three
steps: (1) gain an understanding of the scientific concepts related to air quality through hands-on
laboratory investigations; (2) collect and analyze data after mastering the use of an air quality
monitor; and, (3) take appropriate social advocacy actions to support their data and conclusions.
Educators believe that since the curriculum actively engages students in a process, it allows them
to intimately understand various points of view, so they can create a well-informed opinion about
air quality issues for themselves.
The first part of the curriculum introduces important concepts about air—proving that it exists
and can be measured, even though students cannot see it.
Students learn about particulate matter and gases such as carbon monoxide. Lessons in the first
section provide the conceptual framework for the use of the portable monitor in the second
section. Students learn to operate and collect indoor and outdoor air quality data using the
ACCESS™ (A Computerized Community-based Environmental Sampling System) portable air
quality monitor. After developing a scientific hypothesis and testing it by collecting air quality
data using the ACCESS system, students then analyze their data and develop reports describing
their findings. While the Web site was active, students posted data files or reports on the Air
CURRENTS Web site to share with other students. Students can create a report from a
downloaded data file by using the ACCESS™ software from PAX Analytics. Finally, students
learn a series of lessons in science, social studies, language arts, math, and arts to complete an
advocacy program they could undertake in their community.
Although the curriculum is designed to be used with a portable monitor, the monitor is not
required, and segments of the curriculum offer valuable lessons by themselves. The Air
CURRENTS curriculum can be taught by a team of teachers across disciplines, but has the
flexibility to be taught by science or social studies teachers alone. At the middle school level, the
most effective model for this curriculum is where students have designated times for subject
areas. At the high school level, teachers have worked in teams of two, either team teaching or
working in a parallel model. The environmental sciences are the obvious choices for these
curricula, where it can be a self-contained two- to three-month unit, but schools have
implemented it into American government, economics, and technology courses.
The Air CURRENTS curriculum utilizes a constructivist approach, which requires teachers to
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foster an environment for inquiry-based learning. The construct!vist approach is based on the
premise that human nature dictates that we construct our own understandings of the world in
which we live. This approach allows students to actively interact with objects and ideas to test
their own preconceptions; then, through reflection of those interactions, develop an
understanding. Teachers should establish cooperative learning groups, in which the construct!vist
model works well. Cooperative learning creates a structured natural environment that promotes
collaboration. The teacher, or facilitator in this approach, floats from group to group, to provide
guidance as well as ask thought-provoking questions that may encourage their investigations.
Students who are exposed to the construct!vist model should be given time and space to reflect.
Therefore, teachers should encourage students to keep ongoing journals and have an opportunity
to reflect on, modify, and redesign their investigations while they are not actively involved in
them.
Resources
For more information, or to order a copy of the Air CURRENTS curriculum, contact Susan
Green at NESCAUM at 617 367-8540. The NESCAUM Web site http://www.nescaum.org has
additional information but does not offer the curriculum for downloading. NESCAUM exchanges
technical information and promotes cooperation and coordination of technical policy issues
regarding air quality control among member states. They sponsor air quality training programs,
participate in national debates on air quality, assist in the exchange of information, and promote
research.
The Air CURRENTS Web site http://www.aircurrents.org identifies partners and provides a form
for completing the project plan, which can be submitted for review.
4.2.3 Air Info Now: Environmental Monitoring for Public Access and Community Tracking
(Pima County, Arizona)
Introduction
The Air Info Now project provides current air quality information for the metropolitan Tucson
area. The Web site http://www.airinfonow.com was developed under an EMPACT grant along
with assistance from the University of Arizona, The American Lung Association, and the Pima
Association of Governments. The project site provides information on air pollutants, their health
effects, activities to help in understanding air pollution, and historic and current monitoring data.
Tucson, Arizona, is an urban area with a strong public appreciation for and commitment to the
surrounding natural environment. The public has shown increasing concern over air pollution,
both in terms of individual health and potential environmental impacts in the mountains and high
desert lands that are valued locally and worldwide for their pristine condition. Many residents
move to the area to alleviate health problems, and therefore, the area has a higher than average
percentage of residents who are sensitive to air pollutants. In addition, there are economically
disadvantaged areas within the city that have higher documented rates of asthma in children, so
the timely dissemination of air pollution data is especially important.
The overall objective of the Air Info Now project is to produce media and public communication
programs about air quality, the Tucson environment, health concerns, and local solutions to
improve air quality. Other objectives of the project include the following:
• Collecting and disseminating accurate, understandable, and timely air pollution
information.
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Expanding associated outreach and education programs to improve understanding of the
relationships between air quality, climate, and health effects.
• Allow the community to address local air pollution problems and solutions based on
credible scientific information.
The project employs 80 instruments at 18 air monitoring sites throughout the Tucson
metropolitan area. In addition to monitoring carbon monoxide, ground-level ozone, sulfur
dioxide, nitrogen oxides, and particulate matter (PM10 and PM 2.5), for which EPA has National
Ambient Air Quality Standards, the project monitors various meteorological parameters that
affect air pollution. These parameters include wind speed, wind direction, temperature, relative
humidity, and UV radiation.
Lessons, Tools, and Activities
The Air Info Now project has developed several sets
of activities and experiments designed to teach
students about pollution prevention, the relationship
between air quality and health, and data analysis. The
classroom activities offer older students the
opportunity to study the health risks that come from
ambient airborne pollution in Tucson. The Web site
also includes accompanying teacher guides.
Activities (Grades 7 to 12):
Through real-time data collection activities, students
learn to analyze and interpret the real-time air quality data that is collected and displayed by the
Air Info Now project site. Pollutants investigated include ground-level ozone, carbon monoxide,
and particulate matter, and parameters include weather and climate (temperature, wind, rainfall),
asthma attacks, visibility, time, and location. Students learn data collection and analysis
techniques through practice with Excel spreadsheets and principles of statistics. Students are
separated into groups, each representing a different aspect of air pollution. For example, one
group represents "location" and tries to identify pollution trends according to location around a
city. Another group represents "health effects," and they monitor the occurrences of asthma at
several schools to see if there is a correlation with air pollution.
Students regularly share their data with their classmates and summarize their findings in a final
paper or project that can be shared with the community.
Experiments (Grades 4 to 12):
Students construct and deploy particulate pollution detectors to test hypotheses: for example,
older vehicles and those using leaded or diesel fuel will produce more particulate matter
emissions. Students learn to identify gaseous and solid pollutants in the atmosphere; observe an
experiment that illustrates how to capture particulate pollutants and identify which vehicle emits
more pollutants; and conduct an experiment capturing particulate pollutants and determine which
locations appear to have more pollution.
Students make smog in a shoe box or aquarium to demonstrate convection currents and
temperature inversion layers and discuss the implications for pollution. They also monitor their
family's energy consumption, calculate the amount of carbon dioxide produced, and discover
how changes in consumption can affect the amount of pollution and greenhouse gases released.
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The Air Info Now Web site also includes several online interactive games for kids that require
Macromedia Flash Player.
Resources
For additional information on the Air Info Now project in Pima County or the associated student
activities and teacher guides, contact Beth Gorman at Pima County Department of Environmental
Quality (PDEQ), 520 740-3343 or bgorman@deq.co.pima.az.us. You can download the student
activities and experiments, as well as the teacher guides, directly from the Air Info Now Web site
at http://www.airinfonow.com. Click on Activities for online games and experiments, and click
on Teachers for the data collection activities and teacher guides.
4.2.4 AIRNow (National)
Introduction
Through its Web site, the AIRNow program offers access to daily air quality forecasts as well as
real-time air quality data for over 100 cities across the United States. While many EMPACT
programs provide the public with easy access to local air quality information, the AIRNow Web
site was developed by EPA to offer real-time air quality information for both regional and local
areas across the United States and parts of Canada. For example, color maps show ozone levels
across a specific regional geographic area. Plus, AIRNow displays air quality forecasts (good,
moderate, unhealthy for sensitive groups, unhealthy) for "air action days" in major metropolitan
areas around the country. Users can view local or regional air quality information such as ozone
maps and air quality forecasts and learn more about how they should adjust their outdoor activity
level when air quality is forecast to be poor. The Web site links to more detailed state and local
air quality Web sites.
A central component to the daily air quality forecast is the Air Quality Index, or AQI. (See
Section 3.1 for more on AQI.) The AIRNow Web site uses the AQI categories, colors, and
descriptors to communicate information about air quality. Increasingly, TV, radio, and newsprint
forecasters are providing information using the AQI. During summer months, for example, you
may learn that it is a code red day for ozone, meaning the air quality is unhealthy. But how do
you know what this means? Parents can learn by visiting the AIRNow Web site and reading
about the AQI. To help teach children how to read and understand the AQI, the Web site offers
an online and downloadable curriculum for school-aged children.
Lessons, Tools, and Activities
The AIRNow curriculum is geared toward
children 7 to 10 years old. EPA developed more
ozone segments for the 2002 ozone season (May
through October), aimed at those 5 to 6 years old,
as well as those 7 to 10 years old. A Spanish
version of the current curriculum was launched in
March 2002. The AIRNow lessons can be used
online or teachers can print a text version of the
Air Quality Index Kid's Web site and curriculum
for classroom use. The kids page includes two
animated online games that can also be printed.
The animated version requires a Flash 5 plug-in
player, which is available on the Web site.
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Lessons (Grades 2 to 5):
The Kids section of the AIRNow Web site is hosted by an animated trio of chameleons: K.C.
Chameleon, Koko Chameleon, and Kool Chameleon. Kids navigate through four topic areas,
learning about the AQI, clean and dirty air, and how health is affected by breathing dirty air. By
viewing an animated cartoon, kids learn that ozone is formed by a combination of pollution and
sunlight. They also learn where soot and dust come from and how particulate matter is formed.
Once they learn about pollutants and how they affect our bodies, they learn how EPA and local
governments present this information to the public using the AQI.
By navigating different parts of the AIRNow Web site, kids find the AQI forecast and an ozone
map for their area. They learn the numbers, colors, and words that the AQI uses to describe air
quality. By learning to identify groups that are sensitive to ozone—asthmatics, children, and the
elderly—they can read an AQI forecast and understand what those groups should do differently
on poor air quality days. Finally, kids learn what they can do to reduce pollution and improve air
quality.
As kids navigate, they have the opportunity to explore and further their learning. As they
encounter new words, each page links to a dictionary of air pollution related words such as
"global", "pollution", and "smog". They also learn where on the Web site they can view ozone
maps covering their local area. The Web site includes two games: AQI Color Game and the AQI
Game Show. The AQI color game contains three levels of difficulty, from the easier word and
color connecting game, to the more challenging game, in which an AQI numerical value is given
and kids must look up the corresponding color.
In the AQI Game Show, three chameleons play the contestants, answering multiple choice
questions about AQI and health. Kids click on the chameleon with the correct answer, and the
game automatically keeps score. The online version includes 10 questions and the printed version
includes 27 questions. The answers are provided and both games can be downloaded and played
on hard copies.
From the AIRNow Web site, teachers can print colorful posters for each of the five most
common color codes of the AQI. For each color code, one of the chameleons tells kids what level
of outdoor activity is recommended for them that day. The posters will print in color on a color
printer. For schools without color printers, a good exercise could be to color the posters the
correct color. Teachers can contact the AIRNow program to request color copies.
Resources
For more information on AIRNow, contact John E. White of EPA at 919 541- 2306 or at
white.johne@epamail.epa.gov. The entire curriculum can be downloaded from the AIRNow Web
site at http://www.epa.gov/airnow/aqikids/teachers.html.
4.2.5 Community Accessible Air Quality Monitoring Assessment (Northeast Ohio)
Introduction
The Northeast Ohio (NEO) EMPACT project focuses on developing an improved air monitoring
data and network system and creating a land-use data and ecological computer modeling tool.
The latest technology provides communities with real-time air quality reports. These help citizens
make informed decisions on everyday quality of life issues such as environmental and health
concerns that accompany urban living and growth. The NEO EMPACT air quality project also
conducts community outreach to inform citizens about NEO air quality programs and resources.
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Lessons, Tools, and Activities
As part of the NEO EMPACT project, a handbook was
developed to introduce teachers and students to the
importance of understanding air quality in their
communities. Air Quality in Northeast Ohio is arranged in
thematic and developmental order to provide students
with a comprehensive understanding of air quality and its
effects on health and the environment.
The 85-page handbook for educators and 4th through 8th
grade students includes detailed background information,
lessons, and activities focused on air quality. It progresses
from conceptually developing an understanding of air quality to discussing concrete actions
students and teachers can take to improve air quality. The main sections of the handbook include:
• Educator's Notes includes background information that prepares educators to administer
the lessons and exercises in the handbook. The section describes air pollution, its origins,
and its health and environmental effects. It also contains information on the Clean Air Act,
specific pollutants (e.g., carbon monoxide, particulate matter), acid rain, and the effects that
vehicles and weather have on air quality.
• The 10 Experiments and Exercises give students hands-on lessons in air quality. Geared
towards specific grades, the exercises and experiments cover air quality vocabulary, visible
and invisible air pollutants, smog, air pollution's effects on plants, and air quality data
analysis and tracking.
• The Internet-based Activities teach students to access NEO EMPACT air quality data
online.
• The Air Quality Activities focus on developing students' oral, visual, and writing skills.
Activities include conducting a mock interview with an environmental professional,
writing a clean air bill, composing a letter about acid rain for local legislators, completing
air quality word searches and crossword puzzles, and designing air quality posters for
display in the community.
• Reducing Air Pollution—What Students Can Do offers teachers and students some
suggestions for reducing air pollution in the local community and at home.
• Air Quality Resources and Materials for Educators lists additional Internet, hard copy,
and organizational resources for air quality information. It also includes ideas for no-cost
educational materials and how to obtain them.
Resources
To obtain a free copy of the NEO Air Quality Curriculum Handbook, contact Adam Zeller of the
Earth Day Coalition at 216 281-6468 or azeller@,earthdaycoalition.org. For more information on
the NEO EMPACT project, visit the NEO EMPACT Web site at http://empact.nhlink.net or the
Northeast Ohio Air Quality Online Web site at http://neoair.noaca.ohiou.edu.
4.2.6 ECOPLEX (Dallas-Ft.Worth, Texas)
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Introduction
Through the use of both innovative and proven environmental monitoring technologies, the
ECOPLEX project collects real-time and time-relevant environmental data that informs citizens
of the Dallas-Ft. Worth metropolitan area of current, historical, and near real-time forecasts of
environmental conditions. The project involves a multimedia approach, collecting data related to
air, water, soil, and weather. The data, as well as instructions on how to use it, are posted on the
project's Web site at http://www.ecoplex.unt.edu.
Lessons, Tools, and Activities
As part of the ECOPLEX project, curricula were developed covering the topics of ultraviolet
(UV) radiation, water quality, and water quantity. (See Section 5.0 Water-Based Projects for
information on ECOPLEX water lessons.) The curricula are geared towards kindergarten through
8th grade and were completed in August 2001. Approximately 120 teachers in 37 schools have
utilized the lesson plans included in the curricula.
Each lesson plan includes follow-on curriculum extensions, which explore the disciplines of
math, language arts, technology, art and music, science, and social studies.
The air portion of the ECOPLEX curriculum introduces students to the dangers of UV rays and
the connection to stratospheric ozone. Through simple, yet progressively challenging
experiments, lessons, and activities, children in grades kindergarten through 3 learn ways to
protect themselves from harmful UV rays and to develop a daily routine of UV protection,
similar to brushing their teeth. Students learn about the shadow rule—if your shadow is taller
than you, UV exposure is usually low, and if it is shorter than you, UV exposure is usually high
—and ways to identify sun-safe areas on the playground. They are introduced to the ECOPLEX
Web site and learn how to read the UV Index.
Children witness how UV rays are affected by the time of day and the seasons, and they learn to
identify the layers of the atmosphere, discussing how stratospheric ozone is depleted. They
develop plans for reducing their personal exposure to UV rays and set goals for how they can
reduce the formation of ground-level ozone.
Students in grades 4 through 6 learn that stratospheric ozone blocks UV rays and that certain
materials deplete this type of ozone. Using the UV meter, students determine the dangers due to
UVA and UVB and measure UV levels throughout the day. Then they create a comparison
between the UV meter readings and ECOPLEX UV data over a period of time, graphing the
results. Students explore the electromagnetic spectrum, finding where UV light fits in, and they
view the refraction of light using a prism, identifying the invisible rays: infrared, heat waves, and
UV rays. Using bacteria culture, students observe which types of light best prevent bacteria
growth. With their findings, students create an informative brochure to distribute to family and
friends.
In grades 7 through 8, the ECOPLEX curriculum helps students understand how the angle of the
sun on earth affects temperature. They conduct light experiments using a flashlight on a world
map to mimic the sun on the earth, and they record their estimations of direct and indirect solar
energy, demonstrating how direct solar energy is affected by the seasons and the time of day.
Children learn about how chlorofluorocarbons (CFCs) destroy ozone through chemistry
experiments and they become aware of how the use of certain products releases CFCs into the
atmosphere.
Resources
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For more information on the ECOPLEX UV curriculum, contact Ruthanne (Rudi) Thompson at
rudi@unt.edu or 940 565-2994 and visit the ECOPLEX Web site at http://www.ecoplex.unt.edu.
Click on the Teacher's Corner to download lessons as PDF files.
4.2.7 SunWise School Program (Nationwide)
Introduction
The SunWise School Program is a national environmental and health education program that
aims to teach children in grades kindergarten through 8 and their caregivers how to protect
themselves from overexposure to the sun. Through the use of classroom-based, school-based,
and community-based components, SunWise seeks to develop sustained sun-safe behaviors in
schoolchildren and foster an appreciation of the environment around them.
The program's leading components build on a solid combination of traditional and innovative
education practices already in use in many U.S. elementary and middle schools. Through the
program, students and teachers increase their awareness of the harmful effects of ultraviolet (UV)
radiation and learn simple ways to protect themselves and their family. Children will also acquire
scientific knowledge and develop an understanding of the environmental concepts related to sun
protection.
The program encourages schools to implement a sun-safe infrastructure, including shade
structures, such as canopies and trees, and policies, such as using hats, sunscreen, and sunglasses
on a regular basis. Designed to provide maximum flexibility, the SunWise program elements can
be used as stand-alone teaching tools or to complement existing school curricula. Registering to
become a SunWise school can easily be accomplished on the SunWise Web site at
http://www.epa.gov/sunwise.
Lessons, Tools, and Activities
A useful resource for SunWise school partners is the SunWise Tool Kit, which contains cross-
curricular lessons and background information for kindergarten through 8th grades. The Tool Kit
consists of a variety of fun, developmentally appropriate activities that combine education about
sun protection and the environment with other aspects of learning. The SunWise Web site, a very
helpful tool, provides downloadable information, storybooks, and activity books, some of which
are available in Spanish. The SunWise curriculum includes age-appropriate, progressively
challenging material to teach students of all levels the importance of sun protection.
Younger students in kindergarten through 2nd grade are introduced to the concept of UV rays and
their potentially harmful effects, and they begin to learn simple ways to protect themselves from
the sun. They make wacky sunglasses out of paper and cellophane in various colors to emphasize
the importance of wearing sunglasses. Educators tell fun stories and legends about the sun and
play interactive games like "Sunny Says," following the format of "Simon Says." Students learn
which products at the store are sun safe, and they participate in activities such as shadow tracing,
which introduces the importance of the "No shadow, seek shade" rule. Using maps, magazines,
and photos of various places and peoples around the world, children learn that numerous societies
practice sun safety in a variety of ways.
Intermediate students in 3rd through 5th grades perform word games such as word scrambles and
crossword puzzles using keywords that emphasize sun safety and protection. The SunWise Tool
Kit provides a special UV sensitive frisbee that changes color when exposed to UV radiation. As
an experiment, students place different materials, such as tanning lotion and sunscreen, onto the
frisbee and expose it to the sun. The students watch as the unprotected portions of the frisbee
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change color and the protected areas remain the same; they then record their findings on a data
chart. Students have the opportunity to go on the Internet and discover the variety of existing sun
myths, understanding how different cultures perceive the origins and history of the sun. They
learn the difference between "good" and "bad" ozone, and perform experiments such as
witnessing the sun's effects on fruit and newspapers. They assess the risk factors of their own
skin and put on a Sun Wise fashion show, identifying the differences between sun safe and unsafe
clothes.
Students in grades 6 through 8 perform numerous activities that correspond to a variety of
subjects. They brainstorm, using their creativity and imagination to write songs, public service
announcements, and news stories exploring the risks of UV exposure. They create a puppet show
to teach younger school kids about protecting themselves from the sun. They act as architects and
submit a design proposal for a new Sun Wise playground. Through Internet searches, students
deepen their understanding of the various cultures and myths around the world, going on virtual
vacations, picking destinations and identifying sun safe items to pack in their suitcases. They
research skin cancer statistics and interpret their findings state by state. They pretend they are
Galileo or Copernicus and write journal entries about their beliefs and what the future will be
like. Seasonal Affective Disorder (SAD), the disorder applied to people who suffer depression
during winter, is explored and discussed, and students reexamine the benefits and the risks of sun
exposure.
Resources
For additional information on the Sun Wise School Program, visit http ://www. epa.gov/sunwise/ or
contact Kristin Kenausis of EPA at 202 564-2289. Only K-8 schools who register for the program
can receive the Tool Kit, but many other educational materials and publications are available for
downloading from the Web site or from the clearinghouse (800 490-9198). Visit the
"Publications" page on the Sun Wise Web site for more details.
« Back Table of Contents Next »
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5.0 Water-Based Projects
5.1 Teacher Tips
Scientists that study lakes and reservoirs—limnologists—
are interested in obtaining data for several water quality
parameters. Many of these parameters can be measured
remotely, without having to bring samples to a laboratory
for analysis. The following are the most common
parameters for which data is collected and a description
of why the information is important. Throughout this
section of the handbook you will read about how this
water quality data is utilized in various EMPACT
curricula.
• Chlorophyll: Chlorophyll are complex molecules found in all photosynthetic plants,
including aquatic plants called phytoplankton. Chlorophyll allows plants to use sunlight as
part of their metabolism. The distribution and concentration of phytoplankton is of major
water quality and ecologic concern. Certain inputs of critical plant nutrients, such as
phosphorus, can lead to excess concentrations of phytoplankton. Because the amount of
phytoplankton affects the clarity and color of water in lakes and reservoirs, it is of concern
to scientists and environmental managers. The most common method of determining the
amount of phytoplankton in a body of water is to measure chlorophyll concentration, which
is done either by using an analytical/instrumentation technique (e.g., spectrophotometer,
fluorometer, high-pressure liquid chromatography) on filtered samples or using
fluorescence technology, which allows for semi-quantitative measurement of chlorophyll in
phytoplankton cells without extraction or chemical treatment, thereby allowing in situ (in-
take) measurements.
• Turbidity: Turbidity refers to the extent that water lacks clarity. It is therefore, tightly
linked with the aesthetics and perception of water because the public wants water of high
clarity for recreation. Turbidity is caused by a mixed population of suspended particles,
which may include clay, silt, finely divided organic matter (detritus), phytoplankton, and
other microscopic organisms. In general, these particles are a composite of sediments
received from inflowing tributaries, resuspended sediments, and particles produced within
the body of water (particularly phytoplankton). Thus, the variations in measured turbidity
may reflect the dynamics of phytoplankton growth as well as tributary runoff (driven by
rainfall events). Until recently, turbidity was measured using a nephelometer, where a
beam of light is directed along the axis of a cylindrical glass cell containing the sample.
Light scattered by particles from the beam is measured by a detector. New technology has
led to the development of turbidity probes that can be constructed on remote sampling
units. These probes are constructed in a similar manner as the nephelometer, except that the
scattered light detector is located within the water as opposed to outside a glass sample
cell.
• Temperature: Temperature is a measure of molecular vibrational energy. It has extremely
important ecological consequences. Temperature exerts influence on aquatic organisms
with respect to selection and occurrence and level of activity of the organism. In general,
increasing water temperature results in greater biological activity and more rapid growth.
All aquatic organisms have a preferred temperature in which they can survive and
reproduce optimally. Temperature is also an important influence on water chemistry, as
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rates of chemical reaction increase with increasing temperature. Temperature regulates the
solubility of gases and minerals (solids)—warm water contains less dissolved oxygen and
more solids than cold water. Thermal stratification refers to the layering that occurs,
particularly in the warm months. Typically, a warmer, less dense layer called the
epilimnion overlies a colder, denser layer called the hypolimnion. In between these two
layers is a third layer called the metalimnion where strong differences in temperature and
density exist. Seasonal changes cause mixing of the layers. Usually, a thermometer is used
to determine temperature, although when taking measurement below the surface, methods
such as thermocouples and thermistors can be used. A thermocouple measures the current
generated by two different metals at different temperatures. A thermistor measures voltage
produced by a semi-conducting material that decreases in resistance with increasing
temperature.
• Conductivity: Electrical conductivity is a measure of water's ability to conduct electricity,
and is therefore a measure of the water's ionic activity and content. The higher the
concentration of ionic (dissolved) constituents, the higher the conductivity. Wide variations
in water temperatures affect conductivity, making it difficult to make comparisons of this
feature across different waters, or changes in this parameter for a particular body of water.
The use of specific conductance, which is the conductivity normalized to 25°C, eliminates
this problem and allows comparisons to be made. Specific conductance is a reliable
measure of the concentration of total dissolved solids (TDS) and salinity. It also is a
valuable tracer of water movement. By definition, specific conductivity is the reciprocal of
the specific resistance of a solution measured between two electrodes (opposite electrical
charges) placed in the water. For a known electrical current, the voltage drop across the
electrodes reveals the water's resistance. Since the resistance of aqueous solution changes
with temperature (resistance drops with increasing temperature), the resistance is corrected
to the resistance of the solution at 25°C.
• Dissolved Oxygen: The concentration of dissolved oxygen (DO) is probably the single
most important feature of water quality, as it is an important regulator of chemical
processes and biological activity. Plant photosynthesis produces oxygen within the region
below the water surface with adequate light. Microbial respiration and organic decay
consume oxygen. At the surface, oxygen can move between the water and air, and the rate
of exchange is dependent on wind speed and the surface water DO saturation. The
saturation concentration of DO is regulated by temperature. Concentrations above the
saturation value (supersaturation) indicate high photosynthetic activity, for example, during
an algal bloom. Undersaturated conditions occur when oxygen-demanding processes
exceed the sources of DO. DO is measured using a probe that consists of electrodes of
opposing charges, which are separated from the surrounding water by a Teflon membrane.
DO diffuses across the membrane and is reduced to hydroxide at the cathode and silver
chloride is formed at the anode. The current associated with this process is proportional to
the DO in the surrounding water.
• pH: pH is defined as - log [H+], where [H+] = concentration of hydrogen ions. The pH
scale ranges from 0 to 14, corresponding to various degrees of acidity or alkalinity. A value
of 7 is neutral; values below 7 and approaching 0 indicate increasing acidity (higher H+
concentrations), while values above 7 approaching 14 indicate increasing alkalinity. A wide
range of pH values is encountered in different water bodies, associated primarily with the
different ionic chemistries of the respective watersheds/tributaries. Inorganic carbon
constituents are the major pH buffering system in most fresh waters. pH is an important
regulator of chemical reactions and an important influence on aquatic biota (including
composition). Photosynthetic uptake of CO2 tends to increase pH (e.g., during
phytoplankton blooms) while decomposition/respiration tends to decrease pH. Values of
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pH are generally highest in the epilimnion and decline with increasing depth. Measuring
pH involves taking an electrode consisting of a proton selective glass reservoir filled with a
pH 7 reference solution. Protons interact with the glass, setting up a voltage potential across
the glass. Since the H+ concentration of the reference solution does change, the difference
between the voltage potentials is proportional to the observed pH.
5.2 The Tools
5.2.1 Boulder Area Sustainability Information Network (BASIN) (Boulder, Colorado)
Introduction
The Boulder Area Sustainability Information Network (BASIN) project is an EMPACT-funded
project designed to help deliver a variety of environmental information about the Boulder area to
its residents. BASIN's initial focus is on water in the region, including watershed and
consumption issues. The objectives of the project include the following:
• To improve existing environmental monitoring to provide credible, timely, and usable
information about the Boulder Creek Watershed to the public.
• To create a state-of-the-art information management and public access infrastructure using
advanced, Web-based computer technologies.
• To build strong partnerships and an ongoing alliance of governmental, educational,
nonprofit, and private entities involved in watershed monitoring, management, and
education.
• To develop education and communication programs to effectively utilize watershed
information in the public media and schools and facilitate greater public involvement in
public policy formation.
Lessons, Tools, and Activities
As part of the project, organizers adapted an existing online learning tool called the WatershED
program, to the BASIN project Web site. Geared toward grades 4 through 12, WatershED aims
to help teachers, students, and citizens in the Boulder area learn more about their local creeks and
wetlands. It provides users with suggestions for what schools or neighborhood groups can do to
preserve and protect local waterways and how they can become stewards of water resources.
The WatershED curriculum was developed by the Boulder Creek Initiative and the City of
Boulder's Stormwater Quality Office with the help of teachers in the Boulder area. It was
modified for students, teachers, and the general public for the BASIN Web site. The tool consists
of a series of learning activities in addition to a Teacher's Guide.
The WatershED project can help participants:
• Get to know their watershed address as defined by creeks, wetlands, and lakes.
• Discover the plants, animals, and birds they might see in or around the creek or wetland in
their neighborhood.
• Organize a StreamTeam to protect and enhance a local waterway.
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The online resource includes background information on
ecology and ecosystems and water quality. The activities cover
the following topics, which are broken out by level of
complexity as follows:
Introductory Level Activities:
• Water, Colorado's Precious Resource
• The Water Cycle
• The Boulder Water Story
• Water Law and Supply
• Water Conservation
Intermediate Level Activities:
• Stream Teams—An Introduction
• Mapping Your Watershed
• Watershed Walk
• Watershed Cleanup: A Treasure Hunt
• Storm Drain Stenciling
• Raise and Release: Aquarium Setup
Advanced Level Activities
• Water Quality (Introduction)
• Phytoplankton—Trends & Diversity
• Nutrients: Building Ecosystems in a Bottle
• Macroinvertebrates—Long-term Ecosystem Health
• Stream Gauging: A Study of Flow
• Water Quality (Intermediate and Advanced)
Resources
For additional information on the WatershED online learning tool affiliated with the BASIN
EMPACT Project, contact Curry Rosato at 303 413-7365 or Donna Scott at 303 413-7364. In
addition, all the activities listed above are available online at
http://bcn.boulder.co.us/basin/learning/introduction.html.
5.2.2 Burlington Eco Info (Burlington, Vermont)
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The goal of the Burlington Eco Info EMPACT project is to provide the public with clearly
communicated, real-time, useful, accurate environmental monitoring data in an ongoing and
sustainable manner. The project is a 2-year pilot project that will enable residents and
policymakers alike to have expanded access to important environmental information, providing
for improved decision-making. The project's partners include the City of Burlington Community
and Economic Development Office, the University of Vermont (UVM) School of Natural
Resources, the Green Mountain Institute for Environmental Democracy, the Center for Lake
Champlain (formerly called the Lake Champlain Basin Science Center), and the U.S.
Environmental Protection Agency. The project's Web site provides information on the air, water,
land, and energy in Burlington and the surrounding area. Visitors can learn about city beaches,
view the daily air quality forecast, see a live image of the waterfront, or get data from a dust
monitoring station.
Lessons, Tools, and Activities
Although the Burlington Eco Info project is multi-media in nature, the curriculum portion of the
project focuses on water quality issues in the Lake Champlain Basin. Through its partnership
with the Center for Lake Champlain, the project has incorporated an environmental monitoring
program for grades 7 through 12. The program utilizes the UVM's Ecosystem Science Lab
(Rubenstein Lab) to perform analyses. The purposes of the environmental monitoring program
are the following:
• For students and teachers to participate in and perform authentic scientific research
techniques in a university lab setting.
• To promote watershed awareness and action focusing on water quality issues in the Lake
Champlain Basin.
To collect data and allow teachers and students to become involved with local watershed
resources with the goal of contributing data that meets EPA's standards for water quality
testing.
To build stronger connections between students and teachers and their local watersheds.
The Center for Lake Champlain markets the
program to middle and high school science
educators in Vermont and New York schools
and organizations located in the Lake
Champlain watershed. Interested educators
sign up for a teacher training led by the
Center staff. After the training, teachers begin
the program by teaching water quality related
scientific activities at their schools. Following
these activities, the class collects local water
samples and visits the Rubenstein Ecosystems
Lab at UVM to process them. Teachers and
students then return to their schools for
completion of the processing of their data and
other followup activities.
Pre-visit Activities at School
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Prior to taking the water samples, students use activities provided by the program and/or found in
existing curricula (This Lake Alive!, Project Wild, Project WET, Aquatic WILD, etc.) to get
necessary lab skills and knowledge of ecological principles. Trained UVM Resource Assistants
visit classrooms to go over safety procedures and understanding of watershed issues. An
interactive watershed model is used to help students visualize watershed concepts. In addition,
students explore the geography of the Lake Champlain Basin and study the properties of water
(pH, water cycle, etc.) to build a stronger connection between the field, lab work, and
environmental health. Finally, students generate a focus question for their study.
Field Work Component
Students and teachers collect water samples and other information from a local site of their
choice according to established protocols. Teachers also have the option to add a waterfront field
component to their class time spent with the Center staff. The 1-hour waterfront option explores
"in the field" sampling techniques and includes parameters such as temperature, pH, dissolved
oxygen, conductivity, and turbidity.
Rubenstein Lab Activities
In the lab, students perform high-level tests on the
water samples they collect in the field. The data
generated by the tests are sent to local, state, and
federal databases. The first part of the lab activity
begins with students practicing lab techniques
using glass and plastic pipettes and droppers.
Through simple activities, such as color mixing
and water drops on a penny, students immediately
become actively engaged in the learning process.
More sophisticated water sample analysis follows,
which includes phosphorous and bacteria testing
and a slide presentation designed for the program.
To date, 28 educators from 16 different schools and organizations in the Champlain Basin have
participated in the teacher workshop in preparation for bringing their classes to the Rubenstein
Lab to conduct water testing, and 267 middle and high school students from 13 schools have
participated in the environmental monitoring program. Through three postcard and flyer mailings
sent during fall 2000, fall 2001, and spring 2002, the Center reached more than 750 Vermont and
New York middle and high school educators.
The Center for Lake Champlain offers a Watershed Investigation Kit for interested teachers,
which was not funded through EMPACT, but rather a different EPA grant. The Kit contains
everything needed for a thorough water quality study, including books, articles, maps, posters,
videos and CD-ROMs, flashcards, and sampling test kits and materials. The Kit is recommended
for middle and high school students and for community groups to use in asking questions and
discovering more about their place in the Lake Champlain watershed.
Resources
For additional information on the environmental monitoring curriculum offered by the Center for
Lake Champlain in association with the Burlington Eco Info EMPACT project, contact Julie
Silverman at 802 864-1848 or juliesilverman@,yahoo.com. or Kara Lenorovitz at
klenorovitz@hotmail.com.
5.2.3 ECOPLEX (Dallas-Ft. Worth, Texas)
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Introduction
Through the use of both innovative and proven environmental monitoring technologies, the
ECOPLEX project collects real-time and time-relevant environmental data that informs citizens
of the Dallas-Ft. Worth metropolitan area of current, historical, and near real-time forecasts of
environmental conditions. The project involves a multi-media approach, collecting data related to
air, water, soil, and weather. The data, as well as instructions on how to use it, are posted on the
project's Web site at http://www.ecoplex.unt.edu.
Lessons, Tools, and Activities
As part of the ECOPLEX project, curricula were developed covering the topics of ultraviolet
(UV) radiation, water quality, and water quantity. (See Section 4.2.6 for information on the UV
curriculum.) The curricula are geared towards kindergarten through 8th grade and were
completed in August 2001. Approximately 120 teachers in 37 schools have utilized the lesson
plans included in the curricula. Each lesson plan includes follow-on curriculum extensions, which
explore the disciplines of math, language arts, technology, art and music, science, and social
studies.
For kindergartners through 3rd grade, the ECOPLEX curriculum teaches students the quality,
importance, and availability of water to life on earth. Students are introduced to the term "water
quality" and learn the difference between drinking, fresh, and salt water. They learn how much of
people's bodies and certain foods, such as fruit, consist of water. While visiting the ECOPLEX
Web site to study water monitoring tests, students brainstorm ways to create good water quality.
Students explore the dehydration process in foods, and they learn about precipitation,
evaporation, and condensation, and how water can be a solid, liquid, or gas. Introduced to the
concept of water conservation, children realize that the amount of water on earth is finite and that
most of it is not available for public consumption. They discover how all the water we use is
piped to a wastewater treatment system, so that it can be reused. They learn the differences
between point and nonpoint source pollution and the physical and chemical aspects of water. And
finally, they study the formation of reservoirs and lakes and discover the importance of wetlands
as natural filters.
Intermediate students in 4th through 6th grades are introduced to the concepts of food webs and
chains. Students learn how pollutants can enter water, affect aquatic organisms, and disrupt food
chains. The curriculum covers topics such as groundwater and aquifer recharge, allowing students
to discuss from where they get their water and chemical pollutants that cause serious concern,
such as DDT, polychlorinated biphenyls (PCBs), and mercury. They discuss bioaccumulation and
describe how DDT entered the eagle food chain. Water conservation is reemphasized, as students
discuss ways that families can conserve. Students learn how aquatic organisms get oxygen, define
photosynthesis and its reliance upon sunlight, and determine the effect of temperature on
dissolved oxygen.
Older students in 7th and 8th grade further examine water
quality by analyzing macroinvertibrates in the water. They
learn that an ecosystem is a community of living and non-
living components and that photosynthesis is important to
both plants and animals. Students then conduct an
experiment to see how fertilizers affect algae growth in
bodies of water. Through collecting water samples from a
local source, students record the numbers of
macroinvertibrates and determine water quality. The
WOW is highlighted in this
handbook because of its affiliation
with the Lake Access EMPACT
project
http://www.nrri.umn.edu/empact—
in 2000, EMPACT funded the
deployment of two additional
RUSS units in Lake Minnetonka,
a large, heavily used complex in
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ECOPLEX curriculum enables students to determine where • ,, , , „» r
. . ., ' • r- 11 I the suburban Minneapolis area.
their water comes trom and the quantity or water used by
individuals, families, and cities. Students learn about alternative solutions for future fresh water
supplies, building upon previous lessons on the watercycle, watersheds, surface water, and fresh
water conservation. Using world maps or globes, students discuss how water is redistributed
around the globe via the watercycle, and they discuss the effects of population on water supplies
and alternative solutions to collect and store water.
5.2.4 Lake Access (Water on the Web) (Minneapolis, Minnesota)
Introduction
Water on the Web (WOW) is a National Science
Foundation-funded, award-winning, Internet-based
science curriculum for high school and college level
students. The project, operated by the University of
Minnesota-Duluth's Natural Resources Research
Institute, uses real-time, environmental lake data with
the goal of equipping students with real world skills they
can use in college and beyond. The program employs
several remote underwater sampling stations, or RUSS
units, in four Minnesota lakes and bays that represent a
wide range in terms of size, depth, seasonal dynamics,
and other characteristics. The RUSS units collect
vertical profiles of temperature, dissolved oxygen, pH, conductivity, and turbidity every few
hours and upload their data onto the WOW and Lake Access Web sites each morning.
WOW is based on real, scientific data, monitored and maintained by quality control protocols.
Unlike canned data sets created to support a curriculum, the WOW data reflect the realities and
complexities of real ecosystems, which means they do not often fit students' or teachers'
preconceived ideas of how a lake behaves. WOW data are provided in several different formats
in the data section of the WOW Web site. Raw data for a lake can be viewed in an archived data
set. Weekly data sets can also be downloaded and reviewed in Excel spreadsheets, which also
include graphing templates that assist students in plotting and understanding selected data. For
many students, however, it is difficult to see and interpret patterns in numerical data, so WOW
offers interactive data visualization tools. Some teachers use these tools to illustrate trends or
relationships among the data, and other teachers have students explore the data using the tools.
To provide students with the background information and context for understanding scientific
data, the WOW Web site includes a variety of aids, including the following:
• Background information on each lake, its watershed, and its behavior during the period of
sampling.
A Lake Ecology Primer, which provides a context for understanding water quality
parameters and how they relate to each other.
A Geographic Information Systems (GIS) resource that describes the fundamentals of the
technology.
A section called "The RUSS," which provides students with an introduction to RUSS
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technology, WOW water quality measurements, reporting limits, and instrument accuracy.
• A glossary providing definitions of complex scientific terms.
Lessons, Tools, and Activities
The WOW curriculum provides a collection of individual, yet integrated, lessons designed to
enrich and enhance student learning in general science courses. Most lessons appear in two
different formats—a "Studying" lesson and an "Investigating" lesson. "Studying" lessons allow
students to apply and learn concepts through direct, guided experiences. "Investigating" lessons
provide students with opportunities to discover the same concepts and involve more solving. Each
lesson is organized into a thinking framework of six sequential parts that are critical for
improving scientific and technological literacy—knowledge base, experimental design, data
collection, data management and analysis, interpretation of results, and reporting results. Using
this format for scientific inquiry, teachers guide students through directed study or inquiry
lessons depending on the students' abilities and the science curriculum.
Since the program's inception in 1998,
several thousand students have used
WOW and its materials. Students have
learned the fundamentals of science
based on real-time data, and teachers
have been trained in advanced
technology, including computerized
mapping and modeling systems, remote
sensing, instrumentation, and the use of
the Internet.
A project is currently underway to
create an online curriculum geared
toward college students in 2- to 4-year
institutions. This curriculum will serve
as a capstone experience for students
who are completing a technician
program, or a gateway for students who
are stimulated by the issues and
interested in pursuing water science,
water resource management, or
environmental resource management
degrees at four-year institutions.
Students will learn and apply their
knowledge and skills through
inquirybased problems derived from
real-world, real-time data collected by
state-of-the-art water quality
monitoring technology. The curriculum
will be designed as a two semester lab sequence, consisting of six key units that cover the range
of knowledge and skills needed by future water science technicians. Each unit will consist of a
series of 3 to 8 interactive modules that cover specific topics (e.g., the Data Analysis Unit will
include Web-based modules on Exploratory Data Analysis, Trend Analysis, Spatial Analysis, and
Modeling). The curriculum will receive extensive pilot and beta testing by a group of over 100
community college teachers and will be designed to be disseminated through a commercial
publisher.
Messages from teachers indicate the WOW lessons
and Web site are being used in a variety of ways. One
teacher used a tutorial and lessons to help students
learn how to work with spreadsheets. Another adapted
a lesson on fish stocking to illustrate that organisms are
limited by environmental factors. Still other teachers
have chosen ideas from the lessons and Web site and
created their own lessons based on WOW data and
resources.
"I found the Water on the Web site to be of great value
and interest to the students...It was a wonderful source
of detailed information and provided the students with
access to nearly real-time water quality data. I was
able to use the information to devise very realistic
problems for the students to work through and
discuss."
—George W. Kipphut,
Murray State University, Kentucky
"Thank you for the wonderful data and project... This
project puts symmetry on the year for us...The focus
and quiet as they delve into the data and resources are
great."
—Ilona Rouda, The Blake School,
Minneapolis, Minnesota
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Resources
For more information on the WOW project and curricula, contact:
George E. Host, Ph.D.
Senior Research Associate
Biostatistics-Forest Ecology
University of Minnesota-Duluth Campus
Center for Water and the Environment
Natural Resources Research Institute
Phone: 218 720-4264
Fax: 218 720-4328
E-mail: ghost@nrri.umn.edu
or
Bruce Munson
University of Minnesota-Duluth Campus
Phone: 218 726-6324
E-mail: bmunson@d.umn.edu
WOW information and lessons are all downloadable from the project's Web site at
http://wow.nrri.umn.edu/wow/.
5.2.5 Monitoring Your Sound (MY Sound) (Long Island Sound, New York)
Introduction
The MY Sound project provides real-time water quality monitoring data from Long Island Sound
to a broad spectrum of users, including government, academia, industry, organizations, and the
general public. The project recognizes that water quality in Long Island Sound is an issue that
affects everyone, not just those who live along the coast. If water quality is poor, the value of the
Sound as an economic, recreational, and natural resource decreases; if water quality is good,
people use it and it is a vital resource. A major goal of the project is to enhance and broaden the
user's appreciation, knowledge, and use of Long Island Sound. The project, which was
coordinated by a stakeholder committee comprised of project partners and stakeholder
representatives, uses the Internet, local media, information kiosks, orientation briefings, and
printed material.
The project has established five water quality monitoring stations near New London and
Bridgeport Harbors. The EMPACT focus areas include Bridgeport Harbor and the greater CT-
NY-Long Island metropolitan area. The monitoring stations collect data for the following
parameters:
• Water temperature
• Conductivity/salinity
• Transmissivity
• Dissolved oxygen
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Nutri ents/nitrate
• Chlorophyll
• Surface hydrocarbons
• Current speed and direction
• Selected meteorological parameters
Lessons, Tools, and Activities
At the time of publishing this handbook, the MY Sound project was developing curriculum
support tools that can be used by teachers of environmental science, physics, and math courses.
The materials will be geared toward students in grades 8 through 12. Specific components under
development include:
• Fact sheets on topics related to the environmental health of Long Island Sound.
• Student exercises that use time series and statistical data on Long Island Sound phenomena
to illustrate science and math principles and enhance knowledge of the Sound.
• Guided Internet explorations that lead teachers and students through key Web sites to
investigate marine science topics.
Examples of future student exercises include:
• A Long Island Sound lobster mortality exercise that illustrates the use of statistics in
investigating lobster population decline in recent years (will involve both manual
calculations and spreadsheet development).
• A sunken oil barge salvage exercise that illustrates hydrodynamic principals important in
re-floating a sunken oil barge in eastern Long Island Sound.
• A small boat drift exercise using MY Sound wind and current data that illustrates the use of
vector addition in conducting a search and rescue operation.
• An ocean data analysis exercise using wind and dissolved oxygen time series data that
illustrate the concepts of hypoxia, temperature stratification, and vertical mixing on a
Summer 2000 event in western Long Island Sound.
Examples of guided Internet investigations include:
• Waste water pollution (municipal and industrial)
• Oil and hazardous chemical spills
• Non-point source pollution
• Invasive species
• Marine debris
• Habitat modification and restoration
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Resources
For additional information on the MY Sound project and status of the curriculum component,
contact Pete Tebeau at 860 446-0193 or visit the MY Sound Web site at
http://www.MYSound.uconn.edu.
5.2.6 Online Dynamic Watershed Atlas (Seminole County, Florida)
Introduction
The Seminole County Watershed Atlas is designed to
provide citizens, scientists, and planners of the Seminole
County region with comprehensive and current water
quality, hydrologic, and ecological data, as well as a
library of scientific and educational resources on ecology
and management. The Atlas was created to provide a "one
stop information shop" for concerned citizens and
scientists who live and work on water bodies and have
found it difficult to gather the information they need from
the many agencies that collect the related data. The Atlas
functions as a warehouse for a variety of water resources
information, including documents and educational links. The Atlas also is a rich resource that
educates citizens about the data presented and gives scientists easy access to the specialized
information they need.
Lessons, Tools, and Activities
As part of the Atlas project, Seminole County initiated a water quality and hydrology curriculum
component in September 2001. The curriculum, which is being developed in conjunction with the
University of South Florida and the Seminole County School Board, along with several other
minor partners, is expected to be completed by January 2004. Designed for grades 5 through 12,
the curriculum will be provided to county schools, a local environmental studies center, and other
interested environmental education groups. The curriculum will cross several disciplines,
including math, science, and social studies. Project organizers are expecting that in the future,
other counties will develop their own watershed databases and could adapt the Seminole County
curriculum to meet their needs.
Teachers will work with county staff to design the curriculum and will then train other teachers
how to use it. Curriculum staff will develop both teacher and student guides. Teachers and
students will need Internet access to use the curriculum, and optional field activities are under
consideration, which might require environmental monitoring equipment.
Resources
For additional information on the Seminole County Watershed Atlas project or curriculum,
contact Kim Ornberg at 407 665-5738 or visit the project Web site at
http://www.seminole.wateratlas.usf.edu.
5.2.7 Onondaga Lake/Seneca River (Syracuse, New York)
Introduction
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Onondaga Lake
Seneca River
* EMPACT _
Site / *
The Onondaga Lake/Seneca River EMPACT project provides environmental information on the
health of the Onondaga Lake/Seneca River ecosystems to students, researchers, and the local
Syracuse community. Onondaga Lake is one of the most polluted lakes in the United States, with
fishing and swimming prohibited and several water quality standards routinely violated. The lake
pollution affects adjoining waterways, including the Seneca River. In 1998, local, state, and
federal authorities agreed on a 15-year staged program to address the impacts of sewage pollution
on the lake and river, and in 1999, the project was awarded an EMPACT grant. The program, a
partnership between the Syracuse City School District, the Upstate Freshwater Institute, State
University of New York-School of Environmental Science and Forestry, Syracuse University,
and local businesses, collects and delivers critical near real-time data from remote underwater
sample stations, or RUSS units, in the lake and river. The goals of the project include:
• Applying and advancing innovative remote monitoring technology to meet the acute
present and future monitoring needs for the lake and river.
• Addressing the community's lack of understanding concerning the degraded conditions of
the ecosystems.
• Promoting excellence in teaching, learning, and research.
The lasting benefits of the projects will include:
• Addition of critical capabilities to the long-term monitoring program.
• Creation of vehicles to communicate important characteristics and findings to all
stakeholders.
• A community that is more engaged in critical environmental decision-making.
Lessons, Tools, and Activities
Three educational resources have been developed to support classroom instruction and connect
school curricula to the Onondaga Lake-Seneca River EMPACT Project. Grade-level course
guides for early primary (K-3), elementary (4-6), intermediate (7-9), and commencement (10-
12) students have been developed to supplement project efforts. The lessons in the guides were
designed to be implemented as part of a regular science course. For example, students could learn
weather principles by studying the RUSS meteorological data. There are some teachers who are
using the materials in special Onondaga Lake Units. These types of units are taught in the spring
and review all the concepts of a course.
Several essential understandings form the basis of the course guides. A committee of teachers
representing all grade levels and content areas of the Syracuse City School District analyzed the
issues and concepts impacting Onondaga Lake and its watershed. Through their analysis, they
identified the following essential understandings:
• Several dynamic processes are constantly reshaping the Onondaga Lake Watershed,
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including:
o Succession: The continuing process in which an ecosystem evolves to maximize the
cycling and utilization of resources.
o Seasonal changes: The processes involved with the motion of the earth and moon
about the sun, and the processes that occur in response to their motion.
o Human processes: The processes involved with human activity and the
environmental impacts that result.
• The earth is a closed system.
o Life is sustained by and is part of a set of cyclic processes.
o All resources used by humans were developed through a series of cyclic processes.
o All waste products, if not transformed, will remain in the global system.
• Humans make decisions. Human action is directed primarily by thought and
decisionmaking in an effort to improve the quality of life.
• Efficient and effective communication skills are necessary for success at any task or
performance.
In addition to the essential understandings that were developed under the project, teachers
developed essential questions to drive classroom inquiry and research. The primary question to
drive inquiry in all classrooms and content areas is "How do we make the decisions necessary to
develop and maintain a healthy community?" The Onondaga Lake and Seneca River are two
components of the watershed ecosystem. Because all components of the ecosystem are
interconnected, monitoring changes in water quality provides insight into the overall health of the
watershed and the communities it supports. As a result, students are challenged to assess their
community and their impact upon it. The key questions for driving inquiry for each essential
understanding of the project are:
• What are the processes that impact our community?
• How does material enter and leave our community?
• What happens to these materials when they interact with our community?
• How do these materials impact upon and/or affect our community?
• How do humans, individually and in groups, make decisions?
• How do people make the decisions necessary to communicate effectively with each other?
For each grade level, there are lessons covering each essential understanding and key question.
For example, to address the key understanding of dynamic processes and the key question,
"What are the processes that impact our community?" the Onondaga Lake curriculum includes
the lesson "Shake, Rattle, and Role: Earth's Dynamic Processes." The theme, topics, and project
work vary by grade level. As an example, for 10th grade, the theme of the lesson is cycles and
cyclic processes; the curriculum topics include biological interactions with dynamic changes, lake
biology, and Onondaga Creek Watershed ecology; students assume the role of research botanists,
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microbiologists, zoologists, entomologists, and environmental engineers and present a physical
model as a project.
Resources
For more information on the Onondaga Lake/Seneca River project, contact Richard List at 315
435-5842 or at rlist@freeside.scsd.kl2.ny.us and visit the project Web site at
http://www.ourlake.org.
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6.0 Land-Use and Soil-Based Projects
6.1 Teacher Tips
Soil is a dynamic resource that supports plant life. It is
comprised of a number of different materials, including
sand, silt, clay, organic matter, and many species of living
organisms. Therefore, soil has biological, chemical, and
physical properties, some of which can change depending on
how the soil is managed. The Soil Science Society of
America defines soil quality as "the capacity of a specific
kind of soil to function, within natural or managed
ecosystem boundaries, to sustain plant and animal
productivity, maintain or enhance water and air quality, and
support human health and habitation." Management that
enhances soil quality benefits cropland, rangeland, and
woodland productivity. In addition, enhanced soil quality
benefits water quality, air quality, and wildlife habitat. Soil
provides several essential services or functions:
• Soil supports the growth and diversity of plants and
animals by providing a physical, chemical, and
EPA's Office of Research and
Development (ORD) conducts
research in innovative monitoring
and measurement technologies, as
well as in tools to interpret data
streams and to increase the quality
and the number of environmental
parameters that can be monitored
and reported in EMPACT
communities. Although there are
currently no research grants
researching soil monitoring
technologies, teaching students
about soil quality is important, so
this handbook provides
background information as a
resource for the teacher.
biological environment for the exchange of water, nutrients, energy, and air.
• Soil regulates the distribution of rain or irrigation water between infiltration and runoff, and
it regulates the flow and storage of water and the materials found in it, such as nitrogen,
phosphorus, pesticides, and nutrients.
• Soil stores, moderates the release of, and cycles plant nutrients and other elements.
• Soil acts as a filter to protect the quality of water, air, and other resources.
Soil quality is evaluated using indicators that reflect changes in the capacity of the soil to
function. Useful indicators are those that are sensitive to change and that change in response to
management. Some examples include soil erosion, sediment deposition, soil biodiversity, water
capacity, and pesticides. Monitoring of soil quality indicators over time identifies changes or
trends in the functionality or quality of the soil. Monitoring can be used to determine the success
of management practices or the need for changes or adjustments.
Most soil-related EMPACT projects focus either on lead exposure from residential soils or the
status of brownfield properties. (See http://www.epa.gov/empact/soil.htm for more information on
these projects, which do not currently have curriculum components.)
Another topic associated with soil is land use and urban sprawl. Urban sprawl can be defined as
the unplanned, unlimited extension of neighborhoods outside of a city's limits, usually associated
with low density residential and commercial settlements, dominance of transportation by
automobiles, and widespread strip commercial development. Over the past 50 years, American
cities have been experiencing an accelerated urbanization and suburbanization process resulting
from rapid technological advancement and relatively steady economic growth. Some argue that
urban sprawl leads to inefficient land use patterns. Communities can implement a number of
growth management programs to encourage more efficient and environmentally sound
development patterns.
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6.2 The Tools
6.2.1 Northeast Ohio Urban Growth Simulator
Introduction
The Northeast Ohio (NEO) EMPACT project compiled urban sprawl data to create a land-use
computer modeling tool. Developed by Kent State University, Cleveland State University, and the
University of Akron, it provides citizens with local urban sprawl information and development
scenarios for Northeast-Ohio. This information helps decision-making on how the region should
grow and provides possible land use consequences that might arise from different kinds of
growth (i.e., farmland loss, wetland destruction).
Lessons, Tools, and Activities
As part of the NEO EMPACT project, a handbook
was developed to introduce teachers and students to
the importance of understanding urban sprawl in
their communities. Urban Sprawl in Northeast Ohio
is arranged in thematic and developmental order to
provide students with a comprehensive
understanding of urban sprawl and its effects on the
environment.
The handbook for educators and students includes
detailed background information, lessons, and activities focused on urban sprawl. It progresses
from developing an understanding of urban sprawl to discussing concrete actions students and
teachers can take to raise awareness of urban sprawl. The major sections of the handbook
include:
• The introductory section, All About Urban Sprawl—Notes for Educators, provides detailed
background information on urban sprawl and how it relates to other environmental
problems such as air and water pollution and acid rain.
• The 10 Experiments and Exercises on urban sprawl provide hands-on lessons in urban
sprawl. Geared towards specific grades, the experiments and exercises cover land use
planning, various types of air pollution (e.g., particulates, carbon dioxide), soil buffering,
air quality as it relates to combustion byproducts, habitat destruction, water pollution, and
city planning.
• The Students, Urban Sprawl, and the Internet section is complemented by the online Urban
Growth Simulator and its Self-Guided Workbook, which allow students to simulate how
their community would change with future development. The workbook describes the
Urban Growth Simulator Web site, and includes four guided simulation exercises.
• The Urban Sprawl Activities for Younger Students focus on developing students' oral,
visual, and writing skills. Activities include conducting a mock interview with a famous
environmentalist, a word search and crossword puzzle, writing an urban sprawl bill,
determining the authority of various levels of government (i.e., federal, state, local) to pass
land use laws, and designing urban sprawl posters for display in the community.
• Urban Sprawl—What Students Can Do offers teachers and students suggestions for
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reducing sprawl and its side effects in the local community and at school.
• Urban Sprawl World Wide Web Resources for Educators lists sources of additional
information on urban sprawl for educators and students.
Resources
For additional information on the NEO Urban Sprawl curriculum handbook, contact Adam Zeller
of the Earth Day Coalition at 216 281-6468 or azeller@earthdaycoalition.org and visit the NEO
EMPACT Web site at http://empact.nhlink.net.
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Appendix A: Additional Resources
U.S. Environmental Protection Agency (EPA) Office of Solid Waste
http://www.epa.gov/epaoswer/osw/teacher.htm
This Web site provides educational tools and a list of related publications, including:
• Let's Reduce and Recycle: Curriculum for Solid Waste Awareness
• School Recycling Programs: A Handbook for Educators
• Adventures of the Garbage Gremlin
EPA also lists a wealth of activities including the "Planet Protectors Coloring Book."
The Globe Program: Global Learning and Observations To Benefit the
Environment
http://www.globe.gov
This Web site provides science and education resources including teacher guides, workshops,
and tools, such as a geography quiz and cloud identification quiz.
Natural Resource Conservation Service
http://www.nrcs.usda.gov/feature/education
This Web site includes ideas and educational tools for teachers.
U.S. Department of Agriculture (USDA) for Kids
http://www.usda.gov/news/usdakids/index.html
"USDA for Kids" Web site is a great resource for educational tools, including a food pyramid
guide, Smokey the Bear, and "Food for Thought."
National Soil Survey Center
http://soils.usda.gov
This Web site provides information on soil science education.
National Geographic Society
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http://www.nationalgeographic.com
This Web site provides extensive teacher resources related to geography and science.
North American Association of Environmental Education (NAAEE)
1255 23rd Street NW., Suite 400
Washington, DC 20037-1199
202 884-8912
Fax: 202 884-8701
http://www.naaee.org
NAAEE was established in 1971 as a network of professionals and students working in
environmental education. NAAEE's members are located throughout North America and in more
than 40 countries around the world; they believe that education is the key to ensuring a healthy,
sustainable environment and improving the quality of life on earth. Members can join various
sections: Elementary and Secondary Education, College and University Environmental Programs,
and Non-formal Education.
Association for Supervision and Curriculum Development (ASCD)
1250 North Pitt Street
Alexandria, VA22314
703 549-9110
http://www.ascd.org
ASCD, an education association, serves its members through publications, professional
development opportunities, research and information searches, the Curriculum and Technology
Resource Center, and affiliates in each state and several foreign countries. Resources include
information on staff development practices, cooperative learning, peer coaching, and science and
social studies content for schools.
National Science Teachers Association (NSTA)
1840 Wilson Boulevard
Arlington, VA 22201-3000
703 243-7100
Fax: 703 243-7177
http://www.nsta.org
The National Science Teachers Association (NSTA) is committed to improving science education
at all levels, preschool through college. NSTA produces several publications, conducts national
and regional conventions, and provides scholarships, teacher-training workshops, educational
tours, and an employment registry. The Web site provides an extensive range of resources for
teachers of students of all levels; journals and books on science education and instruction are also
available.
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National School Boards Association (NSBA)
1680 Duke Street
Alexandria, VA22314
703 838-6722
http://www.nsba.org
The National School Boards Association is a national federation of state school boards. NSBA
produces "Electronic School," a free online technology publication for K-12 educators. NSBA
houses the Institute for the Transfer of Technology to Education (ITTE), a program to help
advance the wise use of technology in public education.
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Appendix B: Glossary of Terms
Air Terms
Acid rain: Air pollution produced when acid compounds formed in the atmosphere are
incorporated into rain, snow, fog, or mist. The acid compounds come from sulfur oxides and
nitrogen oxides, products of burning coal and other fuels and from certain industrial processes.
Acid rain can impact the environment and human health and damage property.
Atmosphere: A thin layer of gases surrounding the Earth, composed of 78 percent nitrogen, 21
percent oxygen, 0.9 percent argon, 0.03 percent carbon dioxide, and trace amounts of other gases.
There is no exact place where the atmosphere ends; it just gets thinner and thinner, until it merges
with outer space.
Basal cell carcinoma: Skin cancer tumors that might appear as slow-growing, translucent, pearly
nodules, which might crust, discharge pus, or even bleed. These tumors typically develop where
you are most exposed to the sun—on the face, lips, tops of ears, and hands.
Carbon monoxide (CO): A colorless, odorless, poisonous gas produced by the incomplete burning
of solid, liquid, and gaseous fuels. Appliances fueled with natural gas, liquified petroleum (LP
gas), oil, kerosene, coal, or wood may produce CO. Burning charcoal produces CO and car
exhaust contains CO.
Chlorofluorocarbons (CFCs): Stable, low toxic, and inexpensive chemicals that were most
commonly used as refrigerants, solvents, and aerosol propellants. CFCs and their relatives, when
released into the air, rise into the stratosphere and take part in chemical reactions that result in
reduction or depletion of the stratospheric ozone layer. The 1990 Clean Air Act includes
provisions for reducing releases (emissions) and eliminating production and use of these ozone-
destroying chemicals.
Clean Air Act: The original Clean Air Act was passed in 1963, but our national air pollution
control program is actually based on the 1970 version of the law. The 1990 Clean Air Act
Amendments are the most far-reaching revisions of the 1970 law.
Criteria air pollutants: A group of very common air pollutants regulated by EPA on the basis of
criteria (information on health and/or environmental effects of pollution).
Emission: Release of pollutants into the air from a source. Continuous emission monitoring
systems (CEMS) are machines that some large sources are required to install, to make continuous
measurements of pollutant release.
EMPACT: Environmental Monitoring for Public Access and Community Tracking, a program
begun by EPA in 1997, helps communities collect, manage, and distribute environmental
information, providing residents with up-to-date and easy-to-understand information they can
use to make informed, day-to-day decisions.
Greenhouse effect: A natural phenomenon whereby clouds and greenhouse gases, such as water
vapor and carbon dioxide, trap some of the Sun's heat in the atmosphere. The greenhouse effect
helps regulate the temperature of the Earth. Human activities are adding greenhouse gases to the
natural mix.
Greenhouse gases: Human activities, such as fuel burning, are adding greenhouse gases to the
atmosphere. Because these gases remain in the atmosphere for decades to centuries (depending on
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the gas) global temperatures will rise.
Melanoma: The most fatal form of skin cancer. Malignant melanomas may appear suddenly
without warning as a dark mole or other dark spot on the skin and can spread quickly.
Monitoring (monitor): Measurement of air pollution is referred to as monitoring. Continuous
emission monitoring systems (CEMS) will measure, on a continuous basis, how much pollution is
being released into the air. The 1990 Clean Air Act requires states to monitor community air in
polluted areas to check on whether the areas are being cleaned up according to schedules set out
in the law.
Nitrogen oxides (NOx): A criteria air pollutant. Nitrogen oxides are produced from burning fuels,
including gasoline and coal, and react with volatile organic compounds to form smog. Nitrogen
oxides are also major components of acid rain.
Ozone (O3): An ozone molecule consists of three oxygen atoms. Stratospheric ozone shields the
Earth against harmful rays from the sun, particularly ultraviolet B. Ground-level ozone
contributes to smog.
Ozone depletion: The ozone layer is damaged when substances such as chlorofluorocarbons
accelerate the natural process of destroying and regenerating stratospheric ozone. As the ozone
layer breaks down, it absorbs smaller amounts of UV radiation, allowing more of it to reach the
earth.
Particulates, paniculate matter: A criteria air pollutant. Paniculate matter includes dust, soot, and
other tiny bits of solid materials that are released into and move around in the air.
Pollutants (pollution): Unwanted chemicals or other materials found in the air.
Smog: A mixture of pollutants, principally ground-level ozone, produced by chemical reactions
in the air involving smog-forming chemicals. A major portion of smog-formers come from
burning of petroleum-based fuels such as gasoline. Major smog occurrences are often linked to
heavy motor vehicle traffic, sunshine, high temperatures, and calm winds or temperature
inversion (weather condition in which warm air is trapped close to the ground instead of rising).
Source: Any place or object from which pollutants are released.
Spectrophotometer: An instrument for measuring the relative intensities of light in different parts
of the spectrum used to measure the amount of UV radiation reaching the earth.
Squamous cell carcinoma: Skin cancer tumors that might appear as nodules or red, scaly patches,
which can develop into large masses and spread to other parts of the body.
Stratosphere: The stratosphere starts just above the troposphere and extends to 50 kilometers (31
miles) high. The temperature in this region increases gradually to -3 degrees Celsius, due to the
absorption of ultraviolet radiation. The ozone layer, which absorbs and scatters the solar
ultraviolet radiation, is in this layer. Ninety-nine percent of air is located in the troposphere and
stratosphere.
Stratospheric ozone: A bluish gas composed of three oxygen atoms. Natural processes destroy
and regenerate ozone in the atmosphere. When ozone-depleting substances such as
chlorofluorocarbons accelerate the destruction of ozone, there is less ozone to block UV radiation
from the sun, allowing more UV radiation to reach the earth.
Sulfur dioxide: A criteria air pollutant. Sulfur dioxide is a gas produced by burning coal, most
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notably in power plants. Sulfur dioxide plays an important role in the production of acid rain.
Sunscreen: A substance, usually a lotion, that you can apply to protect your skin from UV
radiation. It works by reflecting UV radiation away from your skin in addition to absorbing UV
radiation before it can penetrate your skin.
Sun Wise School Program: EMPACT program that aims to teach grades K-8 school children and
their caregivers how to protect themselves from overexposure to the sun. The program raises
children's awareness of stratospheric ozone depletion and ultraviolet radiation and encourages
simple sun safety practices.
Troposphere: The troposphere is the lowest region in the Earth's (or any planet's) atmosphere,
starting at ground (or water) level up and reaching up to about 11 miles (17 kilometers) high. The
weather and clouds occur in the troposphere.
Ultraviolet B (UVB): A type of sunlight. Ultraviolet B exposure has been associated with skin
cancer, eye cataracts, and damage to the environment. The ozone in the stratosphere, high above
the Earth, filters out ultraviolet B rays and keeps them from reaching the Earth. Thinning of the
ozone layer in the stratosphere results in increased amounts of ultraviolet B reaching the Earth.
UV Index: A tool developed by the National Weather Service that predicts the next day's UV
intensity on a scale from 0 to 10+, helping people determine appropriate sun-protective
behaviors.
UV radiation: A portion of the electromagnetic spectrum with wavelengths shorter than visible
light. UV radiation produced by the sun is responsible for sunburn and other adverse health
effects. Scientists classify UV radiation into three types: UVA, UVB, and UVC.
Volatile organic compounds (VOCs): Chemicals that produce vapors readily at room temperature
and normal atmospheric pressure, so that vapors escape easily from volatile liquid chemicals.
Organic chemicals all contain the element carbon and are the basic chemicals found both in living
things and in products derived from living things, such as coal, petroleum and refined petroleum
products. Many volatile organic chemicals are also hazardous air pollutants.
Water Terms
Abiotic: Not alive; non-biological. For example, temperature and mixing are abiotic factors that
influence the oxygen content of lake water, whereas photosynthesis and respiration are biotic
factors that affect oxygen solubility.
Acid: A solution that is a proton (H+) donor and has a pH less than 7 on a scale of 0-14. The
lower the pH the greater the acidity of the solution.
Acidity: A measure of how acidic a solution may be. A solution with a pH of less than 7.0 is
considered acidic. Solutions with a pH of less than 4.5 contain mineral acidity (due to strong
inorganic acids), while a solution having a pH greater than 8.3 contains no acidity.
Acid rain: Precipitation having a pH lower than the natural range of-5.2 - 5.6; caused by sulfur
and nitrogen acids derived from human-produced emissions.
Acidification: The process by which acids are added to a water body, causing a decrease in its
buffering capacity (also referred to as alkalinity or acid neutralizing capacity), and ultimately a
significant decrease in pH that may lead to the water body becoming acidic (pH < 7).
Algae: Simple single-celled, colonial, or multi-celled aquatic plants. Aquatic algae are (mostly)
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microscopic plants that contain chlorophyll and grow by photosynthesis and lack roots, stems
(non-vascular), and leaves.
Alkalinity: Acid neutralizing or buffering capacity of water; a measure of the ability of water to
resist changes in pH caused by the addition of acids or bases. Therefore, it is the main indicator
of susceptibility to acid rain. A solution having a pH below about 5 contains no alkalinity.
Anoxia: Condition of being without dissolved oxygen.
Anthropogenic: A condition resulting from human activities.
Aquatic respiration: Refers to the use of oxygen in an aquatic system, including the
decomposition of organic matter and the use of oxygen by fish, algae, zooplankton, aquatic
macrophytes, and microorganisms for metabolism.
Base: A substance which accepts protons (H+) and has a pH greater than 7 on a scale of 0-14;
also referred to as an alkaline substance.
Basin: Geographic land area draining into a lake or river; also referred to as drainage basin or
watershed.
Benthic: Refers to being on the bottom of a lake.
Bioaccumulation: The increase of a chemical's concentration in organisms that reside in
environments contaminated with low concentrations of various organic compounds. Also used to
describe the progressive increase in the amount of a chemical in an organism resulting from rates
of absorption of a substance in excess of its metabolism and excretion. Certain chemicals, such
as PCBs, mercury, and some pesticides, can be concentrated from very low levels in the water to
toxic levels in animals through this process.
Biochemical oxygen demand (BOD): Sometimes referred to as Biological Oxygen Demand
(BOD). A measure of the amount of oxygen removed (respired) from aquatic environments by
aerobic microorganisms either in the water column or in the sediments. Primarily of concern in
wastewater "streams" or systems impacted by organic pollution.
Biomass: The weight of a living organism or group of organisms.
Biotic: Referring to a live organism; see abiotic.
Buffer: A substance that tends to keep pH levels fairly constant when acids or bases are added.
Chlorophyll: Green pigment in plants that transforms light energy into chemical energy during
photosynthesis.
Clarity: Transparency; routinely estimated by the depth at which you can no longer see a Secchi
disk. The Secchi disk, an 8-inch diameter, weighted metal plate, is lowered into water until it
disappears from view. It is then raised until just visible. An average of the two depths, taken from
the shaded side of the boat, is recorded as the Secchi depth.
Conductivity (electrical conductivity and specific conductance): Measures water's ability to
conduct an electric current and is directly related to the total dissolved salts (ions) in the water.
Called EC for electrical conductivity, it is temperature-sensitive and increases with higher
temperature.
Dissolved oxygen (DO or O2): The concentration of free (not chemically combined) molecular
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oxygen (a gas) dissolved in water, usually expressed in milligrams per liter, parts per million, or
percent of saturation. Adequate concentrations of dissolved oxygen are necessary for the life of
fish and other aquatic organisms.
Dissolved solids concentration: The total mass of dissolved mineral constituents or chemical
compounds in water; they form the residue that remains after evaporation and drying.
Ecosystem: All of the interacting organisms in a defined space in association with their
interrelated physical and chemical environment.
Epilimnion: The upper, wind-mixed layer of a thermally stratified lake. This water is turbulently
mixed at some point during the day, and, because of its exposure, can freely exchange dissolved
gases (such as O2 and CO2) with the atmosphere.
Eutrophication: Unhealthy increases in the growth of phytoplankton. Symptoms of eutrophication
include algal blooms, reduced water clarity, periods of hypoxia, and a shift toward species
adapted toward these conditions.
Evaporation: The process of converting liquid to vapor.
Food chain: The transfer of food energy from plants through herbivores to carnivores. For
example, algae are eaten by zooplankton, which in turn are eaten by small fish, which are then
eaten by larger fish, and eventually by people or other predators.
Food web: Food chains connected into a complex web.
Hydrogen: Colorless, odorless, and tasteless gas; combines with oxygen to form water.
Hydrology: The study of water's properties, distribution, and circulation on Earth.
Hypolimnion: The bottom and most dense layer of a stratified lake. It is typically the coldest
layer in the summer and warmest in the winter. It is isolated from wind mixing and typically too
dark for much plant photosynthesis to occur.
Hypoxia: A deficiency of oxygen reaching the tissues of the body.
Isothermal: Constant in temperature.
Leach: To remove soluble or other constituents from a medium by the action of a percolating
liquid, as in leaching salts from the soil by the application of water.
Metalimnion: The middle or transitional zone between the well-mixed epilimnion and the colder
hypolimnion layers in a stratified lake.
Nonpoint source: Diffuse source of pollutant(s); not discharged from a pipe; associated with land
use such as agriculture, contaminated groundwater flow, or onsite septic systems.
Nutrient loading: Discharging of nutrients from the watershed (basin) into a receiving water body
(lake, stream, wetland).
Oxygen: An odorless, colorless gas; combines with hydrogen to form water; essential for aerobic
respiration. See respiration.
Oxygen solubility: The ability of oxygen gas to dissolve into water.
Parameter: Whatever it is you measure; a particular physical, chemical, or biological property that
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is being measured.
pH: A measure of the concentration of hydrogen ions.
Phosphorus: Key nutrient influencing plant growth in lakes.
Photosynthesis: The process by which green plants convert carbon dioxide (CO2) dissolved in
water to sugars and oxygen using sunlight for energy. Photosynthesis is essential in producing a
lake's food base and is an important source of oxygen for many lakes.
Phytoplankton: Microscopic floating plants, mainly algae, that live suspended in bodies of water
and that drift about because they cannot move by themselves or because they are too small or too
weak to swim effectively against a current.
Respiration: The metabolic process by which organic carbon molecules are oxidized to carbon
dioxide and water with a net release of energy.
Solubility: The ability of a substance to dissolve into another.
Solution: A homogenous mixture of two substances.
Solvent: A substance that has the ability to dissolve another.
Stormwater discharge: Precipitation and snowmelt runoff (e.g., from roadways, parking lots, roof
drains) that is collected in gutters and drains; a major source of nonpoint source pollution to
water bodies.
Temperature: A measure of whether a substance is hot or cold.
Total Dissolved Solids (TDS): The amount of dissolved substances, such as salts or minerals, in
water remaining after evaporating the water and weighing the residue.
Turbidity: Degree to which light is blocked because water is muddy or cloudy.
Turnover: Fall cooling and spring warming of surface water make density uniform throughout the
water column, allowing wind and wave action to mix the entire lake. As a result, bottom waters
contact the atmosphere, raising the water's oxygen content.
Water Column: A conceptual column of water from lake surface to bottom sediments.
Watershed: All land and water areas that drain toward a river or lake; also called a drainage basin
or water basin.
Soil Terms
Bedrock: Consolidated rock.
Brownfields: Abandoned, idled, or underused industrial and commercial facilities where
expansion or redevelopment is complicated by real or perceived environmental contamination.
Clay: Soil composed mainly of fine particles of hydrous aluminum silicates and other minerals.
Soil composed chiefly of this material has particles less than a specified size.
Erosion: The wearing away of the land surface by running water, wind, ice, other geological
agents, or human activity.
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Infiltration: The downward entry of water through the soil surface.
Limestone: A white to gray, fine-grained rock made of calcium carbonate.
Percolation: Water that moves through the soil at a depth below the root zone.
Sand: A loose granular material that results from the disintegration of rocks. It consists of
particles smaller than gravel but coarser than silt.
Sandstone: A very grainy rock that comes in many colors, including gray, red, or tan.
Sedimentary rock: Rock that has formed from compressed sediment, like sand, mud, and small
pieces of rocks.
Shale: Dark-colored rock that is usually black, deep red, or gray-green. It has a fine grain and is
usually found below sandstone, not on the surface. Shale was formed from fine silt and clay.
Silt: Predominantly quartz mineral particles that are between the size of sand and clay in
diameter. Silt, like clay and sand, is a product of the weathering and decomposition of
preexisting rock.
Soil: Soil is made up of minerals (rock, sand, clay, silt), air, water, and organic (plant and animal)
material. There are many different types of soils, and each one has unique characteristics, like
color, texture, structure, and mineral content.
Soil contamination: Pollution caused by a number of activities, including the dumping of
hazardous substances, pesticide and fertilizer use, and industrial or chemical processes. Pollutants
in soils can also be transported to groundwater sources and into the air. Contaminated soils are
often a major concern at brownfield and Superfund sites. Common soil contaminants include
arsenic, benzene, cyanide, lead, and mercury.
Soil formation: Soil is formed slowly as rock erodes into tiny pieces near the Earth's surface.
Organic matter decays and mixes with rock particles, minerals, and water to form soil.
Soil texture: Distribution of individual particles of soil. Soil washing: A technology that uses
liquids (usually water, sometimes combined with chemical additives) and a mechanical process to
scrub soils of contaminants.
Superfund: The Federal government's program to clean up the nation's uncontrolled hazardous
waste sites.
Topsoil: Soil consisting of a mixture of sand, silt, clay, and organic matter. Topsoil is rich in
nutrients and supports plant growth.
Urban sprawl: The unplanned, unlimited extension of neighborhoods outside of a city's limits,
usually associated with low density residential and commercial settlements, dominance of
transportation by automobiles, and widespread strip commercial development.
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EMPACT - Environmental Curricula Handbook: Tools in Your Schools
Appendix C: Activities by Grade Level
Curriculum
Airbeat
Air Currents
Air Info Now: Environmental
Monitoring for Public Access and
Community Tracking
AIRNow
Boulder Area Sustainability
Information Network
Burlington Eco-Info
Community Accessible Air
Quality Monitoring Assessment
(Northeast Ohio)
ECOPLEX
Lake Access (WOW)
Monitoring Your Sound
Online Dynamic Watershed Atlas
(Seminole County, FL)
Onondaga Lake/Seneca River
Northeast Ohio Urban Growth
Simulator
K
X
X
1
X
X
2
X
X
X
3
X
X
X
4
X
X
X
X
X
X
X
X
5
X
X
X
X
X
X
X
X
X
6
X
X
X
X
X
X
X
X
X
7
X
X
X
X
X
X
X
X
X
X
8
X
X
X
X
X
X
X
X
X
X
X
9
X
X
X
X
X
X
X
X
10
X
X
X
X
X
X
X
X
11
X
X
X
X
X
X
X
X
X
12
X
X
X
X
X
X
X
X
X
12+
X
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Appendix D: Activities by Subject
Curriculum
Airbeat
Air CURRENTS
Air Info Now: Environmental
Monitoring for Public Access and
Community Tracking
AIRNow
Boulder Area Sustainability
Information Network
Burlington Eco-Info
Community Accessible Air Quality
Monitoring Assessment (Northeast
Ohio)
ECOPLEX
Lake Access
Monitoring Your Sound
Online Dynamic Watershed Atlas
(Seminole County, FL)
Onondaga Lake/Seneca River
Northeast Ohio Urban Growth
Simulator
Subject
Math
X
X
X
X
X
X
X
Language
Arts
X
X
X
X
Science
X
X
X
X
X
X
X
X
X
X
X
X
X
Social
Studies
X
X
X
X
Art
X
X
X
X
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EMPACT - Environmental Curricula Handbook: Tools in Your Schools
Appendix E: Selected Lesson Plans and Activities
Airlnfo Now
• Group Details -Blue Group: Weather (PDF)
Data Sheet - Blue Group: Weather (Excel)
• Group Details -Brown Group: Visibility (PDF)
Data Sheet - Brown Group: Visibility (Excel)
• A Guide to CO-City TPDF^
• So What's Making it Look Brown Outside? Collecting and Measuring Particulate Matter
(PDF)
• What's the Connection Between Convection and Inversion? Convection Currents and
Temperature Inversion (PDF)
• Getting a Handle on Greenhouse Gases: Your Family's Impact on the Greenhouse Effect
(PDF)
• Helping to Find a Solution to Air Pollution! (PDF)
• Green Group: Location (PDF)
Green Group: Location (Excel)
• Real-Time Air Quality Activity: Groups (PDF)
• Practice Data Sheet (Excel)
• Group Details - Red Group: Time (PDF)
Data Sheet - Red Group: Time (Excel)
• Real-Time Air Quality Activity: Student Sheets(PDF)
Real-Time Air Quality Activity: Teacher Sheets(PDF)
• Group Details - Yellow Group: Health TPDF^
Data Sheet - Yellow Group: Health (Excel)
Airnow
• Air Quality Index Poster: Are you breathing clean air? (PDF)
• Air Quality Index: A Guide to Air Quality and Your Health
• Air Quality Index Kids Website: Teacher's Reference (PDF)
• Green Day Poster (PDF)
• Orange Day Poster (PDF)
• Air Quality Index Posters (PDF)
• Purple Day Poster
• Red Day Poster
• Yellow Day Poster
ECOPLEX
• UV
o TJV/7-2: Spotlight the Sun Data Table
o Ozone Chemistry: Formation & Depletion (PDF)
o 8th Grade Lesson Plan - UV: Chemistry of Ozone Depletion(PDF)
o 5th Grade Lesson Plan -UV: Check Tt Outl TPDF^
o First Grade UV: Catching and Counting UV Raysl TPDF^
o 4th Grade UV Lesson: What Depletes Our Ozone? Me and My Zone I
o Kindergarten UV: UV and Me! TPDF^
o Second Grade UV: The Air Out There - UV and Ozone
o UV/7-1: Distribution of the Sun's Rays (PDF)
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EMPACT - Environmental Curricula Handbook: Tools in Your Schools
6th Grade TJV: Friend or Foe (PDF)
o
3rd Grade UV Lesson: When Good Ozone Goes Bad (PDF)
Water Quality
o Third Grade Water Quality: Test Test Ts This Water Safe?
o Fourth Grade Water Quality: Chain. Chain. Chain. Chain of Food
o Fifth Grade Water Quality: Tick Tock Toxins (PDF)
o 6th Grade Water Quality Lesson: Water O2 and Youl TPDF^
o 7th Grade Water Quality Lesson: Taxa-Rich and Taxa-Poor! (PDF)
o Water Quality 1-1 Record Sheet TPDF^
o Water Quality 2-1 Record Sheet (PDF)
o Water Quality 4- 1 Datasheet (PDF)
o Water Quality 5-1 Datasheet (PDF)
o First Grade Water Quality: Water - It's a Gas. . . Sometimes! (PDF)
o Kindergarten Water Quality: Water in Me (PDF)
o Second Grade Water Quality: Amazing Water (PDF)
Water Quantity
o 7th Grade Water Quantity: Water Use and Abuse (PDF)
o 3rd Grade Water Quantity: Name That Surface Water (PDF)
o 4th Grade Water Quantity: H2O is Underground Too! (PDF)
o 5th Grade Water Quantity: What-A-Shed
o WOT/6-1 : Water vs. Land and Sea
o WOT/6-2: Diagram for Stream Table
o 6th Grade Water Quantity: The Ups and Downs of Your Watershed (PDF)
o 8th Grade Water Quantity: Water to Supply an Ever-growing Population (PDF)
o First Grade Water Quantity Lesson: Here I Go 'Round My Watershed! (PDF)
o Water Quantity Letter (PDF)
o Kindergarten Water Quantity Lesson: Drip! Drop! Water Does Not Stop! (PDF)
o Second Grade Water Quantity Lesson: Now You See It -Now You Don't! (PDF)
o Water Quantity: What to Do and How to Do Tt
o WOT/7-1 : Water Use Chart
MY Sound
The Impact of Atmospheric Nitrogen Deposition on Long Island Sound (PDF)
Alternative Strategies for Hypoxia Management: Creative Ideas to Complement Advanced
Treatment (PDF)
Fact Sheet #1: Hypoxia in Long Island Sound (PDF)
Toxic Contamination in Long Island Sound (PDF)
Nutrient Reduction: New Solutions to Old Problems (PDF)
Pathogens TPDF^
The Impact of Septic Systems on the Environment (PDF)
Water Conservation and Marine Water Quality (PDF)
Wastewater Treatment (PDF)
Supporting the Sound (PDF)
Floatable Debris (PDF)
How Low Dissolved Oxygen Conditions Affect Marine Life in Long Island Sound(PDF)
Putttin the Plan in Motion
SunWise
• SunWise Monitor. November 1999
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EMPACT - Environmental Curricula Handbook: Tools in Your Schools
Sun Wise Monitor April 2000 (PDF)
Sun Wise Monitor. April 2001 (PDF)
• Mission: SunWise - Activity Book (PDF)
Mission: SunWise - Activity Book (Spanish) (PDF)
• Sun Safety for Kids: The SunWise School Program
The SunWise School Program Guide (PDF)
• Mission: SunWise (PDF)
Mission: SunWise (Spanish) (PDF)
• Summertime Safety: Keeping Kids Safe from Sun and Smog (PDF)
• Action Steps for Sun Protection TPDF^
• Sunscreen: The Burning Facts (PDF)
• The Sun: UV: and You: A Guide to SunWise Behavior (PDF)
• What Ts the TJV Index?
• TJV Radiation
• Ozone Depletion
« Back I Table of Contents
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Group Details
Blue Group: Weather
Group
Summary:
This group will track
the wind speed and
direction, humidity,
rainfall, and
temperature in the city
via the Internet.
Roles:
Assign roles. Each
person tracks one
weather feature or
pollutant.
1. Wind Tracker
2. Ozone Tracker
3. Humidity Tracker
4. Particulate Tracker
(PM10 & PM25)
5. Rain Tracker
6. Carbon Monoxide
Tracker
7. Temperature Tracker
Assignment
Summary:
Each student will enter
the data into a
spreadsheet for his/her
pollutant or weather
feature.
COLLECT DATA: Set-up (1st time)
1. Decide on each of your roles (see above).
2. Decide on the location your group will monitor - 22nd & Cray croft or
Rose Elementary. (Note: PM tracker will use GeronimoforPMio & Rose
Elementary for PM 2.5)
3. Go to the activity website
(http://www.airinfonow.com/html/airexercise/materials.html) and
download the Excel Spreadsheet for the "Blue Group: Weather."
4. Save the spread sheet onto your disk or computer.
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Blue Group Instructions, pg. 2
COLLECT DATA: Everytime
1. Open your previously saved Excel spread sheet for "Blue Group: Weather"
2. Go to the activity website (http://www.airinfonow.com/html/airexercise/materials.html') and
click on the "Your Data" in the "Blue Group: Weather" column to obtain current
weather data.
3. Select either the 22nd & Cray croft location or Rose Elementary Location.
4. Enter the date you need into the [From: | and [To: | boxes
5. Make sure the time boxes (hh:mm) read |00:00| and |23:59 |. (Note: If you are looking
at today's data, the second box will automatically read the current time. To get a full
day of data you need to enter yesterday's date - or Friday's date if it is currently
Monday).
6. Click on "Show Report."
The abbreviations for the weather data are:
OTP - outside temperature in degrees farenheight
VWD - variable wind direction in degrees
VWS - variable wind speed in miles per hour
RH - relative humidity in percent
7. Enter the date into the "Blue Group: Weather" spreadsheet.
8. Enter the data for your pollutant or weather feature into your spreadsheet.
9. Be sure to save your worksheet.
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Blue Group Instructions, pg. 3
PRESENTATION PREP: Graphing 1st Presentation
Plot the data on a graph (weather vs. time or pollutant level vs. time).
1. Go to your spreadsheet and hold down the control button on the keyboard. With your
mouse highlight the data for 8:00 and 17:00 for each day. (Continue to hold down
control button.)
2. Click on the bar graph icon OR go to the "Insert" menu and select "Chart."
3. Select "Column" for chart type then select "Next."
4. Leave the data range alone and select "Series In: Columns."
5. Select "Next."
6. Enter a "Chart Title" such as "Wind Speed: Location" (or whatever your pollutant).
7. Enter a "Category (X) Axis" such as "Time."
8. Enter a "Value (Y) Axis" such as "MPH" " (or whatever units go with what you
track)then select "Next."
9. Select "Place Chart: As New Sheet" and enter a label such as "Wind Graph 1."
10. Select "Finish."
11. Now refine your graph: (See Example)
A. Delete the series box (right side of graph).
B. Change the background color:
- Double click in the open part of the graph.
In the "Area" section click on the white square.
C. Create Text Boxes for each day:
- Type the date in the black space at the top of the Excel window
(following the = ).
Hit enter.
- Drag the text box to the appropriate location on the graph.
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Blue Group Instructions, Pg. 4
C. Change the X-Axis labels:
Double click at the bottom of the graph and select the tab labeled
"Patterns" then under "Tick Mark Labels" select "None."
Create your own tick mark labels (0:00, 8:00, 16:00) for the x-axis by
creating text boxes and dragging the boxes down to the appropriate
location at the bottom of the graph. Repeat for each day.
D. Color code the days:
Double click on the inside of a single bar (only that bar should
highlight - not with squares in all the bars).
The "Format Plot Area" window should come up.
Select "Fill Effects." Use the same color code for each day - SEE
BELOW (for each 0:00, 8:00, 16:00 period).
Wind Speed - Location
12 -
10 -
a.
18:001
Time
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Blue Group Instructions, Pg. 4
PRESENTATION PREP: Find Averages
DO THIS AFTER EACH FULL MONTH OF DATA IS ENTERED (20 DAYS).
1. Find the average and standard deviation for each time at the end of each month.
2. You will notice there are some squares with the words "#DIV/0!". These squares already
have the formula to find the average of your data. (Note: The average changes as you enter
the data.)
3. You will need to enter the formula for the average for the remaining squares.
4. Select a cell that already contains an average calculation. Copy the cell and paste the formula
into the cell you want. Be sure to double check that the formula includes the correct cells for
which you want to take the average (Note: 16:00 will be one cell number higher than 8:00
a.m. - e.g. B104 instead of BIO 3).
5. You will need to find the Standard Deviation (which tells you how variable your data is or
how much of a change in the weather there is on different days at the same time). Do this by
copying and pasting the formula from one Standard Deviation cell into the cell you want.
PRESENTATION PREP: Graphing #2
DO THIS AFTER EACH FULL MONTH OF DATA IS ENTERED (20 DAYS).
1. Graph the month's averages for your pollutant using a bar graph.
CHALLENGE: Try to make a scatter plot combining 2 of your variables (e.g. temperature &
ozone).
PRESENTATION PREP: Find Trends
1. As a group, analyze trends in air quality based on different weather events.
Consider the following (use your graphs to help you):
• Does ozone, carbon monoxide, PMi0, or PM2 5 increase, decrease, or not change as a function
of temperature, wind, humidity, or other weather feature?
• Are these trends consistent over the month, 2 months, 5 months?
• Develop one or more hypothesis to describe the trends. Be careful not to draw conclusions or
overstate your data.
PRESENTATION
Present your data, graphs, hypothesis, and/or conclusions to your class.
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Group Details
Brown Group: Visibility
Group
Summary:
This group will monitor
the visibility by
monitoring the webcam.
They will compare the
visibility and pollution
color with respect to
concentration and type
of pollutant.
Roles:
Assign roles.
1. Webcam tracker
2. Weather tracker
Pollution Trackers:
3. Ozone tracker
4. Carbon Monoxide
(CO) tracker
5. Particulate tracker
(PMio & PM2.5)
Assignment
Summary:
Each student will enter
the data into the spread
sheet for whatever s/he
is tracking.
COLLECT DATA: Set-up (1st time)
1. Decide on each of your roles (see above).
2. If you are a "Weather Tracker" or "Pollution Tracker," go to the activity
website (http://www.airinfonow.com/html/airexercise/materials.html)
and click on "Get Your Spreadsheet."
3. Save the spreadsheet onto your disk or computer.
4. Your monitoring location will be Rose Elementary. Note: The PM
tracker has to obtain data from Rose Elementary & Geronimo (together).
5. As a group, decide what time of day you will monitor (e.g. 8 a.m.). It is
recommended that you monitor sometime between 7-10 a.m. and/or 4-6
p.m.
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Brown Group, Pg. 2
COLLECT DATA: Everytime
Webcam Tracker
1. Go to the activity website
and click on the
"Visibility Page"
2. View and save image to
your disk.
a. If a dialogue box
appears with a warning,
CLICK "CONTINUE."
This may happen 2 or
more times.
b. Look at the photos. Go
to the digital
panorama. CLICK on
the image to bring up
the full sized image.
c. To save this image:
-RIGHT CLICK on the
image. In the box that
pops up CLICK "save
image/picture as." A box
will appear.
- Pick your FOLDER: In
the box you can navigate
to the folder where you
are storing your images.
- NAME your file. Use a
standard format for each
file. For example, a file
saved on December 3,
2002 at Sam might be
"02.12.03.Sam." This
format also makes it easy
to sort through large
number of images from
many years.
- CLICK "SAVE."
Weather Trackers
1. Open the Excel spread
sheet for "Brown Group:
Visibility."
2. Go to the activity web
site
http://www.airinfonow.co
m/html/airexercise/materi
als.html. click "Get Your
Data" in the "Brown
Group: Visibility"
column to obtain current
weather data.
3. Enter the date you need
into the [From: | and
[To: [boxes.
4. Enter the time you are
monitoring into the boxes
e.g |8:00| and I^OO].
(Note: If you are looking
at the afternoon data
remember to use military
time-13:00for 1:00
p.m.).
5. Select "Rose
Elementary", scroll down,
and then click on "show
report".
6. The abbreviations for the
data you will collect are:
- RH - relative humidity
in percent
7. Enter the date into the
"Brown Group:
Visibility" spreadsheet.
8. Enter the data into the
spreadsheet (you will do
this daily).
- Be sure to save your
worksheet.
Pollution Trackers
1. Open your saved Excel
spreadsheet.
1. Go to the activity web
site and click on "your
data" in the "Brown
Group: Visibility."
2.
3.
4.
Enter the date you need
into the [From: | and
boxes.
Enter the time you are
monitoring into the
boxes e.g |8:00| and
|9:00 |. (Note: If you
are looking at the
afternoon data
remember to use
military time - 13:00
for 1:00 p.m.}.
Select "Rose
Elementary", scroll
down, and then click
on "show report".
5. Enter the date & data
for your pollutant into
the spreadsheet.
6. Repeat until all the data
is entered.
7. Be sure to save your
worksheet!
-------
Brown Group, Pg. 3
PRESENTATION PREP: Graphing & Photo Comparison
1. Your group needs to create graphs of your data and identify trends in the webcam
photos
CREATE GRAPHS FOR POLLUTION & WEATHER DATA
2. In your spreadsheet, highlight the data for pollutant and the days you are
investigating.
3. Click on the bar graph icon OR go to the "Insert" menu and select "Chart."
4. Select "Column" for chart type then select "Next."
5. Leave the data range alone and select "Series In: Columns."
6. Now click on the "Series" tab (top of gray box).
7. Click in the box "Category (X) axis labels" and then go back to your spreadsheet and
highlight the dates for your data. (This will change the x-axis labels to your dates).
8. Select "Next."
9. Enter a "Chart Title" such as "Daily Carbon Monoxide Levels: Location" (or
whatever your pollutant is).
10. Enter a "Category (X) Axis" such as "Date."
11. Enter a "Value (Y) Axis" such as "PPM" (or whatever unit your pollutant or weather
feature is measured in) then select "Next."
12. Select "Place Chart: As New Sheet" and enter a label such as "CO Graph."
13. Select "Finish."
PHOTO COMPARISON
1. Place the photos in a format where you can look at the photos
and the graphs at the same time.
-------
Brown Group, Pg. 4
SUGGESTIONS: You may need to have:
a) A photo of each day that corresponds with the high & low for a specific pollutant or
weather event; OR
b) A week's worth of photos per page with one graph; OR
c) A week's worth of photos per page with several graphs, or, (or some other
configuration).
This is up to you -just make sure your audience can see your data and understand it!
PRESENTATION PREP: Find Trends
8. As a group, analyze trends in visibity and individual air pollutants (ozone, carbon
monoxide, PMio, and PM2.5) and weather.
Consider the following:
• How does weather affect visibility?
• Are there color's associated with different pollutants (e.g. brown, gray, white)?
• Does the pollution or weather affect only one section or level on the horizon? (Use a
landmark)
• Are these trends consistent over the month, 2 months, 5 months?
• Develop one or more hypotheses to describe the trends. Be careful not to overstate
your data.
PRESENTATION
Present your data, graphs, hypothesis, and/or conclusions to your class.
-------
A Guide to CO-City
Cocima^: Dcrc
Why?
wliy is tic CO
High crLow
©
Use the "WHY" button
to find out why the CO
is high or low.
Here's why the CO is high or low ...
It could be the size of the city, it could be
the time of day.
Those are important factors.
Other factors are:
1. There are more cars on the road at
some times of the day.
2. The CO is trapped during some
times of the day.
3. The air isn't mixing.
Use the Mixing and Inversion
buttons to get details about:
1. What processes lead
to mixing of air masses.
2. How the inversion lay
forms or disappears.
ji
The main Animation
MiedEv
__D__
Growth
CONTROLS
Change the time of day.
Change the size of the city.
These can affect the number of cars, the
number of buildings, and the amount of CO
in the air.
Three ways to know how much pollution is in the air.
The CO Level readout.
The BILLBOARD.
AQI: 25
rM
The CO CLOUD will get bigger
and darker when there is more
You can change the TIME or
GROWTH in the city and the
CO LEVEL and the
explanation will be updated.
Whdl s. ttehind the CO Uivei.
Hfdcbv
The AQl I -ss III- Level is:
In tiulh tiki antl small Jlies triers
-------
Why?
Wliy is tie CO
High cruow
The WHY
button
Vf hat's Behind the CD Level.
In tain MQ a.ia snail :U^tfe.'i 312 i
f IP -rnl nnw ffar m.rtr.p rtio nw'pr tir BtiB
~n additftr, tl'o lti>/ci'Cdun layer f -40 -c. arc I ij 2
is.* lul U wirmiaing t- i -ritmnv
IjtL .Idt^tJ 'IKdi LI -L JI
The window with the answers.
Once you know about the inversion layer and the air mixing.
You might want to know:
How did the inversion layer get there?
How did it disappear?
What makes the air mix?
The "Air Mixing" button and the "See the Inversion" button
can illuminate these questions.
The Air Mixing screens
The bubbles explain the steps that lead to mixing or stagnant air.
Move your mouse over the words "show me" to see how things happen.
Use the "TIME" controls to see how things look at different times of day.
Or use the "INVERSION" button to see how the air mixing relates to the
state of the inversion layer.
Or go back to the "WHY" screen to get the big picture.
Or "CLOSE" this screen to go back to the main CO-City animation.
| During the middle of the DAY
l The :un ios been hcoting the
all nro-iinq. playing _,
/
I Tht dir rear Hit LiujnJ is warm
show me
Lull Hit* WARM AIR RKES
This motior trixes this E\r and
disDsrses the CO, show mc
Wf me T me r^t
eomporc diffcrert/ni;;
ef day
mvF^Tow The Inversion screens
This window explains how the inversion layer changes.
The graph shows that the air temperature changes as you go
higher above the ground.
J»c Ihe time controls to
-nmnart dltumnt time*
By m cday, the air near
:hc ground is warm and
the air is mixing.
. the in^e-sion
layer rises and
Ar ,.,>Eackto
ixing '/.WHY?
COLD Temperature - HOT
REPLAY parts of the animation as needed
Use the "TIME" controls to see how things
look at different times of day.
Or use the "INVERSION" button to see
how the air mixing relates to the state of
the inversion layer.
Or go back to the "WHY" screen to get the
big picture.
Or "CLOSE" this screen to go back to the
main CO-City animation.
CO-City Guide p.2
-------
Inversion Layer and Pollution Worksheet
1:30 pm <
/V
f >
y /
\ ^gO
Morning Rush Hour
growth
growth
2:25 am
growth
M nl*
Instructions: Fill out the following
information for each of the scenes on the
left. The example picture at the bottom
shows how to fill in the picture.
3) If an inversion layer is present, write
"Inversion" next to(T)and draw a horizontal
line (as in the example). If there is no
inversion layer write "NONE".
^2)Next to (2) write the AQI value for the time of
day and city growth level indicated in the
drawing.
^3)The ground is ... WARM or COLD (write
WARM or COLD next to (§))
2) Indicate whether the air is circulating or not -
if the air is circulating DRAW the circulating air
(as in the example), if not then write "NO MIX"
next to (4).
^5) Draw a cloud according the the following
guidelines.
1-Scale the cloud to represent how much
pollution there is (use your AQI value
from question #2 - the scene with the most
pollution should have the biggest cloud ...).
2-lf an inversion layer is present the cloud
should be trapped beneath it.
EXAMPLE
-'/
^dWITH'^0
lowest AQI
-------
GRADING GUIDE:
Inversion Layer and Pollution Worksheet
Morning Rush Hour
growth
Inversion Layer
No Mix
Cold
1:30 pm <
growth
None
Warm
2:25 am
growth
Inversion Laye
No Mix
Cold
Instructions: Fill out the following
information for each of the scenes on the
left. The example picture at the bottom
shows how to fill in the picture.
T) If an inversion layer is present, write
"Inversion" next to (T)and draw a horizontal
line (as in the example). If there is no
inversion layer write "NONE".
^2)Next to (2)write the AQI value for the time of
day and city growth level indicated in the
drawing.
3)The ground is ... WARM or COLD (write
WARM or COLD next to (3))
4)lndicate whether the air is circulating or not -
if the air is circulating DRAW the circulating air
(as in the example), if not then write "NO MIX"
next to (4) •
5)Draw a cloud according the the following
guidelines.
1-Scale the cloud to represent how much
pollution there is (use your AQI value
from question #2 - the scene with the most
pollution should have the biggest cloud ...).
2-lf an inversion layer is present the cloud
should be trapped beneath it.
EXAMPLE
3)HOT
-------
So What's Making it Look Brown Outside?
Collecting and Measuring Particulate Matter
Time Needed: Several Days
NOTE: Rainy weather will interfere with the results of this experiment.
Student Outcomes:
Students will:
1. Identify gaseous and solid pollutants in the atmosphere.
2. Observe an experiment that illustrates how to capture paniculate pollutants and identify which vehicle
gives off more particulates.
3. Conduct an experiment capturing particulate pollutants and determine which locations appear to have
more pollution.
Materials Needed:
Scissors
Six coffee filters
Six 3" x 5" index cards
Microscope or magnifying glass
Access to six motor vehicles
The chart provided
Background Information:
Pollutants are generally considered gaseous or solid. There are five major gaseous pollutants in the atmosphere:
Sulfur dioxide, carbon monoxide, carbon dioxide, nitrogen oxides and ozone. The solid form of air pollution
consists of paniculate matter, lead and others. Only small amounts of these gases and solids need be present to
pollute the air.
Sulphur dioxide (SO2) is given off by power plants and factories that burn coal for fuel. SO2 rises in a cloud
from volcanoes and from industrial combustion of fuels containing sulphur. It reacts with oxygen and water in
the air to become sulfuric acid, or acid rain. Acid rain can harm animal populations in lakes and rivers as well as
trees and other plants by damaging leaves and root systems. It can deteriorate metal and stone on buildings and
statues. Acid rain occurs not only at the source of the pollutant, but also many hundreds of miles away due to
the movement of air masses.
Carbon dioxide (CO2) is a normal component of the atmosphere. CO2 is not really thought of as a major
pollutant, but CO2 levels are increasing. Because of the increased combustion of fossil fuels in the last hundred
years (due primarily to increases in population and industrialization) many fear that this CO2 increase is upsetting
the temperature balance within the Earth's atmosphere. This is called global warming.
Carbon monoxide (CO) is a colorless, odorless and tasteless gas that enters the atmosphere when incomplete
combustion occurs. The effects of CO are headaches, reduced mental alertness, and heart damage. It may even
cause death by reducing the oxygen-carrying capacity of red blood cells.
Nitrogen oxides (NO2) are mainly composed of nitric oxide (NO) and nitrogen dioxide (NO2). These are the
main components of smog, which is a dangerous vapor that covers cities during a temperature inversion. These
nitrogen oxides combine with oxygen and, in the presence of sunlight, form ozone. They can combine with
water to make acid rain, react in the air to produce ozone and other pollutants, or are harmful by themselves as a
gas in the air.
Ozone (O3) is a form of oxygen, produced during the interaction of nitrogen oxides, gaseous hydrocarbons, and
-------
sunlight. If the air over a city does not move, pollutants become trapped close to the Earth's surface, reacting
and producing smog and ozone. Ozone can cause breathing problems, harm trees and plants, and cause a rapid
deterioration of materials such as rubber and fabrics.
Lead (Pb) was more of a problem a few years back when more motor vehicles used gasoline with lead additives.
Strict limitations of the level of lead in gasoline has reduced lead emissions by 94 percent and lead in the air by 87
percent. Today, most cars in the USA use unleaded gasoline, but there is still much leaded gas being sold
throughout the world. When leaded gasoline is burned, lead is released into the air. When people or animals
breathe lead, over a period of time it accumulates in their bodies and can cause brain and kidney damage.
Particulate Matter (PM) consists of soot, dust, tiny droplets of liquid, and other materials. It is sent up into the
air primarily by the burning of coal, diesel fuel, and wood. Particulates gradually settle back to the ground and
can cause people to cough, get sore throats, or develop other more serious breathing problems. Pollution from
paniculate matter also causes discoloration of buildings and other structures. Many particulate pollutants are not
generated by people, but by nature. Pollen, dust, volcanic ash and desert soils blown by the wind are all forms of
paniculate pollution.
Problem:
If cars put paniculate matter in the atmosphere, how can this paniculate matter can be captured and measured?
Hypothesis:
Older vehicles, and those using leaded fuel or diesel fuel, will produce more paniculate matter emissions.
Procedure:
1. Prior to performing this experiment, find six people who are willing to be interviewed by students and
have their automobiles tested (if possible, include a diesel school bus and an older leaded gas vehicle).
2. Divide the class into six groups. Cut the coffee filter into 2"x4" rectangular pieces. Have each group
glue one piece of coffee filter to their index card.
3. Allow your students to see the six vehicles you are going to test. Ask them to guess which vehicles will
produce the most and least paniculate pollution and have them write down why they chose as they did.
4. Assign one vehicle to each student group.
5. Assign one student from each group to interview the vehicle's owner to determine how old the vehicle is,
when it was last tuned, what type of fuel it uses, etc. Have another student write the car owner's name,
vehicle year and make on the back of the card. When the interviews are complete, have owners start their
cars. Have another student from each group hold the index card approximately 6 inches from the
automobile exhaust pipe for one minutes.
CAUTION: Do not allow the students to touch the tailpipe and have everyone avoid breathing the fumes.
Do this experiment in a well-ventilated area.
6. After each group has tested their vehicle, bring the index cards back to the classroom and look at the
cards under a microscope, or with a magnifying glass. Using the paniculate scale, have the students
estimate the number of particulates per square inch on their card. Have the students write the
approximate number of particles per square inch on their card.
7. Have one student from each group bring their card to the board and relay their findings to the class. As a
class, display the cards from least amount to greatest amount of particulates.
-------
Conclusion:
353
SfiP
I MO
For us* with f 3
Based on your observations, do the results of the experiment support or reject your hypothesis? Why or why
not?
1. Have the students discuss which cars gave off more particulate pollution; was it older cars, larger cars,
diesel-fueled cars, cars that hadn't been tuned in a long time?
2. What conclusion do the students draw from this investigation?
3. Would it matter if the car is regularly tuned up?
4. What other car maintenance factors could influence its emissions?
5. Have the students describe any relationship they see between the answers to the interview questions and
the level of particulates on the scale.
6. Have the students graph the age of the automobile versus the number of particulates per square inch.
7. What other ways do vehicles contribute to particulate pollution?
8. Do you think the type of fuel used is also responsible for the amount of particulate emissions?
9. Would you expect solar-, electric-, or compressed natural gas-powered vehicles to have more or less
emissions?
-------
What's The Connection Between
Convection And Inversion?
Convection Currents and Temperature Inversion
Time Needed: 20 - 30 minutes
Student Will:
1. Observe a demonstration that illustrates convection currents and temperature inversions.
2. Conduct an investigation that demonstrates how warm air rises.
3. Make a jar of smog to demonstrate how contained smoke will not disperse.
Materials Needed:
A large shoe box Scissors
Plastic wrap Tape
Two cardboard tubes Clay
Candle Ice cubes
A long match Paper
Paper towels A heat lamp
Background Information:
Once you have lived in Tucson/Pima County for a while, you become familiar with the haze that sometimes
forms over our city. A drive to larger cities reveals persistent smog with the whole city sitting in a brown haze.
What causes this brown haze or smog that can cause burning, itching eyes and shortness of breath? And why
does it appear in greater amounts in regions surrounded by mountains?
Sources of smog may include motorized vehicles, industries, airplanes, trains, wood stoves, wildfires and blowing
dust. In Tucson/Pima County, approximately 70 % of the air pollution is caused by motor vehicle use.
To begin to understand where smog is more likely to linger, we must understand convection currents and
temperature inversions. Warm air is lighter (less dense) than cold air. As warm air rises, cold air moves to take
its place. This cyclic nature of moving air is called a convection current. Convection causes currents of air to
move around outdoors (and inside buildings as well.) Birds float upward on rising currents of warm air and
gliders stay up in the air in the same way.
Convection currents help disperse air, including any pollutants in the air. This natural force moves polluted air
rising from urban centers and dilutes it in less-polluted air above. Due to convection, air pollution does not
remain isolated or localized. But a temperature inversion can obstruct normal convection currents.
A temperature inversion occurs when a mass of warm air moves over stagnant, cooler, surface air. This warm air
mass forms a lid over the area, trapping all the polluted surface air left from the city's transportation systems,
industries, and homes. If a temperature inversion traps pollutants, then a visible layer of smog will result.
Because our sparse vegetation allows the ground to cool off nightly and our city is surrounded by mountains,
smog is very likely to linger until the morning sun warms the air enough to begin the mixing (convection) cycle.
-------
The following experiment demonstrates convection currents and a temperature inversion.
Problem:
How do convection currents and temperature inversions influence air pollution?
Hypothesis:
Polluted air will be moved and diluted by convection currents, but will remain stagnant during a temperature
inversion.
Procedure:
1. Divide your students into small groups and see if they can suggest methods to show how convection
currents and temperature inversions influence air pollution. Perhaps their ideas will illustrate this point
just as clearly as the following experiments, and the lesson will stick with them longer if they do the
brainstorming. In case there are few reasonable suggestions, here's an activity to help you out!
2. Take the top off the shoe box and lay the box on its side. Cut two holes in the top side of the box (one at
each end), just large enough for two paper towel tubes. Push the tubes into the holes and seal the
openings with tape in order to ensure an airtight seal. You have just made two paper towel tube
chimneys.
3. Set a candle in a clay base under one of the paper towel tube chimneys, pressing the clay firmly into place
to hold it tight. The candle should be at least 2 inches lower than the chimney. (Make sure the wick is
exposed and upright.)
Cover the open side of the box with clear plastic wrap.
Tape the plastic wrap to the front of the box,
forming an airtight seal.
Convection Demonstration
Very CAREFULLY, using a long match, (or a
match taped to a pencil) light the candle by putting
it down the chimney. Once the
candle is lit, allow the box to warm up for
approximately five minutes.
Take a tightly wadded up paper
towel and light it with a match. Let it
burn for a few seconds, and then blow it
out. It should be smoking profusely.
Note that the smoke rises (warm air).
Now hold the smoking paper down over
the second chimney (without the
candle). Record your observations:
lubes
lit aindks
m •:-..-
aEtbe wrap
hut source
ncy
•/' -.'• , '
unlrt ' j_
BMttfa
Inversion Demonstration
-------
The cold (heavier) air above the smoking paper will push the smoke down through the chimney. The
smoke will then warm, rise toward the candle, and exit the convection box via the opposite chimney.
This demonstrates the cyclic nature of convection and how warm air rises and cold air sinks.
7. Now, to simulate a temperature inversion, blow out the candle, place the ice cubes down both chimneys
and let the box cool down for five minutes.
8. While the box is cooling down, put the heat lamp directly over one chimney, not blocking it, but making
sure the heat is funneled down into the box.
9. Drop a smoking wad of paper down the other chimney, then place a piece of paper over this chimney. A
temperature inversion prevents normal convection. The warmer air mass moves over the cooler ground
air and traps it. Compare the heated chimney with the unheated one, after 30 seconds of viewing the
trapped smoke, by lifting the unheated chimney's cover and watching the smoke escape. Record your
observations:
Conclusion:
Based on your observations, does this experiment support or reject your hypothesis?
Why or why not?
Follow-up:
1. What, in nature, warms the air like the candle did in the experiment?
2. How does Tucson's geography and weather make it a prime candidate for temperature inversions?
3. What human activity is most responsible for air pollution in our community?
4. Recall that pollution lingers during a temperature inversion, when cool polluted air is trapped under a lid
of warm air. At what time of day or night are these conditions most likely to occur?
5. What human activity occurs at this time of day or night and contributes to air pollution?
6. What would cause cold, polluted air to rise and be diluted? At what time of day or night would you
expect this to happen?
7. If the sun rose later in the day, what effect would this have on lingering air pollution?
8. At what time of the year would you expect this to happen?
-------
Getting a Handle on
Greenhouse Gases
Your Family's Impact on the Greenhouse Effect
Materials Needed:
A calculator
Your family
Gasoline receipts or gasoline credit card bill
Household utility bills (electric and natural gas)
Household receipts for propane or other fuels
Background:
The burning of fossil fuels such as gasoline, coal, oil, natural gas, and wood usually produces CO2. However, some
electric utility companies utilize electricity from non-fossil fuel sources of energy such as nuclear, solar, hydroelectric,
and wind. Because of this, your determinations in this experiment are only estimates of CO2 production.
You can determine how much CO2 your family releases into the atmosphere by calculating the amount of gasoline
your family buys and the amount of fossil fuel your family uses to heat or cool your house.
Problem:
The burning of fossil fuels releases CO2 into the atmosphere.
Hypothesis:
By using utility and gasoline receipts, an estimation of CO2 production can be calculated.
Procedure:
To determine how much energy your family used in one month:
1. Look at the gasoline credit card bill or gasoline receipts to find out how many gallons of gas were bought.
If your family uses propane gas, you can use that receipt to estimate how many gallons of propane are used
in a month. Record this figure.
2. Check the utility bill to find out how many "kilowatt hours" (kph) your family used. If you have a natural
gas bill, find out how many "therms" you used last month. (Kilowatt hours and therms are the units your
utility company uses to measure your energy use).
Use this chart to estimate the amount of CO, released.
-------
Electricity (kwh) X 1.8= Ibs. of CO2.
Natural gas (therms) X 12 = Ibs. of CO2.
Gasoline (gallons) X 19 = Ibs. of CO2.
Propane (gallons) X 12 = Ibs. of CO2
Total per month = Ibs. of CO2
Work with your family to try to conserve energy for one
month. There are many efforts your family can make to
reduce energy consumption including:
Turning off lights when leaving the room.
Turning down the temperature of the hot water heater.
Buying a water heater "blanket."
Turning off the TV when no one is watching it.
Only using the washing machine or dishwasher when they are full.
Using the dryer less, using a clothes line more.
Replacing light bulbs with lower wattage bulbs (try 75 watts instead of 100).
Mention to your family that for every gallon of gas a car burns, 18-20 pounds of CO2 are put into the atmosphere!
The average car pumps its own weight (3,500 Ibs.) Of CO2 into the atmosphere every year.
Suggest to your family to try a "No Car Day" once a week to see if you can figure out other ways of getting to
school and work. Perhaps members of your family can carpool with co-workers or school mates or take the bus once
a week. Are you close enough to your destination to ride a bike or walk? After one month of these activities to
reduce energy use, recalculate your gas and utility bills.
Conclusions:
Do your conclusions support or reject your hypothesis?
Follow-up:
Perhaps understanding the money saved would encourage your family to reduce their use of fossil fuels. Is there a
way to determine how much money was saved when your family reduced their utility and gasoline bills (if there was
a reduction)?
How can your family reduce (or continue to reduce) the amount of CO2 released into the air?
Do you think different societies contribute different amounts of CO2 into the air?
-------
Helping to Find a Solution to
Air Pollution!
Background:
Many times, when you study a subject or investigate an issue, you form an opinion about that issue and consider
steps you would be willing to take to make a difference. However, over time it is easy to forget how important
the issue seemed as you learn about other issues and subjects.
In this activity you will write a letter ... to YOURSELF! Your teacher will keep the letter and return it to you at
the end of the school year. The letter will be a reminder to you about the air pollution unit you studied and how
you considered what YOU could do to help this problem.
Include in your letter:
1. One paragraph concerning information about what you have
learned about air pollution in our community.
2. One paragraph about what others are doing to help solve this problem.
3. A final paragraph about what YOU are willing to do about air
pollution. Some examples would be: Walk or ride your bike more
often, take the bus more often, carpool more with your friends, or I
encourage your family to keep your car well-tuned. Be honest with what you will be able to commit to and
keep your commitment in mind over the next few months.
4. Turn your letter in with a self-addressed envelope to your teacher. Try to remember and live by the
commitment you made regarding air pollution.
Closing Thoughts ...
A fun idea to share with others on what you have learned about air pollution would be to write and produce an air
pollution video or skit. Plan on showing this skit or video to others in your school during Earth Day or as part of
a Science Fair.
Another idea would be to contact the existing bicycle club at your school or, if there isn't one, start one! Bicycle
shops or other businesses may sponsor you so you can have "fun rides" to raise money and build awareness to help
stop air pollution.
-------
Green Group: Location
Group
Summary:
This group will
compare the pollution
levels for ozone (O3),
carbon monoxide (CO),
and particulate matter
(PMio and PM2.5) at
different locations
within the city using the
8 hour Air Quality
Index reports.
Roles:
Assign roles. Each
person tracks one
pollutant.
1. Ozone Tracker
2. Carbon Monoxide
Tracker
3. Particulate Tracker
If there are more than 3
people in this group, then
there will be several ozone
and carbon monoxide
trackers (divide the
locations to track)
Assignment
Summary:
Each student will enter
the data into a
spreadsheet for his/her
pollutant for each
location where it is
monitored.
COLLECT DATA: Set-up (1st time)
1. Decide on each of your roles (see above).
2. Go to the activity website
(http://www.airinfonow.com/html/airexercise/materials.html) and
download the Excel spreadsheet for the "Green Group: Location."
3. Save the spreadsheet onto your disk or computer.
-------
Green Group Instructions, pg. 2
COLLECT DATA: Everytime
1. Open your saved Excel spreadsheet.
2. Go to the bottom of the spreadsheet and select your pollutant (carbon
monoxide, ozone, or particulates). This will open the correct sheet.
3. Go to the activity web site and click on "Get Your Data" in the Green
Group: Location Column.
4. Choose the date you need.
Note: In order to get a full day's worth of data, you will need to view the
data for the previous week day (i.e. yesterday, or if it is currently a Monday
you will view Friday's data).
5. Click on "view" PSI Report text/html. You see the locations listed.
6. Enter the date you have chosen into the "Green Group: Location"
spreadsheet.
7. Enter the data for your pollutant into the spreadsheet.
8. Repeat until all the data is entered.
9. Be sure to save your worksheet!
-------
Green Group Instructions, pg. 3
PRESENTATION PREP: Find Averages
1. Find the average and standard deviation for each location for your
pollutant at the end of each week.
2. You will notice there are some squares with the words "#DIV/0!". Fhese
squares already have the formula to find the average of your data. (Note:
Fhe average changes as you enter the data.)
3. You will need to enter the formula for the average for the remaining
squares. Fhere are several ways to do this - try one of each of the ways:
a. Go to INSERT =^> FUNCTION =^> select A VERAGE =^> enter the first and last cell
numbers you want to average separated by a colon. In the third aver age box that
would be (E3:E7).
OR
b. Type =average(E3:E7) then hit enter. You can also highlight/select the cells you
want to include.
OR
c. Select a cell that already contains an average calculation. Copy the cell and paste
the formula into the cell you want. Be sure to double check that the formula includes
the correct cells for which you want the average.
4. You will need to find the Standard Deviation (which tells you how
variable your data is or how much change there is between weekdays at
the same location). Fhere are several ways to do this - try one of each of
the ways:
a. go to INSERT => FUNCTION => select STDEV => enter the first and last cell
numbers you want to average separated by a colon. In the third Standard Deviation
box that would be (E3:E7).
OR
b. Type =stdev (E3:E7) then hit enter. You can also highlight/select the cells you want
to include.
OR
c. Select a cell that already contains a Standard Deviation calculation. Copy the cell
and paste the formula into the cell you want. Be sure to double check that the
formula includes the correct cells you want the Standard Deviation of.
-------
Green Group Instructions, pg. 4
PRESENTATION PREP: Graphing
1. Each student will plot the averages on a graph (pollutant vs. location)
2. In your spreadsheet, highlight the averages for each location. If you are plotting
multiple week averages, hold down the "Control" button and click on the squares you
want to graph.
3. Click on the bar graph icon OR go to the "Insert" menu and select "Chart."
4. Select "Column" for chart type then select "Next."
5. Leave the data range alone and select "Series In: Rows."
6. Now click on the "Series" tab (top of gray box).
7. Click in the box "Category (X) axis labels" and then highlight your locations. (You
should see the X axis labels change from 1, 2, 3... to Alvernon & 22nd, Cherry &
Glenn, or whatever your locations are.)
8. Select "Next."
9. Enter a "Chart Title" such as "Average Weekly Carbon Monoxide By Location:
Dates" (or whatever your pollutant is for whatever time period.
10. Enter a "Category (X) Axis" such as "Location."
11. Enter a "Value (Y) Axis" such as "AQI" the select "Next."
12. Select "Place Chart: As New Sheet" and enter a label such as "CO Graph."
13. Select "Finish." Be sure to save your work!
14.Now we are going to add error bars.
15. Double click on one of the bars. You should see squares show up in the middle of all
of the bars.
16. A window titled "Format Data Series" should come up.
17.Click on the tab titled "Y Error Bars."
18. Select "Display Both."
-------
Green Group Instructions, pg. 5
19.Under "Error Amount" select "Custom" and click in the "+" field.
20.Now go back to the spread sheet by clicking on the lower left tab.
21 .Highlight the cells standard deviation cells that correspond with the averages you
plotted.
22. Go back to the chart. Under "Error Amount" select "Custom" and click in the "-"
field.
23. Again, go back to the spread sheet and highlight the same standard deviation cells.
You should see the error bars on the columns.
PRESENTATION PREP: Mapping
DO THIS AFTER AT LEAST 1 MONTH'S DATA HAS BEEN COLLECTED.
As a group, plot the average AQI on a map of Tucson using the AQI color code. (AQI
color code is found at the bottom of a data page on the website)
1. Draw 3 maps of Tucson on a large sheet of butcher paper (~ 4' x 4') and label "Ozone
Map", "Carbon Monoxide Map", and "Particulate Map". Decide ahead of time what
your map scale will be (e.g. how many inches = how many miles or kilometers). Be
sure to include major intersections and landmarks.
2. Mark the locations of the monitoring stations on your maps.
3. On a scratch sheet of paper decide what your boundary distances will be from each
station on the map. These boundaries will be your "best guess" regions where the air
quality is similar to that registered at the nearest monitoring station.
4. Using the AQI colors, decide on a color scale to indicate pollutant concentrations.
For example: The AQI may be "good" and the region would be colored green,
but you may want to have light green to represent an average concentration range
of 0 to 25, and dark green to represent and AQI range of 25 to 50. You can create
a scale for all of the AQI colors (green, yellow, orange, red, purple).
-------
Green Group Instructions, pg. 6
5. On the map, color in the average pollutant concentrations according to the AQI color
scale you created.
PRESENTATION PREP: Find Trends
1. As a group, analyze trends in air quality based on location in the city.
Consider the following (Use your graphs and maps to help you):
• Are there certain locations in the city that have higher ozone, carbon monoxide, PMio,
or PM2.5?
• Do you have any ideas why there may be differences?
• Are these trends consistent over the month, 2 months, 5 months?
• Develop one or more hypothesis to describe the trends. Be careful not to draw
conclusions or overstate your data.
PRESENTATION
Present your data, graphs, hypothesis, and/or conclusions to your class.
-------
Real-Time Air Quality Activity 01/01
Groups
Green Group: Location
- This group will see if they can identify pollution trends
according to location.
Red Group: Time
- This group will see if they can identify trends in pollution
concentrations by time of day.
Yellow Group: Health Effects
- This group will monitor the occurrences of asthma attacks at
several schools throughout the district and see if there are
any correlations with air pollution levels.
Blue Group: Weather
- This group will see if they can identify trends in pollutant
concentrations with changes in weather.
Brown Group: Visibility
- They will try to identify trends in visibility with respect to
weather, type of pollution and concentration.
-------
Real-Time Air Quality Activity
01/01
Timeline
Data Collection
1st Week
(data entry)
°
nd
Week
(data entry)
>rd
3m Week
(data entry)
(data compilation/report prep)
(report to class)
30 minutes
30 minutes
30 minutes
1-1.5 hours
30-45 minutes
Monthly (through a cold & warm season)
(data entry, compilation, & report) 2-3 hours
per month
-------
Real-Time Air Quality Activity
01/01
Air Quality Index
Air
Quality
Index
Color
| V^DIDJ
Air Quality
Index Values
Air Quality
Descriptor
Health Effects
0-50
Good
No health effects are
expected.
51-100
Moderate
Unusually sensitive
individuals may
experience respiratory
effects from prolonged
outdoor exertion if you are
unusually sensitive to ozone.
101-150
Unhealthy for
sensitive groups
Member of sensitive
group may experience
respiratory symptoms
(coughing, pains when
taking a deep breath).
151-200
Unhealthy
Member of sensitive
group have higher chance of
experiencing respiratory
symptoms
(aggravated cough or
pain), and reduces lung
function.
201-300
Very Unhealthy
Members of sensitive
groups experience
increasingly severe
respiratory symptoms and
impaired breathing.
-------
Real-Time Air Quality Activity
01/01
Introduction to Excel: Data Samples
Date
Alvernon
&22nd
22
15
19
19
24
Cherry &
Glenn
15
3
14
22
18
Children's Cravcroft Downtown
16
6
12
15
12
&221
15
6
11
12
15
20
26
25
27
-------
Real-Time Air Quality Activity
01/01
Carbon Monoxide By Location
36
30
25
220
O
515
10
Da/vnta/vn
Chary&Glenn
CHdten's Park
Qaycrcift &22nd
DV\feek in January
2 3
Locsbon
-------
Real-Time Air Quality Activity
01/01
Height Statistics
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
60" 61" 62" 63" 64" 65" 66" 67" 68" 69" 70" 71" 72" 73"
Height
-------
Real-Time Air Quality Activity 01/01
VOCABULARY
Air Quality Index (AQI) - A scale developed by the EPA (Environmental
Protection Agency) to report the levels of certain air pollutants, and their
effects on human health.
Parts Per Million - A unit of measurement that describes the number of
parts of something within a million parts of something else.
Carbon Monoxide - A toxic gas made from incomplete combustion
(burning) of carbon-based materials like gasoline, coal, and methane
(natural gas). The abbreviation for carbon monoxide is CO, which
shows its chemical composition of one carbon atom attached to one
oxygen atom.
PM 2.5 - Particulate matter that is very small, less than 2.5 microns in size.
These particles are created by combustion, mostly from vehicles.
Because they are so small, they can go deep inside the lungs.
PM 10 - Particulate matter that is "larger", approximately 10 microns in
size. These particles can include dust, pollen, and ash. They can
irritate the upper respiratory system like the nose and upper lungs.
Micrograms - A unit of measurement that depicts very, very small
quantities of a substance - 1/1,000,000 or 0.000001 of a gram.
Military Time - Time units that sequentially number the hours in a day
from 0:00 (midnight) to 23:00(11 p.m.).
Ozone - A gas made up of three molecules of oxygen (Os). In the upper
atmosphere ozone protects the earth from ultra violet rays, but if ozone
is created in the lower atmosphere (what we breathe) it can negatively
affect plant and animal life.
-------
Real-Time Air Quality Activity 01/01
DATA COLLECTION
STEP 1: Go to the Real-Time Air Quality Activity website.
STEP 2: Find your group on the webpage.
STEP 3: Click on Your Spreadsheet.
STEP 4: Save the spreadsheet in your file folder. Keep the Excel window
open.
STEP 5: Open a new browser and go back to the Real-Time Air Quality
Activity website.
STEP 6: Click on Your Data.
STEP 7: Follow the instructions in your folder to enter the data in your
spreadsheet.
-------
Real-Time Air Quality Activity
01/01
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Real-Time Air Quality Activity
01/01
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Group Details
Red Group: Time
Group
Summary:
This group will
compare the pollution
levels for ozone (Os),
carbon monoxide (CO),
and particulate matter
(PMio and PM2.5) by
time of day.
Roles:
Assign roles. Each
person tracks one
pollutant.
1. Ozone Tracker
2. Carbon Monoxide
Tracker
3. PMio Tracker
4. PM2.5 Tracker
If there are more than 4
students, split each day into
2 sections (e.g. 0:00 - 12:00
& 13:00-23:00.)
Assignment
Summary:
Each student will enter
the data for his/her
pollutant into a
spreadsheet.
Detailed Instructions:
COLLECT DATA: Set-up (1st time)
1. Decide on each of your roles (see above).
2. Decide on the location your group will monitor. Note: PMJO andPM2.s
are limited to Green Valley, OR Rose Elementary & Geronimo together)
3. Go to the activity website
(http://www.airinfonow.com/html/airexercise/materials.html) and
download the Excel Spreadsheet for the "Red Group: Time."
4. Save the spread sheet onto your disk or computer.
-------
Red Group Instructions, pg. 2
COLLECT DATA: Everytime
1. Open your saved Excel spreadsheet.
2. Go to the bottom of the spreadsheet and select your pollutant (carbon
monoxide, ozone, or particulates). This will open the correct sheet.
3. Go to the activity web site and click on "your data" in the "Red Group:
Time."
4. Enter the date you need into the [From: | and [To: | boxes.
5. Make sure the time boxes (hh:mm) read 00:00 and 23:59 . (Note: If you
are looking at today's data, the second box will automatically read the
current time. To get a full day of data you need to enter yesterday's date
- or Friday's date if it is currently Monday).
6. Select the location you are monitoring, scroll down, and then click on
"show report".
(Particulate matter is monitored at the following sites: Green Valley PMi0
and PM 2 5, Geronimo PMio, Rose Elementary PM 2 5.)
7. Write down the data for your pollutant.
8. Enter the date and location you have chosen into the "Red Group: Time"
spreadsheet.
9. Enter the data for your pollutant into the spreadsheet.
10.Repeat until all the data is entered.
11 .Be sure to save your worksheet!
-------
Red Group Instructions, pg. 3
PRESENTATION PREP: Find Averages
1. Find the average and standard deviation for each time at the end of each
week or month.
2. You will notice there are some squares with the words "#DIV/0!". Fhese
squares already have the formula to find the average of your data. (Note:
Fhe average changes as you enter the data.)
3. You will need to enter the formula for the average for the remaining
squares. Fhere are several ways to do this - try one of each of the ways.
a. Go to INSERT =^> FUNCTION =^> select A VERAGE =^> enter the first and last cell
numbers you want to average separated by a colon. In the next empty average box
that would be (B12:F12).
OR
b. Type =average(B12:F12) then hit enter. You can also highlight/select the cells you
want to include.
OR
c. Select a cell that already contains an average calculation. Copy the cell and paste
the formula into the cell you want. Be sure to double check that the formula includes
the correct cells you want the average of.
4. You will need to find the Standard Deviation (which tells you how
variable your data is or how much of a change there is at the same time
on different weekdays). Fhere are several ways to do this - try one of
each of the ways.
a. go to INSERT =1 FUNCTION =l select STDEV =l enter the first and last cell
numbers you want to average separated by a colon. In the next empty Standard
Deviation box that would be (B12:F12).
OR
b. Type =stdev(B12:F12) then hit enter. You can also highlight/select the cells you
want to include.
OR
C. Select a cell that already contains a Standard Deviation calculation. Copy the cell
and paste the formula into the cell you want. Be sure to double check that the
formula includes the correct cells for which you want the Standard Deviation.
Red Group Instructions, pg. 4
-------
PRESENTATION PREP: Graphing
1. Each student will plot the averages on a graph (pollutant level vs. time).
2. In your spreadsheet, highlight the numbers under "Average" from Midnight (00:00) down to
23:00 hours.
3. Click on the bar graph icon OR go to the "Insert" menu and select "Chart."
4. Select "Column" for chart type then select "Next."
5. Leave the data range alone and select "Series In: Columns" then select "Next."
6. Now click on the "Series" tab (top of gray box).
7. Click in the box "Category (X) axis labels" and then highlight "Midnight, 1:00, 2:00... down
to 23:00." (You should see the X axis labels change to Midnight, 1:00, etc. instead of 1, 2,
3...)
8. Select "Next."
9. Enter a "Chart Title" such as "Daily Carbon Monoxide Levels: Dates" (or whatever your
pollutant is for whatever time period).
10. Enter a "Category (X) Axis" such as "Hours."
11. Enter a "Value (Y) Axis" such as "PPM" (or whatever units your pollutant is measured in)
then select "Next."
12. Select "Place Chart: As New Sheet" and enter a label such as "CO Graph."
13. Select "Finish." Be sure to save your work!
PRESENTATION PREP: Find Trends
1. As a group, analyze trends in air quality based on time. Consider the following (use your
graphs to help you):
• Are there certain times of day with more ozone, carbon monoxide, PMi0, or PM2s ?
• Do you have any ideas why certain pollutants may be higher at certain times of day?
• Are these trends consistent over the month, 2 months, 5 months?
• Develop one or more hypothesis to describe the trends. Be careful not to draw conclusions or
overstate your data.
PRESENTATION
Present your data, graphs, hypothesis, and/or conclusions to your class.
-------
Real-Time Air Quality Activity
Student Sheets
-------
Group Sign-up Sheet
Real-time Air Quality Activity
Green Group: Location (minimum 3 students)
2.
Red Group: Time (minimum 4 students)
1. 3.
2. 4.
Yellow Group: Health Effects (minimum 4 students)
1. 3.
2. 4.
Blue Group: Weather (minimum 8 students)
1. 4.
2. 5.
3. 6.
Brown Group: Visibility (minimum 4 students)
1. 3.
2. 4.
-------
Notebook Cover Sheet
NAME:
GROUP:
MONITORING LOCATION:
ROLE:
NOTES
My Data is Saved at (recommend saving in 2 locations!):
I Have Entered Data for the Following Dates:
Dates for:
Days 1-5:
Days 6-10:
Days 11-15:
Days 16-20:
Days 2 1-25:
Days 26-30:
Days 31-35:
Days 36-40:
Days 41 -45:
Days 46-50:
Days 51-55:
Days 56-60:
Days 61-65:
Days 66-70:
Days 71-75:
Days 76-80:
Days 8 1-85:
Days 86-90:
Days 91-95:
Days 96-100:
-------
Real-time Air Quality Notebooks Contents
1. Cover Sheet
Must include: Name, Group, Monitoring Location, Role
2. Group Details Pages
3. Vocabulary
Once Data has been Collected:
4. Graph
Must include: proper labeling
5. Sentence/paragraph describing your graph
6. Print out of group presentation (print several slides per page, include
notes)
You will be graded on the completeness of the contents, the quality & accuracy of your
graphs, & the quality & accuracy of your sentence describing the graphs.
-------
Introduction to Excel - Student Instructions
1. Download the "Practice Spreadsheet" from the website
http: //www. airinfonow. com/html/airexerci se/material s. html
2. Enter the following data into the Carbon Monoxide spread sheet.
Alvernon & Cherry &
Day
1
2
3
4
5
Date 22nd
1/27/01
1/28/01
1/29/01
1/30/01
1/31/01
22
15
19
19
24
Glenn
15
3
14
22
18
Children's
Park
16
6
12
15
12
Cray croft &
n^nA
15
6
11
12
15
Downtown
20
8
26
25
27
3. Calculate the average for E10, F10, and G10
To obtain the average click on the f(x) button at the top-center of the page => select
AVERAGE => click OK => enter the first and last cell numbers you want to average
separated by a colon. At the Children's Park location that would be (E5:E9)
4. Calculate the standard deviation forDll,Ell,Fll, and Gil.
To obtain the standard deviation click on the f(x) => select STDEV => click OK => enter
the first and last cell numbers you want to average separated by a colon. At the Cherry &
Glenn location that would be (D5:D9) and at Children's Park that would be (E5:E9).
5. Create a graph of the data.
A. Highlight C10:G10 (averages)
B. Click on the Chart icon OR go to "Insert" ™ "Chart"
C. Under "Chart Type" highlight column, select "Next"
D. Check to make sure the "Data Range" has the correct squares (the ones you
highlighted it will look like ='carbonmonoxide' !$C$10:$G$10). Leave "Series in
rows" selected.
E. Go to the top of the window & click on the "Series" tab.
F. In the "Name" box type in "Week in January," select "Next."
G. In the "Chart Title" type in the title "Carbon Monoxide by Location."
H. In the "Category (X) Axis" type in "Location."
I. In the "Category (Y) Axis" type in "Air Quality Index."
-------
J. Click "Next."
K. Save chart "As New Sheet." And label "Chart Example."
L. Select "finish."
M. Now we are going to add error bars.
N. Double click on one of the bars.
O. A window titled "Format Data Series" should come up.
P. Click on the tab titled "Y Error Bars."
Q. Select "Display Both."
R. Under "Error Amount" select "Custom" and click in the "+" field.
S. Now go back to the "Carbon Monoxide" spread sheet by clicking on the lower left
tab.
T. Highlight the cells Cl 1 :G11 (standard deviation.).
U. Go back to the chart. Under "Error Amount" select "Custom" and click in the "-"
field.
V. Again, go back to the "Carbon Monoxide" spread sheet and highlight the cells
Cl 1 :G11 (standard deviation.). You should see the error bars on the columns.
W. Click "OK."
X. Next we will label the columns.
Y. Click in the text box located just above the graph, remove any text, and type in the
location for Bar 1, which is "Alvernon & 22nd." Then hit "Enter."
Z. Move the text box above the Bar 1.
AA. Repeat steps V & W until all the bars are labeled.
Graph should look like:
35
30
25
20
15
10
Carbon Monoxide in Tucson, AZ
Averaged Dates 1/27/01-1/31/01
Downtown
Alvernon & 22nd
Cherry & Glenn
04
Children's Park
Craycroft & 22nd
3
Location
-------
Introduction to Statistics Activity - Student Sheet
1. Measure your height in inches and write it down (you will share this with
the class).
2. Copy down the class height data below and calculate the average.
Average =
3. Hand calculate the standard deviation of three of the above heights. Use
the chart below to guide you:
Sample #
1
2
3
Height
(Inches or meters)
Sum =
Average =
Deviation
(measured value - average)
OR
(column 2 - average)
Deviation Squared
(deviation X deviation)
OR
(column 3)2
Sum of deviations =
Standard Deviation (sum of deviations/n-1) =
4. Enter all of the class heights into an Excel spreadsheet.
5. Find the average and the standard deviation using Excel. Write down
your answer:
Class Average =
Standard Deviation =
-------
Guess & Know - Student Sheet
If you are guessing or think you know the answer, but are uncertain, then write it in the
GUESS section. If you are certain about your answer, write it in the KNOW section.
Keep this sheet in your notebook, you will need it again later.
1. What are some common air pollutants?
GUESS:
KNOW:
2. Fill out the table.
Source(s)
Health
Effects
(refer to
specific
body parts
or
functions)
Visibility
(color,
more/less
opaque)
Carbon Monoxide
GUESS
KNOW
Ozone
GUESS
KNOW
Particulates
GUESS
KNOW
-------
Guess & Know, page 2
3. Write a hypothesis about:
a. How the weather affects a particular pollutant (such as
temperature, wind, humidity)
b. How pollution levels vary throughout the day.
c. How pollution levels vary at different locations within the city
(such as downtown, freeway, North, South, East, West)
-------
Group Details
Green Group: Location
Group
Summary:
This group will
compare the pollution
levels for ozone (O3),
carbon monoxide (CO),
and particulate matter
(PMio and PM2.5) at
different locations
within the city using the
8 hour Air Quality
Index reports.
Roles:
Assign roles. Each
person tracks one
pollutant.
1. Ozone Tracker
2. Carbon Monoxide
Tracker
3. Particulate Tracker
If there are more than 3
people in this group, then
there will be several ozone
and carbon monoxide
trackers (divide the
locations to track)
Assignment
Summary:
Each student will enter
the data into a
spreadsheet for his/her
pollutant for each
location where it is
monitored.
COLLECT DATA: Set-up (1st time)
1. Decide on each of your roles (see above).
2. Go to the activity website
(http://www.airinfonow.com/html/airexercise/materials.html) and
download the Excel spreadsheet for the "Green Group: Location."
3. Save the spreadsheet onto your disk or computer.
-------
Green Group Instructions, pg. 2
COLLECT DATA: Everytime
1. Open your saved Excel spreadsheet.
2. Go to the bottom of the spreadsheet and select your pollutant (carbon
monoxide, ozone, or particulates). This will open the correct sheet.
3. Go to the activity web site and click on "Get Your Data" in the Green
Group: Location Column.
4. Choose the date you need.
Note: In order to get a full day's worth of data, you will need to view the
data for the previous week day (i.e. yesterday, or if it is currently a Monday
you will view Friday's data).
5. Click on "view" PSI Report text/html. You see the locations listed.
6. Enter the date you have chosen into the "Green Group: Location"
spreadsheet.
7. Enter the data for your pollutant into the spreadsheet.
8. Repeat until all the data is entered.
9. Be sure to save your worksheet!
-------
Green Group Instructions, pg. 3
PRESENTATION PREP: Find Averages
1. Find the average and standard deviation for each location for your
pollutant at the end of each week.
2. You will notice there are some squares with the words "#DIV/0!". Fhese
squares already have the formula to find the average of your data. (Note:
Fhe average changes as you enter the data.)
3. You will need to enter the formula for the average for the remaining
squares. Fhere are several ways to do this - try one of each of the ways:
a. Go to INSERT =^> FUNCTION =^> select A VERAGE =^> enter the first and last
cell numbers you want to average separated by a colon. In the third average
box that would be (E3:E7).
OR
b. Type =average(E3:E7) then hit enter. You can also highlight/select the cells
you want to include.
OR
c. Select a cell that already contains an average calculation. Copy the cell and
paste the formula into the cell you want. Be sure to double check that the
formula includes the correct cells for which you want the average.
4. You will need to find the Standard Deviation (which tells you how
variable your data is or how much change there is between weekdays at
the same location). Fhere are several ways to do this - try one of each of
the ways:
a. go to INSERT => FUNCTION => select STDEV => enter the first and last cell
numbers you want to average separated by a colon. In the third Standard
Deviation box that would be (E3:E7).
OR
b. Type =stdev (E3:E7) then hit enter. You can also highlight/select the cells
you want to include.
OR
c. Select a cell that already contains a Standard Deviation calculation. Copy
the cell and paste the formula into the cell you want. Be sure to double check
that the formula includes the correct cells you want the Standard Deviation of.
-------
Green Group Instructions, pg. 4
PRESENTATION PREP: Graphing
1. Each student will plot the averages on a graph (pollutant vs. location)
2. In your spreadsheet, highlight the averages for each location. If you are plotting
multiple week averages, hold down the "Control" button and click on the squares you
want to graph.
3. Click on the bar graph icon OR go to the "Insert" menu and select "Chart."
4. Select "Column" for chart type then select "Next."
5. Leave the data range alone and select "Series In: Rows."
6. Now click on the "Series" tab (top of gray box).
7. Click in the box "Category (X) axis labels" and then highlight your locations. (You
should see the X axis labels change from 1, 2, 3... to Alvernon & 22nd, Cherry &
Glenn, or whatever your locations are.)
8. Select "Next."
9. Enter a "Chart Title" such as "Average Weekly Carbon Monoxide By Location:
Dates" (or whatever your pollutant is for whatever time period.
10. Enter a "Category (X) Axis" such as "Location."
11. Enter a "Value (Y) Axis" such as "AQI" the select "Next."
12. Select "Place Chart: As New Sheet" and enter a label such as "CO Graph."
13. Select "Finish." Be sure to save your work!
14.Now we are going to add error bars.
15. Double click on one of the bars. You should see squares show up in the middle of all
of the bars.
16. A window titled "Format Data Series" should come up.
17.Click on the tab titled "Y Error Bars."
18. Select "Display Both."
-------
Green Group Instructions, pg. 5
19.Under "Error Amount" select "Custom" and click in the "+" field.
20.Now go back to the spread sheet by clicking on the lower left tab.
21 .Highlight the cells standard deviation cells that correspond with the averages you
plotted.
22. Go back to the chart. Under "Error Amount" select "Custom" and click in the "-"
field.
23. Again, go back to the spread sheet and highlight the same standard deviation cells.
You should see the error bars on the columns.
PRESENTATION PREP: Mapping
DO THIS AFTER AT LEAST 1 MONTH'S DATA HAS BEEN COLLECTED.
As a group, plot the average AQI on a map of Tucson using the AQI color code. (AQI
color code is found at the bottom of a data page on the website)
1. Draw 3 maps of Tucson on a large sheet of butcher paper (~ 4' x 4') and label "Ozone
Map", "Carbon Monoxide Map", and "Particulate Map". Decide ahead of time what
your map scale will be (e.g. how many inches = how many miles or kilometers). Be
sure to include major intersections and landmarks.
2. Mark the locations of the monitoring stations on your maps.
3. On a scratch sheet of paper decide what your boundary distances will be from each
station on the map. These boundaries will be your "best guess" regions where the air
quality is similar to that registered at the nearest monitoring station.
4. Using the AQI colors, decide on a color scale to indicate pollutant concentrations.
For example: The AQI may be "good" and the region would be colored green,
but you may want to have light green to represent an average concentration range
of 0 to 25, and dark green to represent and AQI range of 25 to 50. You can create
a scale for all of the AQI colors (green, yellow, orange, red, purple).
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Green Group Instructions, pg. 6
5. On the map, color in the average pollutant concentrations according to the AQI color
scale you created.
PRESENTATION PREP: Find Trends
1. As a group, analyze trends in air quality based on location in the city.
Consider the following (Use your graphs and maps to help you):
• Are there certain locations in the city that have higher ozone, carbon
monoxide, PMio, or PM2.5?
• Do you have any ideas why there may be differences?
• Are these trends consistent over the month, 2 months, 5 months?
• Develop one or more hypothesis to describe the trends. Be careful not to draw
conclusions or overstate your data.
PRESENTATION
Present your data, graphs, hypothesis, and/or conclusions to your class.
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Group Details
Red Group: Time
Group
Summary:
This group will
compare the pollution
levels for ozone (Os),
carbon monoxide (CO),
and particulate matter
(PMio and PM2.5) by
time of day.
Roles:
Assign roles. Each
person tracks one
pollutant.
1. Ozone Tracker
2. Carbon Monoxide
Tracker
3. PMio Tracker
4. PM2.5 Tracker
If there are more than 4
students, split each day into
2 sections (e.g. 0:00 - 12:00
& 13:00-23:00.)
Assignment
Summary:
Each student will enter
the data for his/her
pollutant into a
spreadsheet.
Detailed Instructions:
COLLECT DATA: Set-up (1st time)
1. Decide on each of your roles (see above).
2. Decide on the location your group will monitor. Note: PMJO andPM2.s
are limited to Green Valley, OR Rose Elementary & Geronimo together)
3. Go to the activity website
(http://www.airinfonow.com/html/airexercise/materials.html) and
download the Excel Spreadsheet for the "Red Group: Time."
4. Save the spread sheet onto your disk or computer.
-------
Red Group Instructions, pg. 2
COLLECT DATA: Everytime
1. Open your saved Excel spreadsheet.
2. Go to the bottom of the spreadsheet and select your pollutant (carbon
monoxide, ozone, or particulates). This will open the correct sheet.
3. Go to the activity web site and click on "your data" in the "Red Group:
Time."
4. Enter the date you need into the [From: | and [To: | boxes.
5. Make sure the time boxes (hh:mm) read 00:00 and 23:59 . (Note: If you
are looking at today's data, the second box will automatically read the
current time. To get a full day of data you need to enter yesterday's date
- or Friday's date if it is currently Monday).
6. Select the location you are monitoring, scroll down, and then click on
"show report".
(Particulate matter is monitored at the following sites: Green Valley PMi0
and PM 2 5, Geronimo PMio, Rose Elementary PM 2 5.)
7. Write down the data for your pollutant.
8. Enter the date and location you have chosen into the "Red Group: Time"
spreadsheet.
9. Enter the data for your pollutant into the spreadsheet.
10.Repeat until all the data is entered.
11 .Be sure to save your worksheet!
-------
Red Group Instructions, pg. 3
PRESENTATION PREP: Find Averages
1. Find the average and standard deviation for each time at the end of each
week or month.
2. You will notice there are some squares with the words "#DIV/0!". Fhese
squares already have the formula to find the average of your data. (Note:
Fhe average changes as you enter the data.)
3. You will need to enter the formula for the average for the remaining
squares. Fhere are several ways to do this - try one of each of the ways.
a. Go to INSERT =^> FUNCTION =^> select A VERAGE =^> enter the first and last
cell numbers you want to average separated by a colon. In the next empty
average box that would be (B12:F12).
OR
b. Type =average(B12:F12) then hit enter. You can also highlight/select the
cells you want to include.
OR
c. Select a cell that already contains an average calculation. Copy the cell and
paste the formula into the cell you want. Be sure to double check that the
formula includes the correct cells you want the average of.
4. You will need to find the Standard Deviation (which tells you how
variable your data is or how much of a change there is at the same time
on different weekdays). Fhere are several ways to do this - try one of
each of the ways.
a. go to INSERT => FUNCTION => select STDEV => enter the first and last cell
numbers you want to average separated by a colon. In the next empty
Standard Deviation box that would be (B12:F12).
OR
b. Type =stdev(B12:F12) then hit enter. You can also highlight/select the cells
you want to include.
OR
C. Select a cell that already contains a Standard Deviation calculation. Copy
the cell and paste the formula into the cell you want. Be sure to double check
that the formula includes the correct cells for which you want the Standard
Deviation.
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Red Group Instructions, pg. 4
PRESENTATION PREP: Graphing
1. Each student will plot the averages on a graph (pollutant level vs. time).
2. In your spreadsheet, highlight the numbers under "Average" from Midnight (00:00) down to
23:00 hours.
3. Click on the bar graph icon OR go to the "Insert" menu and select "Chart."
4. Select "Column" for chart type then select "Next."
5. Leave the data range alone and select "Series In: Columns" then select "Next."
6. Now click on the "Series" tab (top of gray box).
7. Click in the box "Category (X) axis labels" and then highlight "Midnight, 1:00, 2:00... down
to 23:00." (You should see the X axis labels change to Midnight, 1:00, etc. instead of 1, 2,
3...)
8. Select "Next."
9. Enter a "Chart Title" such as "Daily Carbon Monoxide Levels: Dates" (or whatever your
pollutant is for whatever time period).
10. Enter a "Category (X) Axis" such as "Hours."
11. Enter a "Value (Y) Axis" such as "PPM" (or whatever units your pollutant is measured in)
then select "Next."
12. Select "Place Chart: As New Sheet" and enter a label such as "CO Graph."
13. Select "Finish." Be sure to save your work!
PRESENTATION PREP: Find Trends
1. As a group, analyze trends in air quality based on time. Consider the following (use your
graphs to help you):
• Are there certain times of day with more ozone, carbon monoxide, PMi0, or PM2s ?
• Do you have any ideas why certain pollutants may be higher at certain times of day?
• Are these trends consistent over the month, 2 months, 5 months?
• Develop one or more hypothesis to describe the trends. Be careful not to draw
conclusions or overstate your data.
PRESENTATION
Present your data, graphs, hypothesis, and/or conclusions to your class.
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Group Details
Blue Group: Weather
Group
Summary:
This group will track
the wind speed and
direction, humidity,
rainfall, and
temperature in the city
via the Internet.
Roles:
Assign roles. Each
person tracks one
weather feature or
pollutant.
1. Wind Tracker
2. Ozone Tracker
3. Humidity Tracker
4. Particulate Tracker
(PM10 & PM25)
5. Rain Tracker
6. Carbon Monoxide
Tracker
7. Temperature Tracker
Assignment
Summary:
Each student will enter
the data into a
spreadsheet for his/her
pollutant or weather
feature.
COLLECT DATA: Set-up (1st time)
1. Decide on each of your roles (see above).
2. Decide on the location your group will monitor - 22nd & Cray croft or
Rose Elementary. (Note: PM tracker will use GeronimoforPMio & Rose
Elementary for PM 2.5)
3. Go to the activity website
(http://www.airinfonow.com/html/airexercise/materials.html) and
download the Excel Spreadsheet for the "Blue Group: Weather."
4. Save the spread sheet onto your disk or computer.
-------
Blue Group Instructions, pg. 2
COLLECT DATA: Everytime
1. Open your previously saved Excel spread sheet for "Blue Group: Weather"
2. Go to the activity website (http://www.airinfonow.com/html/airexercise/materials.html) and
click on the "Your Data" in the "Blue Group: Weather" column to obtain current
weather data.
3. Select either the 22nd & Cray croft location or Rose Elementary Location.
4. Enter the date you need into the [From: | and [To: | boxes
5. Make sure the time boxes (hh:mm) read |00:00| and |23:59 |. (Note: If you are looking
at today's data, the second box will automatically read the current time. To get a full
day of data you need to enter yesterday's date - or Friday's date if it is currently
Monday).
6. Click on "Show Report."
The abbreviations for the weather data are:
OTP - outside temperature in degrees farenheight
VWD - variable wind direction in degrees
VWS - variable wind speed in miles per hour
RH - relative humidity in percent
7. Enter the date into the "Blue Group: Weather" spreadsheet.
8. Enter the data for your pollutant or weather feature into your spreadsheet.
9. Be sure to save your worksheet.
-------
Blue Group Instructions, pg. 3
PRESENTATION PREP: Graphing 1st Presentation
Plot the data on a graph (weather vs. time or pollutant level vs. time).
1. Go to your spreadsheet and hold down the control button on the keyboard. With your
mouse highlight the data for 8:00 and 17:00 for each day. (Continue to hold down
control button.)
2. Click on the bar graph icon OR go to the "Insert" menu and select "Chart."
3. Select "Column" for chart type then select "Next."
4. Leave the data range alone and select "Series In: Columns."
5. Select "Next."
6. Enter a "Chart Title" such as "Wind Speed: Location" (or whatever your pollutant).
7. Enter a "Category (X) Axis" such as "Time."
8. Enter a "Value (Y) Axis" such as "MPH" " (or whatever units go with what you
track)then select "Next."
9. Select "Place Chart: As New Sheet" and enter a label such as "Wind Graph 1."
10. Select "Finish."
11. Now refine your graph: (See Example)
A. Delete the series box (right side of graph).
B. Change the background color:
- Double click in the open part of the graph.
In the "Area" section click on the white square.
C. Create Text Boxes for each day:
- Type the date in the black space at the top of the Excel window
(following the = ).
Hit enter.
- Drag the text box to the appropriate location on the graph.
-------
Blue Group Instructions, Pg. 4
C. Change the X-Axis labels:
Double click at the bottom of the graph and select the tab labeled
"Patterns" then under "Tick Mark Labels" select "None."
Create your own tick mark labels (0:00, 8:00, 16:00) for the x-axis
by creating text boxes and dragging the boxes down to the
appropriate location at the bottom of the graph. Repeat for each
day.
D. Color code the days:
Double click on the inside of a single bar (only that bar should
highlight - not with squares in all the bars).
The "Format Plot Area" window should come up.
Select "Fill Effects." Use the same color code for each day - SEE
BELOW (for each 0:00, 8:00, 16:00 period).
Wind Speed - Location
0:00 8:00 16:00 0:00 8:00 16:00 0:00
8:00
Time
16:00 0:00 8:00 16:00 0:00 8:00 16:00
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Blue Group Instructions, Pg. 4
PRESENTATION PREP: Find Averages
DO THIS AFTER EACH FULL MONTH OF DATA IS ENTERED (20 DAYS).
1. Find the average and standard deviation for each time at the end of each month.
2. You will notice there are some squares with the words "#DIV/0!". These squares already
have the formula to find the average of your data. (Note: The average changes as you enter
the data.)
3. You will need to enter the formula for the average for the remaining squares.
4. Select a cell that already contains an average calculation. Copy the cell and paste the formula
into the cell you want. Be sure to double check that the formula includes the correct cells for
which you want to take the average (Note: 16:00 will be one cell number higher than 8:00
a.m. - e.g. B104 instead of BIO 3).
5. You will need to find the Standard Deviation (which tells you how variable your data is or
how much of a change in the weather there is on different days at the same time). Do this by
copying and pasting the formula from one Standard Deviation cell into the cell you want.
PRESENTATION PREP: Graphing #2
DO THIS AFTER EACH FULL MONTH OF DATA IS ENTERED (20 DAYS).
1. Graph the month's averages for your pollutant using a bar graph.
CHALLENGE: Try to make a scatter plot combining 2 of your variables (e.g. temperature &
ozone).
PRESENTATION PREP: Find Trends
1. As a group, analyze trends in air quality based on different weather events.
Consider the following (use your graphs to help you):
• Does ozone, carbon monoxide, PMi0, or PM2 5 increase, decrease, or not
change as a function of temperature, wind, humidity, or other weather
feature?
• Are these trends consistent over the month, 2 months, 5 months?
• Develop one or more hypothesis to describe the trends. Be careful not to
draw conclusions or overstate your data.
PRESENTATION
Present your data, graphs, hypothesis, and/or conclusions to your class.
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Group Details
Yellow Group: Health
Group
Summary:
This group will monitor
the frequency of asthma
attacks at several
schools within the
school district. They
will compare asthma
attack trends with Air
Quality ratings at the
nearest tracking
locations.
Roles:
Assign roles.
1. Health Tracker
(number depends on
how many schools
participate)
2. Ozone Tracker
3. Carbon Monoxide
Tracker
4. Particulate Tracker
(PMio & PM2.5)
Assignment
Summary:
Each student will enter
asthma or pollution data
into a spreadsheet.
COLLECT DATA: Set-up (1st time)
1. Decide on each of your roles (see above).
2. Decide on the location you are going to monitor (try to pick one close to
your school)
Note: The Particulate tracker will need to monitor at Rose Elementary
& Geronimo (to get both PM types), or Green Valley.
3. Go to the activity website
(http://www.airinfonow.com/html/airexercise/materials.html) and
download the Excel Spreadsheet for the "Yellow Group: Health."
4. Save the spreadsheet onto your disk or computer.
-------
Yellow Group Instructions, pg. 2
5. Go back to the website and look at "The Nurse Form."
6. Compose a letter or phone call dialogue to contact nurses to invite their
participation in your research. Be sure to mention that they can use the
website form to enter their data, or you can make other arrangements to
get the data from the nurses.
COLLECT DATA: Everytime
Open the Excel spread sheet for "Yellow Group: Health"
1. Go to the activity web site, click "Pollution Tracker Data" to obtain air
quality/pollution data.
2. Choose the date you need.
3. Click on "view" PSI Report text/html. You see the locations listed.
4. Enter the date you have chosen into the "Yellow Group: Health" spreadsheet.
5. Enter the data for your pollutant into the spreadsheet.
Health Trackers: When you receive the data from the nurses, enter it into the
spreadsheet for the correct date and location.
6. Repeat until all of the data is entered.
Be sure to save your worksheet!
PRESENTATION PREP: Research
1. Do some research to add to your background knowledge. (Do this during the first two
weeks while you wait for the nurses to respond).
2. Each group member should try to select a different activity. The information you
gather will be shared as your 1st report.
a. Conduct research about asthma.
-------
Yellow Group Instructions, pg. 3
b. Research the number of people admitted to local emergency rooms for asthma
attacks.
c. Research the number of people with asthma nationally and locally.
d. Interview someone with asthma.
e. Pick a topic related to health and air pollution.
PRESENTATION PREP: Daily Data Graphs
1. Plot the data on a graph (pollutant level vs. time or asthma attacks vs. time).
2. Go to your spreadsheet and highlight the data for the first 2 weeks (or whatever time
period you are reporting).
Note: Health trackers will highlight the "Total" column.
3. Click on the bar graph icon OR go to the "Insert" menu and select "Chart."
4. Select "Column" for chart type then select "Next."
5. Leave the data range alone and select "Series In: Columns."
6. Now click on the "Series" tab (top of gray box) "Category (x) axis labels", go back to
your spreadsheet, and highlight the corresponding dates. (This will change the X-axis
labels to the dates you want.)
7. Select "Next."
8. Enter a "Chart Title" such as "Asthma Incidence: Location" (or whatever your
pollutant).
9. Enter a "Category (X) Axis" such as "Dates."
10. Enter a "Value (Y) Axis" such as "Asthma Incidents" " (or whatever units go with
what you track) then select "Next."
11. Select "Place Chart: As New Sheet" and enter a label such as "Asthma Graph 1."
12. Select "Finish."
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Yellow Group Instructions, pg. 4
PRESENTATION PREP: Find Averages (monthly)
DO THIS AFTER EACH FULL MONTH OF DATA IS ENTERED (20 DAYS).
1. Find the average and standard deviation for each time at the end of each reporting
period.
2. HEALTH TRACKERS: Because you need to combine your asthma data before you
can average it, calculate the total number of asthma incidents. Days 1 & 2 are
calculated for you. To get the total highlight the row you want to add including the
square for the answer (e.g. C7, D7, E7, F7) and then type =sum(C7:E7) in the square
F7.
3. POLLUTION & HEALTH TRACKERS: You will notice there are some squares
with the words "#DIV/0!". These squares already have the formula to find the
average of your data. (Notice that the average changes as you enter the data.)
4. You will need to enter the formula for the average for the remaining squares. There
are several ways to do this - try one of each of the ways.
a. Go to INSERT => FUNCTION => select AVERAGE => enter the first and last cell numbers
you want to average separated by a colon. In the next blank average box that would be
(H5:H24).
OR
b. Type =average(H5:H24) then hit enter. You can also highlight/select the cells you want to
include.
OR
C. Select a cell that already contains an average calculation. Copy the cell and paste the
formula into the cell you want. Be sure to double check that the formula includes the correct
cells you want the average of.
5. You will need to find the Standard Deviation (which tells you how variable your data
is). There are several ways to do this - try one of each of the ways.
a. go to INSERT => FUNCTION => select STDEV => enter the first and last cell numbers you
want to average separated by a colon. In the third Standard Deviation box that would be
(H5:H24)..
OR
b. Type =stdev(H5:H24) then hit enter. You can also highlight/select the cells you want to
include.
OR
C. Select a cell that already contains a Standard Deviation calculation. Copy the cell and paste
the formula into the cell you want. Be sure to double check that the formula includes the
correct cells you want the Standard Deviation of.
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Yellow Group Instructions, pg. 5
PRESENTATION PREP: Monthly Data Graphs
1. Graph the average monthly data only after at least 2 months' worth of data has been
collected. Otherwise, create a graph that contains all of the days (see above "Daily
Data" graphing instructions).
2. Go to your spreadsheet, hold down the "Control" button and highlight the average for
each month (you do not need to highlight the daily data).
3. Click on the bar graph icon OR go to the "Insert" menu and select "Chart."
4. Select "Column" for chart type then select "Next."
5. Leave the data range alone and select "Series In: Columns" then select "Next."
6. Now click on the "Series" tab (top of gray box).
7. Click in the box "Category (X) axis labels" and then type in the date range for each
month separated by commas (January 1-31, February 1-28).
8. Select "Next."
9. Enter a "Chart Title" such as "Monthly Asthma Attacks: Location" (or whatever
your pollutant is for whatever location).
10. Enter a "Category (X) Axis" such as "Dates."
11. Enter a "Value (Y) Axis" such as "Number of Asthma Attacks" then select "Next."
12. Select "Place Chart: As New Sheet" and enter a label such as "Monthly Asthma
Graph."
13. Select "Finish."
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Yellow Group Instructions, pg. 6
PRESENTATION PREP: Find Trends
1. As a group, analyze trends in asthma incidents and individual air pollutants (ozone,
carbon monoxide, PMio, and PM2.5.)
Consider the following:
• Are there increases in asthma attacks with increases in any of the pollutants you are
monitoring (ozone, carbon monoxide, PMio, and PIVk.s.)?
• Are there other factors to consider with each asthma attack (e.g. was it induced by
exercise)?
• Are these trends consistent over the month, 2 months, 5 months?
• Develop one or more hypothesis to describe the trends. Be careful not to draw
conclusions or overstate your data.
PRESENTATION
Present your data, graphs, hypothesis, and/or conclusions to your class.
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Group Details
Brown Group: Visibility
Group
Summary:
This group will monitor
the visibility by
monitoring the webcam.
They will compare the
visibility and pollution
color with respect to
concentration and type
of pollutant.
Roles:
Assign roles.
1. Webcam tracker
2. Weather tracker
Pollution Trackers:
3. Ozone tracker
4. Carbon Monoxide
(CO) tracker
5. Particulate tracker
(PMio & PM2.5)
Assignment
Summary:
Each student will enter
the data into the spread
sheet for whatever s/he
is tracking.
COLLECT DATA: Set-up (1st time)
1. Decide on each of your roles (see above).
2. If you are a "Weather Tracker" or "Pollution Tracker," go to the activity
website (http://www.airinfonow.com/html/airexercise/materials.html)
and click on "Get Your Spreadsheet."
3. Save the spreadsheet onto your disk or computer.
4. Your monitoring location will be Rose Elementary. Note: The PM
tracker has to obtain data from Rose Elementary & Geronimo (together).
5. As a group, decide what time of day you will monitor (e.g. 8 a.m.). It is
recommended that you monitor sometime between 7-10 a.m. and/or 4-6
p.m.
-------
Brown Group, Pg. 2
COLLECT DATA: Everytime
Webcam Tracker
1. Go to the activity website
and click on the
"Visibility Page"
2. View and save image to
your disk.
a. If a dialogue box
appears with a warning,
CLICK "CONTINUE."
This may happen 2 or
more times.
b. Look at the photos. Go
to the digital
panorama. CLICK on
the image to bring up the
full sized image.
c. To save this image:
-RIGHT CLICK on the
image. In the box that
pops up CLICK "save
image/picture as." A box
will appear.
- Pick your FOLDER: In
the box you can navigate
to the folder where you
are storing your images.
- NAME your file. Use a
standard format for each
file. For example, a file
saved on December 3,
2002 at Sam might be
"02.12.03.Sam." This
format also makes it easy
to sort through large
number of images from
many years.
- CLICK "SAVE."
8.
Weather Trackers
Open the Excel spread
sheet for "Brown Group:
Visibility."
Go to the activity web
site
http://www.airinfonow.co
m/html/airexercise/materi
als.html. click "Get Your
Data" in the "Brown
Group: Visibility"
column to obtain current
weather data.
Enter the date you need
into the [From: | and
[To: [boxes.
Enter the time you are
monitoring into the boxes
e.g |8:00| and I^OO].
(Note: If you are looking
at the afternoon data
remember to use military
time -13:00 for 1:00
p.m.).
Select "Rose
Elementary", scroll down,
and then click on "show
report".
The abbreviations for the
data you will collect are:
- RH - relative humidity
in percent
Enter the date into the
"Brown Group:
Visibility" spreadsheet.
Enter the data into the
spreadsheet (you will do
this daily).
- Be sure to save your
worksheet.
Pollution Trackers
1 . Open your saved Excel
spreadsheet.
2.
3 .
4.
5.
6.
Go to the activity web
site and click on "your
data" in the "Brown
Group: Visibility."
Enter the date you need
into the [From: | and
boxes.
Enter the time you are
monitoring into the
boxes e.g |8:00| and
|9:00 |. (Note: If you
are looking at the
afternoon data
remember to use
military time - 13:00
for 1:00 p.m.}.
Select "Rose
Elementary", scroll
down, and then click
on "show report".
Enter the date & data
for your pollutant into
the spreadsheet.
1. Repeat until all the data
is entered.
8. Be sure to save your
worksheet!
-------
Brown Group, Pg. 3
PRESENTATION PREP: Graphing & Photo Comparison
1. Your group needs to create graphs of your data and identify trends in the webcam
photos
CREATE GRAPHS FOR POLLUTION & WEATHER DATA
2. In your spreadsheet, highlight the data for pollutant and the days you are
investigating.
3. Click on the bar graph icon OR go to the "Insert" menu and select "Chart."
4. Select "Column" for chart type then select "Next."
5. Leave the data range alone and select "Series In: Columns."
6. Now click on the "Series" tab (top of gray box).
7. Click in the box "Category (X) axis labels" and then go back to your spreadsheet and
highlight the dates for your data. (This will change the x-axis labels to your dates).
8. Select "Next."
9. Enter a "Chart Title" such as "Daily Carbon Monoxide Levels: Location" (or
whatever your pollutant is).
10. Enter a "Category (X) Axis" such as "Date."
11. Enter a "Value (Y) Axis" such as "PPM" (or whatever unit your pollutant or weather
feature is measured in) then select "Next."
12. Select "Place Chart: As New Sheet" and enter a label such as "CO Graph."
13. Select "Finish."
PHOTO COMPARISON
1. Place the photos in a format where you can look at the photos and the graphs at the
same time.
-------
Brown Group, Pg. 4
SUGGESTIONS: You may need to have:
a) A photo of each day that corresponds with the high & low for a specific pollutant or
weather event; OR
b) A week's worth of photos per page with one graph; OR
c) A week's worth of photos per page with several graphs, or, (or some other
configuration).
This is up to you -just make sure your audience can see your data and understand it!
PRESENTATION PREP: Find Trends
9. As a group, analyze trends in visibity and individual air pollutants (ozone, carbon
monoxide, PMio, and PM2.5) and weather.
Consider the following:
• How does weather affect visibility?
• Are there color's associated with different pollutants (e.g. brown, gray, white)?
• Does the pollution or weather affect only one section or level on the horizon? (Use a
landmark)
• Are these trends consistent over the month, 2 months, 5 months?
• Develop one or more hypotheses to describe the trends. Be careful not to overstate
your data.
PRESENTATION
Present your data, graphs, hypothesis, and/or conclusions to your class.
-------
Real-Time Air Quality Activity
Developed by: Stefani D. Hines, M.A., M.S., University of Arizona, Southwest Environmental Health Sciences Center (SWEHSC),
Community Outreach & Education Program.
In partnership with: John King, SWEHSC; Beth Gorman & Karen Wilhelmsen, Pima County Department of Environmental Quality;
Lee Comrie & Natalie Barnes, Pima Association of Governments.
Materials: Internet access
Excel (or other spread sheet application)
Large sheets of blank paper
Color markers
Maps of Tucson
Color Folders (for groups to organize materials)
Tape measures or yard sticks (for Introduction to Statistics)
Computer Diskettes (to save group work)
Objectives: Familiarize students with data collection and analysis techniques.
Increase awareness among students of local air quality issues and
corresponding health effects.
Time Commitment: Class 1 - Activity Introduction: 1 hour
Class 2 - Introduction to Excel: 1 hour
Class 3 - (OPTIONAL) Introduction to Statistics: 1 hour
Class 4 - Guess & Know & Data Collection Practice: 1 hour
Classes 5+ - Data Collection
1st Week
30 minutes
(data entry)
2nd Week
(data entry)
3rd Week
(data entry)
(data compilation/report prep)
(report to class)
30 minutes
30 minutes
1 - 1.5 hours
30-45 minutes
Monthly (through a cold & warm season)
(data entry, compilation, & report) 2-3 hours per month
Background
Knowledge
Needed: Introduction to common air pollutants (ozone, carbon monoxide,
particulates 10 (j, and 2.5|j,);
Grades: It is recommended that the students receive two grades, an individual and
a group grade. The individual grade will be their notebooks and the group
grade will be their presentation.
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REAL-TIME AIR QUALITY ACTIVITY DRAFT - 02/01
Project Overview:
Preparation
1. Prior to or in conjunction with this activity, you may want to have the students
learn about common air pollutants and their health effects, as well as, basic
statistics (basic statistics activity is also included in this material). Interactive
online air quality activities and other air quality activities can be found at
http://swehsc.pharmacv.arizona.edu/coep/exercises.html or http://www.airinfonow.org
Class 1 - Activity Introduction (1 hour)
2. Introduce the students to the Real-Time Air Quality Activity (Activity
Introduction guidelines page 4).
3. Divide the students into the following groups and hand out student instruction
sheets (Student Sheets Section):
Green Group: Location (minimum 3 students)
Red Group: Time (minimum 4 students)
Yellow Group: Health Effects (minimum 4 students)
Blue Group: Weather (minimum 8 students)
Brown Group: Visibility (minimum 4 students)
4. Have the students set up a color-coordinated notebook that includes the following:
Cover sheet
Vocabulary
- "Introduction to Excel" instructions
- "Statistics Activity" (if you do it with the class)
- "Guess & Know" Sheet
"Group Details" for their assigned group
Class 2 -Introduction to Excel (1 hour)
5. Introduce students to Excel (guidelines page 7).
Class 3 - Introduction to Statistics (OPTIONAL) (1 Hour)
6. If your students are not already familiar with the basics of statistics (average, standard
deviation), you may want to conduct this simple exercise.
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REAL-TIME AIR QUALITY ACTIVITY DRAFT - 02/01
Class 4 - Guess & Know (15 min) & Data Collection Practice (45 minutes)
7. Have the students do the Guess & Know activity (page 11 & Student Sheets Section).
This serves as a pre-test, gets the students thinking about the issues, and gets them
working together.
8. Have the students in the same groups work on near-by computers to do the "Data
Collection Practice (page 12)" They need to get into the habit of helping each other
out.
Subsequent Classes - Data Collection & Products
9. Begin data collection. In this activity a week is defined as Monday - Friday.
Products:
10. Students will give group summary presentations/reports at the end of weeks 2 and 4
and monthly thereafter.
Optional Products:
Students will provide "press releases" to their school or community to inform them of the
current air quality and/or alert their audience when pollutant levels are high.
Students will present their final product (paper or brochure), summarizing their group
results.
Optional Follow-up Activity
11. Follow up with an activity on how to take action and help control air pollution
(www.airinfonow.org) .
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REAL-TIME AIR QUALITY ACTIVITY DRAFT - 02/01
Activity Introduction - Teacher Notes
1. Inform the students that they are going to have the opportunity to monitor air
pollution in their city (Tucson) and near their school over the next several months.
Points to include:
a. (Optional) They can inform their community about current air quality levels,
especially when pollution levels are high. This can help people who are
sensitive to air pollution make decisions that could help save their life.
b. They are doing real research using real data.
c. The reason the monitoring time is so long is to see what happens to air
pollution in hot and cold seasons.
2. They will be pulling real-time air quality data off the Internet and keeping track of
that information so they can learn about air pollution in their community and the
health effects of air pollution.
3. Tell the students that they will be divided into groups each tracking something
different and you will share what you find with your classmates, and the community.
(OVERHEAD)
Green Group: Location
Different parts of the city have varying concentrations of pollutants.
This is because traffic and weather patterns differ according to
location. This group will see if they can identify pollution trends
according to location.
Red Group: Time
- Pollutant concentrations vary by time of day. This group will see if
they can identify trends in pollution concentrations by time of day.
Yellow Group: Health Effects
- One of the reasons we care about air pollution is because it can
adversely affect our health. People who have asthma or lung disease
may be particularly susceptible to the effects of air pollution. This
group will monitor the occurrences of asthma attacks at several
schools throughout the district and see if there is any correlation with
air pollution levels.
Blue Group: Weather-Internet
Pollutant concentrations vary with weather conditions like
temperature, wind speed and direction, humidity, and rainfall. This
group will see if they can identify trends in pollutant concentrations
-------
REAL-TIME AIR QUALITY ACTIVITY DRAFT - 02/01
with changes in weather. They will monitor the weather conditions via
the internet at weather stations in other locations in the city.
Brown Group: Visibility
Air pollution can obscure our views and add a colored tint to the sky.
This group will monitor the visibility from the sky-cam Internet
camera. They will try to identify trends in visibility with respect to
weather, type of pollution and concentration.
4. Students will regularly share their data with their classmates. (Optional) They can
alert their school or community when air pollution levels are high. And at the end of
the activity, they will summarize their findings in a paper (or some other product) that
can be shared with the community.
5. Review the timeline with the students (OVERHEAD)
6. Define the following terms for the students (OVERHEAD & STUDENT
HANDOUT):
Air Quality Index (AQI) - A scale developed by the EPA (Environmental Protection
Agency) to report the levels of certain air pollutants, and their effects on human
health.
Parts Per Million - A unit of measurement that describes the number of parts of
something within a million parts of something else.
Carbon Monoxide - A toxic gas made from incomplete combustion (burning) of
carbon-based materials like gasoline, coal, and methane (natural gas). The
abbreviation for carbon monoxide is CO, which shows its chemical composition of
one carbon atom attached to one oxygen atom.
PM 2.5 - Particulate matter that is very small, less than 2.5 microns in size. These
particles are created by combustion, mostly from vehicles. Because they are so small,
they can go deep inside the lungs.
PM 10 - Particulate matter that is "larger", approximately 10 microns in size. These
particles can include dust, pollen, and ash. They can irritate the upper respiratory
system like the nose and upper lungs.
Micrograms - A unit of measurement that depicts very, very small quantities of a
substance - 1/1,000,000 or 0.000001 of a gram.
Military Time - Time units that sequentially number the hours in a day from 0:00
(midnight) to 23:00(11 p.m.).
-------
REAL-TIME AIR QUALITY ACTIVITY DRAFT - 02/01
Ozone - A gas made up of three molecules of oxygen (Os). In the upper atmosphere
ozone protects the earth from ultra violet rays, but if ozone is created in the lower
atmosphere (what we breathe) it can negatively affect plant and animal life.
7. Take the students through an virtual tour of the monitoring sites via the Internet
http://www.airinfonow.org (or use the OVERHEAD).
8. Show the students the main website they will be working from (or use OVERHEAD
of front page)
http: //www. airinfonow. com/html/airexerci se/material s. html
> "Your Data" links take the students to the real-time air quality data.
Note: The "report main" page or "Index to Available Data Listings" shows
the raw data in parts per million (ppm) and will be used by the Red Group.
Note: The "Reports list" or "Saved Reports" page shows the Air Quality
Index numbers (AQI) and will be used by the Green, Blue, Yellow, and
Brown Groups.
> "Your Spreadsheet" downloads the spreadsheet for each group.
9. Divide the students into groups, set up notebooks.
Notebook Contents:
Cover sheet
Vocabulary
- "Introduction to Excel" instructions
- "Statistics Activity" (if you do it w/the class)
"Guess & Know" sheet
"Group Details" for their assigned group
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REAL-TIME AIR QUALITY ACTIVITY DRAFT - 02/01
Introduction to Excel - Teacher Notes
It is recommended that the students have an opportunity to become familiar with Excel
prior to starting their data collection. To do this, have the students download the Excel
spreadsheet for the "Practice Spreadsheet", insert one week's worth of data, and then find
the average, standard deviation, and create a graph. A student activity sheet is provided
with instructions. (Student Sheets Section)
Step-by-Step Instructions:
a. Tell students they will download pre-labeled Excel spreadsheets from the website
http://www.airinfonow.com/html/airexercise/materials.html
b. Explain that this is a practice exercise that gets them familiar with how to use Excel
before they enter their "real data."
c. Remind the students that they will be using different spread sheets for their color
groups.
d. From the webpage, have them select the "Practice spreadsheet." (More advanced
students can set-up their spreadsheets from scratch.)
e. Have the students type the following Carbon Monoxide data into the spread sheet
(OVERHEAD):
Alvernon & Cherry &
Day
1
2
3
4
5
Date
1/27/01
1/28/01
1/29/01
1/30/01
1/31/01
22nd
22
15
19
19
24
Glenn
15
3
14
22
18
Children's
Park
16
6
12
15
12
Cray croft &
22nd
15
6
11
12
15
Downtown
•
20
8
26
25
27
f. Point out that the average is calculated on the spreadsheet for a few examples. But
for most of the locations they will have to calculate the average.
g. To obtain the average click on the f(x) button at the top-center of the page => select
AVERAGE => enter the first and last cell numbers you want to average separated by
a colon. At the Children's Park location that would be (E5:E9).
Note: If the average (or standard deviation functions have not been used recently,
under the function category select "statistical.")
h. To obtain the standard deviation click on the f(x) => select STDEV => enter the first
and last cell numbers you want to average separated by a colon. At the Children's
Park location that would be (E5:E9).
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REAL-TIME AIR QUALITY ACTIVITY DRAFT - 02/01
Introduction to Excel - Cont'd
CREATE A GRAPH
A. Highlight C10:G10 (averages)
B. Click on the Chart icon or go to "Insert" ™ "Chart"
C. Under "Chart Type" highlight column, select "Next"
D. Check to make sure the "Data Range" has the correct squares (the ones you
highlighted). Leave "Series in rows" selected.
E. Click on the "Series" tab (top of gray box).
F. Click in the box "Category (X) axis labels" and then highlight your locations. (You
should see the X axis labels change from 1, 2, 3... to Alvernon & 22nd, Cherry &
Glenn, or whatever your locations are.)
G. In the "Name" box type in "Week in January," select "Next."
H. In the "Chart Title" type in the title "Carbon Monoxide by Location."
I. In the "Category (X) Axis" type in "Location."
J. In the "Category (Y) Axis" type in "Air Quality Index."
K. Save chart "As New Sheet." And label "Chart Example."
L. Select "finish."
M. Now we are going to add error bars.
N. Double click on one of the bars.
O. A window titled "Format Data Series" should come up.
P. Click on the tab titled "Y Error Bars."
Q. Select "Display Both."
R. Under "Error Amount" select "Custom" and click in the "+" field.
S. Now go back to the "Carbon Monoxide" spread sheet by clicking on the lower left
tab.
T. Highlight the cells Cl 1 :G11 (standard deviation.).
U. Go back to the chart. Under "Error Amount" select "Custom" and click in the "-"
field.
V. Again, go back to the "Carbon Monoxide" spread sheet and highlight the cells
Cl 1 :G11 (standard deviation.). You should see the error bars on the columns.
(Example of the chart is in OVERHEADS and on the student instructions)
-------
REAL-TIME AIR QUALITY ACTIVITY
DRAFT-02/01
Introduction to Statistics Activity - Teacher Notes
1. Hand out the "Introduction to Statistics Activity" student sheet.
2. Measure the height of each person in the class. (Be sure to measure the height in one
unit, such as only inches or only meters, not feet and inches)
3 . Have each student write down the individual heights on their sheet called
"Introduction to Statistics Activity."
4. Place a mark for each individual height on the "Height Statistics Overhead"
(OVERHEAD).
5. Explain to the students that what they see on the overhead is called a bell curve. The
bell curve is a visual representation of the average height (the peak of the curve) and
the deviation from the average (the outer edges).
6. Using calculators have the students find the average of height in the class. How
closely does their average match the peak of the bell curve?
7 . Have the students calculate the deviation of a few samples using the following
formula: (This is so they can see how the standard deviation is actually calculated)
where xf is an individual result, x is the mean, and n is sample number.
The table below is on the student "Introduction to Statistics Activity" to guide them
through the process step-by-step.
Sample #
1
2
3
Height
(Inches or meters)
Sum =
Average =
Deviation
(measured value - average)
OR
(column 2 - average)
Deviation Squared
(deviation X deviation)
OR
(column 3)2
Sum of deviations =
Standard Deviation (sum of deviations/n-1):
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REAL-TIME AIR QUALITY ACTIVITY DRAFT - 02/01
You may want to ask the students what happens to the standard deviation when n gets
bigger and then ask them if this is good or bad? Having a small standard deviation is
good because you can better tell if your result is different from the norm.
They will see this happen when they find the Standard Deviation for all of the heights
measured in the class (using Excel).
8. Have the students enter the class heights into one column of an Excel spreadsheet.
9. Have them find the Average and the Standard Deviation using Excel.
10. How closely does the Standard Deviation match the outer edges of the bell curve?
The Standard Deviation will typically not encompass the outer edges of the bell curve,
but it will encompass the majority of the samples. This is because the Standard Deviation
tells you that 68% of the time subsequent samples will fall between those numbers.
11 .Explain that scientists need to know the average and the deviation of their data in
order to tell if something is different. For example, say a scientist was studying the
heights of people around the world. The working hypothesis was that people in
China are shorter than people in the U.S. If the scientist measured the height of
10,000 people in the U.S. and 10,000 people in China and found that the average U.S.
height was 5' 10" + 1" and the average Chinese height was 5'9" + 1" the scientist
would have to say there was no significant difference. This is because both numbers
overlap (U.S. 5'9" -5' 11", China 5'8" -5' 10"). But if the deviation was only VT then
there would be a significant height difference between the two populations.
10
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REAL-TIME AIR QUALITY ACTIVITY DRAFT - 02/01
Guess & Know Activity- Teacher Notes
1. After the students set up their group notebooks, have them find the page titled "Guess
& Know".
2. Explain that they will work together as a group fill out the "Guess & Know" sheet.
3. The students will answer each question or address a topic. If they are guessing the
answer or think they have the answer, but are uncertain, then they will write their
answer in the "Guess" column. If they are certain about their facts/answer, then they
will write it in the "Know" column.
4. The students will also write a hypothesis (an educated guess) about:
How the weather affects a particular pollutant (such as temperature, wind, humidity)
How pollution levels vary throughout the day.
How pollution levels vary at different locations within the city (such as downtown,
freeway, North, South, East, West)
5. You can use this activity as a pre-test, and have them do it again at points throughout
the entire Real-time Data Collection Activity (for example half-way through and at
the end).
11
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REAL-TIME AIR QUALITY ACTIVITY DRAFT - 02/01
Data Collection Practice - Teacher Notes
This is the first real data collection for the students, but it is assigned a separate name and
time frame because it takes practice before the students get the hang of the process. This
is a time for "flailing" and lots of questions.. .Don't worry after a few times of entering
data they will do it diligently on their own!
1. Have the students break up into their color groups and get their individual folders.
2. Tell them they will be following the instructions on the "Group Details" sheets.
3. Have the students read the instructions.
4. The students need to select or be assigned their individual roles (listed on "Group
Details" sheets).
5. Have the students go to http://www.airinfonow.com/html/airexercise/materials.html
and download "Your Spreadsheet" for their color group. EACH STUDENT WILL
HAVE HIS/HER OWN SPREADSHEET.
6. Provide instructions about where they should save the file.
7. Have the students go back to the website and select the link to their data.
8. Have the students record the data for yesterday, or the previous few days (how they
access this data will vary between groups. Specific instructions are provided on the
"Group Details" sheets.)
9. Have the students enter the dates and data into their spreadsheet.
10. Have the students save their data!
TIPS:
Have the groups work at side-by-side computers.
Encourage the group to help each other if they have questions (typically 1 or 2
students understand what to do).
Students who help other students need to remember that the person they are helping
will have a different role & collect different data (e.g. the ozone person has to collect
ozone data not carbon monoxide).
Show the students that there are STEP-BY-STEP instructions in their folders!
(Otherwise they may ask for help without reading the instructions).
12
-------
Group Details
Yellow Group: Health
Group
Summary:
This group will monitor
the frequency of asthma
attacks at several
schools within the
school district. They
will compare asthma
attack trends with Air
Quality ratings at the
nearest tracking
locations.
Roles:
Assign roles.
1. Health Tracker
(number depends on
how many schools
participate)
2. Ozone Tracker
3. Carbon Monoxide
Tracker
4. Particulate Tracker
(PMio & PM2.5)
Assignment
Summary:
Each student will enter
asthma or pollution data
into a spreadsheet.
COLLECT DATA: Set-up (1st time)
1. Decide on each of your roles (see above).
2. Decide on the location you are going to monitor (try to pick one close to
your school)
Note: The Particulate tracker will need to monitor at Rose Elementary
& Geronimo (to get both PM types), or Green Valley.
3. Go to the activity website
(http://www.airinfonow.com/html/airexercise/materials.html) and
download the Excel Spreadsheet for the "Yellow Group: Health."
4. Save the spreadsheet onto your disk or computer.
-------
Yellow Group Instructions, pg. 2
5. Go back to the website and look at "The Nurse Form."
6. Compose a letter or phone call dialogue to contact nurses to invite their
participation in your research. Be sure to mention that they can use the
website form to enter their data, or you can make other arrangements to
get the data from the nurses.
COLLECT DATA: Everytime
Open the Excel spread sheet for "Yellow Group: Health"
1. Go to the activity web site, click "Pollution Tracker Data" to obtain air
quality/pollution data.
2. Choose the date you need.
3. Click on "view" PSI Report text/html. You see the locations listed.
4. Enter the date you have chosen into the "Yellow Group: Health" spreadsheet.
5. Enter the data for your pollutant into the spreadsheet.
Health Trackers: When you receive the data from the nurses, enter it into the
spreadsheet for the correct date and location.
6. Repeat until all of the data is entered.
Be sure to save your worksheet!
PRESENTATION PREP: Research
1. Do some research to add to your background knowledge. (Do this during the first two
weeks while you wait for the nurses to respond).
2. Each group member should try to select a different activity. The information you
gather will be shared as your 1st report.
a. Conduct research about asthma.
-------
Yellow Group Instructions, pg. 3
b. Research the number of people admitted to local emergency rooms for asthma
attacks.
c. Research the number of people with asthma nationally and locally.
d. Interview someone with asthma.
e. Pick a topic related to health and air pollution.
PRESENTATION PREP: Daily Data Graphs
1. Plot the data on a graph (pollutant level vs. time or asthma attacks vs. time).
2. Go to your spreadsheet and highlight the data for the first 2 weeks (or whatever time
period you are reporting).
Note: Health trackers will highlight the "Total" column.
3. Click on the bar graph icon OR go to the "Insert" menu and select "Chart."
4. Select "Column" for chart type then select "Next."
5. Leave the data range alone and select "Series In: Columns."
6. Now click on the "Series" tab (top of gray box) "Category (x) axis labels", go back to
your spreadsheet, and highlight the corresponding dates. (This will change the X-axis
labels to the dates you want.)
7. Select "Next."
8. Enter a "Chart Title" such as "Asthma Incidence: Location" (or whatever your
pollutant).
9. Enter a "Category (X) Axis" such as "Dates."
10. Enter a "Value (Y) Axis" such as "Asthma Incidents" " (or whatever units go with
what you track) then select "Next."
11. Select "Place Chart: As New Sheet" and enter a label such as "Asthma Graph 1."
12. Select "Finish."
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Yellow Group Instructions, pg. 4
PRESENTATION PREP: Find Averages (monthly)
DO THIS AFTER EACH FULL MONTH OF DATA IS ENTERED (20 DAYS).
1. Find the average and standard deviation for each time at the end of each reporting
period.
2. HEALTH TRACKERS: Because you need to combine your asthma data before you
can average it, calculate the total number of asthma incidents. Days 1 & 2 are
calculated for you. To get the total highlight the row you want to add including the
square for the answer (e.g. C7, D7, E7, F7) and then type =sum(C7:E7) in the square
F7.
3. POLLUTION & HEALTH TRACKERS: You will notice there are some squares
with the words "#DIV/0!". These squares already have the formula to find the
average of your data. (Notice that the average changes as you enter the data.)
4. You will need to enter the formula for the average for the remaining squares. There
are several ways to do this - try one of each of the ways.
a. Go to INSERT => FUNCTION => select AVERAGE => enter the first and last cell numbers you want to
average separated by a colon. In the next blank average box that would be (H5:H24).
OR
b. Type =average(H5:H24) then hit enter. You can also highlight/select the cells you want to include.
OR
C. Select a cell that already contains an average calculation. Copy the cell and paste the formula into the
cell you want. Be sure to double check that the formula includes the correct cells you want the
average of.
5. You will need to find the Standard Deviation (which tells you how variable your data
is). There are several ways to do this - try one of each of the ways.
a. go to INSERT => FUNCTION => select STDEV => enter the first and last cell numbers you want to
average separated by a colon. In the third Standard Deviation box that would be (H5:H24)..
OR
b. Type =stdev(H5:H24) then hit enter. You can also highlight/select the cells you want to include.
OR
C. Select a cell that already contains a Standard Deviation calculation. Copy the cell and paste the
formula into the cell you want. Be sure to double check that the formula includes the correct cells you
want the Standard Deviation of.
-------
Yellow Group Instructions, pg. 5
PRESENTATION PREP: Monthly Data Graphs
1. Graph the average monthly data only after at least 2 months' worth of data has been
collected. Otherwise, create a graph that contains all of the days (see above "Daily
Data" graphing instructions).
2. Go to your spreadsheet, hold down the "Control" button and highlight the average for
each month (you do not need to highlight the daily data).
3. Click on the bar graph icon OR go to the "Insert" menu and select "Chart."
4. Select "Column" for chart type then select "Next."
5. Leave the data range alone and select "Series In: Columns" then select "Next."
6. Now click on the "Series" tab (top of gray box).
7. Click in the box "Category (X) axis labels" and then type in the date range for each
month separated by commas (January 1-31, February 1-28).
8. Select "Next."
9. Enter a "Chart Title" such as "Monthly Asthma Attacks: Location" (or whatever
your pollutant is for whatever location).
10. Enter a "Category (X) Axis" such as "Dates."
11. Enter a "Value (Y) Axis" such as "Number of Asthma Attacks" then select "Next."
12. Select "Place Chart: As New Sheet" and enter a label such as "Monthly Asthma
Graph."
13. Select "Finish."
-------
Yellow Group Instructions, pg. 6
PRESENTATION PREP: Find Trends
1. As a group, analyze trends in asthma incidents and individual air pollutants (ozone,
carbon monoxide, PMio, and PM2.5.)
Consider the following:
•
•
Are there increases in asthma attacks with increases in any of the pollutants you are
monitoring (ozone, carbon monoxide, PMio, and PIVk.s.)?
• Are there other factors to consider with each asthma attack (e.g. was it induced by
exercise)?
Are these trends consistent over the month, 2 months, 5 months?
Develop one or more hypothesis to describe the trends. Be careful not to draw
conclusions or overstate your data.
PRESENTATION
Present your data, graphs, hypothesis, and/or conclusions to your class.
-------
gov/airnow/aqikids
Moderate
0-50
51-100
Unhealthy for Sensitive Groups 101-150
Unhealthy
AIR QUALITY INDEX I Very Unhealthy
151-200
201-300
-------
&EPA
United States
Environmental Protection
Agency
EPA-454/R-00-005
June 2000
http://www.epa.gov
Air and Radiation
Washington, DC 20460
Air Quality Index
A Guide to
Air Quality and
Your Health
-------
"Local air quality is
unhealthy today.'
«
'It's a code red day
for ozone."
Increasingly, radio, TV, and newspapers are
providing information like this to local
communities. But what does it mean to you
...if you plan to be outdoors that day?
...if you have children who play outdoors?
...if you are retired? ...if you have asthma?
This booklet will help you understand what
this information means to you and your family
and what you can do to protect your health.
Todays Air Quality
Index is 105, which is
unhealthy for sensitive
groups."
Air Quality Index
A Guide to Air Quality
and Your Health
Local air quality affects how we live and breathe. Like
the weather, it can change from day to day or even hour
to hour. The U.S. Environmental Protection Agency
(EPA) and others are working to make information
about outdoor air quality as available to the public as
information about the weather. A key tool in this effort
is the Air Quality Index, or AQI. EPA and local officials
use the AQI to provide the public with timely and easy-
to-understand information on local air quality and
whether air pollution levels pose a health concern.
This booklet tells you about
the AQI and how it is used to
provide air quality information.
It also tells you about the possi-
ble health effects of major air
pollutants at various levels and
suggests actions you can take
to protect your health when
pollutants in your area reach
unhealthy concentrations.
What is the AQI?
The AQI is an index for
reporting daily air quality. It
tells you how clean or polluted
your air is, and what associated
health concerns you should be aware of. The AQI focus-
es on health effects that can happen within a few hours
or days after breathing polluted air. EPA uses the AQI
for five major air pollutants regulated by the Clean Air
Act: ground-level ozone, particulate matter, carbon
monoxide, sulfur dioxide, and nitrogen dioxide. For each
of these pollutants, EPA has established national air qual-
ity standards to protect against harmful health effects.
Air quality directly affects
our quality of life.
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AIR QUALITY
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AIR QUALITY
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How does the AQI work?
You can think of the AQI as a yardstick that runs from
0 to 500. The higher the AQI value, the greater the level
of air pollution and the greater the health danger. For
example, an AQI value of 50 represents good air quality
and little potential to affect public health, while an AQI
value over 300 represents hazardous air quality.
An AQI value of 100 generally corresponds to the
national air quality standard for the pollutant, which is
the level EPA has set to protect public health. So, AQI
values below 100 are generally thought of as satisfactory.
When AQI values are above 100, air quality is considered
to be unhealthy—at first for certain sensitive groups of
people, then for everyone as AQI values get higher.
Understanding the AQI
The purpose of the AQI is to help you understand what
local air quality means to your health. To make the AQI
as easy to understand as possible, EPA has divided the
AQI scale into six categories, shown below:
Air Quality Index! Levels of Health Concern
(AQI) Values I
When the AQI
is in this range:
OtoSO
51 to 100
101 to 150
151 to 200
201 to 300
301 to 500
..air quality conditions are:
...as symbolized
by this color:
Good Green
Moderate Yellow
Unhealthy for Sensitive Groups Orange
Unhealthy
Very Unhealthy
Hazardous
Each category corresponds to a different level of health con-
cern. For example, when the AQI for a pollutant is between
51 and 100, the health concern is "Moderate." Here are the
six levels of health concern and what they mean:
» "Good" The AQI value for your community is between
0 and 50. Air quality is considered satisfactory and air
pollution poses little or no risk.
» "Moderate" The AQI for your community is between
51 and 100. Air quality is acceptable; however, for some
pollutants there may be a moderate health concern for a
very small number of individuals. For example, people
who are unusually sensitive to ozone may experience res-
piratory symptoms.
» "Unhealthy for Sensitive Groups" Certain groups
of people are particularly sensitive to the harmful effects
of certain air pollutants. This means they are likely to be
affected at lower levels than the general public. For exam-
ple, children and adults who are active outdoors and
people with respiratory disease are at greater risk from
exposure to ozone, while people with heart disease are
at greater risk from carbon monoxide. Some people may
be sensitive to more than one pollutant. When AQI
values are between 101 and 150, members of sensitive
groups may experience health effects. The general public
is not likely to be affected when the AQI is in this range.
» "Unhealthy" AQI values are between 151 and 200.
Everyone may begin to experience health effects.
Members of sensitive groups may experience more seri-
ous health effects.
8 "Very Unhealthy" AQI values between 201 and 300
trigger a health alert, meaning everyone may experience
more serious health effects.
8 "Hazardous" AQI values over 300 trigger health warn-
ings of emergency conditions. The entire population is
more likely to be affected.
AQI colors
EPA has assigned a specific color to each AQI category
to make it easier for people to understand quickly
the significance of air pollution levels in their communi-
ties. For example, the color orange means that conditions
are "unhealthy for sensitive groups"; the color red means
that conditions may be "unhealthy" for everyone, and so
on. You may see these colors when the AQI is reported
in the newspaper or on television, or on your state or
local air pollution agency's web site. The colors can help
you rapidly determine whether air pollutants are reaching
unhealthy levels in your area.
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AIR QUALITY
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How is a community's AQI calculated?
Air quality is measured by networks of monitors that
record the concentrations of the major pollutants at
more than a thousand locations across the country each
day. These raw measurements are then converted into
AQI values using standard formulas developed by EPA.
An AQI value is calculated for each of the individual
pollutants in an area (ground-level ozone, particulate
matter, carbon monoxide, sulfur dioxide, and nitrogen
dioxide). Finally, the highest of the AQI values for the
individual pollutants becomes the AQI value for that
day. For example, if on July 12 a certain area had AQI
values of 90 for ozone and 88 for sulfur dioxide, the AQI
value would be 90 for the pollutant ozone on that day.
Children active outdoors can be sensitive to some air pollutants.
When and how is the AQI reported to the public?
In large metropolitan areas (more than 350,000 people),
state and local agencies are required to report the AQI
to the public daily. When the AQI is above 100, they
must also report which groups (e.g., children, people
with asthma or heart disease) may be sensitive to the
specific pollutant. If two or more pollutants have AQI
values above 100 on a given day, agencies will report
all the groups that are sensitive to those pollutants.
Although it is not required, many smaller communities
also report the AQI as a public health service.
Many metropolitan areas also report an AQI forecast that
allows local residents to plan their activities to protect
their health.
The AQI is a national index, so the values and colors
used to show local air quality and the associated level
of health concern will be the same everywhere you go in
the U.S. Look for the AQI to be reported in your local
newspaper, on television and radio, on the Internet, and
on state and local telephone hotlines.
® AQI in the Newspaper
Newspapers may use different formats to report the AQI.
Here is one example:
Pollutant: Ozone
Today's Forecast: 130
Quality: Unhealthy for
Sensitive Groups
Children and people with
asthma are the groups
most at risk.
AIR QUALITY INDEX
® AQI in Television and Radio Weather Reports
Your local television or radio weathercasters may use
the AQI to provide information about air quality in
your area. Here's the type of report you might hear:
The Air Quality Index today was 160, a code red day.
Air quality was unhealthy due to ozone. Hot, sunny
weather and stagnant air caused ozone in Center City
to rise to unhealthy levels. Children and people with
asthma are the groups most at risk.
You might also hear your weathercasters use the AQI
to forecast air quality levels for the coming day. They
may provide suggestions about how to protect your
health when the air is unhealthy to breathe:
Tomorrow, the AQI for Center City is predicted to
be between 160 and 170, a code red day. This means
that air pollution will be at unhealthy levels. The
combination of cold winter air and morning rush-hour
traffic will cause carbon monoxide to rise to unhealthy
levels. People with heart disease should plan to limit
moderate exertion and avoid sources of carbon
monoxide, such as heavy traffic.
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AIR QUALITY
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» AQI on the Internet
EPA's AirNow web site (www.epa.gov/airnow) contains
general information about air pollution plus real-time and
forecast data for ground-level ozone. The web site also
contains facts about the health and environmental effects
of air pollution, steps you can take to protect your health
and reduce pollution, and links to state and local air pollu-
tion control agency web sites with local AQI information.
What are typical AQI values in most communities?
In many U.S. communities, AQI values are mostly below
100, with values greater than 100 occurring several times
a year. Several metropolitan areas in the United States
have more severe air pollution problems, and the AQI
in these areas may often exceed 100. AQI values higher
than 200 are very infrequent, and AQI values above
300 are extremely rare.
AQI values can vary significantly from one season to
another. In winter, for example, carbon monoxide is
likely to be the pollutant with the highest AQI values
in some areas, because cold weather makes it difficult
for car emission control systems to operate effectively.
In summer, ozone is the most significant air pollutant
in many communities, since it forms in the presence of
heat and sunlight.
AQI values also can vary depending on the time of day.
For example, ozone levels often peak in the afternoon,
while carbon monoxide is usually a problem during
morning or evening rush hours.
How can I avoid being exposed to harmful
air pollutants?
The following charts and text tell you where each pollu-
tant comes from, what health effects may occur for each
pollutant, and what you can do to protect your health.
Air Quality Index (AQI): Ozone
Index
Values
0-50
Levels
of Health
Concern
Good
Cautionary Statements
51 -100* Moderate she
None
Unusually sensitive people
should consider limiting prolonged
outdoor exertion.
led
E Unhealthy
for Sensitive
Groups
151 - 200 Unhealthy
201 - 300 Very Unhealthy
301 - 500 | Hazardous
Active children and adults,
and people with respiratory disease,
such as asthma, should limit
prolonged outdoor exertion.
Active children and adults, and
people with respiratory disease,
such as asthma, should avoid
prolonged outdoor exertion; everyone
else, especially children, should
limit prolonged outdoor exertion.
Active children and adults, and
people with respiratory disease,
such as asthma, should avoid all
outdoor exertion; everyone else,
especially children, should limit
outdoor exertion.
Everyone should avoid
all outdoor exertion.
"Generally, an AQI of 100 for ozone corresponds to an ozone level of 0.08 parts per million
(averaged over 8 hours).
What is ozone?
Ozone is an odorless, colorless gas composed of three
atoms of oxygen. Ozone occurs both in the Earths
upper atmosphere and at ground level. Ozone can
be good or bad, depending on where it is found:
» Good Ozone. Ozone occurs naturally in the Earth's
upper atmosphere—10 to 30 miles above the Earth's
surface—where it forms a protective layer that shields
us from the sun's harmful ultraviolet rays. This beneficial
ozone is gradually being destroyed by manmade
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8 AIR QUALITY INDEX
AIR QUALITY INDEX
»j :..:.rj.i.j .'i.ia.
chemicals. An area where ozone has been significantly
depleted—for example, over the North or South pole—i
sometimes called a "hole in the ozone."
® Bad Ozone. In the Earth's lower atmosphere, near
ground level, ozone is formed when pollutants emitted
by cars, power plants, industrial boilers, refineries,
chemical plants, and other sources react chemically in
the presence of sunlight. Ozone at ground level is a
harmful pollutant. Ozone pollution is a concern during
the summer months, when the weather conditions
needed to form it—lots of sun, hot temperatures—
normally occur.
The risk of exposure to unhealthy levels of ozone is greatest during
summer months.
What are the health effects and who is most at risk?
Roughly one out of every three people in the United
States is at a higher risk of experiencing ozone-related
health effects. Sensitive people include children and
adults who are active outdoors, people with respiratory
disease, such as asthma, and people with unusual sensi-
tivity to ozone.
B One group at high risk from ozone exposure is active
children because this group often spends a large part of
the summer playing outdoors. However, people of all ages
who are active outdoors are at increased risk because,
during physical activity, ozone penetrates deeper into
the parts of the lungs that are more vulnerable to injury.
® People with respiratory diseases that make their lungs
more vulnerable to ozone may experience health effects
earlier and at lower ozone levels than less sensitive
individuals.
® Though scientists don't yet know why, some healthy
people experience health effects at more moderate levels
of outdoor exertion or at lower ozone levels than the
average person.
® Ozone can irritate the respiratory system, causing
coughing, throat irritation, and/or an uncomfortable
sensation in the chest.
E Ozone can reduce lung function and make it more
difficult to breathe deeply and vigorously. Breathing may
become more rapid and shallow than normal. This
reduction in lung function may limit a person's ability to
engage in vigorous outdoor activities.
® Ozone can aggravate asthma. When ozone levels are
high more people with asthma have attacks that require
a doctor's attention or the use of additional medication.
One reason this happens is that ozone makes people
more sensitive to allergens, the most common triggers of
asthma attacks.
® Ozone can increase susceptibility to respiratory
infections.
® Ozone can inflame and damage the lining of the lungs.
Within a few days, the damaged cells are shed and
replaced—much like the skin peels after a sunburn.
Animal studies suggest that if this type of inflammation
happens repeatedly over a long time period (months,
years, a lifetime), lung tissue may become permanently
scarred, resulting in less lung elasticity, permanent loss
of lung function, and a lower quality of life.
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10 AIR QUALITY INDEX
AIR QUALITY
D E X 11
Air Quality Index (AQI): Particulate Matter (PM)
Index
Values
0-50
51 -100*
Levels
of Health
Concern
Good
Moderate
Unhealthy
for Sensitive
Groups
151 - 200 | Unhealthy
201 - 300
Very
Unhealthy
301 - 500
Hazardous
Cautionary Statements*
None
None
People with res-
piratory or heart
disease, the eld-
erly, and children
should limit pro-
longed exertion.
People with
respiratory or
heart disease,
the elderly, and
children should
avoid prolonged
exertion; every-
one else should
limit prolonged
exertion.
People with
respiratory or
heart disease,
the elderly, and
children should
avoid any out-
door activity;
everyone else
should avoid pro-
longed exertion.
Everyone should
avoid any outdoor
exertion; people
with respiratory
or heart disease,
the elderly, and
children should
remain indoors.
None
^^^^^^^^^^^^^H
None
People with
respiratory
disease, such
as asthma,
should limit out-
door exertion.
People with res-
piratory disease,
such as asthma,
should avoid out-
door exertion;
everyone else,
especially the
elderly and chil-
dren, should
limit prolonged
outdoor exertion.
People with respi-
ratory disease,
such as asthma,
should avoid any
outdoor activity;
everyone else,
especially the eld-
erly and children,
should limit out-
door exertion.
Everyone should
avoid any out-
door exertion;
people with res-
piratory disease,
such as asthma,
should remain
indoors.
* PM has two sets of cautionary statements, which correspond to the two sizes of PM that are measured:
• Particles up to 2.5 micrometers in diameter (PM25)
• Particles up to 10 micrometers in diameter (PM10)
" -An AQI of 100 for PM2 5 corresponds to a PM2 5 level of 40 micrograms per cubic meter
(averaged over 24 hours).
• An AQI of 100 for PM10 corresponds to a PM10 level of 150 micrograms per cubic meter
(averaged over 24 hours).
What is paniculate matter?
The term "particulate matter" (PM) includes both solid
particles and liquid droplets found in air. Many manmade
and natural sources emit PM directly or emit other pollu-
tants that react in the atmosphere to form PM. These solid
and liquid particles come in a wide range of sizes. Particles
less than 10 micrometers in diameter tend to pose the
greatest health concern because they can be inhaled into
and accumulate in the respiratory system. Particles less than
2.5 micrometers in diameter are referred to as "fine" parti-
cles. Sources of fine particles include all types of combus-
tion (motor vehicles, power plants, wood burning, etc.) and
some industrial processes. Particles with diameters between
2.5 and 10 micrometers are referred to as "coarse." Sources
of coarse particles include crushing or grinding operations,
and dust from paved or unpaved roads.
What are the health effects and who is most at risk?
Both fine and coarse particles can accumulate in the
respiratory system and are associated with numerous
health effects. Coarse particles can aggravate respiratory
conditions such as asthma. Exposure to fine particles
is associated with several serious health effects, including
premature death. Adverse health effects have been associ-
ated with exposures to PM over both short periods (such
as a day) and longer periods (a year or more).
» When exposed to PM, people with existing heart or
lung diseases—such as asthma, chronic obstructive
pulmonary disease, congestive heart disease, or ischemic
heart disease—are at increased risk of premature death
or admission to hospitals or emergency rooms.
8 The elderly also are sensitive to PM exposure. They are
at increased risk of admission to hospitals or emergency
rooms and premature death from heart or lung diseases.
» When exposed to PM, children and people with exist-
ing lung disease may not be able to breathe as deeply or
vigorously as they normally would, and they may experi-
ence symptoms such as coughing and shortness of breath.
8 PM can increase susceptibility to respiratory infections
and can aggravate existing respiratory diseases, such as
asthma and chronic bronchitis, causing more use of
medication and more doctor visits.
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12 AIR QUALITY
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AIR QUALITY
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Air Quality Index (AQI): Carbon Monoxide (CO)
Index Values I Levels of I Cautionary
I Health Concern I Statements
Good
Moderate
Unhealthy for
Sensitive Groups
151 - 200
Unhealthy
201 - 300
Very Unhealthy
None
None
People with cardiovascu-
lar disease, such as
angina, should limit
heavy exertion and
avoid sources of CO,
such as heavy traffic.
People with cardiovascu-
lar disease, such as
angina, should limit
moderate exertion and
avoid sources of CO,
such as heavy traffic.
People with cardiovascu-
lar disease, such as angi-
na, should avoid exertion
and sources of CO, such
as heavy traffic.
People with cardiovascu-
lar disease, such as
angina, should avoid
exertion and sources of
CO, such as heavy traf-
fic; everyone else should
limit heavy exertion.
* An AQI of 100 for carbon monoxide corresponds to a CO level of 9 parts per million
(averaged over 8 hours).
What is carbon monoxide?
Carbon monoxide (CO) is an odorless, colorless gas.
It forms when the carbon in fuels does not completely
burn. Vehicle exhaust contributes roughly 60 percent of
all carbon monoxide emissions nationwide, and up to
95 percent in cities. Other sources include fuel combus-
tion in industrial processes and natural sources such as
wildfires. Carbon monoxide concentrations typically are
301 - 500
Hazardous
highest during cold weather, because cold temperatures
make combustion less complete and cause inversions
that trap pollutants low to the ground.
What are the health effects and who is most at risk?
Carbon monoxide enters the bloodstream through the
lungs and binds chemically to hemoglobin, the substance
in blood that carries oxygen to cells. In this way, carbon
monoxide reduces the amount of oxygen reaching the
body's organs and tissues.
® People with cardiovascular disease, such as angina,
are most at risk from carbon monoxide. These individu-
als may experience chest pain and more cardiovascular
symptoms if they are exposed to carbon monoxide,
particularly while exercising.
Vehicle exhaust contributes roughly 60 percent of all carbon
monoxide emissions nationwide.
® People with marginal or compromised cardiovascular
and respiratory systems (for example, individuals with
congestive heart failure, cerebrovascular disease, anemia,
chronic obstructive lung disease), and possibly fetuses
and young infants, may also be at greater risk from
carbon monoxide pollution.
® In healthy individuals, exposure to higher levels of
carbon monoxide can affect mental alertness and vision.
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14 AIR QUALITY INDEX
AIR QUALITY
D E X 15
AOI
Air Quality Index (AQI): Sulfur Dioxide (SO,)
Index Values I Levels of I Cautionary
| Health Concern I Statements
Good
Moderate
Unhealthy for
Sensitive Groups
None
None
People with asthma
should consider limiting
outdoor exertion.
151 - 200
201 - 300
Unhealthy
Very Unhealthy
301 - 500
Hazardous
Children, asthmatics,
and people with heart or
lung disease should limit
outdoor exertion.
Children, asthmatics,
and people with heart or
lung disease should
avoid outdoor exertion;
everyone else should
limit outdoor exertion.
Children, asthmatics,
and people with heart or
lung disease should
remain indoors;
everyone else should
avoid outdoor exertion.
* An AQI of 100 for sulfur dioxide corresponds to an S02 level of 0.14 parts per million
(averaged over 24 hours).
What is sulfur dioxide?
Sulfur dioxide (SO2), a colorless, reactive gas, is produced
during the burning of sulfur-containing fuels such as coal
and oil, during metal smelting, and by other industrial
processes. Major sources include power plants and indus-
trial boilers. Generally, the highest concentrations of sul-
fur dioxide are found near large industrial sources.
What are the health effects and who is most at risk?
® Children and adults with asthma who are active out-
doors are most vulnerable to the health effects of sulfur
dioxide. The primary effect they experience, even with
brief exposure, is a narrowing of the airways (called
bronchoconstriction), which may cause symptoms such
as wheezing, chest tightness, and shortness of breath.
Symptoms increase as sulfur dioxide concentrations
and/or breathing rates increase. When exposure ceases,
lung function typically returns to normal within an hour.
Children and adults with asthma who are active outdoors are most
vulnerable to the health effects of sulfur dioxide.
® At very high levels, sulfur dioxide may cause wheezing,
chest tightness, and shortness of breath in people who
do not have asthma.
® Long-term exposure to both sulfur dioxide and fine
particles can cause respiratory illness, alter the lung's
defense mechanisms, and aggravate existing cardiovascu-
lar disease. People who may be most susceptible to these
effects include individuals with cardiovascular disease or
chronic lung disease, as well as children and the elderly.
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16 AIR QUALITY INDEX
Air Quality Index (AQI): Nitrogen Dioxide (NOJ
Index Values
•
0-50
51 - 100
101 - 150
151 - 200
I Levels of 1
Health Concern 1
Good
Moderate
Unhealthy for
Sensitive Groups
1 Unhealthy
Cautionary
Statements
None
None
None
None
201 * - 300
301 - 500
Very Unhealthy
Hazardous
Children and people with
respiratory disease, such
as asthma, should limit
heavy outdoor exertion.
Children and people with
respiratory disease,
such as asthma, should
limit moderate or heavy
outdoor exertion.
* Short-term health effects for nitrogen dioxide do not occur until AQI values are above 200;
therefore, the AQI is not calculated below 201 for N02. An AQI of 201 for N02 corresponds
to an N02 level of 0.65 parts per million (averaged over 24 hours).
What is nitrogen dioxide?
Nitrogen dioxide (NO2) is a reddish brown, highly reac-
tive gas formed when another pollutant (nitric oxide)
combines with oxygen in the atmosphere. Once it has
formed, nitrogen dioxide reacts with other pollutants
(volatile organic compounds). Eventually these reactions
result in the formation of ground-level ozone. Major
sources include automobiles and power plants.
What are the health effects and who is most at risk?
® In children and adults with respiratory disease, such as
asthma, nitrogen dioxide can cause respiratory symptoms
such as coughing, wheezing, and shortness of breath. Even
short exposures to nitrogen dioxide affect lung function.
® In children, short-term exposure can increase the risk
of respiratory illness.
® Animal studies suggest that long-term exposure to nitrogen
dioxide may increase susceptibility to respiratory infection
and may cause permanent structural changes in the lungs.
For more information on air quality in your area,
visit EPA's AirNow web site at http://www.epa.gov/airnow
or call EPA's Office of Air and Radiation at (202) 564-7400.
For technical information on reporting the AQI,
see EPA's publication Guideline for Reporting of Daily
Air Quality—Air Quality Index (AQI), EPA-454/R-99-010,
at http://www.epa.gov/airnow/publications.html.
The focus of the AQI is on outdoor air quality.
For information on indoor air quality, contact EPA's Indoor Air
Quality Information Clearinghouse at (800) 438-4318.
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Air Quality Index Kids Website
Teacher's Reference
Clean Air and Dirty Air
On a clear breezy day, the air smells fresh and clean.
Clean air is air that has no pollutants (dirt and chemicals)
in it. Clean air is good for people to breathe.
On a hot day with no wind, the air can feel heavy and
have a bad smell. Once in a while, the air can even make
your chest feel tight, or make you cough. Dirt and
chemicals that get into the air make the air dirty or
polluted. Dirty air is not good for people to breathe.
Dirty Air Can Make You Sick
When the air has some dust, soot or chemicals floating in it, people who are inside probably
won't notice it. People who are outside might
notice it.
Sometimes people
with asthma, like me,
feel bad when the air
is very dirty.
People with asthma, a disease that can make it hard to
breathe, and children who play outside a lot might feel a little strange. When you are active
outdoors, for example, when you run and jump a lot, you breathe faster and take in more air.
Any pollutants in the air go into your lungs.
When the air is very dirty, almost everyone will notice it. It would be good if we could stop
breathing on those days, but of course we can't!
How Can I Tell if the Air is Clean or Dirty?
For information about visibility:
http://www.epa.gov/air/visibilitv/
Have you ever been stopped behind a truck or a bus at a
traffic light? When it starts up, sometimes a puff of dark
smoke comes out of the exhaust pipe.
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Air Quality Index Kids Website
Teacher's Reference
Clean Air
Dirty Air or Pollution
At times like that you can see dirty air - it looks hazy and brownish. If your window is open, you
might be able to smell the pollution. But sometimes the air can be dirty and you can't see it or
smell it. So you need another way to tell if the air is dirty. This is why EPA devel oped the Air
Quality Index, which we will describe in the "What is the AQI?" section.
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Air Quality Index Kids Website
Teacher's Reference
For information about the United
States Environmental Protection
Agency: http://www.epa.gov/
The Environmental Protection Agency
The environment is everything around you - the air, the land, and the rivers and oceans. The
Environmental Protection Agency (EPA) is a government office that works to keep the air, the
land, and the water clean. Clean air, land, and water help keep us healthy. The EPA works with
State environmental agencies to keep the air clean. State environmental agencies take samples of
the air at more than 1000 places in the United States to see if the air is dirty or clean.
Pollutants
Pollutants are what make the air dirty and cause pollution. Five pollutants are used by the EPA
to determine the Air Quality Index (AQI). Two of the pollutants, Ozone and Particulate
Matter, make up most of the air pollution in this country.
More information about ozone:
Ozone: Ozone can be good or bad. It all http://www.epa.gov/air/urbanair/ozone/
depends on where it is. Ozone is good when it
is high up in our atmosphere. It protects us
from sunburn. Ozone is bad when it is near the ground where we can breathe it in. You can't see
ozone in the air. Bad ozone is sometimes called smog. It is formed when chemicals coming out
of cars and factories are cooked by the hot sun. Ozone is more of a problem in the summer.
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Air Quality Index Kids Website
Teacher's Reference
Read a
cartoon about
OZONE
Ozone is made from
different pollutants.
Some pollute
come from
Some pollutants
come from cars.
When pollutants from factories
and pollutants from cars mix »n
V the sunlight, Ozone is formed
Airways
Breathing in ground-level ozone can make you
cough. It can also make it harder for you to
breathe. Ozone might even make it hurt to take a
breath of air. When you breathe in ozone, it can
make the lining of your airways red and swollen,
like your skin would get with a sunburn.
Lungs
Information about the health effects of ozone
can be found at:
http://www.epa.gov/airnow/brochure.html
Inside Airway
fop: Nofirul
Bottom:
Particles in the Air - Particulate Matter: Have you ever noticed a sunbeam Rfld
with lots of little specks of dust floating in it? That is parti culate matter.
Particulate matter is mostly dust and soot so
small that it floats in the air. Soot comes from
anybody burning anything. When you burn
gasoline in your car engine or burn wood in a
campfire, soot happens! Dust comes from lots
of places, too. When a company's business is to
grind things up very small or when someone drives down a dirt road, dust is thrown into the air
Soot and dust make the air look hazy.
Information about particulate matter:
http://www.epa.gov/air/urbanair/pm/
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Air Quality Index Kids Website
Teacher's Reference
Soot and dust make the air look hazy!
Clear Day
Hazy Day
Some particles in the air are so small you can't see them. It is not good for you to breathe in too
much of the tiny particulate matter. Particles in the air can make you cough. Particulate matter
can also make it hard for you to take a deep breath and you might get more colds. If you already
have asthma or problems with your heart, particulate matter could make you sick enough to go
to the hospital. To reduce exposure to particulate matter when the AQI is orange or worse, don't
play near streets with heavy traffic. Heavy traffic areas are highways and busy streets where
there are a lot of cars, buses, and trucks.
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Air Quality Index Kids Website
Teacher's Reference
The Air Quality Index
The EPA and your State environmental agency
measure pollution in the air. Then they use the Air
Quality Index, or AQI, to tell the people about the air.
An index can be a quick way to tell people how good
or bad something is.
The AQI uses colors, and numbers, and words to tell
you about the air.
AIR QUALITY INDEX
AQI Colors
Information about the Air Quality Index is available at:
http://www.epa.gov/airnow/aqibroch/
These are the AQI colors. Each day the AQI is one of these colors. The colors tell you how
healthy the air is to breathe that day. The colors go from Green to Yellow to Orange to Red to
Purple to Maroon, each color telling you that the air is less clean than the color before. Green is
the best air quality.
| GREEN
| YELLOW
ORANGE
RED
PURP
MAROON
When the AQI is green, the air is clean!
We see a lot of Yellow, Orange, and Red AQI colors in the summer when air quality often isn't
at its best. Purple and Maroon are the worst air quality! Luckily we hardly ever see the AQI get
to Purple. Because of people working to clean up the air, the AQI has not reached Maroon in
many years! This is why Maroon is usually not shown with the AQI.
AQI Numbers
An index with numbers can be a quick way to tell people how good or bad something is. For
example, you might say your school lunch is a 1 (very good) or a 5 (yucky). The Air Quality
Index uses numbers from 0 to 500. These numbers are used to decide the AQI color. On days
measuring less than 100, the air is clean. If the air is dirtier, the numbers get bigger. On days
measuring more than 100, the air can be bad for you to breathe.
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Air Quality Index Kids Website
Teacher's Reference
Here is how the AQI numbers match up with the AQI colors:
AQI Numbers
Colors
OtoSO
Green
51 to 100
Yellow
101 to 150
Orange
151 to 200
Red
Where is the AQI?
You can find the AQI in several places. If you have a computer connected to the Internet, go to
www.epa. gov/AIRNOW. and click
with your mouse on "Where I Live."
When you see the map of the United
States, click on your state. Then you
will see a chart with a list of cities.
The AQI for many, but not all, large
cities can be found there. Look for
your city and you will see if the air
in your city today is clean or not.
You can see an AQI Ozone Map for many areas in the United
States. Here is an example. It looks like a weather map,
except this shows ozone. This shows the AQI colors for ozone
June 27, 2001 going from green (good) to red (unhealthy) in the eastern part
of the United States.
If you would like to see an AQI Ozone Map for your state, go to www.epa.gov/AIRNOW. then
click on Ozone Maps. You can also see an AQI Forecast Map of the United States. Here is an
example of the air quality forecast for the eastern part of the United States.
This shows the AQI forecast from green (good) to red (unhealthy) for many cities in the eastern
part of the United States.
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Air Quality Index Kids Website
Teacher's Reference
If you would like to see an AQI Forecast Map for the United States, go to
www.epa.gov/AIRNOW. then click on Air Quality Forecast.
You can enlarge some sections
to get a closer took
NH
NJ
DE
MD
You can find the AQI in the newspaper, often in the weather section. It might look something
like this:
AIR QUALITY INDEX
Pollutant: Ozone
Today's Forecast: 130
Quality: Unhealthy for
Sensitive Groups
Children and people with asthma
are the groups most at risk.
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Air Quality Index Kids Website
Teacher's Reference
Air Pollution and Health
One thing the AQI does is help you
understand what the air quality around
you means to your health. Each of the
AQI colors has a word or phrase to go
with it that tells you something about
health. These are the colors and the
health words that go with them.
Two brochures explaining the health effects of
ozone are available:
http://www.epa.gov/airnow/brochure.html
http://www.epa.gov/airnow/health/
AQI Colors
Health Word(s)
Green
Good
Moderate
Unhealthy for Sensitive Groups
Unhealthy
Sometimes the weatherperson on TV or the radio will talk about the AQI for today and may also
tell you what tomorrow's AQI will be...
rhe Air Quality Index today was 1 fi-0, a code
red day. Air Quality was unhealthy due to ozone. Hot, sonny"
weather and stagnant air caused oione in Center City to rise
to unnea/toy levels. Children and people with asthma
are (he groups most at risk.
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Air Quality Index Kids Website
Teacher's Reference
What is a Sensitive Group?
Some people are more sensitive to air pollution than other
people. Different people can be sensitive to different air
pollutants. For example, ozone might make you cough.
Particulate matter may not bother you, but it may make
your grandmother cough and need to rest.
One sensitive group is people with asthma. Asthma is a
disease that can make it hard to breathe. If people who
have asthma are careful and do what the doctor tells them
to do, they may never have trouble breathing.
Sometimes people with asthma
need help breathing.
Another sensitive group is children. Why are you part of a
sensitive group? Because you're young, and that means your
body is still growing, and your lungs are still developing. Also,
you tend to play outside more, where the air pollution is. Does
this mean you must stay inside when the air is dirty? Not really!
Check out what the AQI colors and health words tell you to do:
Children active outdoors can be
iensitive to some air pollutants.
How can I tell if air pollution is affecting me?
If you are playing hard outside when the AQI is orange or worse you may cough, feel some
discomfort when you breathe, or your chest may feel tight. If you do, you should tell your
parents or teachers. People with asthma may wheeze the day after pollution levels are high. If
you have asthma, be sure and follow your doctor's advice when pollution levels are high.
10
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Air Quality Index Kids Website
Teacher's Reference
AQI for Ozone
Color & Health Word(s)
GREEN is Good
What To Do?
Just enjoy the clean air!
YELLOW is Moderate
Air quality is fine for most people, including
children like you. However, if you know you
are extra sensitive to pollution, you might
want to limit the time you spend playing
outside.
ORANGE is
Unhealthy for Sensitive Groups
People with lung disease, such as asthma, and
active kids and grown-ups should limit how
long or how hard they play or are active
outside. Remember, it's important to think
about how the air quality is making you feel!
If you don't feel so great, take it a little easier.
RED is Unhealthy
People with lung disease, such as asthma, and
active kids and grown-ups should not spend a
long time playing or being active outdoors.
Everybody else should limit how long they are
active outside.
People with lung disease, such as asthma, and
active kids and grown-ups should not spend
' time playing or being active outdoors.
11
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Air Quality Index Kids Website
Teacher's Reference
So if the AQI is orange, red, or worse, do I have to stay in all day?
No, you can go out and play. Outdoor exercise and play make your body stronger. It is just that
when the AQI is orange or worse there is some risk that if you go outside and play, you may feel
some of the health effects described here.
What is risk?
Risk is the chance that something bad will happen, and it is a normal part of everyday life.
There are bigger risks and smaller risks. If you were to play on a busy street, your risk of being
injured would be big. We can compare the risk from air pollution to other kinds of risk you
know about, such as eating "junk food." Junk food is bad for kids, too, but most kids won't be
hurt eating a little bit of it once in a while. Likewise, even though dirty air is bad for kids, most
kids won't be hurt by playing outside, once in a while, when the air is dirty.
Often, you can lower the risk by being smart, for example by wearing a bike helmet when you
ride your bike. To lower your risk from air pollution, you can play outdoors at the times of day
when air pollution levels are lower. In the summer, this is often in the morning or in the evening.
Another good way to lower your risk is by taking it easier if you do play outdoors when air
pollution levels are high. Also, if you do play outside when the AQI is orange, red, or worse,
pay attention to how you feel. Does your chest feel strange? Is it hard to breathe? Do you feel
tired? If you can answer "yes" to any of those questions, stop playing outside, and tell your
parents or teachers.
12
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Air Quality Index Kids Website
Teacher's Reference
What Can I Do?
What can I do to lower my risk from air pollution?
If pollution levels are forecast to be high:
t/' Play outside at the time of day when levels will be lower
If you know pollution levels are high:
»^ Playing outside is okay, just take it easier
Pay attention to symptoms like coughing, pain when taking a deep breath, chest tightness or
wheezing If you have any of these symptoms, stop playing and tell your parents or teachers
Information about what you can do to help lower
air pollution can be found at:
ttp ://www. epa. gov/air/actions/
What can I do to lower pollution?
t/' Conserve energy
http://www.epa.gov/globalwarming/actions/efficiencv/
t/' Carpool, ride your bike, walk, take the bus
t/' Don't make trips you don't need to make
t/' Ask your Mom and Dad to help (by keeping cars tuned, filling up early or
late in the day, inflating tires, etc.)
»^ Visit other kids' Web sites to learn about recycling, global warming, etc.
Waste & Recycling
EPA Explorers Club
Global Warming
Recycle City
http ://www. epa. gov/students/waste& .htm
http://www.epa.gov/kids/garbage.htm
http ://www. epa. gov/globalwarming/kids/
ttp ://www. epa. gov/recvclecitv/
13
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Air Quality Index Kids Website
Teacher's Reference
Air Quality Index Dictionary
Asthma: Asthma is a disease that can make it hard to breathe.
Atmosphere: Our atmosphere is the air and gases surrounding the earth.
Chemical: Chemicals are everywhere. There are chemicals inside your body, and there are
chemicals in the ground, in the water, and in the air. You can
see most chemicals, but not all chemicals. Some are clear or so
small we can't see them. Some chemicals are good, like the
medicine the doctor gives you when you are sick. Some
chemicals are useful, but dangerous, like
gasoline. Gasoline makes cars run, but you wouldn't want to
drink it, because it would make you very sick. Some
chemicals make the air dirty and cause pollution, like Ozone.
Disease: A disease is a type of illness. A disease is something
that makes you sick.
Global: Global means the whole world.
Hazardous: Hazardous means dangerous.
Haze: Soot and dust make the air look hazy!
Ozone: Ozone can be good or bad. It all depends on where it is. Ozone is good when it is high
up in our atmosphere. It protects us from sunburn. Ozone is bad when it is near the ground
where we can breathe it in. You can't see ozone in the air. Bad ozone is sometimes called smog.
It is formed when chemicals coming out of cars and factories are cooked by the hot sun. Ozone
is more of a problem in the summer.
Particulate Matter: Have you ever noticed a sunbeam with lots of little specks of dust floating
in it? That is particulate matter. Particulate matter is mostly dust and soot so small that it floats
in the air. Soot comes from anybody burning anything. When you burn gasoline in your car
engine or burn wood in a campfire, soot happens! Dust comes from lots of places, too. When a
company's business is to grind things up very small or when someone drives down a dirt road,
dust is thrown into the air. Soot and dust make the air look hazy.
Pollutant: Pollutants are what make the air dirty and cause pollution. Sometimes you can see
pollutants and sometimes you can't. Ozone is a pollutant that you can't see. Dust and soot are
14
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Air Quality Index Kids Website
Teacher's Reference
pollutants that you can see. Dust and soot are also called Particulate Matter.
Smog: Bad ozone is sometimes called smog.
Soot: Soot comes from burning something. When you burn
gasoline in your car engine or burn wood in a campfire, soot
happens! You may have noticed the walls on the fireplace
after a fire has burned. The walls are covered in a black
powder. That is soot.
Stagnant: When air is still and not moving, and smells
musty or stale, it is called stagnant. Water that is not
moving also is called stagnant.
15
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Its an Orange day today!
I think I'll take it easy
when I go outside to play.
Good
Moderate
0-50
51-100
Unhealthy for Sensitive Groups 101-150
Unhealthy
AIR QUALITY INDEX I Very Unhealthy
151-200
201-300
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gov/airnow/aqikids
Moderate
0-50
51-100
Unhealthy for Sensitive Groups 101-150
Unhealthy
AIR QUALITY INDEX I Very Unhealthy
151-200
201-300
-------
-------
Good
Moderate
-50
51-100
Unhealthy for 101-150
Sensitive Groups
Unhealthy
Very
Unhealthy
151-200
201-300
-------
Its an Orange day today!
I think I'll take it easy
when I go outside to play.
Good
Moderate
0-50
51-100
Unhealthy for Sensitive Groups 101-150
Unhealthy
AIR QUALITY INDEX I Very Unhealthy
151-200
201-300
-------
It's a Red Day!
You should play outside in the morning
when the Air Quality is better.
Good
Moderate
0-50
51-100
Unhealthy for Sensitive Groups 101-150
Unhealthy
AIR QUALITY INDEX I Very Unhealthy
151-200
201-300
-------
Today is a PURPLE
It's best to play indoors
day.
today
Good
Moderate
0-50
51-100
Unhealthy for 101-150
Sensitive Groups
AIR QUALITY INDEX
Unhealthy
Very
Unhealthy
151-200
201-300
-------
Today is a PURPLE
It's best to play indoors
day.
today
Good
Moderate
0-50
51-100
Unhealthy for 101-150
Sensitive Groups
AIR QUALITY INDEX
Unhealthy
Very
Unhealthy
151-200
201-300
-------
It's a Red Day!
You should play outside in the morning
when the Air Quality is better.
Good
Moderate
0-50
51-100
Unhealthy for Sensitive Groups 101-150
Unhealthy
AIR QUALITY INDEX I Very Unhealthy
151-200
201-300
-------
Good
Moderate
-50
51-100
Unhealthy for 101-150
Sensitive Groups
Unhealthy
Very
Unhealthy
151-200
201-300
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Name:
Date:
Class:
UV/7-2
SPOTLIGHT THE SUN DATA TABLE
Record the results of your thermometer temperatures in the chart below and answer the
discussion questions below.
5 min 10 min 20 min 25 min 30 min 35 min 40 min 45
niin
Direct Light
Thermometer
Indirect Light
Thermometer
1 What was the difference in temperatures of the two lights on the thermometers?
2 How does this explain why it is warmer in the middle of the day than in the early morning?
3 Why is it colder in the Arctic Circle? where there is continuous light, then it is in the United
states?
4 Discuss how the angle of light on the thermometer affected the temperature and compare this
activity to the angle of sunlight directed on the Earth.
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Name:
Date:
Class:
UV/8-1
OZONE CHEMISTRY: FORMATION & DEPLETION
Notes:
Ozone is formed and destroyed naturally in the stratosphere by light waves which have a
wavelength between 200-300 nanometers (approximately one billionth of a meter). This
process absorbes a high percentage of UV-B and UV-C high energy light waves, keeping our
levels of exposure to these rays safe for us and life in the troposphere.
The formation and use of chemicals called halogens has created an unbalanced reaction in
the destruction of ozone. Chlorine is believed to have the most damaging effect on the balance
of ozone in the stratosphere. As it continually breaks down the natural process of ozone, more
and more UV-B and UV-C high energy light waves are reaching the troposphere causing long
term damage to us and life in the troposphere.
1: Solar Formation of Ozone:
2: Solar Destruction of Ozone:
3: Halogen effects on Ozone destruction:
o
V light 200
O»
3
+ 03
300nm
k f~\
* O2
k
' 2
202
* CIO
NO,
NO
UV light
-------
Name: _
Date: _
Class: _
UV/8-1
OZONE CHEMISTRY: FORMATION & DEPLETION
In this way one molecule of chlorine can destroy over 100,000 molecules of ozone before it is
finally removed from the stratosphere. Eventually chlorine forms the compound HC1 which is
water soluable and attaches to precipitation falling to the ground as rain.
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8th Grade
Lesson Plan
LEARNING
OBJECTIVE:
STUDENT
PERFORMANCE
OBJECTIVE:
BACKGROUND:
The student will begin to
understand the
formation and
UV: Chemistry of Ozone Depletion
destruction of ozone and the effects it has on UV.
77
77
77
The student will define sunlight as the major energy source for both
making and destroying stratospheric ozone.
The student will be able to define VOCs as Volatile Organic
Compounds and determine they are both man-made and natural
formations.
The student will be able to define Halogens as the chemical family
containing fluorine, chlorine, bromine and iodine.
The student will begin to understand that Halogens have the ability
to catalyze ozone breakdown and they have an unequal impact on
the ozone layer.
The student will begin to understand that chlorine removal in the
stratosphere involves the formation of HC1 which is water soluble.
The student will determine how CFCs get into the stratosphere
when they are heavier than air.
The Earth's atmosphere can be divided into several layers. The lowest
layer, the troposphere, extends above the Earth about 10km. The next
layer is the stratosphere which extends from 10km to approximately
50km. The mesosphere extends from approximately 50km to
approximately 80km with the thermosphere directly above that.
The temperature increases with the altitude in the stratosphere due to
the absorption of UV light by oxygen and ozone. As sunlight is the
major energy source for both making and destroying stratospheric
ozone it causes the constant exchange between ozone and oxygen. UV
light such as UV-B and UV-C are the sun's high energy rays which we
cannot see, but aid in keeping the balance of ozone in the atmosphere.
Approximately 98% of these rays are absorbed by the formation and
destruction of atmospheric ozone.
While ozone is mainly produced and destroyed in the stratosphere
where it protects the earth from the harmful effects of UV rays, certain
pollutants (both natural and man-made are causing ozone to be
produced in the troposphere. Ozone in the troposphere causes the
greenhouse properties that warm the Earth; surface. The concentration
of ozone in the troposphere only remains for a short amount of hours.
Therefore high levels of ozone in the troposphere are often found in
cities where high levels of pollutants are found.
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8th Grade
Lesson Plan
MATERIALS:
These pollutants are
often known as VOCs
(Volatile Organic
UV: Chemistry of Ozone Depletion
Compounds). These compounds, primarily made of carbon and
hydrogen often contain halogens such as chlorine, fluorine and/or
bromine. They are defined as volatile because of their tendency to
evaporate. Elements from the halogen family (listed above) all have the
ability to catalyze the breakdown of ozone, however their impact is an
unequal one. While the natural process of sunlight and ozone both
forms and destroys ozone, the halogens only destroy ozone leaving
what many scientist classify as a "hole" in the ozone layer.
CFCs (ChloroFluoroCarbons) are a class of VOCs that have been used
as refrigerants, aerosol propellants, solvents, degreasers, cleaning
solutions, dry cleaning fluids and components of pesticides and plastics.
These chemicals have been considered safe to work with due to the fact
that they are chemically unreactive. They are so unreactive or inert
that the natural reagents that remove most atmospheric pollutants do not
react with them. Therefore they tend to stay in the atmosphere and after
many years they make their way into the upper atmosphere where the
UV radiation from the sun breaks them down into their component
molecules. This releases the potentially damaging chlorine (as well as
bromine and fluorine) atoms which work to destroy ozone. Chlorine
becomes the catalyst which reacts with ozone and breaks it down (Cl +
OT, —> CIO + 02). One molecule of chlorine is estimated to degrade
over 100,000 molecules of ozone before it is removed from the
stratosphere.
In the stratosphere chlorine will eventually form into an inactive
compound of hydrogen chloride (HC1) which is water soluable and will
precipitate out of the stratosphere by water droplets.
See other lessons on UV and sun, the UV index, UV and ozone in our
breathing space, UV and ozone depletion, UV monitoring, and benefits,
dangers and choices of UV, the Earth's tilt, seasons and UV.
Demonstration Materials
?? Sucrose Ci2H22On (60 grams)
?? Sulfuric acid, concentrated 18M, H2SO4 (60 mL)
?? Sodium carbonate, Na2COs
?? 250 mL beaker
?? 100 mL graduated cylinder
?? tongs
?? balance
?? paper towels
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8th Grade
Lesson Plan
UV: Chemistry of Ozone Depletion
SAFETY CONCERNS
OPENING:
?? Stirring rod, glass
?? Safety Goggles
?? Safety Apron
Activity Materials
?? Worksheet UV/8-1 Ozone Chemistry: Formation and Depletion
?? Litmus paper
?? Cups
?? Water from pond, puddle, and/or lake
Please follow safety precautions carefully. Do not allow students to
perform demonstration.
Complete in a well ventilated area.
Wear safety goggles and safety apron
Have students wear goggles also.
Use tongs to handle carbon product.
Do not touch Sulfuric acid with hands (Sulfuric acid is very corrosive to
eyes, skin and other tissue).
Do not mix Sulfuric acid with water. (Carbon product will need to be
completely neutralized with sodium carbonate before rinsing.)
Disposal:
When reaction is finished and the container is cool, pour sodium
carbonate over the product to neutralize the acid.
Once neutralized, rinse the carbon product thoroughly under running
water. Place in a sealed plastic bag and place in the trash.
Ask the Class:
How do you know when a chemical reaction takes place? Chemical
reactions take place all the time in the atmosphere, but we cannot see
them. How do we know they are taking place
Discuss with the Class:
We have often heard the reports of the ozone layer being depleted. This
is caused by compounds being released when they reach the
atmosphere. These specific compounds alter the natural formation and
destruction of ozone in the atmosphere which protects us from UV rays
from the sun. Today we are going to demonstrate how compounds get
separated in a reaction. We will then test water samples and discuss
how those chemicals (once neutralized) fall as rain into our water
supplies.
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8th Grade
Lesson Plan
PROCEDURES:
Demonstrate to the
Class:
1. Set up your
materials on a table
in view of your
UV: Chemistry of Ozone Depletion
students in a well ventilated area.
2. Follow all safety precautions and demonstrate safety to the students.
3. Set up sodium carbonate and have ready to neutralize any acid spills
4. Measure 60 grams of sucrose and place in the 250mL beaker.
5. Set the beaker on paper towels.
6. Measure 60mL of sulfuric acid in a lOOmL graduated cylinder
(neutralize any spills with sodium carbonate)
7. Pour the sulfuric acid into the beaker containing the glucose very
slowly.
8. Stir briefly with a glass stirring rod. Leave the rod inside the beaker
during the activity to support the column of carbon.
9. Stand back and observe. Reaction will be complete in
approximately 15 minutes.
10. Discuss with the students the reaction and that carbon and water are
both products of the reaction. Discuss the chemical changes and the
heat and gas produced in the reaction.
1. Discuss that harmful VOCs are constantly being put in the
atmosphere by chemical reactions. These reactions happen
naturally on their own and unnaturally from factories, power
plants and other human activities.
2. Define VOCs (Volatile Organic Compounds) as pollutants made
primarily of carbon and hydrogen which contain halogens such
as chlorine fluorine and/or bromine.
3. Define CFCs (ChloroFluoroCarbons) as a class of VOCs that
have been used as refrigerants, aerosol propellants, solvents,
degreasers, cleaning solutions, dry-cleaning fluids and
components of pesticides and plastics.
4. Distribute worksheet UV/8-1 Ozone Chemistry: Formation and
Depletion Discuss the natural formation and depletion of ozone
in the stratosphere. Go over the diagrams and discuss the
effects of halogens on ozone destruction.
5. Discuss chlorine as a halogen that upsets the natural formation
and destruction of ozone. Discuss one molecule of chlorine can
destroy over 100,000 molecules of ozone before it is finally
removed from the stratosphere.
6. Explain that chlorine eventually becomes inactive in the
stratosphere when it forms the molecule HC1 which is water
soluble and falls to the earth as rain.
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8th Grade
Lesson Plan
SO WHAT?
LIFE
APPLICATIONS:
CURRICULUM
EXTENSIONS:
7. Explain to the
students that while
we do not have the
technology in the
classroom to test the
formation and
UV: Chemistry of Ozone Depletion
destruction of ozone in the stratosphere, we do have the technology
to test the water for evidence of chlorine from the inactive
compound HC1.
8. Have the students get samples of the water (puddle, pond and/or
lake) and litmus paper and take to their lab stations.
9. Students will use the paper to test the water's PH to determine if
there is chlorine present in the water.
10. If you have access to several different samples of water, have the
students test each sample to compare and discuss their results.
11. Discuss how chlorine becomes soluable in water once it has formed
the compound HC1 and determine how this activity proves the
presence of chlorine in the stratosphere.
12.
13.
Have the students explain their part in releasing these VOCs and CFCs
in the environment (use of products that release VOCs or purchase of
products that release VOCs during production). Have them come up
with a plan of how they can help prevent the release of these chemicals
and write a letter to a company explaining their concern relating to this
process.
Math/Science:
Have the students test the samples of water over a period of time
(hopefully before and after rainfall) and chart and graph their results.
Language Arts:
Have the students create a model or a skit demonstrating the effects of
halogens on the natural formation and destruction of ozone in the
stratosphere.
Have the students write a letter to their congressman asking for stronger
laws to prevent the release of VOCs into the stratosphere.
Technology:
Use the spreadsheet program to create a chart and graph of their results
from the Math/Science activity.
-------
8th Grade
Lesson Plan
RESOURCES:
Have the students use
the inspirations program
on the computer to
create a concept map
explaining the
UV: Chemistry of Ozone Depletion
relationship between VOCs that release chlorine and the depletion of
the ozone in the stratosphere.
Have the students look up the Ecoplex website to determine the ozone
alert status and find out more about ozone.
TEKS: 8.9A,C
Denton ISD SPO:
Ecoplex web site
http://www.nas.nasa.gov/Services/Education/Resources/TeacherWork/
Ozone/Ozone_chem.html
http://www.atm.ch.cam.ac.uk/tour/part2
http://www.egs.uct.ac.za/csag/faq/ozone-depletion/intro/faq-doc-8.html
http:home.larc.nasa.gov/org/pao/PAIS/Aerosols.html
http://www.epa.ohio.gov/ddagw/voc.html
-------
5™ Grade
UV Lesson
UV: CHECK IT OUT!
LEARNING OBJECTIVES
STUDENT PERFORMANCE
OBJECTIVE
BACKGROUND
MATERIALS
OPENING
PROCEDURE
Identify health dangers due to UV-A and UV-B. Learn to use and
read a UV meter.
•=>-=>• The student will identify some dangers of UV.
•=>-=>• The student will identify some types of protection from UV.
»«• The student will learn to use a UV meter.
»«• The student will learn to use the UV area on the ECOPLEX
web site.
Because of ozone depletion, more UV-A and UV-B rays are
passing into the troposphere (our breathing space). UV-A causes
skin aging, wrinkles and damage to outdoor plastics and paints.
UV-B is known to cause skin cancer and cataracts. It also reduces
growth of plants and may affect the health of wildlife. The UV
Index on the ECOPLEX site allows students to check the UV
ratings and determine what precautions should be taken to protect
themselves from UV rays. The Index is a scale from 0-2 (minimal),
3 to 4 (low), 5 to 6 (moderate) 7 to 9 (high) and 10+ (very high).
Protective measures include wearing a hat, sunglasses, sunscreen,
lip balm with sunscreen, or choosing to stay indoors between 10:00
a.m. and 4:00 p.m. on very high UV Index days.
See other lessons on the following subjects: UV and sun, UV
Index, UV and ozone, UV and ozone in our breathing space, what
depletes ozone.
«•«• Sun pretest
»«• UV meter
«•«• Internet access
«•«• Construction paper
»«• Markers
Ask the students to complete the sun survey at
http://www.biorap.org/tg/tgsun2surv.html.
1. Discuss the dangers of our over exposure to UV rays.
2. Discuss the student survey answers. After the discussion, ask
students if they see a behavior in the survey that they need to
change.
-------
SO WHAT?
(LIFE APPLICATION)
CURRICULUM
EXTENSIONS
RESOURCES
3. Ask students to generate
possible ways to protect
themselves
from UV rays.
4. Show students the UV Index
site on Ecoplex.
5th Grade
UV Lesson
5. Demonstrate how to use a UV meter. Have students determine
the UV ratings throughout the day.
6. Create a comparison between the UV meter and the Ecoplex
UV data. Compare for an extended period of time (for instance
one week per month for the school year). Create a graph of the
results. Ask the students to determine if there is any pattern to
the data.
7. Create a brochure that makes your friends and family aware of
UV rays and explains where to find the UV rating and how to
use the UV rating.
By becoming aware and understanding the UV data, students are
empowered to make appropriate choices concerning protection of
UV rays.
Art and Writing
Create a UV superhero comic strip.
Math
Find the average UV rating for each season or month at noon.
TEKS:5.1.A, 5.2.B,C,D, 5.3.A, 5.4.A, 5.5.B, 5.8.A
Denton ISD SPO: SI 2, S3 3
http://www.nsc.org/EHC/sunwise/UV.htm
http://www.napenet.org/uvfacts.html
http://www.ecoplex.unt.edu
-------
FIRST GRADE
UV
CATCHING AND COUNTING UV RAYS!
LEARNING OBJECTIVE
Using archived UV Index data, the students
will find patterns and discover that Ultraviolet (UV)
measurements are affected by time of day and
seasons. The students will apply these patterns to
personal choices and attitudes about sun safety.
STUDENT
PERFORMANCE
OBJECTIVES
* The student will understand that exposure to
UV radiation can be dangerous.
* The student will use the UV Index to create
graphs necessary to observe patterns in UV
readings.
* The student will draw conclusions about personal
choices for sun safety
BACKGROUND
Energy from the sun sustains all life on earth.
However, the sun's ultraviolet rays can be harmful
to plant growth and to human life, causing sunburns,
skin cancer, and eye damage. We can't see UVrays.
Fortunately, there are ways to protect ourselves from
overexposure to UV rays. The amount of UV rays
which reach the earth depend on:
The time of day: UV is greatest at midday (when
the sun is highest in the sky), and less in the early
morning and late afternoon.
The season: UV is greatest in the summer (May
to August), less in spring and fall, and least in the
winter.
Cloud cover: A thick, heavy layer of clouds
blocks some UV. Puffy, fair weather clouds or layers of
thin, light clouds let most of it through. The darker
the clouds, the less the UV. Be careful under thin
clouds-the sun's rays don't feel as hot, but they can
still burn!
The type of surface you are on: You get much
more UV on snow, since the white surface reflects
the sun's rays back onto your skin just like a mirror
Fresh snow reflects the greatest amount of UV while
other bright surfaces, such as dry sand and concrete,
reflect less.
Your elevation: You get more UV on a mountain
(the air is cleaner and thinner) than at lower
elevations.
Where you are on the earth's surface: UV is
strongest at the equator and gets weaker as you go
towards the earth's poles. The poles receive the
least UV.
How long you are in the sun: The longer you are
-------
FIRST GRADE
UV
MATERIALS
out in the sun, the more UV you will receive.
What you're wearing: Summer clothes often
expose more skin to UV. Don't confuse temperature
and UV. Light clouds or a breeze, can make you
feel cooler, but they don't reduce the UV!
The UV Index is a daily forecast of the UV
radiation levels people might experience, and is based on a
scale of 0 -10+. People use the UV Index data to make
responsible decisions about outdoor activities and
sun protection behaviors.
How to Read The UV Index:
0-2 Minimal--Minimal danger from the sun's UV rays for
the average person. Most people can stay in the sun for up
to one hour during the hours of peak sun strength, 10 a.m.
to 4 p.m., without burning. People with very sensitive skin
and infants should always be protected from prolonged sun
exposure.
3^4 Low—Low risk of harm from unprotected sun
exposure. Fair-skinned people, however, might burn in less
than 20 minutes.
5-6 Moderate—Moderate risk of harm from unprotected
sun exposure. Fair-skinned people might burn in less than
15 minutes. Apply a sunscreen with a Sun Protection Factor
(SPF) of at least 15. Wear a wide brimmed hat and UV
absorbing sunglasses to protect your eyes.
7-9 High—High risk of harm from unprotected sun
exposure. Fair-skinned people might burn in less that 10
minutes. Minimize sun exposure during midday hours, from
10 a.m. to 4 p.m. Protect yourself by liberally applying a
sunscreen with a SPF of at least 15. Wear protective
clothing and sunglasses. When outside, seek the shade.
10+ Very High—Very high risk of harm from unprotected
sun exposure. Fair-skinned people might burn in less than 5
minutes. Avoid being in the sun as much as possible. Wear
protective sunglasses and apply sunscreen of at least SPF 15
liberally every 2 hours. Wear a cap or hat with a wide brim.
If possible, stay indoors when the UV Index is very high.
See the lesson on UV and Sun.
*Graph paper with 12 columns on the horizontal axis and
12 rows on the vertical axis [UV/1-1]
*www.ecoplex.unt.edu
*Samples of sun protectors: sunscreen (SPF 15 or above),
UV absorbing sunglasses, wide brimmed hat
OPENING
Ask the class:
Why is the sun important to us? (record ideas) Are there
any times when the sun is not good for us? (record ideas)
Lead the discussion to suntans, sunburns, skin cancer and
eye damage (cataracts) from overexposure to the sun.
TIP: See the UV and Sun lesson background information
and activities if you feel you or your class need more
-------
PROCEDURE
FIRST GRADE
UV
information before proceeding with this lesson.
1. Show students samples of sun protectors that the teacher
has provided. Lead an active discussion of each sample
and ask if the students have ever used them. Ask for
other ideas on protection from UV rays. Ask for ideas
on nature's protection: shade, trees, clouds, the ozone
layer around the earth.
2. Identify the dangers of overexposure to UV radiation
(see UV and Sun if your students are not ready
to proceed.). Provide information from the Background
section. Explain the UV Index. Explain that the students
will be using the archived data from the ECOPLEX web site
to develop graphs of the UV readings for the second
Monday of each month (any date can be chosen) at
8:30 a.m., 11:30 a.m., 2:30 p.m., and 5:30 p.m.
Demonstrate how to retrieve the data and record the
numbers on the graphs. This could be managed in
several ways: the class could be divided into teams -one
team does one time, the class could work in partners-one
partner retrieving the data while the other partner graphs
it, the teacher may choose to work with half the class at
a time to retrieve data while the rest of the class is
engaged in other work. [See worksheet UV/1 -1]
3. When the data are graphed, ask the children to present
their data to the rest of the class. Lead a discussion
that allows the children to see the patterns in the UV
data. The students should conclude that the time of day
and season are two factors that affect the UV readings.
4. Use the ECOPLEX page to gather information necessary
to record safety practices and precautions for the
Minimal, Low, Moderate, High, and Very High
readings. The teacher can record these and the students
could illustrate precautions for each reading.
SO WHAT?
(LIFE APPLICATIONS)
Ask the children to develop a "Personal Sun Safety
Plan" for themselves based on the UV information
gathered. This can be accomplished as a class or as
individuals. Display graphs and conclusions in the
school to inform others of the UV information learned.
CURRICULUM
EXTENSIONS
MATH/SCIENCE
As part of the daily calendar activities, record the day's
weather as sunny, cloudy, windy, or rainy. Take this data
over a period of time and compare it to the UV Index
at the same time of day that the weather is recorded.
Watch for patterns of how weather is an additional factor
-------
FIRST GRADE
UV
that affects the UV Index. Graph these data over a
period of time. GLOBE schools can look at cloud cover
and cloud type data for comparison to UV Index and
discover another factor which affects the UV Index.
LANGUAGE ARTS
Have students develop a poster with information learned
about the UV Index. Display it in a prominent place at
school to inform others about the UV Index. Allow your
students to present the poster and information to other
classes.
GEOGRAPHY
Log on to the web site:
http://www.l.tor.ec.gc.ca/cd/uv_e.cfm
to find the UV Index from around the world. Lead the
children to notice that location is also a factor affecting the
UV readings. The closer to the equator— the higher the
reading.
ART
Children collect magazine pictures of items and locations
(ex: shade) needed for their "Personal Sun Safety Plan"
and create a collage display.
SOCIAL STUDIES
Discuss hats and why people wear them (careers, fashion,
sun protection). Investigate "Hats Around the World"
discovering how people who live in high UV areas use
hats and head covering as part of their daily
clothing. Designate one day for children to bring
hats that provide sun protection. Allow children to "show
and tell" about each hat. Perhaps you could stage a hat
parade for the school!
TEKS
Science: 1.1 A, 1.2.A,B,C,D,E, 1. 3.A,B,C, I.4.B.
RESOURCES FAQs
Sun Up, Sun Down by Gail Gibbons
The Sun by Simon Seymour
-------
4th Grade
UV Lesson
WHAT DEPLETES OUR OZONE? ME AND MY ZONE!
LEARNING OBJECTIVE
STUDENT PERFORMANCE
OBJECTIVE
BACKGROUND
MATERIALS
OPENING
PROCEDURES
Identify what depletes ozone.
»«• The student will understand that ozone in the stratosphere
blocks most UV rays.
«•«• The student will identify some of the items that deplete ozone
in the stratosphere.
Ozone in the stratosphere is a necessary protective layer for the
Earth. Ozone at this level blocks most of UV-A and UV- B. It
blocks all of UV-C. The UV-B that does enter the troposphere (our
breathing space) acts on the chlorofluorocarbons (CFCs) and
volatile organic compounds (VOCs) to release atomic chlorine.
Common CFCs include refrigerants and solvents. One chlorine
atom can destroy 100,000 ozone molecules. Chlorine atoms are
also produced naturally by some marine life, fires, and electric
discharges like lightning. However, CFCs produce 85% of the
chlorine in the atmosphere. This depletes ozone in the stratosphere
faster than it is created. Therefore, more UV-B and UV-A enter
our atmosphere.
See other lessons on the following subjects: UV and sun, UV
Index, UV and ozone, UV and ozone in our breathing space.
»«• Magazines
»«•Internet
»«• Poster board
Class Lecture
Explain the process for ozone depletion without naming specific
CFCs or VOCs.
1. Play Ozone Depletion Tag. See instructions provided.
2. Students begin a discovery lesson. Provide magazines for
students to cut out pictures of things that they believe cause
ozone depletion.
3. Take students to a computer lab with internet access. Using
environmental web sites (some are mentioned under resources
-------
4th Grade
UV Lesson
students will discover if their pictures are examples of ozone
depleting products or events.
4. Based on research from the internet, students must support
their picture choices.
5. Create a class collage of those pictures that are ozone
depleting.
6. Each student will write a letter to a senator expressing concern
about the ozone layer and offering suggestions on ways to
protect the environment.
OZONE DEPLETION TAG
1. One student should be assigned the role of the chlorine atom
that has been released from a CFC. The chlorine representative
should wear an armband or label.
2. The rest of the class members will become oxygen atoms.
Students will number off in sets of four. The first three will
link arms. They will represent Os (ozone). The fours will
become free oxygen atoms.
3. Give the start signal and begin timing. "Chlorine" will try to
tag the OT, molecules. The Os must remain linked, but try to
avoid the chlorine.
4. If chlorine tags an Os member, that member must join chlorine.
The untagged oxygen molecules now link both arms (this
represents a double bond). Free O will not link with 02 because
it takes a great deal of energy to form a bond.
5. The chlorine atom must stay linked to O until chlorine is close
to another O^. When this occurs, chlorine releases the O it has
and breaks the Os bond, collecting a new O and creating
another ©2.
6. The game continues until there is no longer any Os. At this
point, stop timing.
7. The game should be played again and timed using two
chlorines and finally three chlorines.
8. Students should notice that it requires less time to deplete Os
when more chlorine is present.
-------
4th Grade
UV Lesson
SO WHAT?
(LIFE APPLICATION)
CURRICULUM
EXTENSIONS
RESOURCES
After researching types of CFCs, ask the students to brainstorm all
of the CFCs they may have released as they prepared and left for
school. Ask them to think of 2 or more things they could have
done differently to change to lessen the CFCs they released.
Science
Using marshmallows or clay and toothpicks, demonstrate the
chemical reactions in the depletion process.
Writing
Create a list of what you could do today to stop ozone depletion.
Math
Graph the game results.
Art
Create a logo for products that are shown to be safe for the
atmosphere.
TEKS: 4.2.B,C,D, 4.3.D, 4.4.A, 4.5.A,B, 4.6.A, 4.11.C
Denton ISD SPO: S3 2, S3 5, S7.5
http://www.mb.ec.gc.ca/ENGLISH/AIR/HLWS/menu.html
http://www.encvclopedia.com
http://whvfiles.news.wisc.edu
http://www.epa.gov/ozone/science
http://www.ecoplex.unt.edu
-------
4th Grade
UV Lesson
WHAT DEPLETES OUR OZONE? ME AND MY ZONE!
-------
KINDERGARTEN
UV
UV AND ME!
LEARNING OBJECTIVE
The student will learn that the sun is essential for life
on Earth and has rays that we cannot see called ultraviolet
(UV) rays. Too much UV exposure is dangerous, but there
are simple ways for people to protect themselves from
overexposure to harmful UV rays.
STUDENT
PERFORMANCE
OBJECTIVES
* The student will understand the sun is essential for life.
* The student will identify benefits of the sun.
* The student will identify harmful effects of the sun.
* The student will understand that UV rays cannot be seen,
but can be measured.
* The student will identify practices, choices and products
that protect him/her from overexposure to UV rays
BACKGROUND
All life on Earth-human, animal and plant-
depends on the sun. The sun gives us light, heat, and
ultraviolet (UV) rays. UV rays-not the warmth or
brightness of the sun-cause changes in skin color and other
materials. UV rays also can damage eyes and are the major
cause of cataracts. Children are at high risk for
overexposure to UV radiation due to thinner skin. Also,
children spend three times more time outdoors than
adults. Skin cancer and other UV related health problems are
largely preventable if sun protection practices are followed.
To be protected from UV rays, a sunscreen of at least Skin
Protection Factor (SPF) 15 or sunblock should always be
used. Sunscreens should be applied 20 minutes before
exposure and reapplied at least every two hours while in the
sun. Eye protection from sunlight can be obtained by using
a brimmed hat or cap and by wearing UV absorbing
eyewear.
MATERIALS
* Chart paper
* UV Beads
* Sun protectors: sunscreen (SPF 15), UV absorbing
sunglasses, wide brimmed hats
* Recording sheet [UV/K-1]
* Crayons to match the UV beads as they change colors
* A pair of glasses -not U V protected
* Various materials to use when testing UV beads (see #6
-------
OPENING
PROCEDURE
KINDERGARTEN
UV
in Procedure section)
*www. ecoplex.unt.edu
Ask the students:
What do you know about the sun?
1. After the children name things they know about the sun,
ask them to think about helpful and harmful effects of
the sun. Record their comments on chart paper. It may
look like this:
Helpful
Harmful
Helpful: light, heat, warmth, helps plants grow, feels
good, etc.
Harmful: sunburns, suntans, too hot while playing,
hurts eyes, makes playground equipment hot, etc.
Ask what would happen if we didn't have the sun.
Conclude that we must have the sun to live on earth.
2. Ask if any of the students have ever worn sunscreen.
Ask if they know why they wear sunscreen.
Discuss with the students that the sun has ultraviolet rays
that cause our skin to turn colors and can hurt our eyes.
Both of these are dangerous. Although we cannot see
UV rays, they can be measured. We use the
measurements to know when to protect ourselves from
too much sun.
3. Show the students the UV beads. Explain that the UV
beads are sensitive to UV light rays and get darker when
UV rays get stronger. Tell the students that they will go
outside and around the school to see how the beads
change colors—discovering where the UV rays are
strongest/most dangerous. Ask the class for ideas for
where to "test" the beads. Some suggestions: play-
ground where children have recess (sunny and shady
areas), PE areas, inside the classroom, by windows, in
rooms without windows.
4. As the children go from location to location, have them
record (using TJV/K-1) the changes, if any, in the UV
beads. Be sure to try this ahead of time so that the
crayons are the correct colors for the UV beads your
class is using.
5. After returning to the classroom, help the students
summarize their UV bead findings. These should include
statements about sun vs. shade and indoor vs. outdoor
areas. Summarize their findings on chart paper. Tell the
students that tomorrow you will take them to the same
places and they should bring something from home that
they think might protect the beads (as well as
themselves) from UV rays.
-------
KINDERGARTEN
UV
6. On the following day, allow the students who brought
things from home to show them and explain why they
think their object will protect the UV beads. Be sure to
have ready your supply of UV protectors: sunscreen,
hat, sunglasses (both UV and non UV absorbing),
different types of clothing (material-tight and loose
weave), a pair of clear non-tinted glasses (to apply
sunscreen to one lens and not to the other), wax paper,
foil, plastic bag, newspaper, colored paper, white paper
and anything else you can think of that would be fun to
test!
7. Revisit the same locations around the school as
yesterday. Use record sheets to record the UV bead
changes with the various materials acting as a UV
screen.
8. On chart paper list the objects which did/did not
provide protection for the UV beads.
9. Give each child a UV bead and a record sheet to take
home. Ask each student to test the bead in at least one
place at home (brainstorm places that would be good
choices-don't forget cars) and to return the record sheet
and bead tomorrow. Discuss findings.
10. Repeat this lesson on an overcast day! Ask the
students if they think UV rays are dangerous on such
a cloudy day.
SO WHAT?
(LIFE APPLICATION)
CURRICULUM
EXTENSIONS
Help the students draw conclusions about sun
safety habits based on the UV bead experiments. The
students will realize that using UV protection is a daily
health habit, like brushing teeth. Discuss safe ways to
apply sunscreen-using precaution with eyes!!
ART
Create sunglasses in art center. Provide a frame pattern,
cellophane, and scraps for decoration. Let the children
wear their glasses outside. Rub glue on one lens to
simulate vision impaired by cataracts (caused by UV
overexposure).
Draw a picture of yourself playing on a sunny day
wearing proper UV protection.
LANGUAGE ARTS
Dictate or write all the ways the child in the above picture
is "Sun Smart".
MATH
Use the UV Index on the ECOPLEX web site to graph the
-------
KINDERGARTEN
UV
daily UV reading at your class's recess time and outdoor
PE class time. Follow these readings for the year!
SCIENCE
Teach students the shadow rule as a simple way to be
"Sun Smart". If your shadow is taller than you, UV
exposure is usually low. If your shadow is shorter than
you, the U V exposure is usually high. Ask if they can
draw any conclusions about the safest times to play
outside based on the shadow rule. Check conclusions
using the UV Index data on Ecoplex.
Set up a classroom experiment using colored paper with a
die-cut design over part of it. Leave it in a sunny spot or
windowsill and ask children what they think will happen.
Check the paper each day and record changes over a
period of time.
SOCIAL STUDIES
Have the students talk to friends and family about what
they have learned about sun safety.
TEKS
Science: K.I.A, K.2.A,B,C,D,E, K.3.A,B,C,
K.9.A,C,
RESOURCES FAQs
Sun Up, Sun Down by Gail Gibbons
The Sun by Seymour Simon
-------
SECOND GRADE
UV
THE AIR OUT THERE-UV AND OZONE
LEARNING OBJECTIVE
STUDENT
PERFORMANCE
OBJECTIVES
The student will learn the differences between
stratospheric and tropospheric ozone, and that depletion of
stratospheric ozone affects the amount of ultraviolet
radiation that reaches the earth.
* The student will identify the layers of the atmosphere.
* The student will understand the differences between
stratospheric and tropospheric ozone.
* The student will understand how stratospheric ozone
depletion affects the amount of UV radiation which
reaches the earth.
TM
* The student will use ECOBADGE badges to measure
ozone in their "breathing space".
* The student will use the UV index to make choices
about safety in the sun.
BACKGROUND
The Earth's atmosphere can be divided into several
layers. The lowest layer, the troposphere,
extends above the Earth about 10 km (about 6 miles).
Virtually all human activities occur in the troposphere. Mt.
Everest, the tallest mountain on the planet, is only 9 km
high. Most clouds occur in the troposphere.
The next layer, the stratosphere, continues from 10
km to approximately 50 km (about 30 miles). Most
commercial airline traffic occurs in the lower stratosphere.
Research balloons gather data in the stratosphere. The
ozone layer surrounding the Earth is located in the
stratosphere from approximately 19 km - 48 km (12 to 30
miles) above the earth's surface.
The mesosphere is from approximately 50 - 80 km
(30 - 50 miles) above the Earth and the thermosphere
follows from 80 km and extends on into space.
The ozone layer in the stratosphere is our natural
shield against ultraviolet radiation (UV) from the sun.
Ninety percent of all ozone is in the stratosphere. Ozone is
a molecule containing three oxygen atoms (O ). It is blue
and has a strong odor. If you've ever noticed the sharp
"clean" smell after a lightning storm, you've smelled ozone.
Oxygen which we breathe has two oxygen atoms (O ) and
is colorless and odorless. Ozone is much less common than
oxy gen we breathe. Out of each 10 million air molecules,
about 2 million are oxygen we breathe (O ), but only three
-------
SECOND GRADE
UV
are ozone (O ). If we brought all the ozone down to earth
it would only be as deep as the thickness of three dimes.
This small amount of ozone plays a key role in the
atmosphere by absorbing dangerous UV rays which have
been linked to harmful effects including various types of
skin cancer, cataracts, and harm to some crops, certain
materials, and some forms of marine life. Ozone in the
stratosphere is continually created and destroyed in a natural
cycle that continually creates our shield against UV rays.
The problem is that human actions have tipped the balance
toward too much ozone destruction resulting in an increase
of UV rays reaching the surface of the Earth. In nature,
there is not enough ozone in the ozone layer to intercept all
the sun's UV rays. The thinner the ozone layer becorres,
the more UV rays will pass through and reach the Earth.
In the early 1970s, researchers began to investigate
the effects of various chemicals on the ozone layer,
particularly CFCs, which contain chlorine. They also
examined the potential impacts of other chlorine sources.
Chlorine from swimming pools, industrial plants, volcanoes,
and sea salt does not reach the stratosphere. Chlorine
compounds from these sources rapidly combine with water
and repeated measurements show that they rain out of the
troposphere very quickly. In contrast, CFCs are very stable
and do not dissolve in rain. Thus, there are no natural
processes that remove the CFCs from the lower
atmosphere. Over time, winds drive the CFCs into the
stratosphere.
The CFCs are so stable that only exposure to strong
UV radiation breaks them down. When that happens, the
CFC molecule releases atomic chlorine. One chlorine atom
can destroy over 100,000 ozone molecules. The net effect
is to destroy ozone faster that it is naturally created.
Large fires and certain types of marine life produce
one stable form of chlorine that does reach the stratosphere.
However, numerous experiments have shown the CFCs and
other widely-used chemicals produce roughly 85% of the
chlorine in the stratosphere, while natural sources contribute
only 15%.
The initial concern about the ozone layer in the
1970s led to a ban on the use of CFCs as aerosol
propellants in several countries, including the US
However, production of CFCs and other ozone-depleting
substances grew rapidly afterward as new uses were
discovered.
Through the 1980s, other uses expanded and the
world's nations became increasingly concerned that these
chemicals would further harm the ozone layer. In 1985,
The Vienna Convention was adopted to formalize
international cooperation on this issue. Additional efforts
-------
SECOND GRADE
UV
resulted in the signing of the Montreal Protocol in 1987.
The original protocol would have reduced the production of
CFCsbyhalfby 1998.
Because of measures taken under the Protocol,
emissions of ozone-depleting substances are already falling.
Assuming continued compliance, stratospheric chlorine
levels will peak in a few years and then slowly return to
normal. The good news is that the natural ozone
production process will heal the ozone layer in about 50
years.
For each 1% drop in ozone levels, scientists estimate
about 1% more harmful UV-B will reach the earth's
surface. Increased intensities of ground-level ultraviolet
radiation caused by stratospheric ozone depletion would
have significant adverse consequences. One major effect
would be on plants, including crops for food. The
destruction of microscopic plants that are the basis of the
ocean's food chain could severely reduce the productivity of
the world's seas. Human exposure would result in an
increased incidence of cataracts. The effect of most concern
is the elevated occurrence of skin cancer in individuals
exposed to UV radiation.
Ironically, ozone, which serves an essential
protective function in the stratosphere, is the major culprit
in the tropospheric pollution (smog). The major source of
ozone in our "breathing space", tropospheric ozone, is the
automobile. Ozone in our breathing space is responsible for
most of the respiratory system distress and eye irritation
characteristic of human exposure to smog. Ozone in the
troposphere is now monitored and Ozone Alert Days are
announced for use by the general public to make choices
about outdoor activities. See the lessons on the UV and
Sun and the UV Index
MATERIALS * Visual of the layers of the earth's atmosphere
TM
*ECOBADGE badges (to detect ozone)
*www.ecoplex.unt.edu
*Materials to make UV flags (see Procedure #6)
OPENING Ask the class:
What is ozone? Is ozone helpful or harmful? Record all
the ideas the class has about ozone and refer to this chart
throughout the lesson as knowledge is gained to prove
or disprove ideas.
PROCEDURES 1. After listing the students' ideas about ozone, show a
picture of the layers of the Earth's atmosphere. This
could also be made into a model by creating circles of
various sizes representing the Earth and each layer of
atmosphere. (For example: If the Earth model is a circle
with a diameter of 8 inches, the troposphere would have
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SECOND GRADE
UV
a diameter of 8 1/2 inches, stratosphere 101/2 inches,
mesosphere 15+ inches-extending on into space.
Color the ozone layer, about 1/8 inch at the top of the
stratosphere, blue.) Discuss each layer and the activities
that take place there. Discuss the importance of the
ozone layer in protecting Earth from too much
UV radiation.
2. Discuss with the students stratospheric ozone depletion
and what causes it. Check frequently for their
knowledge and correct any misconceptions. The
background section contains information needed for this
discussion. When students understand the concept of
stratospheric ozone and its depletion, continue. Note: It
is important for the students to know that under current
conditions, the natural ozone process will heal in about
50 years. They must be vigilant during their lifetime to
insure that precautions are continued
3. Ask the class if they have heard of "Ozone Alert Days"?
Ask: Is ozone bad for us? Have the students
generate a chart listing the differences between
stratospheric ozone and "breathing space" ozone
(tropospheric ozone). Make certain they understand the
differences and dangers associated with each type of
ozone.
TM
4. Distribute an ECOBADGE to each student to be
worn for a specified period of time (depending on the
type of badge you have). Show and explain the
color reading scale. Have the students record what they
think their reading will be. At a later time, after taking a
reading on the badges, have the class brainstorm what
can be done in their lives to cut down on tropospheric
ozone (most common is to cut down on automobile use,
invent alternatives to the internal combustion engine,
become knowledgeable on air pollution laws and vote to
keep strict regulations on air quality, more mass transit,
fight the political action committees who encourage
lawmakers to weaken air quality controls).
5. Since the depletion of stratospheric ozone results in
increased risk of UV exposure on Earth, the students
will now find ways to use information to help them make
choices about UV exposure. Have the students access
the UV Index and archived UV data on the Ecoplex web
site. Ask the students to discover when theUV
readings indicate the most danger to humans.
Find today's UV readings. Was there a time today when
the UV Index indicated protection was needed? If so,
when? Lead the students to discover the most
dangerous times of the day and the year. Continue the
discussion about types of outdoor activities and the times
of the day to safely participate in them.
6. The students will design UV Index Flags to be displayed
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SECOND GRADE
UV
at the school when the UV reading indicates caution and
protection are needed. This could be a contest, if you
choose, with judges from around the school to increase
awareness. A variety of materials could be used depend-
ing on the enthusiasm level of the class.
7. Send teams of students to other classes/grade levels to
show their flags and to discuss the dangers of too much
UV exposure and the protection practices to prevent
overexposure. Also, they will explain that a UV Flag
will be placed around the school and on playground and
PE areas when the UV Index is high and precautions
should be taken. If you need more information on
precautions, see the lesson on the UV Index.
SO WHAT?
(LIFE APPLICATIONS) Ask the students to develop a plan for their personal
reduction of exposure to UV rays and to develop goals
for how they can reduce the formation of smog and ozone
in our "breathing space". Ask each student to use his/her
own UV Flag to alert family and friends to the
dangers of UV exposure and to "pass the word" about
ozone depletion and ozone in our breathing space.
CURRICULUM
EXTENSIONS SCIENCE
Ask each student (or student team) to develop a model of
the earth's atmosphere, including the stratospheric ozone
layer.
Assign children different animals and compare how the
animals are "sun safe" thanks to body design or habitat.
(Interesting animals include: desert animals, camels,
turtles, zoo animals/zoo design, and jungle animals.)
MATH
Use the UV Shadow Rule and compare it to UV Index
reading. The shadow rule: If your shadow is taller than
you, UV exposure is usually low. If your shadow is
shorter than you, UV exposure is usually high. Have the
students record shadow lengths at different times of the
day for several days (be sure to include sunny and cloudy
days). Then compare the UV Index data to the shadow
lengths to prove or disprove the shadow rule.
LANGUAGE ARTS
Use the information learned to create a brochure or
newsletter informing others of ozone depletion,
tropospheric ozone, using the UV Index, or UV
exposure dangers (or any other related topics that
the students show interest and enthusiasm for).
SOCIAL STUDIES/LANGUAGE ARTS
Draw a map of the school's outdoor play areas—be sure to
include trees and other shady places. Use the map to
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SECOND GRADE
UV
explain the "sun safe" areas to play at different times of the
day. Do the same with a favorite city park or one's own
home and yard.
TEKS
Science: 2.1A, 2.2A,B,C,D,E,F, 2.3 A,B,C,
2.4A,B, 2.6D
RESOURCES FAQs
Sun Up. Sun Down by Gail Gibbons
The Sun by Seymour Simon
-------
Name:
Date:
Class:
UV/7-1
DISTRIBUTION OF THE SUN'S RAYS
Record your Estimations and Data in the spaces below. Answer the discussion questions that
follow.
Direct and Indirect Solar Energy around the world:
1 Tape a piece of graph paper to the globe.
2 Hold a flashlight 15 cm from the surface of your desk parallel to the globe. Estimate how
many squares will be completely filled with light when the flashlight is turned
on: .
3 Turn on the flashlight and draw a circle on the graph paper indicating how many squares are
completely filled with light. Count and record your results:
4 Angle the flashlight approximately 24 degrees and estimate how many squares will be
completely filled with light when the flashlight is turned on:
5 Turn on the flashlight and draw a circle on the graph paper indicating how many squares are
completely filled with light. Cound and record your results:
6 Compare the difference between the two activities and write your observations below:
-------
Name:
Date:
Class:
UV/7-1
DISTRIBUTION OF THE SUN'S RAYS
Record your Estimations and Data in the spaces below. Answer the discussion questions that
follow.
7 How is direct solar energy (light, heat and UV) affected by the seasons and the time of day?
8 When the Earth tilts on its axis what happens?
9 Are the seasons and UV ratings the same around the world? Explain your
answer:
10 Draw a picture of the Earth revolving around the sun on its axis. Show (with arrows) the
difference between the direct and indirect rays from the sun:
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6th Grade
UV
Friend or Foe
LEARNING OBJECTIVES
STUDENT PERFORMANCE
OBJECTIVES
BACKGROUND
The student will understand where ultraviolet light (UV) fits in the
spectrum of light and its affects on all life.
The student will understand what UV rays are and where they
fit in the spectrum of light.
The student will learn how UV is beneficial to all life on Earth.
The student will begin to understand the dangers of UV
radiation
The student will identify practices, choices and products that
protect from overexposure to UV radiation
The sun delivers light and heat in a spectrum of rays called the
electromagnetic spectrum. The electromagnetic spectrum breaks
down by wavelengths into a table that is easy to use and
understand. Short waves (UV) correspond to high energy, while
long waves (IR heat) correspond to low energy. This spectrum is
more than the visible colors we see when light is refracted or bent.
The rainbow of light displayed is only a small part of the spectrum
we see. The electromagnetic spectrum also consist of rays that we
cannot see, such as ultraviolet (UV) rays, infrared rays and heat
rays. While these rays are not visible to the human eye, we can
detect them and observe their effects in the world around us.
While some exposure to these rays is normal, healthy and
sometimes beneficial, overexposure can be extremely dangerous.
Exposure to UV has some immediate, adverse effects as well as
long term, adverse effects. Some immediate effects are sunburns,
sunblisters and sunspots. Some long-term effects are skin cancers,
premature aging, photosensitivity, and cataracts.
See other lessons on UV and sun, the UV Index, UV and ozone,
UV and ozone in our breathing space, UV and ozone depletion, and
UV monitoring.
-------
MATERIALS
SAFETY CONCERNS
OPENING
Dayl:
?? prisms (for opening: optional)
?? Light set ups: UV light, fluorescent light, softwhite light, and
control with no light (Controlled variables: lights should be the
same height, size, etc.,)
?? Prepared, sterile Agar plates (4 per group)
?? Microscopes
?? Magnifying glass
Day 2:
?? [Worksheet UV/6-1: Skin Diagram!
?? [Information sheet UV/6-2: Dermatologist Information]
?? or [Dermatologist Video]
?? [Worksheet UV/6-3: Skin Type]
Day 3:
?? Clear plastic cups (3-5 per group)
?? UV beads of a single color (1-2 per cup)
?? Clear plastic wrap
?? Auto glass tint samples (min: 2 shades)
Cloth samples such as cotton , wool, rayon, polyester, etc. (Control
Variable: same approx.: size, color, thickness, etc.)
?? Bacteria will grow and multiply in any stagnant materials, it is
unlikely that they will be dangerous, but be sure to get rid of
cultures as soon as the activity is complete.
?? Wash containers and hands with hot water and soap.
Caution students not to put their hands to their mouths after
handling any lab specimens. Wash hands when done.
Ask the Class:
What colors do you see in a rainbow or prism? What do you know
about the electromagnetic spectrum? What are the visible parts of
the electromagnetic spectrum?
Demonstrate to the Class:
Demonstrate the bending and refraction of light by using a prism.
Have students tell you about the colors they see and possible
reasons why they see them.
Discuss with the Class:
Discuss the sun's light as an array of color. Explain that the colors
are separated when they are bent or refracted. The colors of the
visible spectrum are red, orange, yellow, green, blue, indigo, and
-------
PROCEDURE
violet. Have the students imagine the warmth of the sun on a
summer day. Discuss the heat of the sun as part of other rays from
the sun which are not visible. Tell the students that the invisible
rays are called infrared, heat waves, and ultraviolet (UV) rays. Tell
the students that the labs and lessons they will be doing will help
them to determine the benefits and dangers of UV light and how to
protect themselves from overexposure to the harmful effects of
UV.
Dayl:
1. Outline the electromagnetic spectrum for the students.
2. Label the parts of the electromagnetic spectrum.
3. Determine where UV light fits on the electromagnetic
spectrum and discuss its different wavelengths and why it is
not visible.
4. Discuss energy as a function of wavelength (TR, less
energy, UV more energy).
5. Discuss some of the benefits of UV light:
a) plant growth
b) heating foods at restaurant s
c) correcting j aundice in babies
d) disinfecting foods and food areas
6. Tell the students that the lab they will begin today will
demonstrate which of the lights will best prevent bacteria
growth.
7. Distribute prepared Agar plates to student groups. Be
careful not to contaminate the cultures.
8. Discuss the lab procedures and read the directions with the
students.
Directions:
1. Have students place their thumbprints into the prepared
Agar plates and label them.
2. Have students observe Agar plates under a microscope and
draw a representation of what they see in their journals.
3. Have students place Agar plates under the different light
setups.
-------
4. Have students check Agar plates daily for at least one week
5. Have students observe their Agar plates under a microscope
and diagram the bacteria growth they see.
6. Have students estimate percentage of growth change and
draw a pie graph to display their estimates.
7. Have students compare the percentage of growth change
from the first day to the last day of their observation. Have
students make inferences and conclusions based on their
data.
Day 2:
1. Ask the students if they have ever tried to get a sun tan or if
they have ever had a sun burn.
2. Ask the students if they burn rapidly or if it takes them a
long time to burn in the sun. Have the students explain why
they think there is a difference.
3. Explain to the students that different skin types and
pigmentation in the skin allow different people to burn or
tan at different rates to varying degrees.
4. Demonstrate the bending or refracting of light using a
prism. Have the students complete the Skin Survey [see
worksheet: UV/6-3].
5. Explain that tanning is a skin's response to UV light.
Tanning is a protective reaction, but it does not prevent skin
cancer or other damaging effects from the UV rays.
6. Ask the students what they know about the layers of the
skin.
7. Distribute the [Skin Diagram worksheet: UV/6-11. Discuss the
layers, functions, and different skin types.
8. Explain that the skin is made up of several layers to protect the
body from: injury and infection, heat and light, and losing
water.
9. Have the students complete their skin diagrams and list the
functions of the skin on their worksheet.
-------
10. Discuss with the students short term and long term effects of
overexposure to the sun.
11. Have the students work in groups to create sun and UV
awareness slogans. Slogans must tell what is UV and the
dangers of UV.
12. Bring the class back together to discuss their slogans.
Day 3:
1. Discuss with the students different ways we can protect
ourselves from ultraviolet (UV) radiation.
2. Ask the students if they think that different fabrics, window
coverings or car tints can protect us from the sun.
3. Show the students UV beads and explain that they change
color in the presence of UV light.
4. Tell the students that each group is going to test a variety of
items to determine if they will provide protection from UV
rays.
5. Have students place 1-2 UV beads in each of their cups.
6. Have the students place clear plastic wrap on one cup for
the control.
7. Have the students place various items over the other cups.
a) Group 1: Control and 2 or more auto tints
b) Group 2: Control and 2 or more fabrics
c) Group 3: Control and 2 or more SPF sunscreens on
plastic wrap
(Other groups can do the same or come up with their
own test items)
8. Have each group of students place their cups sun. Make
sure that they place their cups in the same place at the same
time.
9. Have the students observe the changes in the UV beads and
record their results on data sheet |UV Protection Data
Sheet: UV/6-4]
10. Have the students graph and compare their data to
determine which item had created the least amount of color
-------
SO WHAT?
(LIFE APPLICATION)
CURRICULUM
EXTENSIONS
change in the UV beads.
11. Have the students make inferences and draw conclusions
based on their data.
12. Ask the students to discuss their observations and explain if
their was any difference in color change under the different
items. Did one item protect the beads from more UV light
than another? Students need to explain their answer.
13. Have the students check the UV rating at the Ecoplex
website to learn more about the UV ratings and when they
need to use protection from UV rays.
Have the students come up with a plan to inform their families of
ways to protect themselves from the harmful effects of UV rays.
Math:
Create a graph that compares the effect the items had on the UV
beads.
Language Arts:
Have the students write a lab report on their experiments, focusing
on analysis and conclusions.
Technology:
Using a spreadsheet program, have the students create a graph
using their data.
Art/Music:
Have the students create posters to inform their peers of the
dangers of tanning and display the posters around the school.
Science:
Have the students check the effect of UV light on different bacteria
growth by getting bacteria samples from different places around
the school (remember, when comparing the effect of the light you
must control the type of bacteria, so make sure students use
samples from each area for each light)
Have the students create sun safety surveys and determine the
percentages of students in their grade level who protect themselves
from UV rays.
-------
RESOURCES
Social Studies:
Have students research the role of the sun in different cultures.
TEKS: 6.1(A,B), 6.2 (A,B,C,D,E), 6.4 (A,B)
http://www.ecoplex.unt.edu/main.html
http://imagine.gsfc.nasa.gov/docs/teachers/lessons/rovgbiv/roygbiv.html
http://members.aol.com/EnidHighIN/
http://www.maui.net/~southskv/introtohtml
http://www.c-hawks.org/webaa/websun/Skinqfc.htm
-------
3rd Grade
UV Lesson
WHEN GOOD OZONE GOES BAD
LEARNING OBJECTIVES
STUDENT PERFORMANCE
OBJECTIVE
BACKGROUND
MATERIALS
The student will identify the conversion of the oxygen we breathe
(02) to ozone (Os). The student will describe how ozone formed in
the troposphere can be dangerous.
»«• The student will understand the difference between the
stratosphere and troposphere.
»«• The student will be able to identify oxygen, ozone, and free
oxygen.
»«• The student will be able to use the ECOPLEX web site to find
ozone alert announcements.
UV-A, UV-B and UV-C are rays that we are unable to see. At the
stratosphere level, UV-C splits oxygen molecules (02) into separate
oxygen atoms. These oxygen atoms now join pairs of oxygen
creating ozone (Cb). UV-C does not pass through the ozone into the
troposphere. UV-C aids in the creation of ozone. UV-B breaks the
bond of Os releasing one oxygen molecule (02) and one oxygen
atom (O). Some UV-B passes through the ozone layer into the
troposphere. UV-A is a weaker form of UV-B and some UV-A
passes into the troposphere. Ozone in the stratosphere protects us
from harmful levels of UV rays.
Air pollution and chemicals found naturally in our breathing space
(troposphere) mix to create ozone (63) in the troposphere. Ozone
in the troposphere can be harmful to our lungs and eyes when it
reaches high levels. Ozone Alert days are announced when ozone
at the troposphere is over 125.
See other lessons on the following subjects: UV and sun, UV
Index, UV and ozone.
»«• 16 yellow patternblocks
»«• 7 green pattern blocks
»«• 2 red pattern blocks
»«• 2 blue pattern blocks
»«• Construction paper for demonstration
— SKIT MATERIALS
»«• Blue streamer for UV-C
<*•<*• 2 red streamers for UV-B
»«• 2 yellow streamers for UV-A
»«• Construction paper
<*•<*• Yarn
-------
3rd Grade
UV Lesson
PROCEDURES
1. Using a sheet of 12x18 inch construction paper and pattern
blocks demonstrate the C>2 conversion as explained in the
Background.
2. Draw a sun at one end of the paper and Earth at the other. From
the Earth, label and mark a 3inch section as the troposphere.
The next three-inch section should labeled and marked as the
stratosphere. For more information on atmospheric layers see
the lesson for UV and ozone.
3. The green pattern blocks represent UV rays. Label three as
UV-C, three others as UV-B, and the last three as UV-A. Place
them on the sun.
4. Place eight yellow pattern blocks in the stratosphere. Each
represents a single oxygen. Pair them to create C>2 in the
stratosphere and four more pairs in the troposphere. In the
troposphere, place a single red pattern block upon a pair of
oxygens and repeat with the other red block The red blocks
represent car exhaust. Place each blue pattern block on the
remaining pairs of yellow oxygen in the troposphere. The two
blue pattern blocks should be labeled volcanic ash.
5. Begin the demonstration by moving the UV-C's to the
stratosphere. These will split 62 creating free oxygen. Move
three free O's together to create 63. Explain that UV-C stays in
the stratosphere because it cannot pass through the ozone layer.
6. Move the UV-B's into the stratosphere. The UV-B's break the
bonds of the 63 creating 62 and a free O. One UV-B continues
to the troposphere. The ozone layer blocks some UV-B but not
all. Therefore leave one UV-B stratosphere.
7. Move the UV-A's into the stratosphere. One UV-A should
remain in the stratosphere while the other moves to the
troposphere. You may want to stop at this point and complete
the skit that follows the procedure section.
8. In the troposphere, explain that the red pattern blocks are car
exhaust, the blue pattern blocks are chemicals from a volcanic
eruption. UV-A moves to the troposphere but further study will
be needed to find out its relationship to ozone. The two UV-B
blocks will touch and break the bonds of the car and volcano
molecules. This will release the O under each red and blue
-------
3rd Grade
UV Lesson
blocks. These free O's will now join with 02' s, creating ozone
in the troposphere. Ozone in our breathing space in large
amounts create lung and eye health problems. This happens
quickly and simultaneously.
9. Check the ECOPLEX site to determine if an ozone alert has
been announced for today. Ozone alerts are announced when
the ozone in our breathing space reaches 125 parts per billion.
At this level ozone can irritate our lungs and eyes. Each
student will create an ozone flag that we can hang in the halls
on ozone alert days.
10. While half the class is working on the flag, the others will work
on a quick skit that shows the natural process of creating and
destroying ozone. Then switch groups so they can perform for
each other.
11. NATURES WAY SKIT
Cast - Narrator, UV-A1, UV-A2, UV-B1, UV-B2, UV-C, 4 pairs
ofO
SETTING
One wall is the Earth's surface. Measure 2 meters from the earth
and that is the spot where the troposphere changes to the
stratosphere. The opposite wall is the sun. Each student should
have a construction paper tag identifying his or her part. All of the
UV rays stand at the sun. An optional prop for the UV characters
might include the students holding a different color of streamer.
The streamers should be attached to the sun at one end. The section
of the stratosphere closest to the sun should have students who are
wearing the tag O (oxygen molecule). Four pairs of students
should link arms to create four sets of O2. The linked students
should stand around a table decorated for a party. They can pretend
to eat, drink and talk.
Narrator - (Spoof on a wildlife commentator, may wear
binoculars, pith helmet, canteen) - Welcome to another episode of
Wildlife in the Atmosphere. The sun is rising. It appears to be a
beautiful morning. Let's watch, as the UV rays appear to be awake
and moving. Let's move a little closer to watch and listen. Shhhh.
UV-C - Hey! It looks like there is a party in the stratosphere. Let's
go down and take a look. I am a party animal.
UV-B1 - Great idea. I love a party! I think I'll freshen up a bit
before I go.
-------
3rd Grade
UV Lesson
UV-Al - I'll wait for you.
UV-B2 - Me too!
UV-A2 - I think I'll clean up a little too!
UV-C - C'mon, c'mon. Hurry up.
UV-B1 - We'll meet you there. (Mumbling to himself as UV-C
leaves) Gee, UV-C is sooo pushy. (UVA's and B's stay with the
sun)
UV-C - (moves to the stratosphere, he drags the streamer behind
him. At the stratosphere, he pushes between a linked O) Hey!
What's up! Now that I'm here the party can really get started!
1 of the Oi - The two O's give UV-C a disdainful look. As
separate O's, they each join with another pair. This creates two sets
of Os or ozone.
UV-C - (shrugs his shoulders and focuses on the food at the table)
Narrator - (Whispering into his microphone) Wow! Did you see
that? We have just witnessed UV-C separating 02 to create ozone.
Ozone is three oxygen atoms linked together. It is a strong-
smelling, colorless gas. Oh. Here comes UV-B. Let's see what
happens.
UV-B1 and Al/ UV-B2 and Bl - (dragging streamers, Bl set and
B2 set move to different Os groups. Speak at the same time) How
is everyone?
Os with UV-B1 and Al - (one of the Os members says) It's a little
crowded now. I'm going to take off. See ya! (moves to food table)
Narrator - That was amazing. Never before has the depletion of
ozone been seen. Let's watch an instant replay. (Have UV-B and
ozone move in reverse and repeat one of the Os members leaving.)
Amazing. Let's rejoin the party.
Os with UV-B2 and A2 - (one of the Os members says) It's a little
stuffy. I think I'll go to the food table, (one of the Os breaks away
and moves to the table)
UV-B1 - Where is the music? Are there any games?
-------
UV-A1 - Yea. This is kinda
boring.
3rd Grade
UV Lesson
Any O near UV-B1 - There aren't any games or music. We're
just hanging out talking and eating.
UV-B1 and Al - (moves to UV-C and UV-B&A2) This party is
boring. I think I'll head on down to Earth and see what's going on.
Do you two want to go?
UV-C - No. I'm going to hang around here.
UV-B2 - I like it here.
UV-A2 - I think I'll stick around.
UV-B1 - OK. See ya. (drags streamer to Earth)
UV-A1 - I'm going too. Bye. (drags streamer to Earth)
Narrator - There you have it. Natures way to create and destroy
ozone. Because the process is simultaneous, the ozone amounts
stay virtually the same. Some UV- B moves down to Earth, while
there is enough ozone to keep UV- C and other UV-B rays in the
stratosphere. Ozone is very helpful in the stratosphere because it
blocks UV-C and most of UV-B and UV-A. Tune in for the next
exciting journey into the atmosphere.
SO WHAT?
(LIFE APPLICATIONS)
After learning about ozone in our breathing space, ask students to
generate a list of appropriate safe activities for school on an ozone
alert day.
Art
Create a flip book of ozone being created and depleted.
Language Arts/Writing
Write an announcement for the loudspeaker or imaginary TV
station that explains what an Ozone Action Day is and some of the
alternatives for outdoor activities on these days.
CURRICULUM EXTENSIONS
-------
RESOUCES
Science
Create a diagram of ozone being
created and destroyed.
3rd Grade
UV Lesson
TEKS: Science: 3.2.C,D,E, 3.3.C,D, 3.4.A, 3.5A,B, 3.6.C,D,
3.7.A, 3.11.D
http://www.mb.ec.gc.ca/ENGLISH/AIR/HLWS/menu.html
http://www.ecoplex.unt.edu/
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Third Grade
Water Quality
Test, Test, Is This Water Safe?
LEARNING OBJECTIVES
STUDENT PERFORMANCE
OBJECTIVES
BACKGROUND
The students will begin to understand how pollution enters surface
water. The students will conduct chemical and physical testing of
water samples. The students will begin to understand how they can
affect water pollution.
* The student will understand the difference between point and
nonpoint pollution.
* The student will begin to understand Limnology.
* The student will conduct temperature, dissolved oxygen, pH,
nitrogen, and phosphate testing of water.
All living things need water to survive. Different bodies of water
require different levels of purity based on the purpose of the body
of water. Water in a pond that supports aquatic life requires a
different level of purity than water that is removed and purified for
human consumption.
The human body is approximately 70% water. It is recommended
that each person drink eight 8-oz glasses of water per day. Safe,
drinkable water is an important resource. Water that is
contaminated with pollution or hazardous wastes is dangerous for
human or animal consumption. Controlling pollution or hazardous
waste before it enters water supplies benefits all of us.
Pollution sources are divided into 2 types: point and nonpoint
source pollution. Point pollution is pollution that enters a stream at
a specific, detectable source, such as industrial or sewage treatment
plants. Nonpoint source (NFS) pollution is caused when rainfall or
snowmelt moves over and through the ground. This runoff picks up
and carries away natural and man-made pollutants. The polluted
runoff enters surface and groundwater. NFS pollutants include:
*excess fertilizers
*oil or grease
*sediments from improperly managed construction sites, crop and
forest lands, and sediments from eroding stream banks
*salt from irrigation practices
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*bacteria from livestock, pet wastes, and faulty septic systems
According to the Environmental Protection Agency (EPA), as
reported in the Environmental Pointer Number 10 (EPA841-F-96-
004J), NFS pollution is the leading cause of water quality
problems.
Individuals can prevent NFS pollution. Using alternatives to
chemical fertilizers and pesticides, or using chemicals sparingly
can help reduce pollutants. Disposing of oil, antifreeze, paint, and
other household chemicals properly is another way people can
prevent NFS pollution. Oil can be recycled at many automotive
stores. Check the product labels for disposal information. Contact
your solid waste facility for additional disposal directions. Chose
detergents that are phosphate free. Avoid hosing oil, antifreeze, or
grease down driveways into street gutters; instead, sprinkle kitty
litter or sand across the spilled liquid. The litter or sand will soak
up much of the spill. It can then be swept up and thrown into the
trash. Plant ground cover to stabilize areas prone to erosion.
According to Encarta? Encyclopedia, limnology is the study of the
physical, geographical, chemical, and biological aspects of inland
freshwater systems. The physical properties of water are
temperature, turbidity (suspended matter in the water creates a
murky look), color, taste, and odor. Chemical aspects of water
include pH (acidity of water), dissolved minerals, such as,
phosphates, calcium, magnesium, and gasses like, oxygen,
nitrogen, hydrogen sulfide, carbon dioxide, and methane.
Limnologists use tests to discover the presence and amount of these
chemicals.
Temperature of natural waters is an important factor for aquatic
life. Each creature is adapted to particular temperatures. Trees and
brush provide shade for natural waters such as creeks, ponds, and
lakes. When these areas are cleared for construction, the
temperature of the water may be raised due to the increase in
sunlight on the once shaded area. Changes in water temperature
can affect aquatic habitats. This may result in the death aquatic
creatures.
An important gas in water is oxygen. It is referred to as dissolved
oxygen or DO. Oxygen is necessary for aquatic life. DO is found in
cold water at higher levels than warm waters because oxygen is
more soluble in cold waters. Cold waters have a DO measurement
of 5.0 milligrams per liter or higher. Oxygen is found in warm
water at not less than 4.0 mg/L. Oxygen can also indicate the
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MATERIALS
corrosiveness of water. When DO is found with carbon dioxide and
slightly acidic water it will corrode metal pollutants in the water.
The pH indicates the amount of hydrogen ion concentration. The
acid, neutral, or alkaline nature of materials can be determined by
using a pH test. Natural bodies of freshwater should have a pH of
5.0 to 8.5. Seawater has a pH content of 8.1. An acid level of less
than 5.0 indicates that mine drainage or acid industrial waste may
have polluted the water. Industrial alkaline wastes are indicated
when the pH is 8.5 to 9.0. A neutral pH of 7.0 is considered best
for human consumption.
Nitrogen (nitrate) is naturally found in bodies of water at low
levels. It is essential for plant growth. Pollution is present when
nitrates are found at excessive levels. Nitrates are found in
fertilizer, sewage, industrial, and livestock wastes.
Methemoglobinemia (hemoglobin is abnormal and cannot transport
oxygen) can be found in infants less than six months of age when
exposed to high levels of nitrates. High levels of nitrates when
paired with phosphates can stimulate the growth of algae causing
fish kills. For safe drinking water, the nitrates should not exceed 10
ppm.
Phosphorus (phosphate) is found naturally in bodies of water. It is a
nutrient for aquatic plants and is generally found at 0.1 ppm in
natural waters. When phosphorus levels increase, it is a sign that
agricultural wastes or wastewater has polluted the body of water.
Several detergents include phosphates (dishwashing and clothes
washing products). The phosphorus increases algal growth which
increases oxygen levels from photosynthesis. Several cloudy days
in a row can result in the algae dying. Oxygen is used in the
decomposition of the algae resulting in fish kills due to a lack of
oxygen.
See other lessons on: water, properties of water, and water changes
* 1 clear beaker labeled A and filled with 3 cups of tap water
* 1 clear beaker labeled B and filled with 3 cups of water and 1A
teaspoon of Miracle-Gro? stirred until it dissolves
* 1 clear beaker labeled C and filled with 2 cups of water and 1 cup
of vinegar
* Water Quality Datasheet [WQlty/3-11 (copy a class set)
* Masking tape
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OPENING
* Watering can (1 per salt dough map)
* Cake decorations: multi-colored balls, multi colored confetti bars,
chocolate confetti bars, snowflakes, red sugar crystals
* Ward's Water Quality Snap Test Kits (dissolved oxygen, pH,
nitrate, phosphate) 1-800-962-2660
* Thermometer
* www. ecoplex.unt.edu
* Salt dough relief map TEACHER PREPARATION - Several
days prior to the opening activity create a salt dough map. Make
3 batches for the relief map. (For the best results, do not double
the recipe. One map per small group of students is suggested.)
Foil lasagna pan
Food coloring
1 cup flour
!/2 cup salt
1 cup water
1 tablespoon cooking oil
2 teaspoons cream of tartar
Paintbrush
Waterproof paint
Mix ingredients until a ball forms. Food coloring may be added.
Place dough into a foil lasagna pan. Press dough out to the edges of
the pan. On one end create 2 depressions that will join in the
middle of the pan in the shape of a "V". On the opposite end of the
pan create another depression that will join the "V" creating a "Y".
These depressions will serve as rivers. Create a depression where
all the rivers join. This will create a lake. Use a paintbrush to
"paint" the model with food coloring (land - green, rivers - blue).
Allow the model to dry for 3 days. Paint the dough with clear,
waterproof paint so that it can be reused. (Students can make group
maps on a Friday, spray with waterproof paint on Monday
morning, and be ready for the lesson Monday afternoon. The salt
dough map will also be used in the surface water lesson)
Ask students:
What do humans need to live? (water, food, shelter etc.)
Where does the water come from that you drink?
Would you drink water from a creek?
Show the students the three beakers of water. Without tasting the
water in the beakers, using only your observation skills, ask the
students to pick beaker A, B, or C as the water they would prefer to
drink. Distribute the Water Quality Datasheet. Students record their
answers on the datasheet. (Move the beakers aside and explain that
the class will come back to the beakers and datasheets at the end of
the lesson.)
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PROCEDURE
1. Place the salt dough model in front of the class. (Distribute
student group models if appropriate.) Explain to the students
that they are looking at the city of Salt Dough. In and around
the city, there are farms, factories, schools, shopping, and
residential neighborhoods. In the center of the city, is a lake
where the people get water for drinking.
2. Using masking tape, divide the salt dough map into sections.
Label the sections farmland, Sudsy Soap Detergent factory
(place close to one of the rivers), 3 or 4 residential sections. (If
students have group maps, ask them to label their maps in the
same way as the teacher map.)
3. Explain to the students that the farmland has been sprayed with
a fertilizer to promote crop growth. Sprinkle cake-decorating
balls on the farm section to represent the fertilizer.
4. In the Sudsy Soap Detergent factory, excess detergent is
washed down the drain. Sprinkle the multi-colored cake
decorating confetti bars to represent the excess detergent. Make
a thin line of the bars to show how it would move through a
pipe into the river.
5. In all of the residential sections, a neighbor is changing his
automobile's oil. He collects it in a bucket, then dumps it in the
drainage ditch behind his house. Sprinkle chocolate cake
decorating confetti bars around the residential sections. The
bars represent the oil. Another neighbor pours gasoline on fire
ant nests. Use snowflake cake decorations to symbolize the gas.
Pesticides are being used to keep the neighborhood grass from
being eaten by bugs. Use red sugar crystals to symbolize
pesticides. Fertilizer is sprayed on neighborhood yards to
promote a thick, dark green grass. Sprinkle cake-decorating
balls in the residential area to symbolize the fertilizer.
6. Discuss what the students think will happen if it rains.
7. Using a watering can filled with water, "rain" on the salt dough
map. Discuss what happens to the pollutants (cake decorating
items).
8. Explain to the students that the oil, fertilizer, and gas are
nonpoint pollutants. These pollutants enter rivers as runoff.
Water that is not absorbed by the earth moves across the land
towards rivers, lakes, etc. (You may choose to repeat the
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demonstration.)
9. Explain that limnology is the study of the physical,
geographical, chemical, and biological properties of water. It is
this type of scientist that tests water for contamination by
pollutants. Today we will become limnologists to determine
which beaker of water (displayed at the beginning of the
lesson) is safe to drink. (Ask students to check their datasheet
for their hypothesis). Each test result will be compared to the
list of safe chemical levels as mandated by the Texas
Department of Health and the Safe Drinking Water Act.
10. Focus the student's attention back to the beakers. Explain that
the student's will conduct water testing to determine which
sample would be the best to drink. (Remind students that
tasting the water is not an option. Determine the best way to
divide the students and materials to complete the pH, nitrate,
phosphate, DO, and temperature test for your class.)
11. Conduct the pH water quality test according to the test
instructions (litmus paper or a pH meter can be used). Record
the results on the worksheet. Compare pH results to the safe
levels for drinking water. Beaker C should show a low pH
because of the vinegar. Explain to the students that this means
the water is acidic. Small amounts of acidic water would not be
life threatening for humans because of the human digestive
system, however it is not recommended. If the water were
found in a river, it's high acidic levels would cause any metal
that might be in the river to break down and release secondary
pollution. High acid levels damage the gills of aquatic
creatures. This water is harmful to a river environment.
12. Test each water sample for nitrates (nitrogen). Record the
results on the datatsheet. Compare the results to the list of safe
levels. This water would be dangerous to humans and the river
environment.
13. Test the water samples for phosphates. Record the results on
the datasheet. Compare the results to the list of safe levels.
Sample B should show a high level of phosphorus. This is
dangerous to river environments because it is a nutrient for
algae. The algae will grow quickly and produce and use a great
amount of oxygen. It is possible for the algae to require such
great amounts of oxygen that it depletes the oxygen supply and
some aquatic creatures may die.
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SO WHAT?
(LIFE APPLICATION)
CURRICULUM
EXTENSIONS
14. Test the water samples for dissolved oxygen. Record the results
on the datasheet.
15. Using thermometers, measure the temperature of each water
sample. Record the temperature of each sample.
16. Complete the datasheet.
17. Ask students which sample is the safest to drink. Compare the
test results to the hypothesis of each student. How many
students chose the "safest" sample?
18. Take students to a computer lab. Ask students to locate
www.ecoplex.unt.edu Compare the class water test results to
those on the web site for Lake Lewisville.
19. Referring to the salt dough map, remind students of the
difference between NFS and point source pollution. Ask
students to think about what part of the map would be the
source of pollutants found in the beakers of water. (Beaker B
may have been the results of agricultural wastes from the
farmland). Explain ways to prevent NFS and point source
pollution.
Water is necessary for life. More and more the quality of drinking
water and natural bodies of water is in question. Each of us can
actively play a role in the quality of our water by practicing proper
disposal of household chemicals and educating others about
nonpoint and point source pollution. Create a slogan and poster
explaining one of the ways to prevent NFS pollution. Display your
posters at a PTA meeting.
Science
Allow students to bring swimming pool, creek or lake water
samples from home to test purity.
Create bar graphs from the water testing data.
Math
Compare the Fahrenheit boiling point, freezing point, body
temperature, and the day's Fahrenheit temperature to the Celsius
temperature.
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RESOURCES
Social Studies
Use the internet to research the Safe Drinking Water Act. A
suggested site for research is
www.epa. gov/safewater/sdwa25/25vears.html.
Invite a guest from the EPA or water treatment plant to speak to the
class.
Language Arts
Write thank you notes to EPA or other water protection service
employees.
TEKS
Science: 3.1A,B, 3.2A,B,C,D,E, 3.3C, 3.4A, 3.7A, 3.8A,B,C
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Fourth Grade
Water Quality
Chain, Chain, Chain, Chain of Food
LEARNING OBJECTIVES
STUDENT PERFORMANCE
OBJECTIVES
BACKGROUND
The students will begin to understand the concept of food webs and
chains. The students will begin to understand the impact of losing
an element of the food chain. The students will begin to understand
how pollutants affect organisms within a body of water.
* The student will identify an aquatic food chain.
* The student will test a natural water source to acquire physical
and chemical data.
* The student will begin to understand that an aquatic environment
is interdependent.
An aquatic environment is made up of the plants and creatures
within a body of water. The number and types of creatures in a
body of water would depend on the health of the water. Aquatic
biologists and entomologists are scientists who study things that
live in and around a body of water. These biologist determine the
health of a body of water by looking at the following 5 attributes:
amount of dissolved oxygen (DO), algae content, health offish,
diversity of bottom-dwelling insect larvae (worms, clams,
crayfish), amounts and types of pollution that settles into the mud
on the bottom of the body of water. All of these attributes are
dependent on one another to create a healthy body of water. If one
area is altered it affects the remaining attributes.
When a body of water becomes unhealthy, every living thing in the
water and outside of the water that depends on the body of water
for life are affected. A food web shows how all living things,
energy, and materials are interconnected within an ecosystem. A
pond's food web includes carbon dioxide, heat, light, plants,
drainage water, nutrients, suspended solids, dissolved salts,
planktonic algae, invertebrates, detritus, mud dwellers and
scavengers, bottom deposits and bacteria, and foragers. Each form
of life within the food web has its own food chain. The food chain
follows the path of a single creature in search of food. A grazing
food chain would include sunlight, plants, herbivores, and finally
carnivores; for example, the sun provides energy for grass to grow;
it is eaten by a grasshopper which is eaten by a frog, which is eaten
by a snake, which is eaten by a hawk. An aquatic food chain
example found in north Texas lakes would begin with the sun
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providing energy for microscopic algae, zooplankton, gizzard shad,
white bass, osprey (or other birds or humans).
Water purity plays a part in the health of an aquatic environment. If
the purity is not acceptable for the body of water, the organisms
within the water and organisms that eat aquatic life can be harmed.
Pollutants such as excess fertilizers, oil, grease, sediments from
improperly managed construction sites, crop and forest lands,
bacteria from livestock, pet wastes, and faulty septic systems can
enter natural waters and kill or seriously harm the plants and
animals that live within the water. Aquatic biologists and
limnologists study the physical, geographical, chemical, and
biological aspects of inland freshwater systems. Tests are
performed to determine temperature (physical) and the amounts of
pH, nitrates, phosphates, copper, etc. (chemical) within the water.
Temperature of natural waters is an important factor for aquatic
life. Each creature is adapted to particular temperatures since fish
and other aquatic life have no control over their body temperatures.
Water temperature of 95?F is considered the maximum for most
aquatic life. Trees and brush provide shade for natural waters such
as creeks, ponds, and lakes. When these areas are cleared for
construction, the temperature of the water may be raised due to the
increase in sunlight on the once shaded area. Changes in water
temperature can affect aquatic habitats. This may result in the death
of many aquatic creatures.
An important gas in water is oxygen. It is referred to as dissolved
oxygen or DO. Oxygen is necessary for aquatic life. DO is found in
cold water at higher levels than warm waters because oxygen is
more soluble in cold waters. Cold waters have a DO measurement
of 5.0 mg/L or higher. Oxygen is found in warm water at not less
than 4.0 mg/L. Different organisms require different water
temperatures and DO amounts. Some examples include carp, which
is a warm water fish and lives in water with as little as 3 ppm of
oxygen, while largemouth bass require 5 to 8 ppm.
The pH indicates the amount of hydrogen ion concentration. The
acid, neutral, or alkaline nature of materials can be determined by
using a pH test. Natural bodies of freshwater should have a pH of
5.0 to 8.5. Seawater has a pH content of 8.1. An acid level of less
than 5.0 indicates that mine drainage or acid industrial waste has
polluted the water. Industrial alkaline wastes are indicated when
the pH is 8.5 to 9.0. A neutral pH of 7.0 is considered best for
human consumption.
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MATERIALS
Nitrogen (nitrates) are found naturally in bodies of water at low
levels. It is essential for plant growth. Pollution is present when
nitrates are found at excessive levels. Nitrates are found in
fertilizer, sewage, industrial, and livestock wastes.
Methemoglobinemia (hemoglobin is abnormal and cannot transport
oxygen) can be found in infants less than six months of age when
exposed to high levels of nitrates. High levels of nitrates when
paired with phosphates can stimulate the growth of algae causing
fish kills. A nitrate reading of 0.1 ppm is considered normal;
however, it is possible that due to the water source, or sensitivity of
the test, a reading of zero may occur.
Phosphorus (phosphates) is found naturally in bodies of water. It is
a nutrient for aquatic plants and is generally found 0.1 ppm in
natural waters. When phosphorus levels increase, it is a sign that
agricultural wastes or wastewater has polluted the body of water.
Several detergents include phosphates (dishwashing and clothes
washing products). The phosphorus increases algal growth which
increases oxygen levels from photosynthesis. Several cloudy days
in a row can result in the algae dying. Oxygen is used in the
decomposition of the algae resulting in fish kills due to a lack of
oxygen.
Copper salts enter natural waters from industrial waste. These salts
are used in electroplating, photography, textile manufacturing, and
pesticides. A concentration of 0.015 to 3.0 ppm can be harmful to
aquatic life. Copper salts destroy growths of algae which can
deplete oxygen supplies.
The University of North Texas is monitoring water quality using
clams. Each clam is submerged in Lake Lewisville and attached to
a sensor. The sensors are connected to a computer system that
records to what degree the clamshell is closed. Clams begin to
close their shells when irritants are in the water making them
natural indicators of pollutants.
See other lessons on: water, properties of water, water changes,
nonpoint and point source pollution
*3x5 notecards
* Water Quality Datasheet [WQlty/4-11 (copy a class set)
* Ward's Water Quality Snap Test Kits (dissolved oxygen, pH,
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OPENING
PROCEDURE
nitrate, phosphate, copper) 1-800-962-2660
* Thermometer
* Locate a creek, river, pond, lake to collect a water sample (if
possible take the class to the site)
* Water collection containers (1 per group)
* www.ecoplex.unt.edu
Ask the class to:
Identify and record items that may be found in a river (pebbles,
mud, fish, algae).
What would happen if pollutants like fertilizer from a
neighborhood entered the pond?
1. Explain to students the concept of a food web and chain.
2. Place students into partnerships or small groups. Ask the
partners to choose one of the aquatic creatures named during
the opening. Students will research the creature and identify its
food chain.
3. Create food chain cards. On a 3 x 5 notecard, illustrate an item
in the food chain. Include a fact about the item. Continue until
there is a notecard for each item in the chain.
4. The partners present their food chain cards to the class.
5. Place 3 sets of partners together, creating a larger group. The
larger group will shuffle all of their food chain cards into one
deck. The students will work together to sort the cards back
into the appropriate food chains.
6. Explain to the students that pollutants can enter a body of water
through runoff and disrupt food chains. Discuss various types
of pollutants.
7. Explain that aquatic biologists and limnologists test water to
determine the health of a body of water. Healthy pond water
will support aquatic plants and organisms such as zooplankton
and fish.
(If possible, the students need to be taken to a water site to conduct
the tests. If not, the teacher needs to record the temperature while
at the site collecting the samples for later use.)
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SO WHAT?
(LIFE APPLICATION)
CURRICULUM
EXTENSIONS
9.
Divide students into small groups. Pass out testing datasheet.
Assign temperature, pH, DO, nitrate, phosphate, and copper
tests to different groups. (Temperature and pH can be grouped
together due to the small amount of time it takes to conduct
these tests.)
Complete the tests. Record data on WQlty/4-1. (Instruction and
safety measures will be determined by the brand of tests
purchased.)
10. Review the test results and compare to the freshwater
requirements as mentioned in the background. Discuss the
results.
11. Take students to the computer lab. Ask students to locate
www.ecoplex.unt.edu Compare the pH, DO, and temperature
from the class samples to those at Lake Lewisville. Ask the
students to notice if the clams are open.
12. Ask students why it is important to determine if water is
polluted.
13. Using the white bass food chain mentioned in the background,
ask the students to pretend that the phosphorus level of the
water the bass lives in is unhealthy. What would happen to the
white bass food chain? (This would cause fish kills due to the
oxygen being depleted from decaying algae, which in turn
would affect the birds that eat the fish.)
14. Ask the students, "Would the additional phosphorus affect their
food chain?"
All life is interdependent. Create a mural of a pond, river, or lake
that reflects the interdependency in an aquatic environment. Label
the aquatic organisms and write paragraphs that correspond to the
labels explaining each organism's role in the food web. The
paragraphs could be displayed to the side of the mural for
classmates and visitors to read.
Science
Test additional water samples that students bring to class.
Art
Create a food chain mobile.
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RESOURCES
Create a freshwater environment diorama.
Language Arts
Create class or group food chain raps.
Write "When I was a Fish"
Pretend that the student is a gizzard shad that is about to be eaten
by a white bass. Write "excuses" to explain why the white bass
should not eat you.
TEKS
Science: 4.1A,B, 4.2B,C,D, 4.4A,B, 4.5A,B
http://www.broadwaters.fsnet.co.uk
http://www.ecoplex.unt.edu
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Fifth Grade
Water Quality
Tick Tock Toxins
LEARNING OBJECTIVE
STUDENT PERFORMANCE
OBJECTIVES
BACKGROUND
The students will begin to understand bioaccumulation of toxins
and where they originate. The student will begin to understand that
testing for toxins is necessary.
* The student will define bioaccumulation of toxins.
* The student will research animals that have been affected by
bioaccumulation of toxins.
* The student will participate in physical and chemical testing of
water.
All living things require water for life. Water purity plays a part in
the health of an aquatic environment. If the purity is not acceptable
for the body of water, the organisms within the water and
organisms that eat aquatic life can be harmed. Pollutants such as
fertilizers, pesticides, oil, grease, sediments from improperly
managed construction sites, crop and forest lands, bacteria from
livestock, pet wastes, and faulty septic systems can enter natural
waters and kill or seriously harm the plants and animals that live
within the water. Pollutants can enter a stream at a specific,
detectable source, such as industrial or sewage treatment plants.
This is called point pollution. Nonpoint source (NPS) pollution is
caused when rainfall or snowmelt moves over and through the
ground. This runoff picks up and carries away natural and man-
made pollutants. The polluted runoff enters surface and
groundwater.
Pesticides are one of many pollutants that continually undergo
scientific testing to verify their safety for human use and
environmental health. DDT (dichlorodiphenyitrichloroethane) was
a pesticide used in the 40's and 50's. The pesticide was thought to
be safe, however, it was discovered that DDT collects in the fats of
organisms and is not broken down. This results in the pesticide
being passed through the food chain. In the 70's, DDT was
outlawed.
One of the most widely studied affects of DDT was the near
extinction of eagles. Runoff carried DDT into streams and lakes
where it entered the Eagles food chain. Fish had ingested DDT
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through their food supplies. The eagles ate the fish and began to
accumulate DDT in their bodies. Eventually the toxicity of the
chemical built up (bioaccumulation of toxins) in the eagles leaving
them sterile or causing the eggshells of their young to be so thin
that they were easily broken by the weight of the adult eagles.
Chemical pollutants that have caused serious concern include
DDT, PCB (polychlorinated biphenyl), and mercury. DDT has an
affect on eagles and brown pelicans. PCB's have an affect on
beluga and killer whales. Mercury is a problem for fish, such as
tuna. Some pollutants such as oil are very obvious. On the other
hand, DDT and other chemical pollutants are generally revealed
through tissue sampling. These chemicals may be found in trace
amounts in water; however to identify bioaccumulation scientists
must look at the tissue of the organism. Limnologists study the
physical, geographical, chemical, and biological aspects of inland
freshwater systems. Tests are performed to determine temperature
(physical) and the amounts of pH, nitrates, phosphates, copper,
cyanide, etc. (chemical) within the water.
Temperature of natural waters is an important factor for aquatic
life. Each creature is adapted to particular temperatures since fish
and other aquatic life have no control over their body temperatures.
Water temperature of 95?F is considered the maximum for most
aquatic life Trees and brush provide shade for natural waters such
as creeks, ponds, and lakes. When these areas are cleared for
construction, the temperature of the water may be raised due to the
increase in sunlight on the once shaded area. Changes in water
temperature can affect aquatic habitats. This may result in the death
of many aquatic creatures.
An important gas in water is oxygen. It is referred to as dissolved
oxygen or DO. Oxygen is necessary for aquatic life. DO is found in
cold water at higher levels than warm waters because oxygen is
more soluble in cold waters. Cold waters have a DO measurement
of 5.0 mg/L or higher. Oxygen is found in warm water at not less
than 4.0 mg/L. Different organisms require different water
temperatures and DO amounts. Some examples include carp, which
is a warm water fish and lives in water with as little as 3 ppm of
oxygen, while largemouth bass require 5 to 8 ppm.
The pH indicates the amount of hydrogen ion concentration. The
acid, neutral, or alkaline nature of materials can be determined by
using a pH test. Natural bodies of freshwater should have a pH of
5.0 to 8.5. Seawater has a pH content of 8.1. An acid level of less
-------
than 5.0 indicates that mine drainage or acid industrial waste has
polluted the water. Industrial alkaline wastes are indicated when
the pH is 8.5 to 9.0. A neutral pH of 7.0 is considered best for
human consumption.
Nitrogen (nitrates) are found naturally in bodies of water at low
levels. It is essential for plant growth. Pollution is present when
nitrates are found at excessive levels. Nitrates are found in
fertilizer, sewage, industrial, and livestock wastes.
Methemoglobinemia (hemoglobin is abnormal and cannot transport
oxygen) can be found in infants less than six months of age when
exposed to high levels of nitrates. High levels of nitrates when
paired with phosphates can stimulate the growth of algae causing
fish kills. A nitrate reading of 0.1 ppm is considered normal;
however, it is possible that due to the water source, or sensitivity of
the test, a reading of 0 may occur.
Phosphorus (phosphates) is found naturally in bodies of water. It is
a nutrient for aquatic plants and is generally found at 0.1 ppm in
natural waters. When phosphorus levels increase, it is a sign that
agricultural wastes or wastewater has polluted the body of water.
Several detergents include phosphates (dishwashing and clothes
washing products). The phosphorus increases algae growth which
increases oxygen levels from photosynthesis. Several cloudy days
in a row can result in the algal dying. Oxygen is used in the
decomposition of the algae resulting in fish kills due to a lack of
oxygen.
Copper salts enter natural waters from industrial waste. These salts
are used in electroplating, photography, textile manufacturing, and
pesticides. A concentration of 0.015 to 3.0 ppm can be harmful to
aquatic life. Copper salts destroy growths of algae resulting in
depleted oxygen supplies.
Cyanide is a pollutant that would enter water as a metal finishing
plant waste. This chemical is very toxic and should not be present
in water.
The University of North Texas is monitoring water quality using
clams. Each clam is submerged in Lake Lewisville and attached to
a sensor. The sensors are connected to a computer system that
records to what degree the clamshell is closed. Clams begin to
close their shells when irritants are in the water making them
natural indicators of pollutants.
-------
MATERIALS
OPENING
PROCEDURE
See other lessons on: water, properties of water, water changes,
nonpoint and point source pollution, and food chains.
* Water Quality Datasheet [WQlty/5-11 (copy a class set)
*LaMOTTE Water Quality Test Kits (dissolved oxygen, pH,
nitrate, phosphate, copper, cyanide) 410-778-3100
* Thermometer
* Locate a creek, river, pond, lake to collect a water sample (if
possible take the class to the site)
* Water collection containers (1 per group)
* www.ecoplex.unt.edu
Brainstorm pollutants that can be found in natural bodies of water.
(cans, tires, oils, pesticides etc.)
1. Explain to students how pollutants enter bodies of water.
2. Define bioaccumulation and describe how DDT entered the
eagle food chain. Describe how DDT affected the eagles.
3. Divide students into research groups. Each group will research
a toxin and its affect on wildlife. Suggested toxins and wildlife
pairs include: DDT - eagles or brown pelicans, mercury - fish,
PCB - beluga or killer whales. (Some research web sites are
listed in resources.)
4. The students will create a public service video (mail to your
local television station), grade level presentation or public
address announcement. Within the video, presentation, or
announcement, ask students to identify the pollutant, explain
the impact to wildlife, and if possible, a suggested personal
solution (using natural "pesticides" like ladybugs).
5. Define limnology. Explain to students that they will be taking
on the roles of a limnologists and conduct temperature, pH,
DO, nitrate, phosphate, copper, and cyanide.
(If possible, the students need to be taken to a water site to
conduct the tests. If not, the teacher needs to record the
temperature while at the site collecting the samples for later use.)
6. Divide students into small groups. Pass out testing datasheet.
-------
SO WHAT?
(LIFE APPLICATION)
CURRICULUM
EXTENSIONS
Assign temperature, pH, DO, nitrate, phosphate, copper, and
cyanide tests to different groups. (Temperature and pH can be
grouped together due to the small amount of time it takes to
conduct these tests.)
7. Complete the tests. Record data on WQlty/5-1. (Instruction and
safety measures will be determined by the brand of tests
purchased.)
8. Review the test results and compare to the freshwater
requirements as mentioned in the background. Discuss the
results.
9. Take students to the computer lab. Ask students to locate
www.ecoplex.unt.edu Compare the pH, DO, and temperature
from the class samples to those at Lake Lewisville. Ask the
students to notice if the clams are open. If the clams are closed,
ask the students to brainstorm what they would do next. (Go to
the lake and test the water to find out what type of irritant is
present.)
10. Why would we want limnologists testing water from Lake
Lewisville? (It's our drinking water source and recreation area.)
Why would bioaccumulation of toxins matter to humans? (We are
a consumer of the plants and animals that might be affected.)
Create postage stamps of those organisms affected by water
pollution. Write a letter to the postmaster suggesting a series of
environmental awareness stamps.
Science
Conduct water testing on a variety of water samples the students
bring from home.
Math
Determine the difference between the class data and the healthy
water or Ecoplex data.
Art
Create dioramas of the wildlife and habitat researched earlier in the
lesson.
TEKS
Science: 5.1A,B, 5.2A,B,C,D, 5.4A,B
-------
RESOURCES
DDT
http://www.ma.org/classes/oceanographv/swong/ddt.html
http://www.dnr.state.oh.us/odnr/wildlife/publications/wildnotes/eagle.html
Mercury
http://www-seafood.ucdavis.edu/pubs/mercurv.htm
http://wwwdwimdn.er.usgs. gov/pubs/FS-216-957
PCB
http://www.tgmag.ca/envbrain/beluga.html
http://www.msnbc.com/news/327797.asp7cp 1+1
http://home.earthlink.net/-sloturtle/elissa.html
Food webs
http://www.broadwaters.fsnet.co.uk/food-web.htm
-------
6th Grade
Water Quality Lesson
Water O2 and You!
LEARNING OBJECTIVES
STUDENT PERFORMANCE
OBJECTIVES
BACKGROUND
The student will begin to understand the relationship between
photosynthesis, dissolved oxygen and the quality of water.
* The student will be able to define photosynthesis.
* The student will make observations about terrestrial and aquatic
plants undergoing photosynthesis.
* The student will determine that photosynthesis is one way oxygen
gas dissolves in water.
* The student will define dissolved oxygen and begin to understand
its affect on the quality of water.
* The student will use probes to determine the dissolved oxygen
content of water.
* The student will look up the dissolved oxygen levels of Lake
Lewisville on the ECOPLEX web site.
Water quality refers to the condition of water in relation to the
number of contaminants in the water. Many contaminants are man
made; however, natural processes such as erosion can cause natural
contaminants as well. Contaminants, such as nitrates found in
fertilizers and soil, can cause plants such as algae to become
abundant. As the algae die and begin to decompose they use up
much of the oxygen in the water. Oxygen is the primary source of
life for plants and animals, one way to determine the quality of
water is to determine the amount of dissolved oxygen in the water.
Oxygen available to aquatic organisms is found in the form of
dissolved oxygen. Oxygen gas is dissolved in a stream or lake
through aeration, diffusion from the atmosphere and photosynthesis
of aquatic plants and algae.
Plants and algae create oxygen through a process called
photosynthesis. Plants combine sunlight with carbon dioxide and
water to produce glucose and oxygen (6CO2 + 12 HaO —light —
> CeH^Oe + 6O2 + 6H2O). Photosynthesis occurs in the
chloroplasts of plants and algae cells and on the plasma membrane
of some bacterial cells. It is the main energy source for all living
things because it supplies carbohydrates for both plants and
animals.
-------
MATERIALS
OPENING
Photosynthesis, aeration and diffusion from the atmosphere supply
oxygen in the water for consumption by organisms in the water.
Dissolved oxygen in water is necessary for sustaining aquatic life.
Plants and animals in the lakes or streams consume oxygen in order
to produce energy through respiration. In a healthy stream or lake,
oxygen is replenished faster than it is used by aquatic organisms.
Different organisms need different amounts of oxygen to survive.
Organic pollutants can consume large amounts of dissolved
oxygen. When aerobic bacteria decompose and oxygen is depleted
faster that it can be replaced, the decrease in dissolved oxygen is
known as the biochemical oxygen demand. This lowers the amount
of oxygen in the water and may change the population dynamics of
the organisms in the water.
Adequate dissolved oxygen is necessary for good water quality.
Dissolved oxygen concentrations can range from 0 to 15 mg/L.
The ecological quality of water depends largely on the amount of
oxygen the water can hold. The higher the level of dissolved
oxygen the better the quality of the water system. By testing for
dissolved oxygen, scientist may determine the quality of the water
and the healthiness of the ecosystem.
See other lessons on water, properties of water, water changes,
non-point and point source pollution, food chain, and
bioaccumulation of toxins.
*Fast growing plant seeds (such as Wisconsin fast plants, grass
seeds, radishes or peas)
* Potting soil
* Fertilizer (as needed for plant seeds)
* 6 inch pots, styrofoam cups or potting trays (enough for each
group of students to plant at least two plants)
* Lighted area for growing plants (window sill or UV lamp)
* Darkened area for growing plants (cabinet or cardboard box)
*2 glass jars
*Elodea plants in an aquarium if you cannot get to a pond, lake or
stream
* Locate a pond, lake or stream (to demonstrate photosynthesis in
the water and for the dissolved oxygen test)
* Dissolved Oxygen Probe and instructions for use
Discuss with the class:
-------
PROCEDURE
All living things need oxygen.
Ask the class:
How do aquatic organisms get oxygen?
1. Define photosynthesis as the process by which plants combine
sunlight with carbon dioxide and water to produce glucose and
oxygen.
2. Discuss the importance of sunlight for photosynthesis to take
place.
3. Divide the class into groups of 2-4.
4. Explain to the students that they will be conducting an
experiment demonstrating the process of photosynthesis and
the need for sunlight to complete photosynthesis.
5. Distribute planting materials for each group.
*Fast growing plant seeds (such as Wisconsin fast plants, grass
seeds, radishes or peas)
* Potting soil
* Fertilizer (as needed for plant seeds)
* 6 inch pots, styrofoam cups or potting trays (enough for each
group of students to plant at least two plants)
6. Explain that each group will set up an experiment using two
plants; one to place in the lighted area and one to place in the
darkened area.
7. Have the students plant their seeds in their containers and label
the containers with their group information (name, etc.).
8. Have the groups place one plant in the lighted area and one
plant in the darkened area.
9. Have the students observe, draw and label their plants each day
for one week or 10 days. Students will water their plants as
needed during the observation time.
10. At the end of the observation time, have the students compare
their drawings and make inferences as to the need for sunlight
for plant growth and photosynthesis.
-------
11. Have the students place the plant that was in the dark in the
light for a few days. Students will observe, record and make
inferences about the plant growth.
12. Have the students place a glass jar over the plant that was in the
light and place it back into the light.
13. Discuss the condensation that occurs on the glass. Explain to
the students that the condensation is water vapor given off by
the plant during photosynthesis when it exchanges oxygen for
carbon dioxide. This condensation is called transpiration.
14. Discuss the formula for photosynthesis (6CC>2 + 12 H2O —
light > CeH^Oe + 6C>2 + 6H2O) and explain that water is a
product of photosynthesis along with glucose and oxygen.
15. Take another glass jar and and completely submerge the jar in
the water of an aquarium or pond so that there is no air in the
jar. Then place the jar over the elodea in an aquarium or over a
green plant in a pond, lake or stream. Make sure that the jar is
completely filled with water over the plant.
16. Have the students observe, draw and label what their plants
look like in the jar when the jar is first placed on the plant.
17. Have the students observe, draw and label their plants in the jar
after a period of time (Students should check every 15 to 30
minutes for changes. The amount of time necessary for
observations depends on the amount of light the plant receives.)
They should see oxygen bubbles in the top and sides of the jar.
18. Explain to the students that the bubbles are oxygen, a product
of photosynthesis. Explain that this is one way that oxygen gas
dissolves in water.
19. Have the students test for dissolved oxygen by using a PROBE,
following the instructions for their probe.
20. Discuss the importance of dissolved oxygen for the plant and
animal life in the pond.
21. Have the students explain what would happen to the plants and
animals if there was not enough oxygen in the water.
22. Have the students look up the ECOPLEX web site and
determine the amount of dissolved oxygen in Lake Lewisville
-------
SO WHAT?
(LIFE APPLICATION)
CURRICULUM
EXTENSIONS
RESOURCES
and discuss the quality of the water based on the amount of
dissolved oxygen.
a) Go to Ecoplex web site.
b)Click on Clams under Water Quality
c) Click on Water Quality Data
d)Click on Water Quality Sonde 1
e) Scroll down to Dissolved Oxygen and record the current
level of dissolved oxygen. (Teachers may want to have the
students discuss the data and the graphs on this page)
Discuss the importance of dissolved oxygen on water quality.
Photosynthesis is important to life. Have the students complete a
food chain to demonstrate the importance of the sun's energy for
humans.
Science:
Following the directions for the dissolved oxygen PROBE,
determine the effect of temperature on dissolved oxygen.
TEKS:
6.1(A) (B), 6.2(B), 6.8 (B), 6.12 (B) (C)
http://ecoplex.unt.edu/main
http://www.trms.ga.net/habitat/lessons/photosvnthesis.html
http: //wwwbrr. e\cr. us gs. gov/proi ects/S W_corrosion/diel-poster/abstract. html
http://www.acnatsci.org/erd/ea/pollnb2.html
-------
7th Grade
Water Quality Lesson
Taxa-Rich and Taxa-Poor!
LEARNING OBJECTIVES
STUDENT PERFORMANCE
OBJECTIVES
BACKGROUND
The student will be able to examine the quality of water by
analyzing macroinvertibrates in the water.
* The student will demonstrate how energy flows through the
environment.
* The student will identify an algae bloom and explain its effects on
dissolved oxygen in water.
* The student will define macroinvertibrates and begin to
understand that some macroinvertibrates are more pollution
tolerant than others.
An ecosystem is a community of living and non-living
components. Living things require the sun to provide energy
needed to carry on life functions. Plants change light energy into a
chemical energy through a process called photosynthesis.
The process of photosynthesis also provides oxygen for plants and
animals to use. In a water ecosystem this oxygen is dissolved and
is used by aquatic organisms. Different organisms require
different amounts of dissolved oxygen. Nitrates and phosphates,
which occur naturally and are found in fertilizers, are considered
limiting factors of dissolved oxygen.
These nutrients can cause algae to bloom. Algae, classified as
protist, are often mistaken for plants because they are green and
utilize the process of photosynthesis. When nitrates and
phosphates are added to a body of water algae can grow very
quickly or "bloom". As the algae grow and spread across the water,
they can block the sun and prevent photosynthesis by plants
beneath the water. The algae bloom uses the oxygen in the water
and when the demand exceeds the supply they die in large
numbers. Bacteria that decomposes the algae also requires and
uses the dissolved oxygen. This lowers the amount of oxygen
available for other organisms.
Different organisms are able to tolerate different levels of dissolved
oxygen. Different levels of pollution can affect the amount of
dissolved oxygen. Macroinvertibrates are organisms that are
-------
MATERIALS
OPENING
PROCEDURE
visible to the naked eye and do not have backbones. In freshwater,
they include aquatic insects, crustaceans, mollusk, aquatic snails
and aquatic worms. These organisms are easy to gather and study
as they are restricted to their environment and cannot escape
changes in water quality.
Taxa is one of the hierarchical categories into which organisms are
classified. Taxa-richness refers to the number of different
organisms found in a particular body of water. The variety of
species that live in and tolerate the water is an indicator of the
water quality.
* 3 Liter bottle
* 2 Liter bottle
* 1 Liter bottle
* Small bottle (to hold approx. 20 ml)
* Graduated cylinders (100 ml, 25 ml, 10 ml)
* Green food coloring mixed in 3 Liters of water (put in 3 L bottle)
* Construction paper symbols or magazine symbols of sun, plant,
and 3 animals (best if symbols represent a true food chain[l
herbivore, 1 carnivore, 1 tertiary consumer])
*Baby food jars (one per group)
* Plant fertilizer pellets or plant food
* Algal culture (order from biology supplier)
*Hot tap water enough to fill baby food jars (aged for one day)
* Light source (florescent works best)
* Water sampling equipment (coffee cans at the end of a broom
stick, nylon stockings over the bottom of a bleach bottle, half-
gallon milk carton, etc)
* Data sheet [WQlty/7-1]
* Field guide (freshwater aquatic organisms)
*Data collection sheet [WQlty/7-2]
Discuss with the class:
An ecosystem is a community of living and non-living
components.
Ask the class:
What do plants and animals in an ecosystem need to survive?
Does an aquatic ecosystem have the same needs as a terrestrial
ecosystem?
1. Get the bottles and graduated cylinders.
-------
2. Fill the 3L bottle with the green water and place the sun symbol
on the bottle. Have a student volunteer to be the sun and stand
in the front of the room with the 3L bottle of green water.
3. Have another student volunteer to be a plant and give that
student the 2L bottle with a plant symbol on it. The plant
volunteer will stand next to the sun.
4. Review photosynthesis with the students and have the sun give
energy to the plant (pour green water into the two-liter bottle).
5. Explain that the plant uses that sunlight (water) to make food
(glucose) for energy.
6. Ask another student volunteer to be a primary consumer that eats
the plant (example: grasshopper). Give that student the 1L bottle
with a herbivore on it.
7. Explain that the primary consumer gets its energy from the plant.
Have the plant student pour 200 ml of green water into the 1L
bottle (students need to use graduated cylinders to measure).
8. Have another student volunteer to be a secondary consumer that
eats the primary consumer (example: frog). Give that student the
smaller bottle with a carnivore/omnivore on it.
9. Explain that the secondary consumer gets its energy from the
primary consumer. Have the plant student pour 20 ml of green
water into the smaller bottle (students need to use graduated
cylinders to measure).
10. Have another student volunteer to be a tertiary consumer that
eats the secondary consumer (example: snake). Give that student
the smaller bottle with a tertiary consumer on it.
11. Explain that the tertiary consumer gets energy from the
secondary consumer. Have the plant student pour 2 ml of green
water into the 10 ml graduated cylinder.
12. Discuss the flow of energy through an ecosystem. Explain that
as the animals in the food chain consume organisms along the
food chain they receive less of the sun's energy.
13.Explain that like plants, all animals need photosynthesis to
survive. (You may want to review the lesson Water, C>2 and You
to explain how oxygen dissolves in water).
-------
14. Discuss with the class how nitrates and fertilizers can get into a
water source through runoff and erosion.
15. Distribute baby food jars and explain how the students are to
use the fertilizer (put pellets into jar, use eyedropper to put liquid
fertilizer into jar).
16. Have students put fertilizer into jar (varying amounts are o.k. as
long as jars are labeled with the amount of fertilizer used).
17. Have students fill the jar with warm tap water (aged for 1 day)
up to 2 cm from the lid of the jar.
18. Have the students add one dropper full of algae to their jars.
(Safety: students need to wash their hands after using fertilizer
and algae)
19. Place all jars under the light source.
20. Have the students observe, draw and record their jars daily for
one week.
21. Discuss the amount of algal growth with the students. Explain
that when the algae grows this fast it is often referred to as an
"algae bloom". Explain how the growth can prevent light from
getting to the bottom of the water source. Explain that as the
algae die (in large numbers) the bacteria uses more oxygen to
decompose the algae.
22. Explain to the students that different organisms are able to
tolerate different levels of nitrates, phosphates and dissolved
oxygen.
23.Define macroinvertibrates as organisms that are visible to the
naked eye and do not have backbones. Explain that these
organisms are good sources to collect and study to determine the
water quality of a water source.
24. Explain that certain macroinvertibrates are more tolerant or
intolerant of pollution and by taking samples of these organisms
we can generally determine the quality of the water.
25. Go to a local water source and have the students collect water
samples and samples of macroinvertibrates.
-------
SO WHAT?
(LIFE APPLICATION)
CURRICULUM
EXTENSIONS
RESOURCES
26. At the site or in the classroom, have the students collect and
count the numbers of macroinvertibrates they find. Students may
use the field guides and the datasheet WQlty/7-1 to identify their
organisms.
27. Have the students record the numbers of each macroinvertibrate
on the data sheet [WQ1/7-2].
28. Have the students use the datasheet WQlty/7-1 to evaluate the
quality of the water.
29. Have the students use the ECOPLEX web site to look up the
different levels of dissolved oxygen, nitrates and phosphates in
Lake Lewisville.
a) Go to Ecoplex web site.
b)Click on Clams under Water Quality
c) Click on Water Quality Data
d) Click on Water Quality Sonde 1 : Scroll down to Dissolved
Oxygen, Nitrates and Phosphates and observe and record
the levels of the lake.
e) Have the students discuss which level of macroinvertibrates
they might find in Lake Lewisville.
Have the students research different fertilizers to find out which are
less likely to cause algae blooms in the water source. Have
students also find out how people can use fertilizers safely and
create a brochure for the safe use of fertilizers.
Science:
Schedule a field trip to the Elm Fork Education Center. Have the
students complete the Pre-Visit and Post-Visit activities.
TEKS:
-------
WQlty/1-1
Name
Product Disposal Directions No Directions
recycle trash govt. regulations
-------
WQlty/2-1
Name
Product Phosphates/Phosphorous Not Listed
Contains Does Not Contain
-------
WATER QUALITY DATASHEET
WQlty/4-l
Enter test results in the grid below. Circle the results that are within safe drinking water guidelines. Parts per million will be noted as
ppm.
List any living creatures visible at the water sample site?
List any plant life visible at the sample site?
Do you think the body of water appears healthy?
List your reasons
Water Sample
Healthy Water
ECOPLEX
pH
5.0-8.5
Temperature
>95
Nitrates
0.1 ppm or less
NA
Phosphorus
0.1 ppm or less
NA
Copper
>0.015 ppm
NA
DO
Depends on temp.
Can you tell if water is healthy by observation alone? Explain.
Compare the ECOPLEX and class data. Are there differences? Explain.
-------
WATER QUALITY DATASHEET
WQlty/5-l
Enter test results in the grid below. Circle the results that are within safe drinking water guidelines. Parts per million will be noted as
ppm.
Do you see any signs of living creatures at the water sample site? If so, list them.
Is it possible to tell if the creatures are healthy, by looking at them?
Do you see plant life at the sample site?
Water Sample
Healthy Water
ECOPLEX
PH
5.0-8.5
Temperature
>95
Nitrates
0. 1 ppm or
less
NA
Phosphorus
0. 1 ppm or
less
NA
Copper
>0.015ppm
NA
DO
Depends on
temp.
Cyanide
0
NA
Do any of the results seem unreasonable?
What pollutant source could be the cause of any unreasonable readings?
-------
-------
First Grade
Water Quality
Water—It's a Gas...Sometimes!
LEARNING OBJECTIVE
STUDENT PERFORMANCE
OBJECTIVES
BACKGROUND
The students will understand that water can be a solid, liquid or a
gas and will begin to understand some properties of water.
* The student will recognize the importance of water and how
much of the Earth's water is available as fresh water.
* The student will understand that water can be found in three
forms within the Earth's normal temperature range.
* The student will begin to understand the chemistry of water.
* The student will begin to understand surface tension and
cohesion.
* The student will begin to identify the difference between a
solution and a suspension.
* The student will begin to understand that water properties can
affect water quality.
* The student will understand that methods of disposal of
household chemicals can affect water quality.
Water is the most common substance on Earth. Every living
organism needs water to survive. Although approximately 75% of
the Earth's surface is covered with water, only about 1% is
available freshwater for sustaining all life on Earth, (see water
cycle lesson)
Water, like all matter, contains tiny particles called molecules. A
drop of water contains millions of molecules. Each molecule
contains smaller particles called atoms. Water molecules consist of
two hydrogen atoms and one oxygen atom. The chemical symbol
for water is HaO.
Water can be a liquid, gas or solid. Water is the only substance on
Earth that can naturally occur in three different forms. The form
water takes depends on how fast the molecules are moving. As a
solid (ice) the water molecules are far apart and move very slowly.
As a liquid, the molecules are close together and move freely.
When water is a gas, the molecules are very close. They move
about violently and bump into each other. The rate of water
molecule movement depends on the water temperature.
-------
MATERIALS
Surface tension is the force that causes the surface of water to
appear as if a thin, elastic (almost skin-like) film covers it. The
spherical shape of water drops is due to surface tension. Surface
tension allows the surface of water to support objects. Cohesion
refers to the attraction between the water molecules. Cohesion
causes surface tension.
Water is an almost universal solvent. This makes it very easy for
water to contain many dissolved substances. Some of those
substances can adversely affect water quality. Toxic substances,
hazardous chemicals, pesticides and minerals can all be polluters of
water. When one substance mixes (dissolves) into water, a solution
is formed. When particles of a substance do not dissolve, a
suspension is formed. Gas and oil as well as solids do not mix with
water and are water pollutants. Sewage, industry, and agriculture
are all sources of water pollution. When people dispose of
household products like paint, bug spray, nail polish and household
chemicals by pouring them down drains or adding them to the
landfills, these chemicals can seep into our groundwater or
reservoirs and affect water quality. Water trapped beneath the
ground is groundwater. Because water is a solvent, it can collect
small amounts of whatever it comes in contact with. Rains that
soak in, rivers that flow underground in certain areas, and melting
snow are all sources of groundwater (for more information see
watershed lesson). Due to its many sources, groundwater may
contain many contaminants such as pesticides, insecticides,
industrial wastes, as well as dissolved minerals. Scientists have
developed tests to determine water quality. These tests measure
foreign matter (microorganisms, chemicals, industrial or other
wastes) as well as the physical/chemical condition of the water
(temperature, dissolved oxygen, pH, etc.).
Several kinds of scientists study water. Hydrologists study water-
related problems in society such as problems of quantity, quality
and availability. Limnologists study water and aquatic life in
freshwater. Oceanographers study water and aquatic life in
saltwater.
* Waxpaper, approximately a 6 inch square per student
* Cup to hold small amount of water, one per student
* Powdered drink (Kool-Aid®, lemonade, etc.) enough to mix for
each child to get a drink
* Pitcher of water to mix powdered drink mix
* Drinking cups, one per student
-------
OPENING
PROCEDURE
* Jar, one pint or larger
* Oil, vegetable or motor
* Four paper signs that say Hydrogen on one side and Water on the
other side
* Two paper signs that say Oxygen on one side and Water on the
other side
* Pepper
* Cups-one per group of students (procedure 7)
* Recording sheet [WQlty/l-ll
* Eyedropper
* www.ecoplex.unt.edu
Ask the class:
What do you know about water?
The opening question should allow you to gauge the class's
level of water knowledge. Lead the discussion to cover: how
much of the Earth is water, how much of the Earth's water is
usable fresh water, the water cycle, kinds of water, water
sources, and uses of water. For more information and activities
to introduce these concepts if they are unfamiliar to your class,
see water cycle and watershed lessons. The procedures in this
lesson are divided by the concepts: states of water, chemistry of
water, surface tension, water as a solvent, and water quality.
The states of water:
Explain that water is the most common and one of the most
unusual substances in our lives. No other substance can be a
liquid, solid or gas within the Earth's normal temperature
range. Ask the students to identify the different states of water.
(Examples: liquid—faucet water, rain, lakes, etc.; solid—ice,
popsicles, etc.; gas—water vapor as seen in clouds, steam,
during evaporation and transpiration.)
Show the students hand movements to show the three "states"
of water. To demonstrate a solid, hold hands in front of you
with palms lacing each other approximately 24 inches apart and
barely moving back and forth. To demonstrate a liquid, let
your hands do a hand over hand rolling movement in front of
your chest area. To show a gas, move your hands in a rolling
motion in big sweeps in front of the torso area of your body.
Explain that when water is a solid (ice) the molecules are far
apart and almost still. In a liquid state (rain), the molecules are
close together, but move more freely. As a gas, the molecules
are close together. They move about violently and bump into
-------
each other as they vaporize. Remind the students of boiling
water as it turns to water vapor (gas).
4. Call out different items that contain water while the students
demonstrate their understanding of water molecules with their
hand movements. (Solids: ice, glacier, ice caps, icebergs, etc.,
Liquids: soda pop, rain, creek, soup, etc., Gas: steam, cloud,
etc.)
The chemistry of water:
5. Explain to the students that water, like all matter, consists of
tiny molecules. A drop of water contains millions of
molecules. Each molecule consists of even smaller particles
called atoms. One oxygen atom and two hydrogen atoms when
combined make water. (Remind them that they are breathing
oxygen right now.) A simple sketch might help the student
visualize the two hydrogen atoms and one oxygen atom
combining to form water. Choose six students to pick up a
hydrogen or oxygen sign and challenge them to "join" to form
a water molecule. When they think they've formed a water
molecule, they will turn their signs over to show water. Repeat,
allowing all students to have a turn.
Surface tension:
6. Give each student a square of waxpaper with a drop (or two) of
water. Allow the students to watch the drop roll around. Be
sure they observe that the water drop appears to have a skin
around it that holds it in a sphere. This property of water is
called surface tension. As they observe, remind them that each
drop contains millions of molecules and inside each molecule
there are tiny atoms of hydrogen and oxygen!
7. Divide the class into groups of 2 or 4. Give each group of
students a small container or cup of water and pepper to shake
on top of the water. (This could be demonstrated using the
overhead projector before each group gets their own supplies.)
When pepper is shaken on the water, most of the pepper floats
on top due to surface tension. Add one drop of liquid soap to
the water. The pepper scatters to the side of the container
because the soap causes a break in the surface tension.
8. Ask the students if they have ever seen water striders or other
insects move or rest on the surface of a pond or other body of
water. Surface tension allows the insects to stay on top of the
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water because their legs don't break the surface tension.
Water as a solvent:
9. Take out the pitcher of water, powdered drink mix and cups for
each child. Show the drink powder. Mix it in the pitcher. Pour
each child a drink. Ask the students what happened to the
powder when you mixed it with water. Remind them of the
molecules of water. The molecules of powder mixed
completely with the molecules of water. Explain that when one
substance dissolves (mixes) in another one we call it a solution.
Think of other solutions (other drinks made with powder,
cheese sauces made with powdered cheese, etc.). Another
interesting property of water is that in it's liquid state, water is
an almost universal solvent. This means many things dissolve
in water. Ask if the students can think of other things that
dissolve in water.
10. Ask if all liquids dissolve in water. Encourage the students to
give examples. Fill a jar /^ full of water. Add vegetable oil,
motor oil, or other type of oil. Shake the jar and ask students to
describe what they see. Explain that when two substances
don't mix, it's called a suspension. They may have seen this in
oil and vinegar dressing, tomato juice or other unstrained
liquids. Ask what they think is happening to the molecules of
oil and water.
Water quality:
11. Explain that sometimes chemicals, oils and other substances get
into water that make it dirty or polluted. Sometimes we can see
or smell when water is polluted, but not always. Some
chemicals dissolve in water—like the powdered drink mix.
These could be pesticides and fertilizers that we use on our
lawns and that farmers use on croplands. (Share background
information.) Other substances like oil and grease don't
dissolve in water. They stay on the surface.
12. Our drinking water and natural water (lakes, reservoirs, ponds,
etc.) are tested to be sure they are "clean" for their intended
use. Water quality is based on not having too many "bad"
things (pollutants) and enough "good" things such as oxygen.
These "things" vary depending on the use of the water.
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SO WHAT?
(LIFE APPLICATION)
CURRICULUM
EXTENSIONS
13. Locate www.ecoplex.unt.edu Show the students the various
information available. Explain that the water quality section
allows us to see the test results for Lake Lewisville. Help the
children realize that water quality is very important, and that
scientists test water to monitor water quality. Look at some of
the data available. Encourage the students to notice the
different tests that are ongoing.
14. Since many things that go down our drains or into the ground
eventually enter our water supply, it is important for each of us
to monitor what we put down our drains or throw away in our
trash. The way our families and industries dispose of wastes
may damage our water supply, (see watershed lesson)
15. When we dispose of household chemicals according to the
directions on the containers, we are protecting both our
drinking water supply and the natural waters in our watershed.
Students will discuss with their families how to dispose of
household chemicals. Using recording sheet [WQlty/l-ll, families
will list a few products found in their homes, read disposal
guidelines, record, and return the sheet to school.
Science
Sink and Float-set up a sink and float discovery center. Try the
objects in saltwater and freshwater. Are there any differences?
In the science center, set up several things that could be mixed with
water to see if a solution is formed (salt, sugar, sand, etc.)
Surface Tension-Fill a clear plastic cup completely full of water.
Ask if the students think the cup will spill over if you add a penny
to the cup. Gently slide a penny down the side of the cup. Let
children help you continue sliding pennies in until it spills over.
(This will take about 50 pennies)
Math
Predict how many pennies will be added to the cup in the above
activity before the water spills over.
-------
RESOURCES
Give each child a penny, a cup of water and an eyedropper. Ask
them to predict how many drops of water they think their penny
will hold (as a result of surface tension). Record the predictions.
Record the results. Will "heads" or "tails" hold more water?
Social Studies
Invite a classroom speaker from the water quality office in your
community.
Schedule a field trip to the wastewater or water treatment plant.
Try to arrange a field trip to a creek, pond or other natural body of
water to observe the habitat. City parks often have ponds or
creeks.
Art
Ice Sculptures-Freeze ice in many different containers. Using big
blocks of ice as a base, attach other ice shapes to the big blocks.
This can be accomplished by using table salt as a glue (do not use
rock salt). Drip food coloring on the sculpture to add color.
Language Arts
Allow the children to gather clean, empty product containers that
the contents have been disposed of properly. Share disposal
information with other classes.
TEKS
Science: 1.1 A,B, 1.2A,C,D,E, 1.3A,B,C, 1.4B, 1.9A,B
FAQ's
Related Children's Literature:
Solid, Liquid, or Gas by Sally Hewitt
Water by Frank Asch
A Drop Around the World by Barbara McKinny
Follow a Raindrop by Elsie Ward
What Will Float? by Fred and Jeanne Biddulph
What Makes It Rain? by Keith Brandt
The Magic School Bus at the Waterworks by J. Cole and B. Began
-------
Kindergarten
Water Quality
Water in Me
LEARNING OBJECTIVE
STUDENT PERFORMANCE
OBJECTIVES
BACKGROUND
The students will begin to understand the importance of the quality
and availability of water to life on Earth.
*The student will locate water globally and locally.
* The student will begin to understand the importance of water to
life on Earth.
* The student will identify different kinds of water.
* The student will identify various purposes of water and
understand that water quality can affect its intended use.
* The student will begin to recognize that human actions affect
water quality.
* The student will use the five senses to describe water.
Water is a fundamental requirement of all living things. Although
seventy-five percent of the Earth is covered by water, the amount
of freshwater available to sustain life is limited. Approximately
ninety-seven percent of all water on Earth is saltwater and cannot
be used for drinking or for terrestrial plant growth. The remaining
3% is freshwater, but 2/3 of that is unavailable for use because it is
frozen in glaciers or ice caps. This leaves only 1% of the Earth's
water as usable fresh water, (see water cycle lesson)
Essentially, the amount of water on Earth has not changed since the
beginning of time. Although we drink, spill and throwaway water
every day, The Earth has a natural system, the hydrologic (water)
cycle, which produces fresh rainwater over and over. The water
we use today is the same water used by the dinosaurs and our great
great grandparents. Because our water has been used so many
times and due to the population growth and wide use of chemicals
in our daily lives, water quality is a concern for all of us.
Wastes such as chemicals, metals and oils cause pollution of our
water supply. Some polluted water can be identified by sight
(shiny oil films, suds, color, etc.) and smell (sewage odor, sulfur
smell, etc.). However, it is difficult to identify all polluted water
by appearance because sometimes contaminated water shows no
noticeable signs. Some common sources of pollution are sewage,
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MATERIALS
industry and agriculture.
Water quality is important and monitored for both our drinking
water and our natural waters. Changing the condition of our
natural waters in ways, which harm or exclude normally occurring
aquatic life is an act of pollution. When natural waters (reservoirs,
lakes, streams, ponds, bays, rivers and estuaries) are free of foreign
matter and support a wide variety of aquatic or marine life, they are
said to be of good quality. When our drinking water passes federal
and state testing standards, it is also considered to be of good
quality. Standards for drinking water and natural water are
different. Drinking water would not make a good pond or other
natural water body because it would be low in the nutrients
(nitrogen and phosphorous) for algal growth. Without algae, baby
fish could not survive and the food chain of the pond would be
altered.
Several kinds of scientists study water. Hydrologists study water-
related problems in society such as problems of quantity, quality
and availability. Some chemists specialize in the study of water.
Aquatic toxicologists study the effects of chemicals found in water
on the health of aquatic organisms. Limnologists study water and
aquatic life in freshwater. Oceanographers study water and aquatic
life in saltwater.
Every living organism has water in it. Flowers, trees, birds, snakes,
whales and insects all contain water. The human body is
approximately 70% water. Adults need more than 2 quarts of
water each day to stay healthy. We get water from things we eat as
well as things we drink. A person can live without food for one
month. A person can only live for about one week without water.
When people or other living organisms lose water and it is not
replaced, dehydration occurs. Dehydration is a serious health
concern for humans and animals.
The process of dehydration is used often in the food industry to
help preserve foods by drying them. Dehydrated foods are
lightweight and compact, which has many advantages over fresh,
frozen and canned foods. Exposing fish and meat to the sun's rays
for drying has been used for thousands of years.
* Clear 2 quart pitcher of water
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OPENING
PROCEDURE
* Clear container of water, 1 quart size or larger
* 8 oz. cups (one per student)
*Four 6-8 oz. clear plastic cups
* Yellow (or any color) food coloring, a few drops
* 1/3 cup vinegar
* 1/8 cup of liquid detergent (clear, if possible)
* Blank paper
* Crayons
* Wax paper
*Eye droppers (straws or small squeeze bottles can be substituted)
* Drinking straws
* Toothpicks
* A few grapes
* A slice of apple
* A stack of 10 unifix cubes for each student (or other set of 10
objects)
* Eyedroppers, 1 per child or pair of children.
* www.ecoplex.unt.edu
* TEACHER PREPARATION: Using the four clear plastic cups,
put about l/2 cup of water in each cup. In one cup, add yellow
food coloring. In a second cup, add vinegar (enough to detect the
odor). In the third cup, put in some clear liquid detergent (enough
to give the water a slick, soapy feel, but no suds). The fourth cup
will be tap water. Put these cups where the class can't see them
until you are ready to use them.
Ask the class:
What is water?
1. Listen to a few of the students' ideas, then ask, "Where is
water?" Use a globe to show various locations of water.
Continue asking questions such as: Is all water the same?
Who/what uses water? Is there lots of water for us to use?
Each time listen to a few ideas and keep the discussion lively as
you ask the students to tell why they think as they do. (Use the
water cycle lesson activities if the students don't realize how
little of the water on Earth is usable fresh water.)
2. Show the pitcher and other container of water. Tell the
students that the water came from the faucet. Is it safe to
drink? (Yes) Ask the class to tell you other places where water
can be found (lakes, reservoirs, rivers, ponds, puddles, etc.).
Ask how drinking water is different from water in the other
locations.
3. Explain that the students will describe water using their five
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senses. Since all water is not the same, they will have two lists.
Write two headings: "Drinking Water" and "Other Water".
Beginning with eyes, list characteristics of water (clarity, color,
etc.). Continue with nose (different odors); skin - allow the
children to touch the water that is not in the pitcher to stimulate
descriptive words, (temperature, etc.); ears (include sounds of a
river, waterfall, brook, ocean-use shells, etc.); and taste - give
each child a taste of the water from the pitcher to help stimulate
vocabulary. Although we do not drink lake water, some of the
children may have gulped a small amount, in a pool, lake or
ocean, and can remember the taste to add to the list.
4. Review the lists with the class and help them notice that
drinking water and other types of water have different
characteristics. Ask if the students would drink pond water. Is
pond water okay for fish, frogs and other animals? Review the
same idea with reservoirs and lakes.
5. Introduce the term, water quality. Water quality refers to the
"cleanliness" or "naturalness" of water. Water quality means
different things to different organisms. Good water quality for
a frog is different from good water quality for our drinking
water. Why? Why wouldn't our drinking water be good pond
or lake water? (Drinking water treatment reduces the
concentration of necessary nutrients to support fish and aquatic
life, and chlorinated water is toxic to aquatic life.)
6. Water quality is measured by special tests. Scientists who
study freshwater are hydrologists and limnologists. Many
people work to make sure our drinking water is safe. Ask what
the students think makes "safe drinking water". Show the four
cups of water you prepared before the lesson. Ask what they
think is in the cups (water). Why? Is it safe to drink unknown
liquids? (No) Let's use our five senses again to discover what
might be in the cups. Remind the students that we can not trust
our five senses to tell us that water is clean and safe to drink.
Name the senses, and establish that taste can't be used. Start
with eyes. Encourage students to describe what they see. Next,
use ears and describe what they hear. Allow students to touch
the water and describe what they feel. The students might be
able to identify the soapy water. Last, use the sense of smell
and describe. Make a list of the guesses to identify the
unknown liquids. Check the guesses with the actual contents of
the cups. Although our five senses give us clues to water
quality, testing water is how our government and local officials
determine if water is clean and safe to drink. This testing
-------
measures substances or properties that humans can not sense
directly. Scientists test reservoir water as well as drinking
water. Why? (Even though we don't drink this water, we want
it unpolluted for aquatic life and for our recreational uses. The
water in our lakes and reservoirs also becomes drinking water
after further treatment.)
7. Water is very important to us. Our bodies have lots of water.
Give each child a stack of 10 unifix cubes. Ask the class to
imagine that the unifix stack is their body. Ask them to take off
the number of cubes that they think would represent how much
of their body is made of water. As the children guess, put the
different number of cubes in different areas (ex: all the stacks
of 2 in one area). Review the guesses. The correct answer is
that approximately 70% of our bodies are water. Seven cubes
would represent the amount of water in their bodies. Allow
children time to discuss and process the information. Gather
the cubes.
8. We need to drink eight cups (8 oz) of water every day to stay
healthy! To help us get in this good health practice, we will
keep a log of the water we drink each day. Give each child an
8 oz. cup with initials or name clearly marked. Give each child
a piece of plain white paper, and tell them fold it into fourths.
Open the paper and draw a line on the fold lines on both sides.
This will give a total of 8 squares. Each student will put his/her
name in one square and the name or initial for the days of the
week in each of the seven remaining squares. (One day in each
square.) Give each child a cup of water to drink while working
on the paper "water log". They will begin the log by placing a
tally mark for the cup of water they are currently drinking in
the correct day square. Students will keep their log in
desk/cubby and mark it each time they drink a cup of water or
other liquid. They will take the log home daily for one week.
9. Explain that when people or other living organisms lose water
and it is not replaced, dehydration occurs. Dehydration in
humans and animals is very dangerous. Ask the students if
they remember being sick and the doctor or parents reminded
them to drink lots of liquids. Do they think their pets need
fresh water daily? Why? (Same reasons as humans.)
10. Explain that there is lots of water in other living things. Show
the grapes and apple slice. Both of these fruits have lots of
water. Ask the class what will happen to the water inside the
fruits if we leave them on the shelf for a few days. Start the
-------
SO WHAT?
(LIFE APPLICATION)
CURRICULUM
EXTENSIONS
Grape and Apple Experiment by setting the fruit in a sunny
area of the classroom. Later, the students will begin their
entries in either a class or individual science journals to record
daily observations. (See water cycle lesson if students don't
understand evaporation.)
11. To help students understand the importance of water quality,
locate www.ecoplex.unt.edu. List the types of tests that are
found. Show the students that the water tests are ongoing.
Remind the students that these tests help monitor the water
quality to benefit humans and aquatic life in the reservoir.
(Half of the class could be involved in the following activity to
allow a small group to view and discuss ECOPLEX.)
12. Allow the students some time for free exploration of water.
Give each child (or pair of children) a piece of waxpaper, a cup
with a small amount of water, an eyedropper, and a toothpick.
Students should observe how water moves on the waxpaper.
Can they move water by blowing on it? Can the toothpick
separate a drop?
Understanding that students use water for many different purposes,
instruct each child to draw or cut out pictures of ways they use
water. Sort the pictures based on the use or purpose of the water
(water we use in our homes, water we use for recreation, water for
aquatic animals and plants). Help the students understand how
important water quality is, and how it relates to the intended use of
the water. Brainstorm ways the students can help maintain good
water quality.
Social Studies
Ask the students to generate a list of all the ways their family uses
water at home. Parents can help write this list or students can draw
the list.
Generate a list of ways water is used at school. Be sure to visit all
areas of the school, not just the classroom.
Science
Explore the dehydration process in foods. Obtain a small food
dehydrator and try drying different fruits and vegetables.
-------
RESOURCES
Obtain and install a classroom aquarium. Have classroom helpers
do the water testing to keep the fish healthy.
Math
Using the stacks of 10 unifix cubes, allow students to predict what
percentage of water is in other food (apple-80%, corn-70%,
watermelon and tomatoes-90%).
Weigh foods before and after dehydration.
Language Arts
Collect books for the classroom reading library on the food chain
in water habitats. Read the books. As a follow-up activity ask the
children draw and develop a pond (or other location) food chain.
Brainstorm what human behaviors might interrupt or protect the
food chain.
Art
Create a classroom mural of a natural, healthy lake with children
and animals. Create another mural of a polluted lake with
unhealthy conditions for children and animals. Compare the two.
Children can write or dictate their feelings and ideas about the two
murals. Display the murals in the school.
TEKS
Science: K.1A,B, K.2A,B,C,D,E, K.3A,B,C, K.4A,B, K.5A,
K.7A,B,K.9B,C,K.10A,B,
FAQs
Related Children's Literature:
In the Small, Small Pond by Denise Fleming
All Eyes on the Pond by Michael Rosen
Out of the Ocean by Debra Frasier
The Freshwater Alphabet by Jerry Pallotta
Wonderful Nature, Wonderful You by Karin Ireland
What Are Food Chains and Webs by Bobbie Kalman
Food Chains by Peter Riley
-------
Second Grade
Water Quality
Amazing Water
LEARNING OBJECTIVE
STUDENT PERFORMANCE
OBJECTIVES
BACKGROUND
The students will begin to understand that human actions, as well
as nature, affect water quality.
* The student will identify characteristics of healthy and unhealthy
(polluted) ponds.
* The student will begin to understand the importance of dissolved
oxygen as it relates to water quality.
* The student will begin to understand that a balance of nutrients is
necessary for healthy natural waters.
*The student will begin to understand the role of temperature as it
relates to water quality.
Water quality refers to the condition of water based on its intended
use. We use water for many different purposes (drinking,
washing, recreation, manufacturing, etc.). Drinking water and
pond water have different quality standards. Many substances are
added to water sources naturally through the water cycle and
unnaturally by actions of man. Scientists have developed different
tests to determine the presence of harmful, beneficial, natural and
unnatural substances.
People often pollute water with wastes such as chemicals, metals
and oils. Sight, smell, and taste can help identify some polluted
water. However, testing is required to measure substances that
humans cannot sense directly. Water is polluted primarily by
sewage, industry and agriculture. Sewage is human waste and
water from bathing and cleaning. Industrial wastes include metals
from mining, organic chemicals from petrochemical plants, and
heated water from power plants, among others. Agricultural
wastes result from pesticides and fertilizers used for farmlands, as
well as animal wastes. Rain and runoff carry these chemicals into
streams. Hazardous wastes are leftover or unwanted materials
(motor oil, paint, unused pesticides and herbicides, old batteries,
electronic devices, etc.) that are harmful to living organisms if not
disposed of properly.
-------
Traces of nutrient materials such as nitrates, ammonia and
phosphates are necessary in natural water for the growth of algae
and other aquatic plants. However, in large quantities these
nutrients can cause an explosion of aquatic plant growth. This
heavy growth often interferes with recreational uses of water
(boating, fishing, skiing, swimming, etc.) as well as causing a bad
taste, foul odors, and degradation of aquatic life. Phosphates are
chemicals that are sometimes added to detergents to enhance their
sudsing and cleaning. When people develop the land around a
lake, pond or reservoir, septic tanks can leak too many nutrients
into the water. Agricultural fertilizers, sewage wastes, and
industrial wastes can all cause high nutrients which can result in
an explosion of algal growth. When algae thrive this way, they
can block out sunlight and use up oxygen. When algae die,
oxygen is used as they decompose. This depletion of oxygen can
leave plants and animals without the oxygen they need to survive.
Dissolved oxygen (DO) in water is necessary for sustaining
aquatic life. One measure of water quality is the amount of
dissolved oxygen. Oxygen is dissolved in water for aquatic life to
"breathe". Normally a pond has enough oxygen to sustain the
plant and animal life. Algae and other aquatic plants produce
oxygen all the time (photosynthesis), but at night and on cloudy
days they use (consume) more oxygen than they make (produce).
The nutrients in natural water which allow algae and other plants
to grow are phosphorous and nitrogen. The availability of those
nutrients is one of the ways healthy lakes or ponds keep algae and
other plant growth under control. The result is that water has the
plant growth necessary to sustain aquatic life. Excessive growth
of algae and other plants can imbalance the rates of oxygen
consumption and production. Different types offish require
different amounts of DO (carp - 3ppm, largemouth bass -5-
8ppm). Flowing streams can recover oxygen just by movement.
The more riffles and rapids present, the quicker streams recover
lost oxygen.
Temperature is also a factor in determining water quality.
Temperatures of water sources are often altered by wastewater
from power and manufacturing industries. Water used by the
power industry is capable of raising the surface temperature of
water to a point at which fish and other aquatic life cannot exist.
This requires the animals to avoid the heated areas or risk death.
In addition, increased temperature reduces the amount of oxygen
the water can contain, increases the rate of chemical reaction of
other pollutants, and increases toxicity of many poisonous
substances. The maximum temperature acceptable for some
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MATERIALS
OPENING
aquatic life is about 95?F (35?C). Almost one-half of all water
used in the United States is used for cooling and condensing by
power and manufacturing industries. Increased temperature
reduces the amount of dissolved oxygen in the water. Large areas
of heated water block fish from moving upstream. Oysters close
their shells when the water temperature is 95? F (35?C) for
prolonged periods. When their shells are closed, they cannot feed
properly. Since they can't move, long periods of closed shells
cause death by starvation. When temperatures get too high, the
food chain of a body of water can be disturbed.
In lakes that are sufficiently large and deep, thermal (heated)
discharges may not harm warm water fishes such as channel
catfish and largemouth bass. In winter, the heated water can even
provide excellent fishing since fish tend to move to warmer water.
However, cold water fish (such as rainbow trout and salmon) may
be completely eliminated by increased water temperature.
* Around the Pond, Who's Been Here? By Lindsay Barrett George
* Containers (empty and clean) of possible pollutants such as:
motor oil, gasoline can, aluminum can, plastic bottle - any kind
that might be left by campers, toy tire - to represent a real one,
other objects of possible pollution based on your experience or
location
* 12"xl8" manila paper, one per student
* Pond water, 2 cups or more
* Aquarium water, 1A cup
* Tap water, 2 cups
* Dissolved oxygen test tablets (available from Pond Water Tour,
LaMotte Company, PO Box 329, Chestertown, Maryland, 21620
800-344-3100)
* Three sandwich size Ziploc bags
* Three clear containers with three different temperatures of tap
water (cold, warm, hot)
* Two identical juice glasses or baby food jars
* Four 3x5 size index cards
* Water Quality Record Sheet rWQltv/2-ll one per student
* www.ecoplex.unt.edu
Ask the class:
Have you ever been to a pond? Tell me about it. (What did you
see, hear, smell? Why did you go? What did you do there? Who
went with you?)
-------
PROCEDURE
Tell the class:
Today we will read a story, Around the Pond Who's Been Here?
by Lindsay Barrett George. The story is about a visit to a pond by
some children about your age. They make discoveries along the
way.. .maybe you can make the discoveries, too.
Read the story, pausing after each question, "Who's been here?"
for the students to give ideas. Use the last page of the book to
extend the students knowledge about each pond animal as it is
discovered.
1. Ask: Was the story about a healthy pond or a polluted pond?
Why do you think that? Review the healthy and diverse
terrestrial and aquatic life in and around the pond. Also,
remind the students that the pond was a good place for the
family to swim.
2. Water quality refers to the condition of water based its
intended use. Would the water in this pond have the same
water quality as water we drink? (No) Why? (Drinking water
has a reduced number of the nutrients needed for sustaining
pond life, and chlorine in drinking water makes it toxic for
aquatic animals.) Sometimes actions of people affect the
water quality of ponds and other water sources.
3. Explain that you have a collection of objects which might
affect the quality of the pond. Write these headings: Product,
Pollution^ How It Got There, Affect to Pond Life. As you
show each item, you or a student can record the students'
ideas.
4. Discuss each item as you show it. Fill in the list as you go.
For example:
Product: motor oil
Affect to the Water: oily water, floats on top,
How It Got There: leak from a boat, trash from a boater
storm drains, runoff from parking lots
Affect to Pond Life: gets into feathers and fur of animals,
smells bad, reduces the amount of sunlight that can enter
the water, not healthy for the family to swim.
5. Divide the class into groups of 2-4 to begin a rewriting of the
story with text and illustrations to reflect a very different pond.
It would begin as the original book, but the first discovery
could be oily water—Who's been here? The next page would
-------
show a person tossing a motor oil bottle into the water or a
boat leaking. Continue for all the objects. (You and your
class might think of other objects for pollution based on
personal experience or your location.)
6. When the students are finished, compile the pages into a big
book and read to the class. Would the family want to swim in
the pond now?
7. Sometimes other factors can cause a pond or other water
sources to become unhealthy. Scientists have developed tests
to measure indicators of the general health of water and
aquatic systems. Remind the children that when they go to a
doctor, their vital signs (temperature, blood pressure, reflexes,
etc.) are measured to indicate their general health. Two
measurements scientists use to test for water quality are: the
amount of dissolved oxygen available in the water and the
temperature of the water.
Dissolved oxygen:
8. Explain the background information on dissolved oxygen
(DO) to the class.
9. DO is measured to determine whether or not there is enough
oxygen dissolved in the water for aquatic life. Using pond
water, aquarium water and tap water samples that you've
collected, follow the directions on the DO test to check the
amount DO in each sample. Ask the students why the amount
of DO is important.
Temperature:
10. Explain the background information on temperature to the
class. Fish and other aquatic life have no control over their
body temperatures. Allow the students to touch water that is
approximately 95°F (the maximum temperature for some
aquatic life).
11. Heated water behaves differently than cold water. Use the
three containers of varying temperature of water. Add a few
drops of food color to each container. Observe and record
how the food coloring reacts at different temperatures. The
warm water has molecules that are moving faster. How is
mixing affected by temperature? How might water
temperature affect pollutants? Why? (see amazing water
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SO WHAT?
(LIFE APPLICATION)
lesson)
12. (Do this as a demonstration! Practice ahead of time, and use a
pan in case of spilling.) Using two identical juice glasses (or
baby food jars), fill one with very hot tap water and a few
drops of red food coloring. Watch as the color disperses. Fill
the other glass with cold tap water and add a few drops of blue
food coloring. Did the food coloring behave differently in the
hot and cold water? Slowly add more water to the blue glass
until you can see a bulge over the rim. Lay an index card over
the glass and tap it lightly to form a seal. (You can tell when
the seal is formed.) Ask the students what they think will
happen when you put the glasses on top of each other. Flip the
blue glass over in one swift movement and place it on the red
glass. Carefully hold both glasses together as you slip out the
index card. Student will observe and record what happened in
their science journals while you prepare the two glasses of
water again. This time the red (warm water) glass will go on
top. Ask student to describe what happened (colors did not
mix). Red water stayed on top because the higher temperature
makes it less dense (lighter-molecules moving faster) than the
cold water. Relate this to the water temperature in a lake or
other natural body of water. How might pollutants be affected
by water temperature?
13. Locate www.ecoplex.unt.edu. Choose the Clam and Water
Quality Data. Read about the clam study (some pollutants
cause the clams to close). By monitoring the clams, scientists
at UNT gather important water quality data. Also click on
Water Quality Sonde 1 to read current temperature and DO
data for Lake Lewisville.
Since phosphates are one chemical which can affect water quality,
students will use [WQlty/2-11 to check labels on detergent and
cleaners at home. After listing the products and recording whether
or not they contain phosphate/phosphorous, students will return
the record sheet to class. Compile the information on products.
Could personal decisions regarding buying cleaning products
affect water quality in your watershed?
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CURRICULUM
EXTENSIONS
Science
Set up an aquarium in the classroom. Students will take turns
being the limnologist that checks the water temperature and DO.
Check with a local water testing lab, university, or pet store for
Daphnia (water fleas). Put the Daphnia in four containers and set
up an experiment adding oil to one, acid (vinegar) to another,
raising the temperature of another (very sunny location might
work), and leaving one as the control (no change in water).
Students will record the effect of each pollutant on the Daphnia.
Arrange a field trip (if you're lucky you can walk) to a local pond
or creek to observe the natural life in and around it. Also look for
signs of pollution and determine if there is a need for the students
to take action.
Social Studies
Invite a local water chemist or water quality employee from your
community to visit and discuss water quality jobs as careers.
Read A River Ran Wild by Lynn Cherry. This is a story of a
7000-year-old river that becomes very polluted and then is cleaned
up. Students will create a timeline for the river's history and add
in other historical happenings along the way.
Language Arts
Students will research the oil spill of the Exxon Valdez near
Valdez, Alaska on March 24, 1989. (More than ten million
gallons of oil spilled into Prince William Sound.) Students will
gather information on the effects of the spill to the marine and
wildlife, and present the information to the class as well as other
classes.
Math
Set up the water temperature and food coloring activity from
Procedure 12 in the science center. Students will measure and
record different temperatures of water, discovering how the
different temperatures affect the color disbursement. The students
can also record the time it takes for the colors to mix at different
temperatures.
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RESOURCES
TEKS
Science: 2.1A,B, 2.2A,B,C,D,E,F, 2.3A,B,C, 2.4A,B, 2.6A.C.D.
2.7A.B. 2.9A,B, 2.10 A,B
FAQ'S
Related Children's Literature:
A River Ran Wild by Lynn Cherry
Oil Spill by Melvin Berger
Prince William by Rand
A River Story by Meredith Hooper
Sea Otter Rescue by Roland Smith
Beaver At Long Pond by William and Lindsay B. George
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8th Grade
Water Quantity
Water To Supply an Ever-growing Population
LEARNING OBJECTIVES
STUDENT PERFORMANCE
OBJECTIVES
BACKGROUND
The student will begin to understand that although water cycles
through our environment, the amount of available freshwater is
limited. The student will begin to understand the need for
alternative solutions for future freshwater supplies.
* The students will recognize that water is an essential element of
the natural environment.
* The students will model the hydrologic cycle.
* The students will evaluate the changes in population over time
and evaluate the present and future demands for freshwater.
* The students will research and identify known ways to conserve
freshwater.
* The students will investigate the control and distribution of
freshwater locally and globally
* The students will devise alternative solutions for conserving
freshwater for the growing population.
The United States abundance of water leads many people to believe
that there will never be a shortage of water. Water constantly
cycles through the environment; however, water does not fall
evenly on the Earth. Water is carried by tradewinds and weather
patterns to different parts of the world, and only a small portion of
water falls down into our freshwater supplies. Most of the water
returns to the oceans. While the United States has an abundance of
freshwater with its rivers, lakes, aquifers, and streams, other
countries and continents struggle for survival due to their limited
supply. As water knows no boundaries, many states and countries
share water resources, which creates a need for cooperation and
planning.
Due to the natural cycle of water, it is impossible to calculate an
exact volume of total water that exists in the world. The world's
water is found in the oceans, lakes, rivers and streams, as well as
glaciers, groundwater and the atmosphere. The volume of the
Earth's water can be estimated by utilizing known resources and
unknown or inferred resources. Many of our estimates of unknown
resources are made through indirect evidence and therefore are
uncertain.
-------
MATERIALS
OPENING
An inventory of this valuable resource we need to live, grow food
and raise animals is taken providing us with information that three-
fourths of the world is made of water. This number is misleading
as 97 percent of that water is in the oceans, full of salt and unusable
for our needs. Two percent is tied up in glaciers or in the
atmosphere leaving less than one percent as available fresh water.
This makes water a concern for all. Understanding the little water
that is available, conserving this valuable resource and cooperating
with other nations will help us to develop and make wise choices
about our resources.
Although each person needs only one gallon of water a day to
sustain life per person, the average United States household uses
150 gallons. This is more than most other nations around the
world. However, freshwater sources are becoming scarce for many
countries, especially those experiencing high population growth.
The amount of water on Earth has remained approximately the
same since the beginning. However, the number of people using
this water has grown considerably. As we continue to use this
limited, valuable resource some of the water becomes unusable and
therefore further limits the supply even more. The future of the
available freshwater may depend on innovative and currently
unknown solutions.
See other lessons on the watercycle, watersheds, wastewater,
surface water, groundwater, local watersheds, available freshwater
and conservation.
* World maps or globes for each group of students
* Datasheet [WQty/8-1]
* Glass aquarium
* Plexiglass?
*Soil
*Fast growing plants (such as: moss and liverworts)
* Water sprayer
* Salt water
* Distilling apparatus
Ask the class:
How much water is in the world today? Is water a limited
resource? How is water redistributed around the globe in the
watercycle?
-------
PROCEDURE
Discuss with the class:
What is the hydrologic cycle? How does it redistribute the world's
water? How is the water used and/or misused?
The activity (as listed in step #4) has been adapted from EPA's The
Water Source Book; The Hydrologic Cycle. To order copies of The
Water Sourcebook, contact the Water Environment Federation,
ittp ://www. wef. org
1. Using globes or maps, have students identify water sources
around the world.
. Using the datasheet [WQty/8-1] have the students draw and label
the water resources around the world and answer the questions
on the datasheet.
3. Discuss the countries with high populations and review their
water sources. Are their water supplies limited?
4. Create a water cycle.
a) In the aquarium place a soil mixture in one end so that it
slopes down from one side of the aquarium to the other.
b) Tilt the aquarium so that one side is slightly higher than the
other.
c) Pour water in the other end of the aquarium so that it creates
a pool.
d) Plant the moss and/or liverworts in the soil and mist well
with a sprayer to dampen the plants and the soil, but not
enough to make mud.
e) Place the Plexiglass ? in the aquarium so that one end sits
in the lower end of the aquarium and the other end is flush
with the top of the higher end of the aquarium.
f) Set the aquarium in a window so that it gets indirect or
partial light through out the day.
Have the students observe the aquarium for a few days. Discuss
and review the stages of the hydrologic cycle.
b. Ask the class how they could tell that evaporation and
transpiration were taking place.
7. Discuss how water is essential for life on Earth.
8. Identify your city's water source (for Denton Lake Lewisville
and Lake Ray Roberts) and how water is collected and
distributed to the residents.
Have the students open the Ecoplex web site
(http://www.ecoplex.unt.edu/main.html) to compare the water
levels of Lake Lewisville over time (for the last year or two to
observe times of drought and times of rain. Best example rainfall
between 1998-1999). (See lesson Hp is Underground Too).
[0. After identifying periods of drought or low rainfall, discuss what
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SO WHAT?
(LIFE APPLICATION)
CURRICULUM
EXTENSIONS
management techniques, if any, cities used to conserve water
(such as water rationing, encouraging xeroscaping and
contingency plans).
11. Discuss the population growth of your city and determine the
effect population has on the water supplies for your area.
12. Ask the class if the hydrologic cycle distributes water to all parts
of the world equally.
13. Ask the class how the population growth of the world affects the
water supply.
14. Have the class discuss the short term and long term conservation
methods we can use to protect water sources.
15. Ask the class if there is any other way to provide water to the
world. Are there any other alternative solutions to collect and
store water?
16. Have the students brainstorm their ideas.
17. Inform the students that their role as scientists is to invent
alternative solutions to address the Earth's Water issues.
18. Have an Invention Conference for the students to present their
ideas
Have the students create a brochure to discuss global water issues
and explain their invention or solution.
Math:
Have the students research the population of their city and calculate
the amount of water that their residents use.
Language Arts:
Have the students create a water trivia game to inform others of the
value of water as a limited resource.
Have the students write the Congress person from their district
requesting the Water Rights of their city and state.
Science:
Have the students discuss some things that water is capable of
doing such as: Water as the universal solvent, surface tension and
capillary action. Have the students create test and experiments to
demonstrate these characteristics.
Investigate water's role in providing the world's energy
(hydropower, hydroelectric and tidal power).
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RESOURCES
Social Studies:
Locate areas around the world that have had recent water
shortages. Research and discover if these areas have large
industries, agricultural areas, economic center or deserts. How do
these activities affect the water supply?
TEKS:
Ecoplex web site http://www.ecoplex.unt.edu/main.html
The Water Sourcebook
http://www.stark.kl2.oh.us/Docs/units/1996/water.mr/
http://wwwga.usgs.gov/edu/earthriverslandscape.html
http://www.und.nodak.edu/instrudt/eng/fkarner/pages/hands.htm
http://www.ncsa.uiuc.edu/Edu/RSE/RSEred/lesson3Activitv3.html
http ://www. citvofdenton.com/utilities/waterqualitv. 1999.html
-------
3rd Grade
Water Quantity
Name That Surface Water
LEARNING OBJECTIVES
STUDENT PERFORMANCE
OBJECTIVES
BACKGROUND
The student will be able to explain how reservoirs and lakes form
and why they are important. The student will begin to understand
the importance of wetlands as natural filters.
* The student will be able to identify types of surface water.
* The student will be able to give reasons for building a reservoir.
* The student will use the Ecoplex Web site to discover elevation
levels for Denton area lakes.
* The student will map Denton area surface water.
* The student will identify reasons for conserving water.
* The student will recognize and reflect on their personal use of
water.
Surface water is water that is not absorbed into the earth or
returned to the atmosphere by evaporation or transpiration, instead
it is stored in lakes, reservoirs, wetlands, streams, rivers, creeks,
marshes, bogs, oceans etc. Water that flows across surfaces rather
than being absorbed by the earth is called runoff. Runoff adds to
surface water amounts and occasionally causes floods. As
buildings and concrete are constructed appear in what was once a
field or creek, runoff patterns are altered. A lake is water that has
collected in a low area. The water is not trapped but enters faster
than it can escape. A reservoir is a man-made lake. Reservoirs are
created by using a dam to trap water. There are 78 reservoirs in
Texas. The 79th is Caddo Lake. Some consider Caddo Lake the
only natural lake in Texas while others disagree.
A reservoir is built for a variety of reasons: an additional drinking
water supply, flood control, maintain water levels in canals that are
travel ways, water for hydroelectric plants, irrigation, and
recreation.
Land that remains wet at least part of the year is considered a
wetland. A wetland is the land between dry land and a body of
water. Wetlands are one of the Earth's natural ways to clean water.
Because water slowly seeps through the wetland, chemicals or
organic wastes can be filtered naturally. Occasionally, wetlands are
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MATERIALS
used to treat agricultural, industrial or mining wastewater. This
method usually costs less, is more pleasing aesthetically, and
attracts wildlife.
Conservation is the act of keeping, protecting, or preserving our
natural resources. Examples of conserving water are: using low
flow shower heads, turning off water while brushing teeth or
soaping hands, adding an object to the toilet tank to displace water,
and collecting water, which usually goes down the drain, while you
wait for the water to warm. Planting vegetation that is drought
tolerant (naturescaping) and watering in the morning are also
helpful ways to conserve water.
We need to conserve water for a variety of reasons. There is a finite
amount of water on Earth. Only 3% of the Earth's water is fresh, of
this 1% can be used to meet our freshwater needs. While the
amount of usable water is virtually unchanged, our population
continues to increase. Water conservation saves money on the
chemicals used to treat water and energy to pump it and heat it in
your home. Drought (very little rain falls and there is a long period
of dry weather) is another reason for conserving water.
See other lessons on water cycle, watershed, and water treatment.
* Salt dough relief map TEACHER PREPARATION - Several
days prior to the opening activity create a salt dough map. Make
3 batches for the relief map. (For the best results, do not double
the recipe. This map can be used for the 3rd water quality lesson.)
Foil lasagna pan
Food coloring
1 and % cups of flour
l/2 cup salt
1 cup water
1 tablespoon cooking oil
2 teaspoons cream of tartar
Paintbrush
Waterproof paint
Mix ingredients until a ball forms. Food coloring may be
added. Place dough into a foil lasagna pan. Press dough out to the
edges of the pan. On one end create 2 depressions that will join in
the middle of the pan in the shape of a "V". On the opposite end of
the pan create another depression that will join the "V" creating a
"Y". These depressions will serve as rivers. Create a depression
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OPENING
PROCEDURE
where all the rivers join. This will create a lake. Use a paintbrush to
"paint" the model with food coloring (land green, rivers blue).
Allow the model to dry for 3 days. Paint the dough with waterproof
paint so that it can be used again.
* Pitcher of water
* 3 to 5 3x9 indoor/outdoor carpet samples
* 3 to 5 clear 9x13 dishes
* 3 to 5 packages of clay
* 3 to 5 Stop watches
* Post It Notes?
* www.ecoplex.unt.edu
* Stop watch
* Class set of Personal Water Surveys [WQty/3-1]
* Class set of Ecoplex maps TEACHER PREPARATION- The
day before teaching this lesson, download the surface water map
from the Ecoplex site. White out the names of the surface water.
Make a class set of the altered maps. Students will label the maps
using the map on the Ecoplex.
Demonstrate one of the ways a lake can be formed by pouring
water (add food coloring to really make the water obvious) down
the salt dough relief map rivers. The rivers should all merge into a
low-lying area thus forming a lake. Allow the students to observe
and describe how rivers can form lakes.
1. Define lake, reservoir, and surface water.
2. Ask students to guess how many reservoirs and lakes there are
in Texas. After a few guesses, share the correct number with the
class and discuss why Texas may have so many reservoirs
(TX doesn't have much rain, TX is a large state etc.).
3. Brainstorm uses for a lake or reservoir. Record the ideas on
Post It Notes? . Ask the students to think of category headings
for the uses of reservoirs (survival, recreation, agriculture, etc.).
Record the heading titles in a row on the chalkboard. Ask the
students to sort the Post It Notes? below the appropriate
category.
4. Ask students to name lakes they have visited. Ask them which
lakes/reservoirs they think our drinking water comes from.
-------
5. Explain that Lake Lewisville is the main source for Denton, but
water can be removed from Lake Ray Roberts.
6. Distribute the student set of Ecoplex maps. Using the Ecoplex
Web site map, label as many surface water bodies as possible
including: Elm Fork, Pecan Creek of the Trinity, Lake
Lewisville and Lake Ray Roberts.
7. Explain that not only is it important to know where our water
comes from, but also to educate ourselves about how much
water we have. We can begin by paying attention to rainfall.
Rainfall or lack of rain is important to communities because
that data warns of floods or droughts.
8. Direct students to click on the lake rainfall button at the bottom
of the Ecoplex main menu, students will scroll to Lake
Lewisville. In the year field, ask groups of students to enter
different years within the last 10 years. Print data.
9. Compare the rainfall data results. Students should notice the
drop in rainfall during 1999.
10. Explain that next we will observe lake elevation (depth) data.
Elevation is an important part of the decision to empty water
from Lake Ray Roberts into Lake Lewisville. Evaporation,
runoff, and rainfall also play a part in the decision.
11. Direct students to the main menu of Ecoplex. Click on lake
data. On the Ft. Worth District Reservoir Control Office data
page, scroll to Lewisville. Enter a start date of 1-01-98 and
span through your current date. Click on "Lake elevation" and
"Tabular text" format, everything else should be blank or click
"No". Print data.
12. Ask students to share their elevation data from various years.
What does elevation tell them about their water source? Do
they notice any correlation to the rainfall data?
13. Go back to the Hydrologic Data page and click on the
"maximum and minimum elevation" line (just below the
paragraph about the site).
14. Ask the students, "If you knew the lake was getting low, would
you do something at home to conserve water? If yes, would
you be willing to do something all the time to conserve water?
Remind students that we never know when a drought may
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SO WHAT?
(LIFE APPLICATION)
occur.
15. Brainstorm all the ways the students use water. Distribute
worksheet [WQty/3-1]. Record the water use ideas in the first
column. Next to each idea write a water conservation
suggestion.
16. Ask the students to keep track of their water use for 48 hours.
The student will place a zero (0) or a plus (+) will be placed in
the Data Column. The 0 indicates that the student uses water as
listed, and + indicates that the student practiced the
conservation idea.
17. Explain to students that there is another type of surface water
called a wetland.
18. Define wetland and instruct students to create a wetland
simulation per instructions below.
19. Divide students into small groups.
20. Give each group a clear rectangular dish or clear, plastic
sweater box, package of modeling clay, 3x2 inch section of
indoor/outdoor carpeting, and access to water.
21. Students will smooth the clay from the bottom center of the
dish slanting upwards to the top edge of the dish.
22. Ask the students to pour 2 cups of water down the clay into the
dish and time how long it takes the water to reach the other
side. Empty the dish of water.
23. Place the indoor/outdoor carpet strip, which represents the
wetland, against the clay. Pour another 2 cups of water down
the clay and time how long it takes for the water to reach the
other side of the dish. Students will observe that the water will
move slowly through the "wetland".
24. Explain that not only does a wetland filter or clean the water, it
also provides a natural flood control.
Ask the students to think about what life would be like if our water
supply were rationed (limited). This might mean that watering
yards, washing cars etc. were activities that could only be done on
certain days. Some states allow only a certain number of gallons of
water to be used each day per family. If a family exceeds their
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CURRICULUM
EXTENSIONS
RESOURCES
allotment, they must pay a higher price for the water. Discuss what
each child could do to help conserve water. Suggest that the class
educate others on ways to conserve so that we are all working
together. Ask each student to create a page for a class book that
illustrates a conservation idea. Display the book in the office or
library.
Science
In small groups, students create their own salt dough relief maps
that reflect their watershed.
Art
Create a mural of the different types of surface water. Include how
we use surface water in the mural. Ex: someone fishing, a dam.
Math
Using the Ecoplex precipitation data from various years, ask
students to find averages for different months.
TEKS: Science: 3.1A,B, 3.2B,C,D, 3.3A,C, 3.4A, 3.7A, 3.11A
http://www.ecoplex.unt.edu
http://wwwga.usgs.gov/edu/mearthsw.html
http://www.rgs.edu.sg/virtual/bio/flvlab/Wetlands.html
-------
4th Grade
Water Quantity
H2O is Underground Too!
LEARNING OBJECTIVE
STUDENT PERFORMANCE
OBJECTIVES
BACKGROUND
The student will begin to understand groundwater, recharge, and
the importance of conservation.
* The student will create a model of an aquifer.
* The student will simulate the over use of a fossil aquifer.
* The student will identify local aquifer.
Groundwater is water beneath the surface of the earth. An aquifer
is an underground layer of unconsolidated rock or soil that is
saturated with usable amounts of water (a zone of saturation).
Another way to think of an aquifer is as an underground reservoir.
Two types of aquifers are Alluvial and Fossil. Aquifers provide
40% of the public water supplies (UNICEF suggests 60%) and
38% of agricultural water needs. In arid, desert environments
aquifers are usually the major water source.
When aquifers receive water (possibly from a reservoir,
precipitation, or stream), it is being recharged. Permeability is a
factor in recharge. Gravel has a greater permeability than sand
because water will flow much faster through gravel than sand. Clay
has the slowest rate of permeability. Discharge occurs when
groundwater escapes to the Earth's surface, such as a creek,
freshwater spring, or pumped by a well.
Over use, especially in arid areas has caused groundwater sources
to be depleted at a faster rate than it can be recharged. In coastal
zones, there is concern of seawater encroaching into the fresh
groundwater. Pollution from sewers and agriculture may also make
groundwater unusable. Clean up of groundwater can be difficult
and expensive. On occasion, an alternate water source must be
found.
See other lessons on the following subjects: water cycle,
watershed, water treatment, and surface water
-------
MATERIALS
OPENING
PROCEDURE
* 1 clear plastic cup 2 3/4 deep x 3 1A per small group or per student
(ex. Solo? 6 oz.)
* 1 !/4 inch cube per cup
* 2 bowls - 1 must be clear
* White play sand
* Aquarium gravel or small pebbles of natural color
* Dropper for each cup
* M&M? candy or another small candy
* www.ecoplex.unt.edu
* Class set of Ecoplex maps TEACHER PREPERATION: The
day before teaching this lesson, download the surface water map
from the Ecoplex Web site. White out the names of the surface
water and aquifers. Make a class set of the altered maps. Students
will label the maps using the map on the Ecoplex web site.
Ask the class:
Where is water found? Record their answers. (If students do not
mention underground, be prepared to lead them in this direction.)
1. Define aquifer and groundwater.
2. Ask students to create a simulation of an aquifer. (The
following simulation is adapted from an EPA lesson, Aquifer in
a Cup)
3. First pour approximately 1A inch of sand in the bottom of a clear
cup.
4. Using droppers, drop water onto the sand allowing the students
to watch the sand absorb the water. Continue dropping water on
the sand until it is saturated, but not standing. (This simulates
how water is stored in the ground.)
5. Students should flatten the clay into a disk that covers half of
the cup. Place the clay on top of the sand. Attach the clay to
one side of the cup. Drop water onto the clay in the same spot.
Water will collect and slide onto the section of sand that is not
covered by the clay. The clay simulates an area where water
cannot permeate (confining area). Note: In nature, water can
permeate some clay at an extremely slow rate of speed.
6. The students will spread aquarium rocks or pebbles across the
clay and sand (the full diameter of the cup) creating the next
layer of earth. Form a small hill with the pebbles against one
-------
side of the cup. Pour a small amount of water slowly down the
rock hill, filling the valley. Students will observe how the water
is stored around the rocks. A small puddle may stand and can
be identified as surface water (lake).
7. Ask students to describe what has happened in their aquifer
(cup).
8. To simulate an aquifer that is overused, fill a clear bowl with
enough M&M's? (or some other small candy) for each child to
have 5 pieces. Additional candy should be available in a
separate bowl. The additional candy will be used to represent
the recharge.
9. Ask a student to discharge the aquifer by taking 5 candies.
10. Place one of the additional candies back into the bowl as
recharge.
11. Continue the process until each child has taken a turn. Ask the
students if there is enough water (candy) for everyone to take a
second turn.
12. Explain to students that when water is added to the aquifer it is
called recharge. Removing more water than is being recharged
could deplete the aquifer.
13. Explain that Denton's water source is Lake Lewisville and
Lake Ray Roberts; however, many surrounding communities
use aquifers as their water source. Ask the students: "What do
you think would happen if a surrounding community depleted
their local aquifer?"
14. Discuss what would happen if this were a country instead of a
classroom and the candy bowl was a real aquifer.
15. Ask students if they think we receive water from an aquifer.
Ask if they think there are aquifers in Texas.
16. Using the Ecoplex Web site, identify where our drinking water
comes from and locate any area aquifers.
17. Distribute the student set of Ecoplex maps. Ask students to
label the student map with water sources (surface and aquifers)
using the Ecoplex Web site.
-------
SO WHAT?
(LIFE APPLICATION)
CURRICULUM
EXTENSIONS
RESOURCES
Ask the students what would happen if many people wasted water
from an aquifer (for examples of wasteful situations see the lesson
on conservation). Understanding how slowly groundwater may
recharge, ask the students to think about how this would affect their
local reservoir.
Math
Repeat the M&M? aquifer depletion activity. Assign each M&M?
a value of 5 gallons of water. Before removing any of the
M&M's? , ask the students to calculate the amount of "water" in
the bowl. After each student has removed "water", calculate the
amount of "water" remaining in the bowl.
Social Studies
Using the http://sr6capp.er.usgs.gov/gwa/index.html Web site,
locate and map Texas aquifers.
Language Arts
Write a creative story from the perspective of a raindrop as it
moves from a cloud to an aquifer.
TEKS: Science: 4.1A,B, 4.2B,C,D, 4.3C, 4.4A, 4.11C
http: //ecoplex. unt.edu
http://sr6capp.er.usgs.gov/gwa/index.html
-------
5th Grade
Water Quantity
What-A-Shed
LEARNING OBJECTIVES
STUDENT PERFORMANCE
OBJECTIVES
BACKGROUND
MATERIALS
The student will begin to understand the concept of a local
watershed and its place in a global watershed. The student will
begin to understand how to conserve water.
* The student will identify the local watershed.
* The student will identify ways to conserve water.
A watershed is a land area that drains water to a stream, river, lake
or ocean. Each watershed is determined by connecting the tallest
topographic points on a map between two adjacent areas. Each
small watershed is part of a larger regional watershed, which is part
of a larger watershed ultimately a global watershed is formed.
Watersheds are refilled (recharged) by rain, snow, sleet, or hail.
Water does not fall evenly across the Earth. Because a community
does not know when a drought may occur or when population
increases will strain the water supply, we should each act
responsibly when using water.
Conservation is the act of keeping, protecting, or preserving our
natural resources. Examples of conserving water are: using low
flow shower heads, turning off water while brushing teeth or
soaping hands, adding an object to the toilet tank to displace water,
and collecting water, which usually goes down the drain, while you
wait for the water to warm. Planting vegetation that is drought
tolerant (naturescaping) and watering in the morning are also
helpful ways to conserve water.
See other lessons on the following subjects: water cycle,
watershed, water treatment, surface water, and groundwater.
* 3 buckets - must contain a minimum of 2 gallons
* 1 set of water cards [WQty/5-1]
* www.ecoplex.unt.edu
* 1 set of measuring cups
-------
OPENING
PROCEDURE
* Ruler
Ask the class:
What is a watershed?
1. Define watershed.
2. Explain to students that we are part of a watershed. A smaller
watershed would be the school neighborhood, which is part of a
larger watershed that would be your city.
3. Using the Ecoplex Web site, locate the map of the local
watershed. Point out the school's watershed and then the city's
watershed.
4. Ask the students to think about the importance of water and the
many ways we use water.
5. (The following activity is adapted from Waste Not, Want Not
http://www.epa.gov/region7/kids/tvaact.htm .)Explain that the
class will be simulating 2 different families in 2 different
neighborhoods. Family A is the Andrews family. The family
includes Mr. and Mrs. Andrews and their daughter, Ann.
Family B is the Brewer family. The family includes Mr. and
Mrs. Brewer and their son, Bob. Each family gets their water
from a different reservoir (reservoir bucket A and B). Print a set
of cards that are on worksheet [WQty/5-1].
6. Place 3 buckets at the front of the classroom. Label one bucket
A and the other B. Bucket A is the Andrews' reservoir; B is the
Brewers. Fill bucket A and B with with 2 gallons of water. The
third bucket (catch bucket) is for water that will be removed
from the "reservoirs" and "used".
7. Cut out the cards on [WQty/5-1]. At the top of each card is an
A or B. Shuffle the cards and turn them face down between the
A and B buckets.
8. Place the measuring cups by the buckets.
9. Using a ruler, ask the students to find the elevation of each
reservoir bucket by measuring the depth of the water in each
bucket. Record the elevation on the chalkboard. Each child will
draw from the card pile. A scenario is written on each card with
an amount of water to be removed from the reservoir buckets.
-------
SO WHAT?
(LIFE APPLICATION)
CURRICULUM
EXTENSIONS
RESOURCES
Using a measuring cup, the student will remove the indicated
amount of water. If the card has an A at the top, they will
remove the amount of water from the A (Andrews) reservoir
bucket. If the card has a B at the top, repeat the procedure using
B (Brewer) reservoir. The water that is removed will be poured
into the third bucket (catch bucket).
10. When all the cards have been used, ask a student to measure the
elevation of the reservoirs. Record this amount on the
chalkboard below the original elevation.
11. Review the cards. Ask the students to explain ways that the
Brewer family could have conserved water.
12. Ask the students in which neighborhood they would prefer to
live considering the reservoir levels.
Remind students of the importance of the water in the local
watershed. What will happen if we choose no to conserve water?
Ask the students to write senators, representatives, city
councilmen, or the newspaper editor to share their knowledge and
request that the city put up signs marking the watershed boundaries
and providing conservation alerts.
Math
Repeat the reservoir simulation but ask the students to measure
their water removals using 1/3 and 1/4 cups.
Art
Create a collage showing water uses and bodies of water.
Create a water conservation superhero.
Language Arts
Create a comic strip include speech bubbles. Incorporate the water
conservation superhero.
TEKS: Science: 5.1A,B, 5.2B,C,D, 5.3C, 5.4A
www.ecoplex.unt.edu
http://www.epa.gov/region7/kids/tvaact.htm
-------
-------
Name:_
Date:_
Class:
WQT/6-1
WATER vs. LAND and SEA
Record the results of the "Globe Toss" below. Make sure to mark the Total water section with
each tally in the columns for Ocean Water, Frozen Water, and available Freshwater (all water is
marked twice, once for Total water, and once for the type of water).
Tally Marks
indicate # of
times landed on
Total
Percent of
Globe (record
from questions
below)
1: What is the total amount of Land?
2: What is the total amount of Land and Total Water?
3: Divide the total amount of Land by the total amount of Land and Total water.
4: Change the decimal to a percent. This gives you the % of Land.
(For example: if Land = 10 and the total amount of Land and water = 30, 10 Divided by 30 =
0.33 = 33%)
5: What is the total amount of Ocean Water? Frozen? Fresh?
6: Divide the total amount of Ocean Water by the total amount of Land and Total Water.
Change the decimal to a percent for the % of Ocean Water.
7: Divide the total amount of Frozen Water by the total amount of Land and Total Water.
Change the decimal to a percent for the % of Frozen.
8: Divide the total amount of Available Freshwater by the total amount of Land and Total
Water. Change the decimal to a percent for the % of Fresh Available
Water.
9: Divide the Total Water by the total amount of Land and Total Water. Change
the decimal to a percent for the % of Total Water.
-------
Name:_
Date:_
Class:
WQT/6-1
WATER vs. LAND and SEA
Record the results of the "Globe Toss" below. Make sure to mark the Total water section with
each tally in the columns for Ocean Water, Frozen Water, and available Freshwater (all water is
marked twice, once for Total water, and once for the type of water).
10: Create a Pie Graph to display your data. Color the percent of Land brown. Color the
percent of Ocean Water green. Color the percent of Ice Cap Water yellow. Color the
percent of Available Freshwater blue.
-------
WQty/6-2
Diagram for Stream Table
Supply Bucket
(possibly a coffee
can with hole in it
for hose
Supply Hose
Sand/Silt mixture
Supply Hose
Flat tray or
Trough
Block or Brick
Catch Bucket
(possibly a coffee
can)
a) Set tray or trough on table
b) Add sand/silt mixture to one side of the tray (it may cover up to % of the tray).
c) Create a stream in the sand/silt mixture.
d) Elevate the sand and stream side of the tray on a brick or block of wood.
e) Place a supply bucket on the sand side of the tray so that it is elevated above the stream table.
f) Place the supply hose at the beginning of the stream.
g) Place the catch bucket at the bottom and below the reservoir end of the stream table.
h) Place the catch hose with one end in the reservoir of the stream table and the other end in the catch
bucket to siphon out the water.
(Optional: Use the pinch clamps to control the flow of water into the stream)
-------
6th Grade
Water Quantity
The Ups and Downs of Your Watershed
LEARNING OBJECTIVE
STUDENT PERFORMANCE
OBJECTIVES
BACKGROUND
The student will be able to determine that the amount of fresh
water is a limited resource, which is managed through the use of
reservoirs.
* The student will determine the percent of water present on Earth
and the percent of water, which is available for use by plants and
living organisms.
* The student will define a reservoir and other points where water is
collected such as aquifers and wetlands.
* The student will discuss ways in which water is managed and the
importance of reservoir management.
* The student will graph their watershed using both a landsat map
and [Arcview? ] or a topographic map.
* The student will discuss water ownership and cost of water usage.
Water is a perpetual resource, which constantly cycles in our
environment. The water we use today is the same water, which has
been used for thousands of years and hundreds of generations. Due
to this cycle students as well as adults often believe that the supply
of water is unlimited. This is true to the extent that water is
continuously present and always will be. However, the amount of
water which is usable for drinking, household use and irrigation, is
limited.
The Earth is covered with water, 97 percent of which is salt water.
Only three percent of the water is available as freshwater and with
two percent tied up in glaciers and polar ice caps that leaves only
one percent in lakes, rivers, streams or groundwater.
Water evaporates into the atmosphere and is deposited back on the
Earth through the hydrologic cycle. Some of this water is
deposited in rivers and streams and still more is absorbed into the
ground as groundwater. As water runs, underground or
downstream, it is deposited in lakes, wetlands, aquifers and oceans.
Reservoirs, usually an artificial lake used to collect and store water,
are filled by rain and rivers or streams that flow into them.
-------
Wetlands are the areas between dry land and water. Usually low-
lying areas of land that are wet during extended periods of time.
These areas occur naturally and have been significantly shaped by
the presence of water over time. Left alone these areas often serve
to clean and purify many contaminants from the fresh water.
Aquifers begin below the land surface where the water collects in
large quantities. Aquifers sometimes provide water to lakes and
reservoirs.
All water sources and the land that supplies them are part of a
watershed. A watershed is the land area from which water drains
into lakes, rivers, streams and reservoirs. Each local watershed is
part of a larger watershed which is a part of the global watershed.
The activities that we do as well as the components within sue h as
the soil type affect our local watershed.
See other lessons on water, watersheds, where water goes,
reservoirs, groundwater and aquifers, and watershed conservation.
-------
OPENING
PROCEDURE
* Globe beach ball (If rivers are not present on the ball, you may
wish to draw them; otherwise, the lake areas will serve as the
freshwater in the activity).
* Datasheet [Wqty/6-1]
* Diagram [Wqty/6-2]
* Stream table materials
Flat trough or tray (foil baking pans work great)
Sand/silt mixture
Supply hoses
Supply bucket (bucket with hose coming out of the bottom
Catch bucket
Pinch clamps (optional)
Brick or block of wood to elevate one end of stream table
* Alternative materials for stream table
squeeze bottle
tray (such as foil baking tray)
sand
* Map of Denton's watershed from Ecoplex (download Ecoplex
map).
* [Landsat map] or Topographical
* [Arcview? software download] *web address to their homepage
for this? *
* Protractor (optional)
Ask the class:
Where does the water in your homes come from? How do you get
that water? Is the water free?
Discuss with the class:
Water covers the majority of our planet; however, freshwater is a
precious resource, which is limited.
1. Using a globe beach ball to toss around the room, have the
students record where their right index finger lands on the ball.
Toss the ball 25, 50 or 100 times to get a good sample and to
make calculations easier. Students will record in appropriate
columns on the datasheet [Wqty/6-1].
'. Students will then answer the questions on the data sheet to
calculate the percent of times they recorded Land, Total water,
Ocean Water, Ice Cap Water and Available Fresh Water.
-------
(Approximately 75% of the Earth is covered in water. Ocean
water makes up approximately 97% of all water, Ice caps 2%
and Available Fresh Water makes up approximately 1%)
3. Students will create a pie graph to display their data according to
the directions on the data sheet. You may want to have them use
a protractor to accurately display their percents on the graph.
Have the students compare the amount of Land with the amount
of Total water on the Earth. Discuss with the students that
Ocean Water contains too much salt to drink or use for our
plants and animals on land.
Discuss with the class that fresh water is a limited resource and
must be conserved and managed.
6. Ask the students where do we find our Fresh Water? Have the
students brainstorm where our water comes from.
Review the water cycle with the students and discuss how water
cycles in the environment.
Discuss the path of freshwater from the beginning of a stream
into a reservoir. Have the students draw and label the path of a
stream using the topographical map of Denton (download
Ecoplex map).
9. Have the students work in groups to create a stream table to
demonstrate the path of the stream (see diagram [Wqty/6-2]).
a) Set tray or trough on table
b)Add sand/silt mixture to one side of the tray (it may cover up
to % of the tray).
c) Create a stream in the sand/silt mixture.
d) Elevate the sand and stream side of the tray on a brick or
block of wood.
e) Place a supply bucket on the sand side of the tray so that it is
elevated above the stream table.
f) Place the supply hose at the beginning of the stream.
g) Place the catch bucket at the bottom and below the reservoir
end of the stream table.
h) Place the catch hose with one end in the reservoir of the
stream table and the other end in the catch bucket to siphon
out the water.
(Optional: Use the pinch clamps to control the flow of water
into the stream)
10. Have the students observe how the flow of the stream affects the
reservoir and the land forms.
11. Discuss how water gets into the streams (rain, drainage, etc.).
12. Discuss how the amount of water in a stream affects how much
water goes into the reservoir.
13. Define a watershed as an area of land that drains into a reservoir
or water basin. The watershed is the land area from which water
-------
SO WHAT?
(LIFE APPLICATION)
CURRICULUM
EXTENSIONS
drains into lakes, rivers, streams and reservoirs. Show the
students a map of Denton's watershed (download Ecoplex map).
Explain that most of Denton is in the Pecan Creek watershed
which is a part of the larger watershed known as Elm Fork.
14. Have the students graph their watershed using a landsat map or
topographic download map and determine the water areas using
Arcview? software.
15. Discuss the characteristics and uses of a reservoir and other
components within their watershed.
16. Define and discuss other areas where water is collected naturally
in the environment such as aquifers and wetlands.
17. Discuss the importance of the management of reservoirs,
aquifers, wetlands, streams and other components of their
watershed.
18. Have the students determine that the watershed and reservoir
must be managed and discuss who manages it and why.
19. Discuss that different cities own different parts of the water and
we buy our water in order to pay for the management of this
resource.
Have the students come up with a law to assist in the management
of Denton's watershed.
Math:
Have the students calculate the rate at which water flows through
the stream table (example: depth in centimeters per second)
Language Arts:
Have the students write a letter telling a friend how the water that
they see going through the storm drains gets into the streams (like
Pecan Creek) which end up in our reservoir.
Technology:
Have the students create a database to chart the flow (depth in feet
or inches per second) of the creek in their watershed over a period
of time.
Have them create a section for rainfall and compare the rate of flow
to the amount of rain in the same time period.
Compare the water in the creeks and the rainfall to the water levels
at Lake Lewisville from the Ecoplex web site.
Art/Music:
Have the students draw and label the different parts of their
watershed.
Science:
Have the students play a water rationing game to determine the
-------
RESOURCES
importance of reservoir management. (A good example would be
AIMS: Water Island; Water Precious Water, Book App 74)
Social Studies:
Have the students look up all of the streams and creeks that drain
water into our reservoir Lake Lewisville. Have the students
discuss who which city or cities use the water in Lake Lewisville
and how managing that lake is a big responsibility to make sure
that all cities can have access to the water they need.
TEKS: 6.1(B), 6.6(C)
Denton ISD SPO: S7.2, S6.1, S5.3S1.3
ECOPLEX WEB SITE
http://www.ias.unt.edu/projects/pecancreek/pc.ipg
http ://www. ias.unt.edu/proi ects/elmshed/ef. gif
http://www.epa.gov/surf3/counties/48121
http: //www. 4j. 1 ane. edu/p artners/eweb/ttr/curriculum/watershd. html
http ://water.usgs. gov/outreach/poster4/middle_school/Page 1 .html
http://www.und.nodak.edu/instruct/eng/fkarner/pages/hands.htm
-------
7th Grade
Water Quantity
Water Use and Abuse
LEARNING OBJECTIVES
STUDENT PERFORMANCE
OBJECTIVES
BACKGROUND
The student will be able to determine the quantity of water by
individual, family and city. The student will be able to determine
where their water comes from and the quantity of water used by
individuals, families and cities.
* The student will determine the amount of water he/she uses daily.
* The student will calculate the amount of water he/she uses weekly
and monthly.
* The student will determine the amount of water used in their
household monthly.
* The student will determine the amount of water used in their city
monthly.
* The student will access the Ecoplex website to identify their
watershed and observe the creeks and streams flowing into their
reservoir.
* The student will identify ways to conserve water.
We live on a planet that is primarily made of water.
Approximately seventy-five percent of the Earth is covered in
water, most of which is in the ocean. Ocean water contains too
much salt for people to use for drinking, cooking, cleaning or
bathing. This water is also too salty for agricultural or ranching
purposes. Approximately ninety-seven percent of all water on
Earth is salt water. Three percent of the Earth's water is
freshwater; however, two percent of that is frozen in glaciers and
ice caps. That leaves only one percent of all water available for use
by an ever-growing population.
Sources of freshwater include rivers, streams, aquifers, reservoirs,
groundwater and water in the atmosphere. An unknown quantity
of water travels through the air and beneath the Earth's surface as
part of the hydrologic cycle. The known sources are spread out
across the Earth unevenly
Due to the distribution of this valuable resource, water rights have
continued to be a political and social issue. As new cities develop
and grow, water needs are constantly being evaluated. These
-------
MATERIALS
OPENING
decisions include where the water is obtained and how to pay for it.
The reservoirs that serve the Denton area are Lake Lewisville and
Lake Ray Roberts. Denton has water rights from these lakes to
obtain 24.6 million gallons per day to serve its residents..
This water needs to be managed. Denton has created several
divisions to manage the water in the reservoirs. A great reference
for finding out more information about the divisions within
reservoir management is the City of Denton: Utilities.
Throughout history people of all nations have settled around water
sources. As populations increase the need to transfer water also
increases. Dams, wells and reservoirs have allowed development
in areas where water is not readily available. Countries, states and
even cities that share boundaries often share water resources. As
populations in these areas grow the demand for fresh water
increases. Fresh water quantities remain relatively constant;
therefore, the need for conservation and management of this
resource becomes essential.
Conservation is the act of keeping, protecting, or preserving our
natural resources. Examples of conserving water are: using low
flow shower heads, turning off water while brushing teeth or
soaping hands, adding an object to the toilet tank to displace water
and collecting water, which normally goes down the drain, while
you wait for the water to warm. Naturescaping or xeroscaping land
areas, as well as watering in the morning are also helpful ways to
conserve water.
See other lessons on the water cycle, watersheds, water treatment,
surface water, groundwater, conservation and available water.
* Data chart [WQty/7-1]
*Data sheet [WQth/7-2] (The Water Sourcebook p 1-101
Permission needed from Water Sourcebook for this part.}
* Butcher paper for mural
* Download Ecoplex map
Ask the class:
How much water do you think you use in a day? How much water
-------
PROCEDURE
do you use in a week?
Discuss with the class:
Discuss the importance of reservoir management by leading the
students to determine that the reservoir must be managed. Discuss
who manages it and why.
Discuss that different cities have different rights to the water in the
reservoir and we buy our water in order to pay for the management
of this resource.
1. Distribute the Water Use Datachart [WQty/7-1 ].
2. Ask the students to collect and record data on the Water Use
Chart for a 24-hour period.
3. Have the students bring their water utility bill to school (parents
may want to mark out account numbers and addresses).
(This is an ongoing activity which students will revisit on
procedure #12)
4. Ask the students where the water comes from in their homes.
5. Ask the students "Do you have to pay for the water that comes
into your home?"
6. Explain to the students that two local water sources, for the
Denton area, are Lake Ray Roberts and Lake Lewisville. Ask
the students how the water enters these reservoirs.
7. Have the students chart the path of water from a local creek
(Pecan Creek, Hickory Creek and Elm of the Trinity River) to
Lake Lewisville or Lake Ray Roberts
8. Have the students access the Ecoplex website to identify the
boundaries of their watershed and observe the creeks and
streams flowing into a reservoir.
9. Discuss the fact that a variety of creeks, streams and tributaries
cross the borders of different cities. Ask the students how
crossing borders affects who controls the water supply and who
has rights to their water supply.
10. Discuss that the water in the reservoir is owned by the cities
who then charge the residents for water use.
11. Ask the students how governments determine who owns and
controls the water supply in their area.
12. Students may research this information by calling their local
water department or the Corps of Engineers (see resources for
phone numbers).
13. The next day: Have the students use their data chart to estimate
their weekly water use (multiply daily use by 7).
14. Have the students estimate their monthly water use.
15. Have the students use their utility bill to determine the amount
of water their family uses in a month.
16. Have the students compare household and domestic use with
-------
SO WHAT?
(LIFE APPLICATION)
CURRICULUM
EXTENSIONS
RESOURCES
commercial and agricultural use using the data sheet [WQty/7-
2]. Permission needed from Water Sourcebookfor this part.
17. Discuss with the students that water is a limited resource we
need to conserve.
18. Have the students set goals on how they and their families will
work to reduce the amount of water used in their homes.
Have the students create brochures for families and friends
explaining the need for conservation and providing examples of
ways to conserve water.
Math:
Have the students research the population of Denton and calculate
the amount of water that Denton residents use.
Language Arts:
Write a summary explaining the need for conserving water.
Technology:
Use the Ecoplexweb site to chart information on Lake Lewisville
(elevations, evaporations, precipitation, inflow, etc)
Art/Music:
Have the students draw two cartoons. One showing people
conserving water and the other showing people wasting water.
Social Studies:
Have the students research the history of lakes and reservoirs in
Texas. Have the students determine which lakes are natural and
which are man-made.
TEKS:7.14(C), 7.1 (B),
http://www.ecoplex.unt.edu/main.html
Lewisville Corps of Engineers (972) 434-1666
The Water Sourcebook http://www.wef.org
http://www.ci.denton.tx.us/utilities/water.html
http://www.stark.kl2.oh.us/Docs/units/1996/water.mr/
http://wwwga.usgs.gov/edu/earthriverslandscape.html
http://www.und.nodak.edu/instrudt/eng/fkarner/pages/hands.htm
http://www.ncsa.uiuc.edu/Edu/RSE/RSEred/lesson3Activitv3.html
http://www.citvofdenton.com/utilities/waterqualitv. 1999.html
http://www.ias.unt.edu/projects/pecancreek/pc.ipg
http ://www. ias.unt.edu/proi ects/elmshed/ef. gif
http://www.epa.gov/surf3/counties/48121
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-------
First Grade
Water Quantity Lesson
Here I Go 'Round My Watershed!
LEARNING OBJECTIVE
STUDENT PERFORMANCE
OBJECTIVES
BACKGROUND
Students will review the hydrologic (water) cycle and begin to
understand the components and importance of a watershed.
* The student will become aware of the usable water on Earth.
* The student will review the hydrologic (water) cycle, including
transpiration.
* The student will begin to understand that the water available for
his/her use comes from the local watershed.
* The student will learn that a watershed is composed of reservoirs,
rivers, streams, lakes, creeks, groundwater, wetlands, and bogs.
* The student will understand that rainfall, drought and the water
use of the population that lives within that watershed affect the
water quantity in the local watershed.
Every living thing on Earth depends on water to survive. Although
water covers 75% of the Earth's surface, much of it is not available
to sustain life. Ninety-seven percent of the Earth's water is salt
water found in oceans and seas. Three percent of the total water on
Earth is fresh water. Two-thirds of it is frozen in glaciers, ice caps
and snow which leaves it unavailable for use. The remaining one-
percent is fresh water that is available for use by all living things
on Earth!
Essentially, the same water has been moving in the hydrologic
cycle since the beginning of time. The most familiar parts of the
water cycle are: evaporation, condensation and precipitation.
Evaporation is the process in which the sun's energy causes the
water on Earth to change from a liquid into a vapor (gas).
Condensation is the process of changing from a vapor (gas) to a
liquid. Precipitation occurs when water droplets or ice particles
condense from water vapor in the atmosphere and achieve
sufficient size to fall to Earth as rain, sleet (transparent frozen or
partially frozen raindrops), snow (solid precipitation of ice crystals
of various shapes) or hail (hard pellets of ice or hard snow).
Another step in the water cycle is transpiration. Transpiration is
the process of water moving through the root systems of plants up
to the leaves, passing through pores (stomata) in the leaves and
-------
MATERIALS
then evaporating into the atmosphere. Groundwater, water that is
absorbed into the Earth and is stored in usable amounts in the soil
and rock below the Earth's surface, is another component of the
water cycle.
A watershed is the land area from which water drains to a surface
body of water. It is from watersheds that we get our water supply.
Every urban and rural area is part of a local watershed. Each local
watershed is part of a larger regional watershed and so on to make
us all part of our global watershed. There are several possible
components of a watershed: lakes, reservoirs (man-made areas
where water is collected and stored for use), rivers (a large body of
flowing water that receives water from other streams or rivers),
streams (a body of flowing water), creeks, wetlands (areas that are
sometimes waterlogged or covered with a shallow layer of water
with reduced soil), bogs (fresh water marsh with a build-up of peat
and high acidity), aquifers (reservoirs for groundwater), bay (a
body of water partially enclosed by land, but with a wide outlet to
the sea), and ponds (still body of water smaller than a lake where
mixing occurs primarily due to wind).
Drought is a long, dry period of little or no rain. Drought
conditions exist in many areas around the world and in several
regions of the United States, including parts of Texas. The
Ecoplex Web site water quantity information will allow you to
view the current water level data as well as historical data for the
Elm Fork Watershed.
Everyone and everything affects what happens in a watershed.
Precipitation, construction, farming, logging and water use by the
population can affect the quantity of water flowing from a
watershed.
* Globe
* Water Grid paper [WQty/1-1]
* One cup for each student
* Three self-sealing plastic bags (Ziplock® type)
* Materials for water cycle bracelets: beads for stringing in the
following colors: yellow, clear, dark blue, light blue, brown, and
green. Elastic string for each child (long enough to go around a
wrist and suitable for bead stringing). These are available at
hobby stores.
* Optional: celery stalk, red and blue food coloring (see Procedures
Step 4)
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OPENING
PROCEDURE
Ask the class:
What do you do when you are thirsty? Where does the water you
drink come from?
1. Using a globe, locate water and land on Earth. Stimulate the
class discussion to determine that there is more water than land
on Earth.
2. Give each student a copy of the Water Grid [WQty/1-1].
Model for the students how to count by tens and ones to color
in 97 squares of the grid with a green crayon. This represents
the amount of salt water in the world. The remaining three
squares represent the fresh water on Earth. Color two of those
squares yellow. Those represent the amount of frozen fresh
water that is not available for our use. Color the remaining
square blue. That represents the fresh water available for us to
use. Help the children absorb that this is the available water for
all living things on Earth. Explain that the amount of water on
Earth is finite, and that we are essentially using the same water
that was here for the dinosaurs (before people lived) and that
was used by their great-great grandparents.
3. Use the globe again and identify the oceans as water we can't
drink or use for farming. Ask: Where is the water that you use
every day? Where does it come from? List the places the
children have seen water (answers may include: lakes, creeks,
reservoirs, ditches, puddles, rivers, wells, wetlands, bogs, etc.).
Explain that the water we use comes from our watershed.
Explain what a watershed is, and that the locations listed are all
components of our local watershed. List the names of the areas
if they are familiar to the students (Lake Lewisville, Pecan
Creek, Clear Creek, etc.).
4. Give each student a cup of water. Take the class outside and
have them spread out and find unpaved ground to pour their
cup of water. Explain that they are to watch carefully what
happens to the water and note what kind of ground (grassy,
bare, wet, etc.) they pour their water on. Bring the students
back together to discuss where they poured their water and
what happened. Have more water available to pour on different
types of ground/soil. Explain that just like their cup of water,
some of the water in our watershed is underground. Ask: How
is the underground water used? (water for trees, plants, animals
and people)? Ask: How do plants get the water they need out
-------
of the ground? (If the class is unfamiliar with the root system
of a plant delivering water, set up an experiment to demonstrate
this concept. For example: split a celery stalk from the base up
about 4 inches. Put one half of the stalk in a cup of red food
coloring and the other half in a cup of blue food coloring. After
a few hours the students will see the colored water has moved
up the stalk and to the leaves.) Ask: Do you have any ideas
how people get the water we need out of the ground? They
may mention wells, pipes, pumps and other ideas.
5. While still outside with the class, begin the Transpiration
Experiment. To demonstrate that there is water in plants (and to
prepare for the introduction of the term transpiration), put three
self-sealing bags over three different leaves (do not remove
these leaves from the branches or bushes) and seal. Ask
students to predict what will happen. Tell the student that they
will check their experiment later. (This works best on a sunny,
warm day.)
6. Return to the classroom and add groundwater to the list
generated in Step 3. Explain to the students again that all the
sources of water listed are parts of their watershed. Our
watershed is where we get the water we use everyday!
7. Ask: What happens to our watershed when we have a drought?
(Explain the term if it is unfamiliar). Use the Ecoplex Web Site
to check the levels (elevations) of water in Lake Lewisville
from 1997 through 1999. (Note the drought elevation in 1999.)
What happens if we have drought conditions? Can we make it
rain?
8. Review three steps of the water cycle from the water cycle
lesson. Teach the water cycle song from that lesson. Return to
the Transpiration Experiment. Allow students to observe the
water droplets in the baggies. Explain that transpiration is how
water in the water cycle moves through plants. Help the class
understand that transpiration and groundwater are important
additional parts of the water cycle. Brainstorm where they fit
into the water cycle. You can leave the bags on the leaves and
check them again later.
9. Each child will make a water cycle bracelet using elastic string
and the following colors of beads to represent the water cycle:
yellow (sun), clear (evaporation), dark blue (condensation),
light blue (precipitation), brown (groundwater), green
(transpiration). Students will string the beads in order onto the
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SO WHAT?
(LIFE APPLICATION)
CURRICULUM
EXTENSIONS
elastic cord and tie off.
10. Understanding that we cannot make it rain or 'hurry up' the
water cycle, what can we do when our watershed sources are
low? Brainstorm ways to use less water (introduce the term
conserve) in our daily lives. Is it a good idea to always practice
efficient water use? If this is not obvious to the students, refer
back to the Water Grid made in Step 2.
11. Tell the student that the study of water is Hydrology and the
scientists who study Hydrology are Hydrologists. Establish an
additional classroom helper—Hydrologist. His/her job will be
to remind us to use our water resources wisely while at school.
Ask the students to list, draw, or cut out magazine pictures of all
the ways they use water each day. Think of at least one way to
conserve water for each use pictured or listed.
Art
Create a large classroom mural of a watershed with groups of
children drawing different components of the watershed.
Make a rain stick. A large one can be made using an empty
laminating film roll and driving nails in randomly. Add some dried
beans and cover the ends with cellophane held in place with rubber
bands. Individual rain sticks can be made using paper towel or
wrapping paper rolls, straight pins, rice and cellophane.
Science
Have the class write a song to the tune "Down By the Bay"
renamed "Down By the Bog". The first verse can be: Down by
the bog, Where the cattails grow, Back to my home, I dare not go,
For if I do, My mother will say, Did you ever see a snake baking a
cake?, Down by the bog. (Other animals: fish, frog, dragonfly,
salamander, etc.)
Make Rain! Boil water in a teakettle. A "cloud" will form just
beyond the spout. Hold an aluminum pie plate filled with ice cubes
in the "cloud" area. As students watch the underside of the pie
pan, they will notice "rain"! (As the water vapor was cooled it
condensed into water droplets that got heavy and fell.)
Well, Well: Demonstrate how a well can remove groundwater.
Individually, in small groups, or as a teacher demonstration,
-------
construct a well model. Place a clear straw in an 8-10 ounce clear
cup. Press the straw against the side of the cup. Put about 1A cup
of large rocks (quarter size) in the bottom of the cup. Then add
about !/4 cup of smaller rocks. Using a watering can or a paper cup
with pencil point size holes in the bottom, let water (rain) fall on
the rocks (about 1/3 cup). Ask where the water is now. Explain
that when water accumulates among rock layers we call it an
aquifer. An aquifer is one place we find groundwater. We can tap
this water by the use of wells. Cover the end of the straw with your
finger and lift the straw. It should have water in it. Let the water
flow into another cup. Explain that a well works like this using a
pump to get the water out of the ground.
Groundwater quantity is directly affected by the absorption
properties of where precipitation falls. To demonstrate absorption
set up absorption experiment in the science center. Put various
materials (sponges, cotton, sand, clay, plastic, rocks, etc.), a
medicine dropper and a container of water where the students can
drip water on the different materials and record in a science journal
how different materials absorb water. Brainstorm different kinds
of surfaces on Earth (bare ground, grassy areas, cement, rocks,
mountains, etc.) and think about the amount of groundwater that
will be absorbed in each area.
Math
When we turn off the water as we wash our hands instead of
leaving it running the whole time, we can save one gallon of water
each time we wash How much water can you save in one day
doing this? (one week? one month? one year?)
Record how long it takes for water to be absorbed into the ground
(as in Step 3) on various types of weather days (rainy, wet days vs.
dry, hot days) and different types of ground/soil surfaces.
Social Studies
Research and list states/countries that are in drought conditions.
Language Arts
Draw and describe the water cycle.
Read The Rain Stick, a fable by Sandra Robinson.
-------
RESOURCES
TEKS
Science: 1.1 A,B, 1.2A,B,C,D,E, 1.3A,B,C, 1.4B, 1.5A,B 1.7A,B,
1.9B, 1.10A,B,C
FAQs
http://www.ecoplex.unt.edu
The Cloud Book by Tomie DePaola
What Makes It Rain? by Keith Brandt
Water by Frank Asch
A Drop Around The World by Barbara McKinney
-------
Kindergarten
Water Quantity Lesson
Drip! Drop! Water Does Not Stop!
LEARNING OBJECTIVE
STUDENT PERFORMANCE
OBJECTIVES
BACKGROUND
The students will begin to understand that the amount of water on
Earth is finite, and that most of it is not available for human
consumption or use. The students will begin to understand the
hydrologic (water) cycle and recognize responsible and efficient
water use behaviors.
* The student will use a globe to identify water on Earth and
understand that the amount of water is finite.
* The student will identify and begin to understand the basic
components of the hydrologic cycle.
* The student will recognize and apply responsible and efficient
water use behaviors to his/her personal life.
The surface of our planet, Earth, is seventy five percent water. All
life on Earth from the largest whales to the tiniest insect depends
on water to survive. Every living organism is composed of more
than sixty-percent water. We use water to drink, cook,
manufacture goods, grow crops, produce energy, transport items,
and for recreation. Ninety-seven percent of all the water on Earth
is salt water. Salt water cannot be used to maintain terrestrial
(land) plants, including food crops. It is also not a suitable source
of water for most animals. Only 3% of the Earth's water is fresh
water. Two thirds of the fresh water is in frozen form as glaciers,
ice caps, and snow. This leaves only about 1% of all the water on
Earth to meet our needs for fresh water.
The amount of water available on Earth is finite and essentially the
same water has been moving through the water cycle since the
beginning of time. We are using the same water that was used by
dinosaurs and our great-great grandparents.
The three basic parts of the hydrologic cycle are evaporation,
condensation, and precipitation. Evaporation is the process in
which the heat energy of the sun causes water to change from a
liquid to a vapor (gas). Condensation is the process of changing
from a vapor (gas) back into liquid form. Condensation is what
forms clouds. Precipitation occurs when water droplets or ice
-------
MATERIALS
OPENING
PROCEDURE
particles condensed from vapor increase in size and fall to the
Earth's surface.
Each individual uses approximately 50 gallons of water in our
homes each day, but only 1% (approximately two quarts) is used
for drinking. Because water has historically been viewed as a
plentiful and renewable resource, many of our uses of water are
wasteful. Seventy five percent of home water use occurs in the
bathroom. There are many ways to change our water use behaviors
to use less water. Some water conserving practices are: inspect
plumbing for leaks, never use toilets as a trash basket, wash only
full loads of clothes and dishes in machines, take showers instead
of baths, limit showers to 2 to 5 minutes, don't leave the water
running while cleaning, washing cars, washing face, hands, or
teeth, and install water saving devices that might be available for
faucets, toilets, and showers.
* Globe
* Clear container (one cup)
* Self sealing bags (Ziplock® type)
* Small container (such as a medicine cup) to fit inside a self
sealing bag
* 30 gallon trash can, empty
* 2 gallon bucket
* 1 liter container (soda pop container will work)
* Clear container to hold two tablespoons of water
* Notes to parents [Wqty/K-1]
* TEACHER PREPARATION: Several days prior to this lesson,
set up the Evaporation Experiment: Fill a clear jar or cup half-
full of water. Mark the water level with a permanent marker.
Call the class's attention to the cup and tell them that they will
observe and record changes in the container for several days. The
day before the lesson, set up the Condensation Experiment: Put
water in a small medicine cup. Set the cup in a corner of the self
sealing bag, being careful not to spill any inside the bag. Tape it
at an angle (which allows the cup to be level) to a sunny window.
Ask the class:
What do you know about water? Record the students' ideas.
1. Display a globe. Lead the discussion for children to discover
that most of the Earth is water and most of the water is in the
oceans. Ask the students if ocean water is different than the
water in our homes. Continue the discussion to establish that
-------
water in lakes, creeks, faucets and other water we use is fresh
water. Water in oceans is salt water. Establish that salt water
cannot be used for drinking or irrigation. Show the children
that some water is frozen in polar ice caps, glaciers, and as
snow.
2. Demonstrate the amount of water on Earth that is available for
our use in the following way: show a 30 gallon trash can, a two
gallon size bucket (full of water), a 1 liter container (full of
water) and two tablespoons of water in a clear container. Ask
the children to imagine that all the water on the Earth (refer
back to the globe) is in this 30 gallon trash can. Knowing that
we cannot use salt water to drink or grow food, ask which of
the other containers they think represents the freshwater
available for us to use. Listen to the ideas and ask the students
to explain their guesses. Explain to the class that if the 30
gallon trash can represents all the water on Earth (salt water
and fresh water) then the container holding the two
tablespoons of water represents all the usable fresh water that
is available for all the people and other living things in the
world. Allow the children time to react and talk about the
demonstration.
3. Explain to the class that there is no Anew® water on Earth. The
water that was here when dinosaurs lived (before any people
lived) is essentially the same water on the Earth today, though
there may be less of it.
4. Ask the students: Where does rain come from? Through
discussion among the students and perhaps a simple visual of
their ideas, lead them to organize the water cycle. (Some
classes may have so little prior knowledge of the water cycle
that the teacher must lead the lesson).
5. Ask the students: What is evaporation? Listen to the children's
responses. Explain that water evaporates from the Earths
surface. Remind them of mud puddles that appear and then
evaporate after a rain. Explain that water evaporates from the
Earth's surface by changing from a liquid to a gas. Observe the
Evaporation Experiment that you started several days earlier.
Have the children notice that the water level has changed.
Evaporation is occurring. Call attention to the visual developed
by the children earlier in the lesson. Write evaporation at the
appropriate place.
6. Gather the children around the Condensation Experiment that
-------
SO WHAT?
(LIFE APPLICATION)
was set up yesterday. Condensation occurs when the water
vapor (gas) changes back into a liquid. This is occurring in the
sealed sack. Condensation is how clouds are formed. Other
examples of condensation include a "sweaty" soda can and wet
car or home windows that they like to draw on Write
condensation in the visual of the water cycle.
7. Precipitation is the easiest component of the hydrologic cycle
for young children to grasp. Brainstorm with the students all
the ways moisture falls to Earth from the sky (rain, snow, sleet
or hail.). Write precipitation on the visual of the water cycle.
8. After reviewing evaporation, condensation, and precipitation,
teach the following song (tune of AOh My Darling
Clementine"). A The Water Cycle®: Evaporation, condensation,
precipitation falling down, That is the water cycle and it keeps
on going >round! Use the student's ideas to establish hand
motions for the song. Divide the class into three groups
representing evaporation, condensation and precipitation.
Change the song into a skit to demonstrate the water cycle. Be
sure the students realize that this is a continuous cycle that has
been going on since the beginning of time with essentially the
same water that they will use today!
9. Refer back to the water available on Earth demonstration. Lead
the children to the realization that approximately the same
amount of water is available for us to use now as was available
before people lived on Earth. Brainstorm all the ways children
use water in one day.
10. Tell the children that much of our water is wasted each day.
Ask the students to describe how they brush their teeth. (This
will include turning on the water and letting it run.) Show the
class a one-gallon container. Explain that most of us use one
gallon of water every time we brush our teeth because we leave
the water running when we don't need it. Fill one cup with
water and demonstrate using only one cup of water to brush
your teeth. Show the children again how to brush their teeth
while turning the water off when it is not needed. Introduce the
term water conservation.
Give each child a plastic or paper cup to use at home along with a
note to parents [WQty/K-1]. The note explains that their child will
demonstrate how to save water by brushing his/her teeth using only
one cup of water, or by turning off the water when not needed
while brushing his/her teeth. Brainstorm other ways the students
-------
CURRICULUM
EXTENSIONS
RESOURCES
can use water more efficiently (see Background).
Math
Make an edible necklace to represent the water cycle pattern using
Fruit Loops® or other colored cereal. Yellow can represent
evaporation, red-condensation, and blue-precipitation.
Puddle Problems: After a rain, measure a rain puddle(s) using non-
standard measurements. Record how long it takes the puddle(s) to
evaporate.
Art
Allow the class to "paint" on the sidewalk using only water.
Notice and record how long it takes for the "paintings" to
evaporate. Try this on different weather days. Record the data.
Science
Salty Flowers: Set up an experiment using two flowers. Water one
plant with fresh water and the other one with salt water. Record
the daily changes in the plants. Conclude whether or not salt water
is good for growing plants (food).
Language Arts
Give each child a large, blue construction paper raindrop to draw,
write or dictate an adventure story titled: "If I Rode a Raindrop".
Create a class book.
Draw, label and explain the water cycle.
TEKS
Science: K.1B, K.2A,B,C,D,E, K.3A,B,C, K.4A, K.5 B,C,
K.9A,B,C, K.10 A,B
FAQs
www.ecoplex.unt.edu
The Cloud Book by Tomie DePaola
What Makes It Rain by Keith Brandt
Water by Frank Asch
A Drop Around the World by Barbara McKinney
-------
-------
Second Grade
Water Quantity Lesson
Now You See It—Now You Don't!
LEARNING OBJECTIVE
STUDENT PERFORMANCE
OBJECTIVES
BACKGROUND
Students will begin to understand the process of wastewater
treatment and realize that the water they use each day has been
used many times before and will be used many times again.
*The student will begin to understand that water must be
treated before it can be reused.
*The student will identify ways that water is wasted.
*The student will learn that drought is a problem in Texas.
*The student will identify ways to conserve water.
The amount of water on Earth is finite and continually passes
through the hydrologic cycle (water cycle). For more information
see the water cycle and watershed lessons. All of the water that we
use whether it is in homes, businesses, or schools must be cleaned
or treated before it can be used again.
Regardless of where we live, large urban areas, smaller cities and
towns, or rural areas, our used water is piped to a wastewater
treatment system so that it can be reused. In urban and suburban
areas wastewater travels through underground sewer pipes to the
wastewater treatment plant. At this facility, the water is treated by
various processes. First large objects (rags, sticks, bottles, etc.) are
removed by screening. Next, grit chambers are used to allow
heavy particles like coffee grounds and small stones settle to the
bottom. The sedimentation tanks are next and allow lighter solids
time to sink to the bottom. The sediment is called sludge and it is
sucked out of the bottom and processed by itself in a different
place. This sludge can be used to make compost. The wastewater
moves on to the aeration tank. Air is bubbled into the water. This
works like large air stones in an aquarium. The air helps bacteria
grow. Bacteria and protozoa decompose the wastes in the water.
Next the water moves through another sedimentation tank to allow
sludge to settle to the bottom. Some of this sludge is removed and
some of it is used for the aeration tanks. Chlorine gas is added to
kill any harmful organisms that are left. The chlorine is removed
and the water is sent to reservoirs and other parts of the watershed.
-------
MATERIALS
OPENING
Before we can use the water in our homes or businesses, it will go
to a water treatment plant to be further cleaned and purified for
drinking. When water enters the water treatment plant from the
reservoir or river, it is sometimes treated to control odor. Then it
goes into big mixers (these look like paddle wheels). Next, a
chemical is added to produce floe (tiny, sticky particles, which
attach to and help sink the dirt particles). After the floe settles, the
water passes through two or three sand filters (activated carbon is
sometimes used to remove trace toxicants) and chlorine is added to
kill any remaining bacteria. It will then be stored in water tanks at
the plant and around the city.
Since we cannot control rainfall, the amount of water in our local
watershed varies. Drought is a problem in many countries of the
world and in several regions of the United States including parts of
Texas. Drought is a long period of dry weather and continued lack
of rain. When an area experiences drought, water levels within the
local watershed become low. Drought conditions require water
conservation practices. Personal choices about responsible water
use become very important. The GLOBE® Water Use Chart
[WQty/2-1] identifies some common water related activities and
the quantity of water each requires. It will provide opportunities
for students to discuss responsible water use behaviors.
* GLOBE® Water Use Chart [WQty/2-1]
* Clear, plastic, 6 - 8 oz size cups (The number of cups and the
next five materials listed depends whether your class will work
independently or in small groups for the activity in Step 2.)
* Spoons, plastic or metal
* Coffee filters
* Powdered Alum (available at grocery store in spice section)
* Funnels
* Optional: (see Procedure Step 2) Clean sand, aquarium gravel,
paper cups (available at discount stores)
Brainstorm a class list of all the ways the students use water in
their daily lives. Be sure to include personal hygiene, clothes
washing, car washing, and entertainment.
Ask the class:
Where does the water go after you use it? (Down the drain!) Then
what?
-------
PROCEDURE
All the water that leaves our homes, schools, and businesses
goes to a Wastewater Treatment Plant. Explain to the class the
steps in wastewater treatment. Use the Background information
to explain the process. Explain that the aeration tanks
containing bacteria and protozoa to eat the organic materials
works like the natural biological process that happens in the
woods when an animal dies—it's just fast-forwarded in water
treatment! After wastewater treatment the water is returned to
the local watershed, but it is not ready for drinking again until it
goes through the water treatment plant. It is these two plants
working together which allows us to reuse our water.
The students will participate in the following activity to observe
a simulation of the water treatment process. Decide whether
the students will work individually or in small groups. Give
each student (or group) three clear plastic cups, one coffee
filter, and a spoon. Each student (or group) will collect one
spoonful of dirt and put it in the cup. Add water to within one
inch of the top. Stir well to mix. Add 1A teaspoon of alum to
help create "floe". Wait 10 to 15 minutes for the heavier
particles to settle. This is a good time to begin journal entries
for this activity. Spread the coffee filter flat and fold in half
three times to form a "slice of pie" shape. Place it in a funnel
and spread the layers for maximum filter effectiveness. Pour
the alum treated water into the filter and observe the cleaner
water. Using a paper cup with 10-12 pencil point holes in the
bottom, make an alternative or additional filter. Place a cut or
folded coffee filter in the bottom of the cup. Add
approximately one inch of clean gravel (aquarium type) on top
of the filter. Put approximately one inch of clean sand
(available at discount stores) on top of the gravel. Students will
prepare another cup of dirty water and pour it through the sand
filter. These two filters could be compared by having each half
of the class use a different filter.
Explain to the students that the wastewater treatment plant must
get the water clean enough to return it to our lakes and
reservoirs. Remind them of the recreational uses of the lakes
and reservoirs and connect them to clean water. Before we can
use the water in our homes, it must go to the water treatment
plant then to storage tanks around the city. As needed, water
from the tanks feeds into underground water pipes that go
through the city and to our faucets. Ask if any of the students
can remember seeing water storage tanks around the city. Ask
if any of their families or friends have been on extended hikes
in mountains and carried water treatment tablets or hand pumps
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SO WHAT?
(LIFE APPLICATION)
that allowed them to treat the mountain stream water before
drinking it.
4. Be sure the students understand that it is the water cycle and the
treatment of wastewater that allows us to continue using the
same water that their great-great grandparents used.
5. Ask the student what they know about drought. What happens
in a drought? How are humans, animals and plants affected
during a drought? Use the Ecoplex Web site to determine if an
area is currently in drought conditions. Check current water
levels (elevations) and other data available on the Ecoplex Web
site for one or two of the reservoirs or lakes in the Dallas/Ft.
Worth metroplex watershed. (Lake Lewisville data from 1997
through 1999 will show how drought affects elevations.) What
should people do about their water use when levels are below
normal? Why? Check your local city's web site for
information about water restrictions during a drought.
6. Wasting water is a problem in our culture. Use the GLOBE®
Water Use Chart [WQty/2-1] to encourage discussion among
the students about water usage.
7. Teach the following chant using the beat of a military marching
"Jody": We're looking for some water now. (students echo)
Are you using it and how? (students echo) Wasting water must
now stop! (students echo) Drip! Drop! (students echo) Waste
must stop, (students echo) Drip, drop! Waste Stops! Walk
on!
8. Take the students on a "Water Watch Walk" around the school
to observe different uses of water. Be sure to watch how
students get their drinks and wash their hands, visit the
cafeteria and observe janitorial uses of water. Encourage the
students to generate suggestions for how to stop any wasteful
water behaviors that they observed.
9. When the class returns to the room, have a student hold a
bucket or other container under the faucet to collect water while
waiting for the water to warm up to face or hand washing
temperature. The other students will record the time it took
warm water to reach the faucet (this might involve questions
and discussion about the hot water tank location). Ask for
ideas on how they could use that water instead of just letting it
go down the drain. (Water classroom plants, pets, cleaning,
drinks, etc.)
10. Do the tooth-brushing demo (Procedure Step 10) from the
water cycle lesson.
Each student will make two water use awareness signs. One sign
will be for the areas of the school where water is used (bathrooms,
drinking fountain, kitchen, etc.). The other sign will be for their
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CURRICULUM
EXTENSIONS
RESOURCES
home water use areas to remind family members of efficient water
use. Approximately seventy-five percent of water use in the U.S.
occurs in bathrooms.
Math
Pick a time when the entire family is leaving home at the same
time (going to a movie, out to eat, etc.). With a parent's help, read
the water meter when everyone is out of the house. Read it again
when you return. If the meter reading has changed, you have a
leak and need to find out where it is and how to repair it to prevent
wasting water.
Science
Put a few drops of food coloring in the toilet tank. Wait about 15
minutes. If there is any color in the toilet bowl water, you have a
leak that needs fixing to prevent waste. Water leaks account for
approximately 5% of water use in the U.S.
Social Studies
Map locations of water tanks around the city. Have a map of the
city and add a tank each time a student locates one around the city.
(Call the water department to find out the exact locations for
mapping.)
Encourage the students to do a home "water walk" (Procedure Step
7) to identify ways families can use water more efficiently.
Invite a wastewater treatment plant and a drinking water treatment
plant employee(s) to visit the classroom to talk about the details of
the local wastewater and drinking water treatment processes and to
discuss career opportunities with the water department.
Take a field trip to your local wastewater or drinking water
treatment plants.
Art
Encourage students to design and decorate water storage tanks.
TEKS
Science: 2.1A,B,2.2A,B,D,E,F,2.3A,B,D,2.5B,2.7A,
2.9B,2.10A,B
FAQs
www.ecoplex.unt.edu
-------
The Cloud Book by Tomie DePaola
What Makes It Rain by Keith Brandt
Water by Frank Asch
A Drop Around The World by Barbara McKinney
-------
Water Quantity - What to Do and How to Do It
1. Prior to beginning the activity, make copies of the "Water Use Chart".
2. Give each student a copy of the "Water Use Chart." Ask them to use this chart to
record the ways they use water and the number of times they use water in that
way. In some cases, such as when they wash hands, get a drink from a water
fountain, or take a shower they'll need to record the length of time (or average)
the water was running.
3. The next day, have the students calculate the rate at which water comes out of the
water fountain and washbasin. Time how long it takes the water to fill a container
of known volume, and convert this to gallons or liters per minute. (For younger
students, you may want to calculate these figures in advance.) Have students use
these rates to calculate the amount of water they use at school. Use the figures
from the chart "What You Need to Know" to calculate the amount of water used
to flush toilets, shower, wash hands, etc.
4. Have students compare their calculations to the predictions they made earlier.
Discuss.
5. Lead a discussion about the importance of conserving water. Have students
brainstorm ways they could cut down on water use at home and at school. The
"Water Saving guide" from the San Francisco Convention Bureau may assist with
ideas on ways to conserve water.
6. Once again, have students monitor their water use during the school day and at
home, this time practicing methods of saving water. The next day, ask them to
calculate their water use. What were the results? How much did each student
What is the total amount the class saved?
WATER SAVING GUIDE
save?
Conservative Use
Will Save Water
Wet down, soap up, rinse
off -4 gallons
May we suggest a shower?
Minimize flushing. Each
use consumes 5-7 gallons
Fill basin - one gallon
Fill basin - one gallon
Wet brush, rinse briefly
l/2 gallon
Take only as much as you
require
Please report
Turn off light, TV, heaters
and air conditioning when
not in a room
Thank you for using this
column
SHOWER
TUB BATH
TOILET
WASHING HANDS
SHAVING
BRUSHING TEETH
ICE
LEAKS
ENERGY
Normal Use
Will Waste Water
Regular Shower - 25
gallons
Full tub - 36 gallons
Frequent flushing is very
wasteful
Tap running - 2 gallons
Tap running - 20 gallons
Tap running - 10 gallons
Unused ice goes down the
drain
A small drip wastes - 25
gallons a day
Wasting energy also wastes
water
And not this one
-------
WATER USE
Breakdown of the 394 billion gallons* (1,491 billion liters) of water used daily in the
United States:
Thermoelectric Utilities 187 billion gal./day
Irrigation 137 billion gal./day
Public Supply 36 billion gal./day
Industry 26 billion gal./day
Rural & Livestock 8 billion gal./day
Total: 394 billion gal./day
Daily Water Use:
Flushing the Toilet **1.5- 7 gal.
Taking a Shower 25-50 gal.
Taking a Bath 36 gal.
Washing Clothes 35-60 gal.
Washing Dishes (machine) 10 gal.
Brushing Teeth 2 gal.
Washing Hands 2 gal.
Watering the Lawn 5 -10 gal./min.
-------
Students' Prior Knowledge
Start by showing students an empty beverage container (a 2-liter pop bottle or a 1 -
gallon container) and tell them how much water it will hold. Have each student predict
how much water they use each day. Would it be more or less than the container holds?
What are the students' predictions of their water use. Discuss: Is it important to know
how much water you use personally? Why or why not? List student's responses by
making a chart on the chalkboard. Use it for recording students' predictions. Compare
their responses after the activity is complete.
-------
Name:
Date:
Class:
WQT/7-1
WATER USE CHART
Complete the water use chart using the multiplying factors in the rows and columns. These factors are approximate.
WATER TIMES AMOUNT
USE PER DAY USED
TOTAL
USED PER
DAY
TOTAL USED
PER WEEK
TOTAL USED PER
MONTH (Mult, weekly
use X 4.3)
MONTHLY USE FOI
YOUR FAMILY (Get
monthly bill to
calculate)
1 : Baths (mult. X
30 gal for
approximate use)
2: Showers (mult.
X 6 gal per minute)
[3 gal with low
flow shower head]
3: Bathroom
flushing (mult. X
1 . 5 gal each flush)
4: Washing face
and hands (mult.
XSgal)
5: Getting a drink
(mult. X 0.25 gal)
6: Brushing Teeth
(mult. X 2 gal)
7: Cooking
(mult. X 10 gal)
8: Other
-
T/"iT A T C .
lUlALa:
1: In which area did you use the most water?
2: Write down at least 3 ways that you can conserve water use in your home.
Use the chart to answer the following questions.
Why?
3: Look up the population of your city.
Estimate water use for entire town based on your family's water use.
-------
Name:_
Date:_
Class:_
WQT/7-1
WATER USE CHART
Complete the water use chart using the multiplying factors in the rows and columns. These factors are approximate.
-------
LONG
ISLAND
SOUND
STUDY
A Partnership to Restore and Protect The Sound
CM
CM LCN5ISLAI\DSGLJ\D
1
The Long Island Sound Comprehensive
Conservation and Management Plan
' (CCMP) identifies low dissolved oxygen,
or hypoxia, as the most serious water quality
impairment in the Sound. The annual summertime
occurrence of hypoxia in the deeper waters of
western Long Island Sound reduces the amount of
healthy habitat necessary to support fish and shell-
fish. The CCMP identifies excessive discharges of
nitrogen, a nutrient, as the primary cause of hypoxia,
and sewage treatment plants as the primary source of
this excess nitrogen. To address this problem, the
Long Island Sound Study (LISS) is implementing a
phased approach to reducing nitrogen loads to the
Sound from sewage treatment plants, industrial dis-
chargers, and nonpoint sources.
These phased nitrogen reductions, however, may not
raise dissolved oxygen to levels necessary to support
all life stages of marine organisms in Long Island
Sound. Additional measures will likely be required to
achieve the states' water quality standards for dis-
solved oxygen. These measures may include
advanced treatment at sewage treatment plants
upstream of the Connecticut border, several "non-
treatment" techniques, and reductions in atmospher-
ic nitrogen loadings, the subject of this fact sheet.
Recent research has brought to light the importance
of managing atmospheric sources of nitrogen if
water quality objectives are to be met and maintained
in Long Island Sound. The primary sources of atmos-
pheric nitrogen are emissions generated by various
combustion processes that use fossil fuels (e.g., ener-
gy production, fueling of motor vehicles and other
machinery).
While atmospheric sources of nitrogen were always
considered in estimating nitrogen loads to Long
Island Sound, they only included direct deposition to
surface waters of the Sound. Direct deposition con-
tributes only 6.3 percent of the human-caused load of
nitrogen to the Sound from the Connecticut and New
York portions of the watershed. However, atmos-
pheric nitrogen is also deposited upland and on sur-
face waters adjacent to the Sound and is carried into
the Sound when rain falls or as particles settle during
dry periods. Nitrogen is carried with stormwater
runoff from coastal areas, with rivers and streams
from throughout the drainage basin, and with cur-
rents moving into the Sound from the Atlantic Ocean
and New York Harbor. This is called "indirect depo-
sition."
-------
Human-Caused Nitrogen
Loads to Long Island Sound
(Tons/Year)
14.3%
81.3%
Point Sources
Atmosphere
Nonpoint Sources
The LISS recently prepared an estimate of the indi-
rect deposition of nitrogen to Long Island Sound
from the Connecticut and New York portions of the
watershed. Based on this analysis, the combined
direct and indirect deposition of nitrogen from
atmospheric sources is estimated to be 14.3 percent
of the human-caused load to the Sound.
Oxides of nitrogen (NOx) contribute to both the
atmospheric nitrogen that reaches the Sound and
ground-level ozone, which causes human health
problems when it reaches dangerous levels in the air.
Through the Ozone Transport Assessment Group, air
pollution managers from the eastern states have sub-
mitted specific recommendations to EPA for reduc-
ing NOx emissions to address the problem of ozone.
Computer modeling by the Chesapeake Bay Program
has estimated that reducing NOx emissions through
implementation of the mandatory Clean Air Act
requirements will result in significant improvements
in dissolved oxygen levels in Chesapeake Bay. Such
modeling has not been performed for Long Island
Sound. However, simple calculations that apply
Chesapeake Bay derived estimates to the New York
and Connecticut portions of the watershed suggest
that implementation of the Clean Air Act could
achieve around 5 percent of the Long Island Sound
nitrogen reduction target.
4.4%
When direct and indirect sources of nitrogen are con-
sidered together as a single source, atmospheric
nitrogen is probably the second most important cause
of hypoxia in Long Island Sound after point source
discharges. In addition to improving dissolved oxy-
gen levels in the Sound, the control of NOx emis-
sions will reduce ground-level ozone. Hence, an
opportunity exists to achieve both air and water qual-
ity management goals through aggressive implemen-
tation of the Clean Air Act. Long Island Sound and
other estuaries along the east coast that have nitrogen
enrichment problems can benefit
^ 41k from effective air pollution
control programs.
Prepared and funded by the Long Island Sound Study. September 1997
Sponsoring agencies: U.S. Environmental Protection Agency, Connecticut Department of Environmental
Protection, and New York State Department of Environmental Conservation.
Produced by New England Interstate Water Pollution Control Commission (NEIWPCC).
-------
LONG
ISLAND
SOUND
STUDY
A Partnership to Restore and Protect The Sound
1
The Long Island Sound Comprehensive
Conservation and Management Plan
' (CCMP) identifies low dissolved oxygen,
or hypoxia, as the most serious water quality
impairment in the Sound. The annual summertime
occurrence of hypoxia in the deeper waters of west-
ern Long Island Sound reduces the amount of
healthy habitat necessary to support fish and shell-
fish. The CCMP identifies excessive discharges of
nitrogen, a nutrient, as the primary cause of hypoxia,
and sewage treatment plants as the primary source of
this excess nitrogen. To address this problem, the
Long Island Sound Study (LISS) is implementing a
phased approach to reducing nitrogen loads to the
Sound from sewage treatment plants, industrial dis-
chargers, and nonpoint sources.
These phased nitrogen reductions, however, may not
raise dissolved oxygen to levels necessary to support
all life stages of marine life in Long Island Sound.
Additional measures will likely be required to
achieve the states' water quality standards for dis-
solved oxygen. These measures may include
advanced treatment at sewage treatment plants
upstream of the Connecticut border, reductions in
atmospheric nitrogen loadings, and several "non-
treatment" techniques, which are the subject of this
fact sheet.
Solving a large, complex environmental problem like
hypoxia in Long Island Sound requires creative solu-
tions. New ideas are being considered as part of a
dynamic process that takes advantage of changes in
technology and different ways of thinking. This fact
sheet highlights some of the methods other than
advanced treatment that have been considered to
improve dissolved oxygen levels in the Sound. Some
are more feasible than others, and some may never be
implemented. The alternatives are listed in order,
from those most likely to be put in place to the least
likely.
In assessing the alternatives, the LISS considered the
requirements outlined in the federal water pollution
control regulations. The requirements call for the use
of treatment over nontreatment techniques (e.g.,
increasing the flow of receiving
waters to enhance dilution or A
using in-stream mechanical
aerators to increase ™
oxygen levels).
However, non-
treatment tech-
niques may be
considered as a
method of achiev-
ing water quality
standards on a
case-by-case
basis when treat-
ment technolo-
gies are not suffi-
cient to achieve the
standards.
-------
CREATION OF ARTIFICIAL WETLANDS
Creating artificial wetlands can provide treatment for
storm water runoff entering Long Island Sound.
Artificial wetlands, if well-designed and managed
properly, may be able to remove nitrogen from
runoff. However, it is, at best, a partial solution that
can be incorporated into the overall nitrogen control
strategy, complementing natural wetland protection
and restoration efforts.
Advantages:
H Provides nitrogen removal;
Kl May help reduce loadings of toxic contami-
nants, sediment, pathogens, and floatable
debris by filtering them out before they reach
the Sound; and
B May provide valuable shoreline habitat for
birds and marine life.
Disadvantages:
Kl Limits public access to the shoreline;
Kl Presents potential conflicts with developers;
and
Kl Requires large areas of wetlands to have a
measurable benefit.
AERATION OF BOTTOM WATERS
Locating mechanical aerators in hypoxia "hot spots"
would introduce oxygen to oxygen-depleted waters.
Aerators also would help break up vertical density
stratification in the water column, allowing mixing of
oxygen-rich surface waters with oxygen-depleted
bottom waters. Although impractical for large areas,
this alternative may be considered after planned
nitrogen reductions have reduced the areal extent of
hot spots.
Advantages:
Kl Serves as a direct solution to the low dis-
solved oxygen problem;
H Easy to operate;
Kl Has flexibility and can be used in a variety of
locations;
H Has relatively low capital costs;
Kl Has proven successful in small scale opera-
tions; and
H Can be switched on and off.
Disadvantages:
H May cause resuspension of sediments and
associated chemical contaminants;
Kl May disrupt marine organism movement and
migration;
H May eject bacteria and viruses into the
atmosphere;
Kl Creates froth on the water's surface from the
bubbles;
Kl Requires long-term maintenance of mechan-
ical equipment; and
H Intense energy requirements could inflate the
costs.
SEAWEED FARMS
Raising benthic macro algae (seaweeds)
may help alleviate the hypoxia problem
by removing nitrogen from the water col-
umn through biological uptake. As with
creation of artificial wetlands, seaweed
farms are at best a partial solution that
can be incorporated into an overall nitro
management plan.
Advantages:
H Has existing market for seaweed and its
byproducts;
Kl Removes nutrients from the water column;
H Generates dissolved oxygen through photo-
synthesis; and
Kl Seaweed farms in other countries have
proven to be successful.
Disadvantages:
H Has limited effectiveness as a single solution
to the hypoxia problem;
Kl Uncertainty of whether there is species of
-------
seaweed that would be feasible for aquacul-
ture in Long Island Sound; and
H Floating structures may interfere with navi-
gation.
RELOCATION OF SEWAGE
TREATMENT PLANT OUTFALLS
This alternative involves redirecting New York City
sewage treatment plant outfalls from the East River
to New York Harbor, and relocating Westchester
County outfalls toward central Long Island. It had
been determined that relocation of the Westchester
County outfalls is not cost-effective. Relocation of
the East River outfalls needs further evaluation.
Advantages:
H Improves dissolved oxygen in western Long
Island Sound and the East River;
Kl Reduces toxic contaminant loading in the
East River;
H Is cost-effective; and
Kl May reduce combined sewer overflow
impacts (i.e., nitrogen, toxic contaminants,
pathogens, and floatable debris).
Disadvantages:
Kl Causes adverse water quality impacts at new
discharge locations;
H Introduces new pollutant loads to the Hudson
River circulation pattern;
Kl Increases nutrients to the New York Bight
and Raritan Bay;
H May cause changes in flora, fauna and fish
migration patterns in the Sound;
H Increases salinity and temperature alterations
in the western Sound;
Kl May cause adverse effects rj
f[,
TIDE GATES
Installing tide gates could prevent tidal currents in
the East River from entering Long Island Sound.
Preliminary estimates by two engineering firms
placed construction costs at $500 million to $1 bil-
lion. Some of the cost could be defrayed if the tide
gate served a dual purpose, such as providing a struc-
ture for a railroad crossing. Operational costs are
anticipated to be relatively low. This alternative is not
likely to be pursued, however, because it has the
potential to change the whole ecosystem in the west-
ern Sound, resulting in unintended consequences that
are difficult to predict and may prove to be irre-
versible.
Advantages:
H May increase the overall circulation in the
Sound and adjacent water bodies;
Kl Prevents nitrogen and other pollutants from
entering the Sound from the west end;
H Causes reduction in coliform bacteria con-
centrations; and
Kl May flush Long Island Sound and New York
Harbor with cleaner Atlantic Ocean water.
Disadvantages:
Kl Affects tidal heights and currents;
H May cause potential changes in flora, fauna
and fish migration patterns in the Sound;
Kl May alter salinity and temperature regimes in
the western Sound;
H Increases pollutant loading to New York
Harbor and the New York Bight; and
Kl Impedes vessel navigation in the western
Sound.
at Atlantic Ocean beach-
es; and
Disturbs habitat near the
diffuser field at the discharge.
-------
ALTERING THE BASIN
MORPHOLOGY OF THE SOUND
Dredging the Mattituck Sill, East River, and
Hempstead Sill may increase water circulation in the
Sound. Like tide gates, this option has the potential
to alter the ecosystem of the Sound, resulting in con-
sequences that are difficult to predict and may be
impossible to reverse.
Advantages:
H Increases bottom water renewal from the
Atlantic Ocean;
Kl Can be implemented in phases, allowing for
evaluation of effects;
H May be a potential source of sand for activi-
ties such as beach nourishment; and
Kl Is technologically simple.
Disadvantages:
Kl Presents disposal problems for any contami-
nated dredged material;
H May cause changes in salinity in the Sound
and associated ecological effects;
H Is expensive;
H May have adverse effects on coastal
erosion; and
Kl Causes changes in characteristics
of surface sediments and benthic
communities in dredged areas.
of these alternatives are
currently being subjected to
varying degrees of evaluation by
LISS Management Conference
participants. New York City in
particular is very interested in
exploring the feasibility of an
East River tide gate and the relo-
cation of sewage treatment plant
outfalls. The development of a
"systemwide" computer model,
which includes Long Island
Sound, New York/New Jersey
Harbor, and the New York Bight,
will help assess the broader,
regional impacts of some of
these alternatives.
Prepared and funded by the Long Island Sound Study. September 1997
Sponsoring agencies: U.S. Environmental Protection Agency, Connecticut Department of Environmental
Protection, and New York State Department of Environmental Conservation.
Produced by New England Interstate Water Pollution Control Commission (NEIWPCC).
-------
LONG
ISLAND
SOUND
STUDY
FACT SHEET #1
Hypoxia in
Long Island Sound
What is Hypoxia?
Hypoxia is the sci-
entific term for low
disolved oxygen levels
in the watery Just as
people need oxygen to
breathe, marine organ-
isms require oxygen
dissolved in the water
(D.O.). Biologists gen-
erally consider 3 parts
per million (ppm) to be
the minimum dissolved
oxygen concentrations
needed for sustained
health of marine life.
When D.O. falls below
this level hypoxia
exists. During hypoxic
episodes, stressed
marine organisms may
become ill, die or move
to more oxygen-rich
waters. The harmful
effects of severe
hypoxia on the biota
of an estuary, as
evidenced in the
Chesapeake Bay, was
the reason that the
Long Island Sound
Studv (LISS) decided
to conduct a study of
this phenomenon.
How Does Hypoxia
Happen?
Hypoxia can occur
naturally in the deeper
areas of coastal water
bodies like Long Island
Sound in the summer.
During the warm,
stable weather the sur-
face waters heat up
and form a distinct
layer "floating" over the
bottom waters, which
are more dense due to
greater salinity and
cooler temperature.
The result is the forma-
tion of a sham densitv
gradient called a pyc-
nocline (pick-no-kline),
which restricts mixing
between the two
layers. Oxygen added
to the surface waters
by wave mixing and
photosynthesis of ma-
rine plants is thus pre-
vented from mixing into
the depths, where it is
needed to replace oxy-
gen consumed by ma-
rine life and the de-
composition of organic
material. Hypoxia is
the result.
In the fall, cooling
water temperatures
and strong winds com-
bine to dissipate the
pycnocline and restore
oxygen exchange
throughout the water
column. Although sci-
entists have known
about hypoxia for
many years, it is diffi-
cult to distinguish a
"natural" hypoxic epi-
sode from one that is
sianificantlv exacerbat-
ed by man's activities.
However, recent LISS
research has found
depletion of oxygen
levels so severe that
there appears to be
cause for concern.
The Surprising
Summer of 1987
In late July and
August of 1987, LISS
researchers led by Dr.
Barbara Welsh of the
University of Conn-
ecticut's Marine Sci-
ences Institute found
extremely low oxygen
levels in the waters of
the western Sound be-
tween Throg's Neck
and Greenwich, Conn-
ecticut. At the mouth of
Hempstead Harbor on
the north shore of Long
Island, there was liter-
ally no oxygen in the
bottom waters, and al-
most none at the
surface (see map).
Fish sampling in this
region was conducted
by LISS scientists from
the Marine Fisheries
Program of the Conn-
ecticut Department
of Environmental
Protection soon after
the initial discovery of
hypoxia. The results
graphically illustrated
the impact of such a
severe hypoxic event
on marine life - not
one fish was found in
any of the sample
trawls, and 80% of the
bottom-dwelling inver-
tebrates (such as star-
fish and crabs) were
dead! During the same
time period, there were
reports by lobstermen
in the area that dead
lobsters had been
brought up in their
pots. Unlike the fish,
the trapped lobsters
had been unable to es-
cape the low oxygen
area and had suffocat-
ed. The hypoxia lasted
well into August, even-
tually extending as far
as Bridgeport: and
healthy D.O. levels
were not restored until
mid-September.
-------
What's Happening?
Although research is
continuing, LISS sci-
entists believe that
the evidence points to
nutrient input from
stormwater runoff and
sewage treatment
plants as a major fac-
tor in hypoxia. The
hypoxic event of 1987
coincided with an in-
tense "bloom" of tiny
marine algae called
phytoplankton, which
were so numerous that
they turned the surface
waters in the area a
deep red-brown color.
Such a growth explo-
sion can occur natural-
ly, but as the algae use
up the nutrients in the
water, the growth
slows down and the
bloom ends. However,
a billion gallons a
day of treated sewage
are discharged into
the waters of the
Sound every day, and
nutrients such as phos-
phorous and nitrogen
that are contained in
this discharge appear
to be fueling the algal
blooms for much
longer durations than
would normally occur.
As the millions of
plants that die each
day during these pro-
longed blooms sink to
the bottom waters and
decompose. This uses
up oxygen, increasing
the intensity and extent
of the natural summer
hypoxia (see diagram).
Are Things getting
Worse?
Historical data is too
sketchy to be able to
state with certainty that
summer hypoxia in
Long Island Sound
is getting worse, al-
though there are no
records of such an ex-
tensive hypoxic event
as occured in 1987. It
may be that a number
of natural factors com-
bined to make 1987
such an unusual year.
Whatever the reason, if
hypoxia continues in
this severity future ad-
verse impacts on the
fisheries and shellfish-
eries of the Sound can
be expected. Firmly
establishing the
causes of hypoxia, and
assessing the potential
impacts to the living
marine resources of
the Sound, will be an
important challenge for
LISS participants and
a key element to future
management plans lor
Long Island Sound.
The Dynamics of Hypoxia in Long Island
l^Jfet-"
Bottom Water Dissolved Oxygen (ppm)
August 1987
The Long Island Sound Study
The Long Island Sound Study (LISS) is a five year federally-funded research and management initiative that began in
1985 as part of the National Estuary Program, a recent addition to the federal Clean Water Act created to protect estuaries
of national importance. The LISS is a cooperative bi-state effort involving federal, state, interstate, and local agencies as
well as research institutions, educational organizations, and environmental groups. Concerned individuals or organiza-
tions interested in getting involved with the Study can do so through the Citizen's Advisory Committee (CAC). For more
information on the CAC, or on the public education activities of the Study of which this fact sheet is a part, contact: the
Connecticut Sea Grant Marine Advisory Program, UCONN at Avery Point, CT. 06340. (203) 445-8664.
This fact sheet was produced by the University of Connecticut Sea Grant Marine Advisory
Program, an arm of Sea Grant and the Cooperative Extension Service, with support provided by a
cooperative agreement with the Environmental Protection Agency. CTSG
-------
LONG
ISLAND
SOUND
STUDY
Toxic Contamination in
Long Island Sound
Of the 55,000 chemicals in use today, many are
poisonous or toxic. The effect of toxic contaminants on
the health of Long Island Sound, and on those who use
it, is a major concern of the Long island Sound Study
(LISS).
What is Being Done About Toxic
Contamination?
LISS Investigators are evaluating information
that identifies which toxic substances are of concern,
where they come from, where they end up, how they
affect the ecosystem, and what the health risks are for
human consumers of seafood products. Ultimately, the
LISS will produce a Comprehensive Conservation and
Management Plan (CCMP) that will include a section on
management of toxic substances. One goal of the Study
is to reduce impacts from toxic contamination on Long
Island Sound resources. Another is to minimize human
health risks
Which Toxic Contaminants Should
We Be Concerned About?
Land use and the manufacture, use, and
disposal of everyday products all contribute
contaminants to the system. The LISS has established a
list of toxic pollutants we should be concerned about in
our area that reflect past and present activities in the
Sound's drainage basin (Table 1). Although metals are
naturally found in the environment, their levels are often
elevated by human activities. Because copper, zinc,
cadmium, and chromium are commonly used in industry,
they are found on the LISS target list. Other metals on
the list such as lead have also built up in the Sound as a
result of everyday activities, primarily automobile use.
The LISS list also contains organic (carbon-
based) pollutants. Many of these substances are
synthetic, that is, they do not occur naturally in the
environment. Polychlorinated biphenyls (PCBs) and
most of the pesticides listed are no longer in general
production; some are still found in the Sound, however,
because they take years to disperse and break down.
Also listed are polynuclear aromatic hydrocarbons
(PAHs) which are ubiquitous components of petroleum
products. They are also produced during the combustion
of organic materials such as fossil fuels, trees, trash, and
even charcoal barbecues. PAHs are widely distributed
by the atmosphere Long Island Sound is likely to be
contaminated with PAHs near sources such as
petroleum terminals, urban harbors, coal piles, and
industrialized basins. Some PAHs are known
carcinogens and pose a potential problem wherever they
are found.
What Are The Sources of Toxic
Contaminants in Long Island Sound'
Understanding the relative contributions of the
various sources of toxic substances is necessary in
order to develop effective strategies to protect the
Sound. Both active sources or discharges and any
environmental contamination resulting from historic
activities must be evaluated. Currently, active discharges
are regulated under the pollution discharge elimination
system (PDES) permits. Management strategies are
more cost effective when they are preventative, i.e.
developed for ongoing activities and discharges. Once
contamination occurs, cleanup is extremely costly and
diff icult.
Toxic substances enter the Sound's waters as a
result of natural processes and human activities.
Pollution sources are categorized as either point
Table 1, LISS Chemical Contaminant Target List
INORGANIC COMPOUNDS
Metals
Cadmium
GtwomJum
Copper
Lead
Mercury
Zinc
ORGANIC COMPOUNDS
Pesticides
Chlordane
Dieldrin
DDT, DDD, ODE
Heptachlor
Lindane
Trafis-ooftachtor
Potyehtorinated biphenyls (PCBs)
Po^aromatfc hydrocarbons (PAHs)
-------
sources, for example, discharge pipes, or nonpoint
sources, such as stormwater runoff and atmospheric
deposition (see Fact Sheet #7). Wastewater and runoff
have different types and concentrations of contaminants.
For example, in the Long Island Sound area, sewage
treatment plants appear to be a major source of copper
pollution, whereas urban runoff contributes much of the
lead contamination. Recent research has shown
atmospheric deposition is an important source of heavy
metals such as copper, lead, mercury, and zinc. Another
pollution source which cannot be ignored, is sediment
already in the Sound. Prior to the 1970s, lack of stringent
discharge controls led to locally contaminated sediment
that can release pollutants when resuspended (see
Figure 1). The contaminants may also be accumulated
and redistributed by marine organisms when ingested or
physically disturbed.
What Happens to Toxic Substances
Once They Enter The Sound?
Once toxic chemicals are released into the
environment, they may move back and forth between the
water column, bottom sediment, and the food chain
many times. This cycle ends when they are buried deep
in the sediment or, as for some toxic organic substances
(DDTs), broken down into harmless compounds (Figure
2). The residence time (average length of time a
contaminant remains in a system) of a toxic organic
substance depends upon the characteristics of the
substance as well as the environment in which it is
found. Controlling factors include the compound's
structure, the medium's chemistry, and the presence of
other chemicals. PCBs and chlorinated hydrocarbons
such as DDT have long environmental residence times.
They are foreign to the natural environment and natural
metabolic processes have not evolved that quickly break
them down.
Although toxic substances are found in
organisms and in the water of Long Island Sound, the
majority of the contaminants are attached or bound to
sediment particles. Sediment found in urban harbors
often contains high concentrations of contaminants since
the harbors are adjacent to past or existing pollutant
sources (Figure 1). It follows that sedentary and some
mobile marine life living in areas that have highly
contaminated sediment usually contain higher
concentrations of contaminants than those found in
cleaner areas such as the open Sound (Figure 3).
The uptake of organic and inorganic substances
New Haven (NH)
Milford-GuH Pond (GP) '
Bridgeport (BF
Black nock (BR)
Greenwich (Gfl)
Copper tig/g Dry Sediment
:10ng'g | | 10-50iig/g
SCMOO^g/g
by fish and invertebrates is controlled by environmental
conditions, the character of the substance, and the
physiology of the organism. Generally the level of a
pollutant in an organism's tissue is determined by factors
such as the length of exposure (concentration over a
period of time), how much fat tissue the organism has,
and by its ability to metabolize and/or excrete the
pollutant. Considering the wide range of contaminants,
physical and chemical conditions, and marine life, it's not
surprising that straightforward relationships between
exposure and pollutant concentration in living tissues
have not been defined.
Studies conducted for the LISS and the National
Oceanic and Atmospheric Administration's Mussel
Watch indicate that levels of some metals and pesticides
in Long Island Sound shellfish tissues have declined.
Figure 4 shows the levels of metals in oyster meats have
declined since the 1970s. This is the result of numerous
factors, including improved treatment of industrial and
sewage treatment plant discharges as required by the
Federal Clean Water Act. Other factors are the
movement of industries that pollute away from the
Northeast and the phasing out of products that pollute
such as leaded gasoline, lead paint, and persistent
pesticides.
How do Toxic Substances Affect The
Ecosystem?
Some substances in high concentrations can kill
marine life. Other substances have a more subtle effect
on marine life in terms of behavior, reproduction, or how
they impact the key components of intricately balanced
food webs. The net result could be a reduction in
productivity and an imbalance in marine life communities
towards pollution tolerant species such as the
opportunistic benthic worm Capitella. This factor is more
pertinent to the condition or "health" of marine resource
populations rather than to the health of seafood
consumers.
What Are The Human Health Risks?
Often, toxic substances are found at higher
levels in organisms than in the water in which the
organisms are found. This phenomenon,
bioaccumulation, has special significance for seafood.
Bioaccumulation occurs when the amount of
800
600
>- 400
O)
200
Figure 1. Distribution of Copper in surface sediments of
Long Island Sound. Source: Greig, et al., 1977.
GR BR BP GP NH
Location
Figure 3. Copper in oysters from Long Island Sound.
Source: Connecticut Department of Environmental
Protection, 1986.
-------
Figure 2. Fate of chemicals in Long Island Sound.
volitilization
t
discharge into the Sound
biochemical and photochemical
reactions in surface microlayer
dilution in water
adsorption to sediment particles or algae
settling
changing by bacterial action
resuspension by water currents or organisms
combination with other chemicals
ingestion by filter feeders
ingestion by sediment eaters
storage in internal organs ~-/\
^mm(ti^mmnimmMiii'^^!imm^,
K
.§ burial by new sediments
ingestion by filter feeders
chemical alterations in sediment pore
waters and sediment water interface
contaminant taken into the organism exceeds the
amount removed or excreted. Bioaccumulation can
cause organisms to have high levels of toxic substances
in their tissues, and consequently may be a health risk to
seafood consumers. Public health advisories are
published to inform consumers about potential risks from
eating large amounts of specific types of seafood (see
Fact Sheet #9). In Long Island Sound, advisories for
saltwater fish exist for only striped bass, bluefish, and
lobster tomalleys. New York also has an advisory for
American eels. These advisories are all because of
elevated levels of PCBs. The state health officials in
-------
Connecticut and New York involved with the LISS are
working to ensure that health risks are addressed as part
of the CCMP.
Managing Toxic Contaminants in
Long Island Sound?
The LISS will provide information to help
environmental managers focus on reducing toxic
contamination in the Sound. The LISS is attempting to
reduce toxic contamination in the Sound and educate
the Long Island Sound community about contamination
issues.
Presently, New York has water quality standards
for over 20 chemicals. The LISS may also recommend
additional or revised water quality standards for some
toxic substances. Currently, criteria for toxic chemicals in
the sediment are not well defined but they are being
developed at the Federal level. The LISS will monitor
progress in the development of sediment criteria and
other guidelines for seafood and make
recommendations for criteria usage when appropriate.
Control of toxic contaminants from point
discharges around Long Island Sound is an ongoing
process. The industrial pretreatment program requires
industries to reduce levels of toxic substances in their
effluent prior to discharging to sewage treatment plants.
Conversely, any industries that discharge directly to
surface waters are regulated by the PDES permitting
program. The regulatory approach has evolved from
being soley based on effluent limits to a combination of
these limits with biological methods. Permits require
some dischargers to conduct a bioassay, a test that
exposes sensitive fish and aquatic invertebrates to its
wastewater discharge. If the test organisms are impaired
or die, the facility is required to determine the cause of
the mortality and modify their operations to eliminate or
neutralize the toxicity. Although the bioassay test does
not evaluate the cumulative impacts of the buildup of
pollutants within the system, it does evaluate the
combined effect of all contaminants in the discharge,
providing an added level of protection that numerical
limits do not offer.
The densely populated nature of the land
surrounding the Sound makes stormwater runoff a
critical issue. Runoff carries contaminants picked up
from the land to surface waters. Tackling the problem of
runoff as a source of contaminants requires effective
land use controls and wetland protection programs.
Until the controls being developed for all types of
discharges and waste reduction become effective at
reducing the levels of toxic substances in the Sound,
health concerns are being identified and the public
informed of them. In the future, additional control over
the input from both point and nonpoint sources of
chemical contamination should be the result of the
coordinated efforts of an informed community of citizens,
environmental scientists and managers, and elected
government officials.
_ 120
r
1970s
60
o>
>x
0>
3 0"
30r
15
1980s
_ 0
1970s
5000 r
2500
1980s
1970s
250r
125
1980s
1970s
1980s
Cadmium
Chromium
Copper
Nickel
Figure 4. The mean and range of concentrations (mg/g dry wt) of selected heavy metals in oysters collected at
the mouth of the Housatonic River in the 1970s compared to those collected in the 1980s. Source: 1970
data, Feng and Ruddy and 1980 data, CT Department of Environmental Protection.
The Long Island Sound Study
The Long Island Sound Study (LISS) is a six-year research and management project that began in 1985 as part of the
National Estuary Program, a recent addition to the federal Clean Water Act created to protect estuaries of national importance. The
LISS is a cooperative effort involving research institutions, regulatory agencies, marine user groups and other concerned
organizations and individuals. The purpose of the Study is to produce a management plan for the Sound that will be administered
by the three major LISS partners, the Environmental Protection Agency and the states of New York and Connecticut. To get
involved with the Study, or for more information, contact: the New York Sea Grant Extension Program, 125 Nassau Hall, SUNY,
Stony Brook, NY 11794, Tel. (516)632-8737; or the Connecticut Sea Grant Marine Advisory Program, 43 Marne Street, Hamden,
CT 06514, Tel. (203)789-7865.
This fact sheet was produced by the New York Sea Grant Extension
Program and the Connecticut Sea Grant Marine Advisory Program.
Written by Paul Stacey and Melissa Beristain, artwork by Catherine Walker and Mitzi Eisel.
Funding provided by the Long Island Sound Study Cooperating Agencies: The U.S. Environmental Protection Agency,
Connecticut Department of Environmental Protection, New York Department of Environmental Conservation.
6/90
-------
LONG
ISLAND
SOUND
STUDY
Nutrient Reduction Action Plan Demonstration
Projects
Over the past three years, the Long Island Sound Study
(LISS) has been investigating the nature of the hypoxia (low
dissolved oxygen) problem in Long Island Sound. There is a
growing consensus among researchers that excess nutrients are
the primary cause of the reduced oxygen levels observed in the
Sound (see Fact Sheet #1). Measures to improve this condition,
such as controlling the flow of nutrients, particularly nitrogen, to
the Sound, are challenging and could be costly. Original
estimates attached a price tag of several billion dollars to the
reduction of nutrient pollution from point sources — sewage
treatment plants and industry.
To determine the effectiveness of several "low-cost"nutrient
reduction measures, the LISS is funding two pilot projects called
Action Plan Demonstration Projects. Each will investigate the
effectiveness and applicability of certain nutrient reduction
technologies in the Sound's watershed.
Biological Nutrient Removal Project
Currently, wastewater is treated by two processes, called
primary and secondary treatment before being discharged into
the Sound. Primary treatment removes solids and some organic
matter, while secondary uses biological processes to treat
wastewater to further reduce organic wastes in the effluent (see
Fact Sheet #3). Conventional wastewater treatment plants
remove only small amounts of the nutrients nitrogen and
phosphorus. Typically, a primary treatment plant can remove 5
to 15 percent of the total nitrogen and phosphorus from the waste
stream. A secondary plant will remove an additional 5 to 10
percent of these nutrients.
Nutrient Reduction: New
Solutions to Old Problems
Using biological nutrient removal (BNR) techniques,
wastewater treatment experts believe that it may be possible to
increase nutrient removal from existing sewage treatment plants
at reduced costs. The BNR process, shown in Figure 1,
transforms nitrogen, which enters the plant as ammonia, into
nitrogen gas that is released into the atmosphere. BNR is a
two-step process utilizing natural reactions, nitrification and
denitrification. Figure 2 gives one example of these reactions in
nature. To set up BNR for wastewater treatment, the aeration
tank is altered so that an anoxic or anaerobic (low or no oxygen)
zone is created at one end and the other sections remain aerated
or aerobic. Sewage and bacteria from secondary settling tanks
are mixed into the low oxygen zone. In the aerated section%
ammonia (NH4+) is converted to nitrate (NOf~) in a two-stage
reaction called nitrification. Denitrification requires low oxygen
conditions. The bacteria extract oxygen from nitrates, causing
harmless nitrogen gas (N2) to be released into the atmosphere.
Consequently, nitrogen is reduced in the wastewater effluent
(discharge).
These BNR techniques may require only minor changes in
operation and process control rather than complete
reconstruction of the plant where they can be applied.
Two sewage treatment plants that discharge into the Long
Island Sound Study area, the Stamford Water Pollution Control
Facility in Stamford, CT and the Tallman Island Sewage
Treatment Plant in Queens, NY are evaluating the BNR method.
Their goal is to biologically remove 80 percent of the nitrogen
from the effluent. These plants were selected because of their
facility designs, past records of compliance with permit limits,
and plant operator skills and controls. Additionally, neither plant
is at or over capacity.
The Stamford facility implemented BNR on March 1,1990.
This plant, designed to treat 20 million gallons per day (MGD)
Wastewater Screens
Influent
NO3 - N and
Secondary
Settling Tank
, Disinfection
Denitrification
(Anaerobic or
Anoxic)
Nitrification
(Aerobic)
Figure 1. Example of biological nutrient removal process in an altered aeration tank
-------
has an average daily flow rate of 16 MGD and is now removing
more than 97 percent of the ammonium-nitrogen (NH4+) and 65
to 75 percent of the total nitrogen in the effluent.
In June 1990, work began at the Tollman Island plant to
implement a similar wastewater treatment process. This plant is
much larger than the one in Stamford. Designed to treat 80
MGD, it treats an average of 63 MGD. The BNR treatment
process will be evaluated in one quarter of the plant (affecting 16
MGD of the flow through the plant) and the effluent quality of
both the BNR and old treatment processes will be monitored
closely.
The $105,500 LISS demonstration grant will enable the
Tollman and Stamford facilities to document the operational
limits associated with the BNR process. One important factor
that will be tested is the technique's effectiveness in colder
temperatures, when bacteria are less active.
The staff at both facilities and their city governments are
very dedicated to the project's success. They have increased
personnel and provided financial resources to ensure the
project's thorough analysis.
NITROGEN FROM WATER
Figure 2. Example of nitrogen cycle in nature. Adapted from
Garrels, Mackenzie and Hunt, 1975.
Agricultural Nutrient Management Project
Nonpoint sources of pollution also contribute nutrients to
Long Island Sound via land and river runoff. In the Housatonic
River basin, the Litchfield County Soil and Water Conservation
District, the Connecticut Council on Soil and Water
Conservation, the USDA Soil Conservation Service and
Connecticut Cooperative Extension System have received
funding from the LISS and the Connecticut Department of
Environmental Protection to conduct an agricultural nutrient
management demonstration project. The objective of this
project is to demonstrate the feasibility of using customized
agricultural nutrient management plans to decrease nutrient
runoff to Long Island Sound.
Present inorganic fertilizer application practices and poor
distribution of animal wastes on croplands may result in
overfertilization of some fields. The excess fertilizers may run
off the land into the surface waters or be transported in the
groundwater to nearby streams. Eventually the streams will
transport the nutrients to Long Island Sound.
Soils are tested to measure nutrient levels and to determine
whether it is necessary to apply fertilizer and in what amounts.
Fertilizer added to soil already containing enough nutrients to
support the crop to be grown may wash away with runoff or leach
into the groundwater.
By 1991 twenty-seven farms will have prepared individual
nutrient management plans. The plans will be based on the type
of farm, nutrient levels in the soil and current fertilizer and
manure application practices. The management plans will be
evaluated for their effectiveness in maintaining crops and
reducing runoff of nutrients from each property.
An integral part of this project is an information and
education program designed to encourage farmers to volunteer
to participate in the project. By participating, farmers can
decrease their operational cost by using less fertilizer on their
land.
The results of this $80,000 demonstration grant will be
applicable throughout the Sound's drainage basin and will
identify the economic and environmental benefits of using
agricultural nutrient management plans.
The Long Island Sound Study
The Long Island Sound Study (LISS) is a six-year research and management project that began in 1985 as part of the National Estuary
Program, a recent addition to the federal Clean Water Act created to protect estuaries of national importance. The LISS is a cooperative
effort involving researchinstitutions, regulatory agencies, marine user groups and other concerned organizations and individuals. The
purpose of the Study is to produce a management plan for the Sound that will be administered by the three major LISS partners, the
Environmental Protection Agency and the states of New York and Connecticut. To get involvedwiththe Study, or for more information,
contact: the New York Sea Grant Extension Program, 125 Nassau Hall, SUNY, Stony Brook, NY 11794, Tel. (516)632-8737; or the
Connecticut Sea Grant Marine Advisory Program, 43 Mame Street, Hamden, CT 06514, Tel. (203)789-7865. ^""V
This fact sheet was produced by the New York Sea Grant Extension
Program and the Connecticut Sea Grant Marine Advisory Program.
Written by Melissa Beristuin. Artwork by Catherine Sexton.
Funding provided by the Long Island Sound Study. Cooperating Agencies: The U.S. Environmental Protection Agency,
Connecticut Department of Environmental Protection, New York Department of Environmental Conservation. 8/90
-------
LONG
ISLAND
SOUND
STUDY
Long Island Sound is as famous for its fish and
shellfish as it is for boating, swimming, and scuba
diving. The Sounds sheltered embayments are the
most desirable areas for many recreational and
commercial activities. Yet, it is on the shorelines of
these embayments that developments are
concentrated. Pathogen contamination, caused
poor land use and flawed waste disposal practices,
often impairs our ability to swim or harvest shellfish
in many bays. In 1989, the dockside value of Long
Island Sound's commercial bivalve shellfishery -
clams, oysters, and mussels (excluding bivalves
harvested in relay and depuration programs) - was
over $30 million. Because pathogen contamination
closes beaches and restricts shellfish harvesting, it
seriously affects the region, economically and socially.
Origins and Effects of Pathogens
Certain bacteria, viruses, and protozoa are known as
pathogens. When people ingest these microorganisms
or allow them to enter their bodies, they may incur
illnesses and diseases such as gastroenteritis, cholera,
typhoid fever, salmonella, or hepatitis A. Pathogens
that concentrate in the fecal waste of infected humans
and warm-blooded animals, find their way to Long
Island Sound via both point and nonpoint routes (see
Fact Sheets #3 and #7). Specific sources of pathogens
include improperly and untreated sewage discharges
from combined sewer overflows (CSOs), sewage
treatment plant breakdowns, and pumping station
bypasses; Stormwater runoff; waterfowl and animal
wastes; septic systems; inadequately treated sewage
discharges from boats; and illegal connections to
storm drain systems.
Testing for Pathogens
As yet, there is no practical test for pathogens, human
or otherwise. Consequently, their presence cannot be
accurately measured. Instead, the appearance of
indicator organisms determines the presence of
pathogenic organisms. Coliform bacteria are used as
indicators and, like pathogens, are found in the
digestive tracts of all warm-blooded animals, on plant
matter, and in the soil. Because coliform bacteria are
typically discharged with sewage wastes, their
presence in significant numbers serves as an
indication that other harmful bacteria or viruses may
be present.
Pathogens
Because coliforms are not always pathogens, they are
not perfect indicators. Despite the limitations,
standards based on coliforms have minimized typhoid
and cholera outbreaks caused by eating shellfish or
swimming polluted waters. Scientists are evaluating
the reliability of other indicators. These new
indicators may improve our ability to identify the
presence of human pathogens.
Currently, three types of indicators are measured:
total coliform, which comes from decaying matter,
feces, and soil; fecal coliform, which is a component
of total coliform bacteria; and enterococcus, which
comes from feces of warm-blooded animals, including
humans. All suggest the possible presence of harmful
bacteria and viruses.
Stormwater runoff that contains animal wastes and
soil washed from the land is often a major source of
fecal coliform bacteria (see Figure 1). In many older
cities, sanitary and storm sewer systems are
combined. So when it rains, the volume of these
combined flows often exceeds the capacity of the
sewage treatment plant. This results in the discharge
of untreated wastes containing fecal and other
coliforms into coastal waters. (In Figure 1, CSOs are
part of the urban runoff category.) The outflows of
combined sewers and sewage treatment plants have a
higher probability of disease transmission because
they carry high levels of bacteria in a concentrated
form.
Urban Runoff
(47.3%)
Sewage Treatment Plants (1 .0%)
JL
Rivers and
Upstream
Sources
(51.7%)
Industrial Discharge (0.1%)
Figure 1. Estimated fecal coliform discharges to Long Island
Sound in 1986. The urban runoff category includes CSOs;
the river load includes point and nonpoint sources from
upstream. Source: National Coastal Pollutant Discharge
Inventory: Estimates for Long Island Sound.
Effects of Pathogen Contamination
1. Closure of Bathing Beaches
Swimming in contaminated waters can lead to
-------
Westchester County
New York City and Nassau County *
Suffolk County, New York
Beach Closure Standards
— Total coliform greater than 2,400/1 00 ml
Fecal coliform greater than 400/1 00 ml
Enterococcal organisms greater than 61/100 ml
Connecticut
(single sample)
* Rainwater runoff can raise total coliform levels because it carries decaying matter and animal and human waste.
Certain beaches in Mamaroneck Harbor are automatically closed following rain events. Nassau County
recommends people refrain from swimming in certain areas after significant rainfall because the coliform levels
may be increased but not exceed the standard.
Coliform standards are based on a log-mean average for 5 or more samples within 30 days.
bacterial and viral infections. Therefore, beaches are
monitored and closed by the health department when
levels of indicator organisms exceed acceptable
standards. But because these standards are set by
local health departments, they may vary among
jurisdictions (see box). Figure 2 shows the number of
Long Island Sound beach days lost due to coliform
contamination. Many of New York's beach closures
were not the direct result of measured coliform levels -
rather, they were precautionary closings caused by
sewage treatment or pumping station failures in the
vicinity of a bathing beach. The increased number of
beach closures in 1989 is related to the record rainfall
experienced that year.
LI Sound Beach Closures
Due to Coliform Contamination
1987
1988
Date
Connecticut
1989
New York*
Figure 2. Long Island Sound beach closings due to coliform
contamination. Number of beach days lost equals the sum of
the number of days all beaches were closed. . Excludes
New York City beaches
2. Closure of Shellfishing Grounds
Pathogen contamination also limits the use of
shellfish resources. Bivalve shellfish, such as oysters,
mussels, and clams, feed by filtering large quantities
of water and extracting food particles. If the shellfish
are growing in polluted areas, this process will collect
and even concentrate pathogens in their digestive
systems. By eating whole, partially cooked, or raw
contaminated shellfish, viable pathogens can be
passed on to the consumer. Other forms of seafood,
such as lobsters, crabs, and shrimp, are not filter
feeders, and are usually cooked before eating.
Therefore, they are not as likely to be contaminated
with pathogens. The LISS Fact Sheet #9, "Seafood
Issues," describes how to ensure the shellfish you eat
are safe and are of high quality.
Shellfish Sanitation Program
Shellfish growing waters are routinely tested for
coliform levels. This is to assure the shellfish being
harvested are safe for human consumption. Under the
National Shellfish Sanitation Program, initiated in
1925, States are responsible for ensuring that
shellfish are harvested only from clean waters. The
New York State Department of Environmental
Conservation and the Connecticut Department of
Agriculture, along with some coastal municipalities,
monitor and regulate the Sound's shellfish resources
and enforce contaminated shellfishing area closures.
Shellfish can be harvested only from areas where the
median coliform values are routinely found to be
below 70 total or 14 fecal coliforms per 100 milliliters
of water.
Shellfish can be moved from pathogen contaminated
waters to clean waters, where they will flush out the
pathogens over a period of several weeks.
Transplanting or relaying shellfish to clean waters
allows for natural purification or flushing. Controlled
purification takes place in depuration plants in which
shellfish are held in tanks with rapidly circulating
water. Both types of activities are carefully regulated
by state agencies.
The Shellfish Sanitation Program has been very
-------
Shellfish - Associated Illness
In New York State
J2
ra
CO CO CO
YEAR
Figure 3. Shellfish-associated illness reported in New York
State. Source: Bureau of Community Sanitation and Food
Protection, New York State Dept. of Health.
effective in controlling outbreaks of shellfish-borne
disease. Figure 3 summarizes shellfish-associated
illnesses reported in New York State over the past
decade (it includes shellfish harvested outside state
waters). In 1982, many reported illnesses were traced
to clams harvested in New England and Europe. In
1989, only ten outbreaks were reported in
Connecticut, no major outbreaks were reported in
Shellfish Area Classifications
Approved or Certified Areas:
Shellfish can be freely harvested from areas that meet
appropriate state and National Shellfish Sanitation Program
bacterial standards. These areas are regularly sampled by
shellfish regulatory agencies.
Conditionally Approved or Certified Areas:
Any area influenced by occasional and predictable
deterioration of water quality. Shellfish can be directly
harvested only under specified conditions (i.e., when water
quality meets certified criteria under identified situations of
reduced pollutant inputs). The area is temporarily closed
when certified criteria are not met. Rainfall is a major factor
:hat affects conditional closings.
Restricted Areas:
Areas that do not meet the certified area criteria. Shellfish
nay be harvested from these areas for transplanting or
depuration under special permits from the State Shellfish
Control Agency.
Conditionally Restricted Areas:
<\ny area predictably influenced by pathogenic
contamination, as with conditionally certified areas.
Prohibited Areas:
No harvesting is permitted from areas that are grossly
contaminated or for which no shoreline survey and water
quality assessment has been recently completed.
Extent of Pathogen Contamination in Long Island Sound
Connecticut New York Total
(acres) (acres) (acres)
Potential shellfishing grounds 392,419
Prohibited or restricted areas 78,009
(20%)
Productive shellfish beds
Prohibited or restricted areas
where beds are productive
52,500
18,375
(35%)
471,220 863,639
82,445 160,454
(18%)
66,000 118,500
48,500 66,875
(73.5%)
As of January 1990. Source: NY Dept. of Environmenta
Conservation and CT Dept. of Agriculture.
previous years. An outbreak represents two or more
illnesses at one location.
The LISS and Pathogen Contamination
Figure 4 compares average total coliform
concentrations for wet and dry weather conditions
from June to September 1989. This type of data, when
combined with other available information, will be
used to characterize pathogen contamination in Long
Island Sound. Figure 5 shows the decreasing trends
in total coliform levels in the East River and Western
Sound.
TOTAL COLIFORM DISTRIBUTION
IN SURFACE WATERS
1989 Levels-DRY WEATHER VS. WET WEATHER
DRY
WET
Long Island Sound
Long Island
Sound
2/400 = Bathing Standard
| > 20,000 U 10,000 - 20,000 U 2,400 - 10,000
Q < 2,400 (MPN/100ML) U Not Measured
Figure 4. Comparison of wet and dry weather average total
coliform concentrations measured at the surface from June to
September 1989. Bathing standard is applicable in western
Sound only. Source: New York City Department of
Environmental Protection.
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_l
'-
z
D-
COLIFORM IV
_i
_i
8
0.
COLIFORM IV
_i
We
1000000-
100000-
10000
1000-
100-
10-
1000000-
100000-
10000-
1000-
100-
19
Average Surface Coliform in
stern Long Island Sound and Upper East River
Western Long Island Sound
* * 1 1 1* T 1 1 T T T
f T 1
1 1 1 1
Upper East River
IT 1 1 1 T T T
ITYTT*A|TT TT T
Hfr
New York State
Water Quality
Standard for
Swimming
New York Slate
Water Quality
Standard for
Swimming
• • • • i • • • • i • ' • ' i ' ' ' • i
59 1974 1979 1964 1969
The Long Island Sound Study (LISS) is investigating
ways in which the Sound's water quality can be
maintained or enhanced. Under an Action Plan
Demonstration Project, the LISS is studying the
relationship of urban stormwater runoff to coliform
levels in the Mamaroneck Harbor area. Nonstructural
coliform reduction management practices (catch basin
cleaning, street sweeping, and an educational
program on pet waste ordinances) have been
implemented and evaluated. Although the results
have shown that these measures alone did not reduce
coliform levels, the project's goal of improving water
quality can still be achieved. Coliform modeling will
provide estimates of effluent limits for point source
discharges into the Harbor. These estimates can be
used to develop goals that will continue to reduce
pathogen inputs to the Sound.
In its Comprehensive Conservation and Management
Plan (due out in November 1991), the LISS will
identify specific actions to reduce pathogen
contamination in the Sound. Scientists and managers
will characterize the conditions for pathogen closures
in the Sound, identify standards used, and evaluate
the need for a uniform beach closure standard.
Figure 5. Average total coliform concentrations measured at
the surface from June to September 1970 through 1989 in
the East River and Western Sound. Bathing standard is
applicable east of the Whitestone Bridge. Source: New York
City Department of Environmental Protection.
The Long Island Sound Study
The Long Island Sound Study (LISS) is a six-year research and management project that began in 1985 as part of
the National Estuary Program, a recent addition to the federal Clean Water Act created to protect estuaries of
national importance. The LISS is a cooperative effort involving research institutions, regulatory agencies, marine user
groups and other concerned organizations and individuals. The purpose of the Study is to produce a management
plan for the Sound that will be administered by the three major LISS partners, the Environmental Protection Agency
and the states of New York and Connecticut. To become involved with the Study, or for more information, contact the
New York Sea Grant Extension Program, 125 Nassau Hall, SUNY, Stony Brook, NY 11794, Tel. (516) 632-8737; or
the Connecticut Sea Grant Marine Advisory Program, 43 Marne Street, Hamden, CT 06514, Tel. (203) 789-7865.
This fact sheet was produced by the New York Sea Grant Extension
Program and the Connecticut Sea Grant Marine Advisory Program. Written
by Melissa Beristain. Layout and graphics by Catherine Sexton.
Funding Provided by the Long Island Sound Study. Cooperating Agencies: The U.S. Environmental Protection
Agency, Connecticut Department of Environmental Protection, New York Department of Environmental Conservation.
fS
12/90
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LONG
ISLAND
SOUND
STUDY
Nearly half of the homes and businesses in the Long
Island Sound watershed have septic tank waste disposal
systems. When properly sited and maintained on a routine
basis, septic systems are an excellent waste management
alternative. However, when not properly sited or
maintained, they can cause contamination of surface and
groundwater resources, which leads to public health and
pollution problems.
How Septic Systems Work
Septic systems have two key components, a
receiving tank and a leaching system. A sewage line
carries wastewater from the kitchen, bathroom and laundry
room to the underground septic tank, where heavy particles
settle out of the liquid, forming a layer of sludge on the
bottom of the tank. Light materials float, forming a layer of
scum on top of the water in the tank (see Figure 1). Bacteria
use the solid materials, liquefying these waste products. To
allow sufficient time for particles to settle and for bacteria to
break down the sludge, a septic tank should be large enough
to hold at least one day's flow of wastewater from the home,
and to provide storage for sludge and scum.
ACCESS COVERS
INLET
FROM
HOUSE
OUTLET
TO
LEACHING
SYSTEM
Figure 1. Cross section of a typical septic tank.
Each addition of wastewater to the septic tank
displaces an equal amount of liquid into the leaching system.
This may consist of a large perforated ring, leaching pit, or a
series of absorption trenches, depending on the regulations
in effect in your area when your system was installed. The
leaching system is designed to allow the liquid from the
septic tank (called effluent) to be released into and filtered
by the surrounding soil. Bacteria in the soil further degrade
the waste, removing harmful organisms, organic matter, and
some nutrients. Ultimately, some of the effluent enters the
groundwater.
Groundwater Contamination
Septic systems will operate effectively if, and only if,
they are designed properly, situated in areas that allow
The Impact of Septic Systems
on the Environment
proper operation, used only for the purposes for which they
were designed, and given periodic maintenance. Even a
properly operating system will discharge nutrients
(phosphates and nitrates) and some bacteria or viruses to the
groundwater. An improperly maintained or failing system
will discharge even more contaminants to the groundwater.
Domestic wastewater can contain bacteria and
viruses that cause dysentery, hepatitis, and typhoid fever. To
protect public health, it is important to minimize the amount
of these organisms that reach surface or groundwater.
Fortunately, soil and soil bacteria can effectively remove
most pathogens (disease-causing microorganisms) from
wastewater treated in a properly functioning septic system.
When nutrients such as nitrogen and phosphorus
are discharged from septic systems into the groundwater,
they contaminate drinking water supplies, and also represent
a potentially important nonpoint source of pollution to
ponds, streams, and the Sound (see LISS Fact Sheet #7,
Nonpoint Source Pollution in Long Island Sound). The
connection between ground and surface water pollution is
closely linked since the base flow of streams draining to
Long Island Sound comes primarily from groundwater
contributions, (see Figure 2).
MOVEMENT
Contaminants
move toward
water body
Figure 2. Groundwater can transport biological,
chemical and nutrient contaminants to nearby
surface waters.
In freshwater systems, phosphorus causes excessive
aquatic weed growth that can limit the uses of ponds and
lakes. In the Sound, nitrogen fuels massive algae blooms,
which in turn die, using up oxygen as they decompose. This
causes hypoxia, a loss of oxygen in the bottom waters,
which has serious ecological implications for Long Island
Sound (see LISS Hyppxia Management Update).
Infectious diseases and nutrients are not the only
concern. The improper use of septic systems has been shown
to contribute to contamination of groundwater by toxic
chemicals. Contaminants that may enter groundwater
through septic systems include heavy metals and toxic
chemicals from small commercial establishments, toxic
household products, and organic chemicals typically found
in septic tank cleaning products. Given that over 50 percent
of all drinking water used in the United States is
-------
groundwater. improper use and failure of septic systems
should not be taken lightly.
In order to improve the level of wastewater treatment
and minimize the 'amount of disease organisms, nutrients,
and chemicals that enter ground and surface waters, you
should make sure your system is in proper working order,
follow simple maintenance procedures, and conserve water.
SIGNS OF SEPTIC SYSTEM FAILURE
• Slow drainage or sewage backup in drains or
toilets.
• Excessive lush grass growth in the system area,
even during dry weather.
• Unpleasant odors around your home.
• Excessive growth of aquatic weeds or algae in
lakes or ponds adjacent to your home.
HEALTH EFFECTS OF A FAILING SYSTEM
• Improperly treated wastewater can contaminate
drinking water supplies, causing disease.
• Infectious diseases are spread by mosquitoes
and flies that breed in areas where liquid wastewa-
ter reaches the surface.
. Risk to the public, especially children and animals
who come into contact with surface flows and may
drink contaminated groundwater.
What You Can Do
Maintenance is the single most important factor that
determines the length of time a septic system will function
properly. Too often homeowners forget that whatever goes
down the drain or toilet ultimately finds its way into the soil
(and possibly the groundwater) or remains in the septic tank
until it is pumped out. The following maintenance practices
will help keep your system functioning well and help
minimize its impact on the environment.
Pump out your septic tank. When a system is poorly
maintained (not pumped out on a regular basis), solids build
up in the septic tank, then flow into the leaching system,
clogging it beyond repair. Since it may cost $5,000 or more
to replace a septic system, having a reputable contractor
pump out your septic tank every two to three years is well
worth the price. Maintain records of system maintenance
and know the location of the system's components.
Watch what you put down the drain. The use of a garbage
grinder will add SO percent more solids to the system, and
result in the need for more frequent pumping out of the septic
tank. Don't put grease or cooking oil down the drain — it
congeals and can clog your pipes, septic tank, and leaching
system. Dispose of unwanted household chemicals
properly- do not pour them down the drain where they can
contaminate groundwater; instead save them for the next
household hazardous waste collection day in your
community. Remember, the less you put into the system, the
longer it will function properly.
Avoid Additives. There is no scientific evidence that
demonstrates the effectiveness of any additive. Various
products marketed for that purpose do not improve the
performance of the septic tank, nor do they reduce the need
for routine maintenance. Organic chemicals, such as
chloroform and trichloroethylene, are typically found in
septic tank cleaning products. Some of these chemicals are
suspected of causing cancer, and they are generally
ineffective as septic tank cleaners.
Conserve Water. Conserving water by installing low flow
fixtures in your home and by adopting more conservative
water use practices can extend the life of the system, delay
the need for repair, and lessen the likelihood of
contaminating local surface and groundwater. Distribute
laundry chores throughout the week to avoid overloading
the system on any given day. Don't connect downspouts
from roofs or basement sumps to the system; in heavy rain
they will quickly overload its capacity. Instead, make sure
such drainage is diverted away from the leaching system
area. Minimizing water usage during periods of heavy
rainfall will reduce the potential for system malfunction.
FOR MORE INFORMATION:
For more information about septic systems, a
comprehensive series of fact sheets titled "Your Septic
System" is available through Cornell Cooperative
Extension. If you have a question about your septic system,
call your local Department of Health or Cooperative
Extension office.
The Long Island Sound Study
The Long Island Sound Study (LISS) is a multi-year research and management project that began in 1985 as part of the
National Estuary Program, a recent addition to the federal Clean Water Act created to protect estuaries of national impor-
tance. The LISS is a cooperative effort involving research institutions, regulatory agencies, marine user groups, and other
concerned organizations and individuals. The purpose of the Study is to produce a management plan for the Sound that
will be administered by the three major LISS partners, the U.S. Environmental Protection Agency and the states of Connecti-
cut and New York. To learn more about or become involved with the Study, contact the New York Sea Grant Extension Pro-
gram, 125 Nassau Hall, SUNY at Stony Brook, Stony Brook, NY 11794-5002, (516) 632-8730; or the Connecticut Sea Grant
Marine Advisory Program, 43 Mame St., Hamden, CT 06514, (203) 789-7865.
This fact sheet was produced by the New York Sea Grant Extension Program and the
Connecticut Sea Grant Marine Advisory Program. Graphics, layout and text by Trent R.
Schneider. Funding provided by the Long Island Sound Study. Cooperating Agencies:
the U.S. Environmental Protection Agency, Connecticut Department of Environmental
Protection, New York Department of Environmental Conservation. 9/91
-------
NG
AND
UNO
TUDY
Water Use and Marine Pollution
Clean water is a resource that is taken for
granted. Pure water is necessary for growing food,
manufacturing goods, disposing of wastes, and for our
own consumption. Water conservation is most
frequently thought of as a measure to protect against
water shortages. While protecting water supplies is an
excellent reason to practice conservation, there is
another important benefit of water conservation —
improved water quality in the marine environment.
The link between water use and marine pollution
may not be immediately apparent, yet water use is a
considerable source of pollution to our coastal waters.
When water is used for household, industrial,
agricultural, or other purposes, it is degraded and
polluted in the process. Called wastewater, this
byproduct of human activities may carry nutrients,
biological and chemical contaminants, floating
wastes, or other pollutants. Upon discharge,
wastewater ultimately finds its way into groundwater
or surface waters, contributing to their pollution.
How Wastewater Reaches
Groundwater and Surface Waters
The Long Island Sound watershed is home to
tens of millions of people who use and dispose of
billions of gallons of water daily. This wastewater
reaches groundwater and surface waters in a number of
different ways.
+ Sewage Treatment Plants (STPs) — The largest
contributors of wastewater to the Sound are sewage
treatment plants. Over 1.2 billion gallons of
wastewater from homes and businesses are discharged
daily by the 44 STPs adjacent to the Sound. While this
wastewater is treated before discharge, it still contains
pollutants that impact the Sound. Long Island Sound
Study (LISS) researchers have found that STPs
contribute toxic contaminants and bacteria, and are one
of the largest sources of nutrients to the Sound.
Conserving water can reduce the volume of
wastewater flowing to treatment plants, enabling the
plants to more efficiently treat incoming waste.
Conservation can also defer expansion costs at STPs
that are nearing capacity, lengthen the working lifetime
of plants, and help reduce operating and maintenance
costs.
Water Conservation and
Marine Water Quality
+ Combined Sewer Overflows (CSOs) — In older
urban areas, the storm and sanitary sewers are
combined in underground pipelines. When it rains,
street runoff mixes with sewage in the pipes and
overwhelms the capacity of the sewer system. To avoid
street and home flooding, the extra volume is released
into coastal waters without being treated. Combined
sewers discharge floatable wastes, bacteria, nutrients,
and other contaminants from the sewer system and
roadways directly into local waterways.
Water conservation can reduce wastewater volume
at a plant, in effect providing additional capacity for a
portion of the runoff-sewage mixture to be contained
for treatment.
4 Septic Systems -In areas not served by STPs, most
wastewater is disposed into on-site septic systems.
Even a properly operating system will discharge
nutrients and some bacteria or viruses to the
groundwater. Excessive water usage encourages
flushing of these pollutants to the groundwater, and
shortens the lifetime of the system as well. The
connection between ground and surface water
pollution is close in the Long Island Sound area since
the flow of streams draining to the Sound comes
primarily from groundwater contributions. Reducing
the amount of water discharged to septic systems can
protect surface water quality and drinking water
supplies.
D
D
H
Toilets
Washing machines
Showers
Faucets
Baths
Toilet leakage
Dishwashers o 5 10 15 20 25 30
% of water used daily
Most people use between 50 and 80
gallons of water per day in the home.
Since about 3/4 of this use is in the
bathroom, it is the logical place to con-
centrate water conservation efforts.
4 Outdoor Water Usage — Excessive water use
outdoors can also lead to pollution of surface and
ground waters. Overwatering lawns or gardens causes
runoff that can carry dangerous pesticides and
fertilizers with it. Leaving the water running while
washing the car or hosing down the driveway can
-------
transport toxic automotive products and detergents into
storm drains. Excessive water use near septic system
components accelerates the flushing of contaminants
from the system. All of these activities can contribute to
pollution of valuable water resources.
The Problem
The various pollutants carried by water
contribute to water quality problems in Long Island
Sound. Excess nutrients can lead to hypoxia, or low
dissolved oxygen levels in marine waters. Toxic
materials can contaminate bottom sediments and build
up in the food chain. Pathogens, or disease-causing
organisms associated with the release of raw sewage
and runoff containing human or animal wastes, can
cause the closing of beaches and shellfishing areas.
Floatable debris litters our beaches and threatens
marine life. Together, these pollutants impair the
overall health of the Sound, its marine life, and our
ability to use and enjoy this coastal resource.
Water Conservation
Because water use is the link between homes and
businesses and coastal water quality, conserving water
whenever and wherever possible will help protect
coastal waters, and also save the consumer money on
water use bills, water heating, sewer bills, and
maintenance costs for heavily used septic systems.
The average person uses 50-80 gallons of water
per day in the home, arid the equivalent amount
outdoors, depending on the season. Since a large
percentage of water use takes place in the bathroom,
that is where water conservation efforts should begin.
Conserve water in the bathroom:
• retrofit with low flow show-
erheads, faucet aerators,
and toilet dams that are
simple and inexpensive to
install.
• check for and repair leaks
in toilets and faucets.
• adopt simple changes in
water use habits; turn the
water off during shaving
and tooth brushing, and
take short showers in-
stead of baths.
Practice other indoor
conservation measures:
• wash only full loads of laundry or dishes.
• wash dishes in a full sink or dishpan in-
stead of under running water.
Conserve water outdoors:
• water lawns and gardens only when
necessary, preferably during early
morning hours to reduce evapora-
tion.
• attach a pistol-type sprayer to the
end of the garden hose, so that the
water only runs when actually in
use.
• wash the car on the lawn, so that the
water used seeps into the ground
rather than running down the drive-
way.
Other ways to conserve outdoors:
• improve soil content with organics and mulching
tilled areas to increase the soil's capacity to hold
water, reducing the need for frequent watering.
• learn more about xeriscaping — landscaping
with plants that require little or no supplemental
waterina.
The Long Island Sound Study
The Long Island Sound Study (LISS) is a multi-year research and management project that began in 1985 as part of the National Estuary
Program, a recent addition to the federal Clean Water Act created to protect estuaries of national importance. The LISS is a cooperative
effort involving research institutions, regulatory agencies, marine user groups, and other concerned organizations and individuals. The
purpose of the Study is to produce a management plan for the Sound that will be administered by the three major LISS partners, the U.S.
Environmental Protection Agency, and the states of Connecticut and New York. To learn more about or become involved with the Study,
contact the New York Sea Grant Extension Program, 125 Nassau Hall, SUNY at Stony Brook, Stony Brook, NY 11794-5002, (516)
632-8730; or the Connecticut Sea Grant Marine Advisory Program, 43 Mame St., Hamden, CT 06514, (203) 789-7865.
This fact sheet was produced by the New York SOB Grant Extension Program and the Connecticut
Sea Grant Marine Advisory Ptvgram. Graphics, layout, and text by Trent R. Schneider.
Funding provided by the Long Island Sound Study. Cooperating Agencies: the U.S. Environmental
Protection Agency, Connecticut Department of Environmental Protection, New York Department
of Environmental Conservation. 11/91
""*
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LONG
ISLAND Wastcwatcr
SOUND
STUDY
What is Wastewater?
There is no question that
the natural resource most
critical to our everyday
activities is water. We
use water freely in our
homes, yet give little -'.-' '• ; ; :
thought to what happens ' '•'•'-
to it after it goes down . - .
the drain. In fact, each of
us pours or flushes an average 100
gallons of water per day down house-
hold drains. This water, plus water
discharged to sewers by commercial
and industrial enterprises, is called
wastewater. In areas serviced by
sewers, wastewater flows to a local
treatment facility, or sewage treat-
ment plant (STP). Currently 44 such
facilities discharge over 1 billion
gallons of treated effluent into Long
Island Sound every day. While most of
us prefer not to dwell on the subject
of sewage, what happens to waste-
water should greatly concern all of us
Why Should We Be Concerned
About Wastewater?
Although typical wastewater is over
99% water, the remaining 1% may
contain substances that are poten-
tially harmful to aquatic life and to us.
Many products we use in our everyday
life (bathroom cleaner, for instance)
introduce toxic contaminants to the
wastewater. Also, more "natural"
substances such as bacteria and nu-
trients enter wastewater from human
wastes. Improperly treated wastes
pose risks both to the health of Long
Island Sound and to the people who
enjoy its resources. Contaminants
can threaten the health of the Sound's
fish and shellfish, affect the health
of people who swim in its waters, and
pose a threat to people who eat sea-
food. Excess nutrients pose a special
threat to Long Island Sound by stimu-
lating algal blooms that deplete dis-
solved oxygen after they die and decay
(see Fact Sheet #1). For these rea-
sons, the quality of the Sound's water
is closely tied to the location, vol-
ume, and treatment level of the efflu-
ent being discharged by STPs.
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How Is Wastewater
Treated?
Before our coastal areas
became so heavily populated,
much of the wastewater we
produced was piped directly
to our rivers, streams, and
bays without undergoing
treatment. Nature provided
the necessary purification.
As population density in-
creased, the aquatic systems
could no longer absorb the
large volumes of wastewater
without environmental dam-
age and human health risk.
People found that waste-
water needed to be treated
before its release into the
environment. The three lev-
els of sewage treatment
(primary, secondary, and
advanced or tertiary) vary in
their ability to remove harm-
ful components such as organic
matter, nutrients, and toxins.
Primary Treatment
Primary treatment involves a process
which removes heavy solids by mim-
icking the natural downward settling
of particles that occurs in a pond. The
wastewater flows through a screen
that removes large debris, and then
passes through a grit chamber to re-
move grit, sand, and gravel. Next,
wastewater travels through a settling
tank where, as in a pond, the slow
flow allows fine materials to settle
out. The effluent may be disinfected
(usually with chlorine) to kill patho-
gens - disease causing organisms -
and discharged.
Primary treatment is inadequate for
the Sound because oxygen-absorbing
160 -
140 -
120 -
100 -
60 -
6 0 -
40-
20-
n
13
Subaroas
10
Major Facilities
• Average Dally Flow 1 MGD
• Average Dally Flow 10 MOD
ANNUAL WASTEWATER TREATMENT PLANT DISCHARGES
(From National Oceanic and Atmospheric Administration)
organic matter in the wastewater is
not removed. If the organic content of
the discharged effluent is high enough,
its natural breakdown by bacteria
after can severely deplete the oxygen
in the water.
Secondary Treatment
Secondary treatment involves moving
the location of the natural bacterial
breakdown of organics from the wa-
ters of the Sound to the vats of the
treatment plant. The secondary treat-
ment process can be compared to the
natural purifying action of a stream,
where the turbulent mixing of the
water accelerates the breakdown of
organic matter. In the treatment
plant, these natural processes are
simulated and enhanced by oxygenating
the wastewater.
-------
The Journey of Wastewater to Long Island Sound
SEWAGE TREATMENT PLANT
PRIMARY
TREATMENT
Grit Chamber
Sedimentation i
Tank
SECONDARY
TREATMENT
Aeration
. Tank " '
Sedimentation
Tank
ADVANCED
TREATMENT
Nutrient
Removal??
-------
Secondary treatment can remove up to
90% of the organic material in sewage,
This is important because the decom-
position of organic matter depletes
the water of dissolved oxygen. It is
crucial to reduce this oxygen demand
in the effluent, because the health of
any body of water depends on its abil-
ity to maintain a certain amount of
dissolved oxygen.
Advanced or Tertiary Treatment
In some cases, secondary treatment is
not enough to protect the environment.
Secondary treatment breaks down
most of the organic material, but it
does not remove nutrients produced in
the process or any toxic materials
added to the wastewater stream en-
tering the STP. Thus, the plant's
effluent may still cause oxygen deple-
tion or contain substances that can
alter the environmental balance of the
receiving water. If this balance is
upset, a more advanced level of treat-
ment, sometimes called tertiary, may
be needed to remove the causative
agents. The type of advanced treat-
ment needed depends on the specific
material(s) to be removed.
The Long Island Sound Study,
Wastes, and You
The Long Island Sound Study (LISS) is
currently assessing the impact of
sewage treatment plant discharges on
Long Island Sound. A computer model
is being developed that will link these
discharges to the water quality, help-
ing LISS managers to devise a strategy
to protect the Sound (see Fact Sheet
#2) . It may be that advanced treat-
ment will be needed at some plants.
Dealing with the effects of STP efflu-
ent will be a major part of the Study's
management plan for the Sound.
Means of improving the health of the
Sound can and must be implemented by
everyone living around it. Simple
tasks practiced in the home (such as
judicious use of lawn fertilizer) can
reduce input of contaminants and
nutrients into the Sound. (Contact the
NY and CT Sea Grant Programs for
more information). Without a coordi-
nated effort to reduce the input of
wastes to the Sound, it will continue
to suffer from environmental degrada-
tion that, if continued for an extended
period, may become irreversible.
The Long Island Sound Study
The Long Island Sound Study (LISS) is a six-year research and management project that began in 1985 as
part of the National Estuary Program, a recent addition to the federal Clean Water Act created to protect
estuaries of national importance. The LISS is a cooperative effort involving research institutions,
regulatory agencies, marine user groups, and other concerned organizations and individuals. The purpose
of the Study is to produce a management plan for the Sound that will be adminsistered by the three major
LISS partners, the Environmental Protection Agency and the states of Connecticut and New York . To get
involved with the Study, or for more information, contact: the New York Sea Grant Extension Program,
Dutchess Hall, SUNY, Stony Brook, NY. 11794, Tel. (516) 632-8737; or the Connecticut Sea Grant
Marine Advisory Program, 43 Marne Street, Hamden, CT 06514, Tel. (203) 789-7865.
This fact sheet was produced by the New York Sea Grant
Extension Program and the Connecticut Sea Grant Marine
Advisory Program. Written by Melissa Beristain.
Funding provided by the Long Island
Sound Study. Cooperating agencies:
CT DEP
EPA NEP
NYS DEC
-------
LONG
ISLAND
SOUND
STUDY
Supporting the Sound
A Partnership To Restore And Protect The Sound
WHAT CAN I DO TO HELP THE SOUND?
Cleaning up and protecting Long Island Sound (LIS) is a complicated and expensive process,
involving scientists, elected officials, regulatory agencies, educators, and others -- but where do citizens
fit in? The answer is: almost everywhere! Each individual can do something. Find the level of involvement
you are most comfortable with. The truth is that without public involvement and support, pollution of the
Sound will continue. The battle for cleaning up LIS is being fought on many fronts, and there are many
ways that you, as a concerned citizen, can help. Its easy, and can be fun and rewarding!
Here are four ways you can get involved:
• make small and large changes in personal habits to benefit the Sound,
• become informed,
• become involved by joining a marine user group or citizen action group, and
• communicate with elected officials.
The suggested actions listed below will give you an idea of how and where to get started. As you contact
some of the people working for the Sound, you'll likely discover other options in your area. However you
choose to become involved, it's important that you make your voice heard!
* Individual Efforts:
In the home
Landscape in ways not harmful to the plants and animals of Long Island Sound. Use native vegetation,
which provides habitat for other species. Leave grass clippings on the lawn to recycle nutrients. Limit use
of pesticides and chemical fertilizers in your garden and lawn by substituting natural products and
techniques. Call Sea Grant for Sound Gardening educational materials.
Conserve water at home and in the office. You can reduce the volume of waste water that must be treated
by a sewage treatment plant or septic system. This will increase the efficiency of treatment and save you
money.
Never pour motor oil or other auto fluids down a drain or sewer or discard them with the trash (in
-------
Connecticut and New York, it is against the law!). New York State requires most service stations to accept
motor oil for recycling. In Connecticut, municipal recycling stations accept motor oil for recycling. Some
service stations will accept brake and transmission fluids and antifreeze; if not, save these in separate
containers for local hazardous waste pickups.
To minimize malfunctioning avoid adding unnecessary kitchen grease and solids to septic systems.
Inspect septic tanks annually, and pump out every three to five years. An improperly working septic
system can contaminate ground water flowing to local streams and can pollute Long Island Sound.
Use as few hazardous products as possible. When you must, use those labelled CAUTION, as these
are less toxic than products labelled DANGER or WARNING. Buy only as much of the products as
you need; you will then eventually throw out only the container, not the toxic substance it contained.
Remember that substances poured down drains, storm sewers, or on the land are likely to be
transported to the Sound.
Learn how to properly dispose of the toxic products that you use. Many counties and municipalities
have hazardous waste collection days. Call your local waste or sanitation department for a schedule.
Don't be a litterbug! Never throw litter, especially plastic, into the street, down storm drains, or onto
the beach. Reduce-Reuse-Recycle as much as possible. Rainfall carries the trash into the sewers where
it eventually travels into the Sound threatening fish and wildlife that may become entangled in it and
it can threaten the safety of boaters.
If you live in Connecticut, buy a Long Island Sound License Plate and help benefit the Sound by
funding projects to improve habitat restoration, public access, public education and outreach and
research. Call 1-800-CT-SOUND for information and order forms.
In and on the Sound
Boaters, remember it is illegal to discharge wastes from a Type III (holding Tank) marine sanitation
device. Pump-out facilities must be used to prevent release of pathogens directly into coastal waters.
Contact the Connecticut Department of Environmental Protection and New York Sea Grant for a guide
to marine pumpout facilities.
Individuals should pick up pet waste and dispose it in a toilet or in the trash. Pet waste contains bacteria
and viruses that can contaminate shellfish and be a reason for closing beaches.
Be sure that you gather all six-pack rings and other plastic items for proper disposal. If they are washed
into the Sound, marine animals may eat these items or become entangled in them.
Encourage anglers, hunters and commercial fishermen to adhere to applicable management measures
and regulations to minimize non-harvest mortality (catch and release, discards).
In Your Community
Q Participate in policy decisions and attend public meetings, such as your local planning and zoning,
conservation or wetlands commission meetings. Speak out on local issues that can have ramifications for
your town and Long Island Sound.
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Q Organize citizen water quality monitoring efforts or participate in an ongoing program.
Q Organize beach cleanup efforts or participate in an ongoing program.
Q Organize a storm drain stenciling project in your neighborhood.
Q Participate in beach grass plantings.
For more information on how to do the things listed in this section just contact any office on the last page.
^Become Informed
So everyone concerned about the Sound can become more informed, the Long Island Sound Study (LISS)
publishes a quarterly newsletter. To be added to the LISS mailing list, please fill out the coupon on the last
page and return to the New York office. By becoming more knowledgeable, you will be a more convincing
advocate for the Sound in your conversations with friends and neighbors. In addition, you will be able to
identify organizations, programs, and elected officials that share your concerns. Detailed information on the
Sound is available from a number of educational organizations. Contact the LIS Office for organizations in
your area.
Look for us on the World Wide Web
http://www.epa.gov/region01/eco/lis/
* Become Involved
If you use LIS to swim, fish, scuba dive, or boat, there is probably a "user group" in your area that
represents people who share your particular interest in the Sound. These organizations often have a LIS agenda
of some kind, and may be active in fund-raising or lobbying efforts. Ask around at your local marina, bait shop,
dive shop, beach, or the LIS Office.
Citizen groups take an active role in issues that affect LIS on a local, regional, or national level. Joining
a citizen group typically involves going to meetings and supporting staff people who serve as environmental
watchdogs, lobbying for particular programs, or taking legal action on behalf of the group. Citizen groups are
an important part of the partnership needed to effectively clean up the Sound.
* Contact Elected Officials
Voice your concerns about LIS directly to elected officials. Find out who your local, state, and federal
government representatives are and let them know that the Sound is important to you. Because many decisions
affecting the Sound are made at the local level, you can personally make an impact by interacting with
municipal commissions. Your input really can make a difference!
However you choose to get involved, it's important to make your voice heard! The
future of the Sound depends on people like you getting involved in the process and
doing good deeds.
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THE LONG ISLAND SOUND STUDY
The Long Island Sound Study (LISS) is a research and management project that
began in 1985 as part of the National Estuary Program, a section of the federal Clean
Water Act created to protect estuaries of national importance. The LISS is a
cooperative effort involving research institutions, regulatory agencies, marine user
groups, and other concerned organizations and individuals. The Study produced a
plan (completed in March of 1994) to clean up and protect the Sound. The Plan is
being implemented by the Environmental Protection Agency and the states of
Connecticut and New York. The Sea Grant Program in New York assists with public
outreach activities including fact sheets, lectures, and workshops. For more
information on the Study or LISS public education activities, contact:
EPA LIS Office EPA LIS Office
Stamford Government Center Marine Science Research Center
888 Washington Blvd. SUNY
Stamford, CT 06904-2152 Stony Brook, NY 11794-5000
(203)977-1541 (516)632-9216
CT DEP NYS DEC
Office of LIS Programs Division of Marine Resources
79 Elm Street 205 Belle Meade Road
Hartford, CT 06106-5127 East Setauket, NY 11733
(860)424-3607 (516)444-0467
This fact sheet was produced by Chester Arnold, Connecticut Sea Grant Marine Advisory Program and revised
December 1995 by Kimberly Zimmer, New York Sea Grant Extension Program for the Long Island Sound
Study.
Funded by the Long Island Sound Study, Cooperating agencies: United States Environmental Protection
Agency; Connecticut Department of Environmental Protection; New York State Department of Environmental
Conservation.
To be placed on the mailing list, please tear off and return this coupon to: EPA Long Island
Sound Office, Marine Science Research Center, SUNY, Stony Brook, NY 11794-5000.
NAME
ORGANIZATION (if any)
ADDRESS
PHONE
-------
LONG
ISLAND
SOUND
STUDY
In the summer of 1988, debris washing up on
Northeastern shores marred the beauty of our beaches
and raised the specter of threats to public health caused
by pollution. In the wake of these washups, the public in
the Long Island Sound area began asking questions:
what is this debris, where does it come from, and what
are the health risks involved? As always, fact must be
carefully sorted from fiction.
What Is It, and Where Does It Come From?
Material that washes up on the beach is called
floatable marine debris, or simply "floatables". Float-
ables are unique in that they are an aspect of water
pollution that is readily visible to even the untrained eye.
This type of pollution has been with us since the first
castaway sent a message in a bottle, but only recently
has it gained attention as a serious water quality prob-
lem. These days, bottles are joined by paper, wood,
sewage, garbage and street litter, as well as the highly
publicized plastic and medically-related items.
Contrary to what you might think, there was no
sudden outbreak of "dumping" activity - legal or other-
wise - behind the washups. Although frequently men-
tioned together in the press, beach debris is unrelated to
either sewage sludge or dredge spoil disposal. In
addition, no municipal garbage has been legally dis-
posed of in Northeast coastal waters for over 50 years,
nor is illegal disposal common enough to account for
much of the problem. The sources of floatables are
more pervasive and complex than illegal dumping. Most
of this debris started out on our streets as common litter,
or in our homes as household waste. This includes the
"medical waste," predominantly medically-related
household items such as insulin syringes, that were
flushed down toilets. The most important sources of
floatables are described below (see also Figure 1).
Storm Drains and Combined Sewer Overflows
When it rains, litter washed off the streets is carried
either directly into the water, or more commonly into
storm sewers. Many storm sewers feed directly into LIS
or a tributary, discharging floatables and other pollutants
after every rainstorm. In other areas, the storm sewers
are connected to the sanitary sewers used to carry
household wastewater and human waste to the local
sewage treatment plant (STP). This type of system,
where both storm water and sewage are passed through
Floatable Debris
a STP, is called a combined sewer system, and is
common in New York City and many of the older urban
areas along the Sound such as Norwalk, Bridgeport, and
New Haven. With a combined system, the flood of water
from any substantial rainfall (usually over 0.04 inch per
hour) overloads the capacity of the STP, and everything
in the system, including sewage and floatable debris, is
allowed to pass unscreened and untreated into the
water. This "raw" discharge is called a combined sewer
overflow (CSO). CSOs are probably the single greatest
source of floatables in the Northeast, and the primary
reason why slicks in the western Sound during 1988
were characterized by sewage waste combined with
plastic floatables.
Sewage Treatment Plants
During the summer of 1988 beaches in Stamford,
Huntington, Bridgeport and other towns along LIS were
closed by high coliform bacteria counts resulting from
the presence of sewage. Although CSO discharges can
account for much of this, there were also instances of
STP's being disabled by power outages or equipment
failure. In such cases, untreated wastewater carrying
both sewage and floatables can be discharged directly
into the Sound.
Offshore Sources
A huge volume of waste material, much of it float-
able trash and plastic, has been dumped daily into the
oceans by the naval, commercial shipping and fishing
fleets of the world. This waste is considered such a
threat to a wide variety of marine life that an international
agreement to control off shore disposal was put into
effect in the United States in 1989. Although this
material is not a major source of beach debris in the
Northeast, some of it may find its way inshore.
Marine Transfer and Landfills
Floatable debris can enter the water through mis-
handling of solid waste that is being loaded on barges
for transport to a landfill. Despite onsite precautions like
collection booms and skimmer systems, material can
also escape from the landfill itself, particularly during the
-------
offloading of garbage from barges. Although marine
transfer operations are considered to be a significant
source of floatables in the New York/New Jersey Harbor
area, they are not a major source of floatables to LIS,
because only in the far western Sound do any water-
borne garbage operations occur.
Other Sources
There are a number of smaller, yet significant,
sources of beach debris. In addition to the off shore
fleets, fishing and recreational vessels using our coastal
waters contribute some overboard trash and sanitary
waste. Rivers, especially during high flow periods in the
spring, also add to the influx of floatables. Finally,
beachgoers themselves add to the problem by littering.
In fact, many of the syringes on Connecticut beaches
were found above the high water mark, indicating that
they had not come from the sea but from drug users at
the beach.
Why was 1988 So Bad?
In terms of the pollution of Long Island Sound and
surrounding waters, Summer 1988 was pretty much
"business as usual". Why, then, was there a marked
increase in beach debris? The major reason was the
weather. The spring of '88 was very dry, causing an
accumulation of debris on streets and in storm sewers of
the region. The dry perii was followed in mid-summer
by a series of torrential rains which swept the streets
clean, overloaded combined sewers, and flushed large
amounts of debris into nearshore waters.
Once in the water, the movement of floatables is
dictated primarily by wind conditions, which vary from
year to year. During most years, offshore summer winds
help to disperse much of the floatable material. In 1988,
however, persistent South-Southwest winds in July
collected floatables into large slicks and then pushed
them onshore, bringing home to us - quite literally - an
awareness of what we have been putting into our
coastal waters for years.
The good news is that this weather pattern is
unlikely to occur every year - in fact, the last time was in
1976, when beaches on Long Island were also closed
because of washups. The bad news is that whether or
not it washes onshore, the waste is out there every year,
and its volume may be increasing. Long Island Sound
and its neighbor to the south, New York/New Jersey
Harbor, are surrounded by some of the most heavily
populated areas in the country. As the population living
in a watershed continues to grow, so does the amount of
household waste, sewage, and street litter. Another
factor is that our use of plastics has tripled since 1970,
increasing the percentage of floatable waste.
How Safe Is the Beach?
The beach closures of 1988 were caused by high
bacterial counts (indicating sewage), concerns about the
health hazards of medically-related debris, or both. Of
the two, sewage contamination poses by far the greater
threat to human health. Coliform bacteria, used as a
test for the presence of sewage, are not a danger, but
indicate the potential presence of other microorganisms
which can be harmful in high concentrations. Swimming
in sewagecontaminated water can lead to bacterial and
viral infections, most often gastrointestinal. In contrast,
floatable debris, when not combined with sewage, is not
particularly dangerous to humans. While unsightly and
sometimes downright disgusting, most of this material is
common trash.
What About Medical Waste?
The amount of real medical waste found on beaches
in 1988 was very small. Much of the material termed
"medical waste" was either mis'dentified trash or medi-
cally-related household items - frequently insulin
syringes used by diabetics. These items, flushed down
the toilet, can easily end up in the Sound during CSO
discharges or STP failures. Environmental officials have
concluded that intravenous drug users frequenting the
shore were also a significant source of syringes. Al-
though no material discovered on LIS beaches was
found to originate in a doctor's off ice or medical facility,
some isolated incidences of medical waste found in the
New York/New Jersey Harbor area almost surely
resulted from illegal disposal.
Proper disposal of medical waste is a serious health
concern not limited to the beach alone. However, it's
important to emphasize that the chances of getting AIDS
or other infectious diseases from beach debris of any
kind is practically non-existent. Here's why:
•The chance of any debris being real medical waste
is slight (on New York beaches in 1988, only 1% of the
beach debris was medically related).
•The chance of any medical waste being infectious
is slight - about a 10% nationwide, according to EPA.
•The AIDS virus is fragile and unable to survive for
long in the stressful chemical and physical environment
of the ocean (it can't survive in fish, either).
*Tremendous dilution also occurs in the ocean,
further decreasing the virulence of any pathogens.
Despite the minimal health risks involved, beachgo-
ers should approach suspicious-looking debris with
caution. Although syringes pose little threat, blood vials
could conceivably be a hazard if stepped on (breaking
the skin). Certainly, anything that looks like medical
waste should be left alone and reported immediately to
beach authorities. Based on the experiences of the last
two summers, beach managers have been devising
guidelines and strict procedures to deal with future
washups.
The Headlines of 1988
The summer of '88 was unprecedented both in the
media coverage of the beach closings and in the effect
that these stories had on people's behavior. Although
much media coverage was accurate, there's no doubt
-------
SOURCES OF FLOATABLE MARINE DEBRIS
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-------
that public fears ballooned out of proportion in response
to sensational headlines. Justifiable public concerns
over water pollution often escalated to near-frenzy pitch
as irrational fears overwhelmed common sense. For
instance, at the height of the summer furor things like
dishwashing gloves, drowned sewer rats, and fish parts
were misidentified as surgical gloves, shaved laboratory
rats, and human lungs!
As a result, people deserted the beaches in droves
for backyard swimming pools and mountain resorts. For
instance, despite the fact that beach closures on the
south shore of Long Island could be measured in hours
rather than days or weeks, attendance at state park
beaches in that area dropped by 5.6 million from1987 to
1988. Seafood retailers and restaurants throughout the
Northeast saw business drop off, as public concern over
beach safety spilled over into worries about the health
effects of seafood consumption. Estimates of the loss to
Long Island economy alone during the summer of 1988
are as high as 1 -2 billion dollars! Whether warranted or
not, the bottom line is that there were drastic - for some,
disastrous - social and economic consequences result-
ing from the floatables problem.
What Can Be Done About Floatable Debris?
The one good thing about floatable debris is that the
sources of the problem are generally understood, and
there are few if any scientific mysteries to be deciphered
before action can be taken. Encouraging as this may
be, it doesn't make the problem any less difficult to
solve. Unfortunately, floatables will be with us in varying
degrees for some time to come.
The floatables problem is where the two major
environmental concerns of water pollution and solid
waste disposal meet. Stopping floatables at their
sources - our households and streets - will be tied to
such increasingly familiar issues as litter control, recy-
cling, and enforcement of existing laws.
At the next level of the problem, the underground
infrastructure systems in our towns and cities must be
changed. Storm and combined sewers, a major source
of floatable debris, also degrade water quality in other
ways, discharging sewage, toxic contaminants and
excess nutrients to the Sound (see LISS fact sheets #1,
#2, #3). The redesign and restructuring of these sys-
tems are major public works projects, involving massive
doses of money, long periods of time, and inconvenient
disruption of services. For instance, the cost of separat-
ing combined sewers or abating their effects is esti-
mated to be about 1/2 billion dollars in Connecticut and
$1.5 billion in New York City. Nonetheless, the states of
New York and Connecticut and the City of New York are
all undertaking such projects, and are looking at ways to
combat runoff -caused, or nonpoint source, pollution (see
fact sheet #7). In addition to upgrading sewage treat-
ment plants, better operation of STPs and striiter
enforcement of laws regulating their discharge are being
called for. A new federal law calls for New York, Con-
necticut, and New Jersey to begin a pilot program to
track medical waste disposal in June 1989.
More immediate attempts at controlling floatables
involve debris collection, either in the water or after it
has washed up on beaches. An example of the former is
the effort being undertaken in New York/New Jersey
Harbor by a consortium of federal, state, and local
agencies; an example of the latter is Operation Beach-
watch in Connecticut, which has set beach testing and
cleanup guidelines for local coastal authorities. Officials
feel that although they do not attack floatables at their
sources, programs to keep debris off beaches may
restore to the public some of the confidence it lost during
the last two summers.
Lastly, the Long Island Sound Study (LISS) plans to
incorporate the control of floatables into its management
plan. This plan, the sum of 6 years of research and
planning by the Study, will be a blueprint to guide the
federal government and the states of Connecticut and
New York in the protection and cleanup of Long Island
Sound. Because sources of floatables often coincide
with sources of other pollutants, the Study has already
given much consideration to possible solutions. When
the LISS management plan is implemented, the persis-
tent problem of floatable debris hopefully will be once
again reduced to an occasional message in a bottle.
The Long Island Sound Study
The Long Island Sound Study (LISS) is a six-year research and management project that began in 1985 as part of the National Estuary
Program, a recent addition to the federal Clean Water Act created to protect estuaries of national importance. The LISS is acooperative
bi-state effort involving research institutions, regulatory agencies, marine user groups, and other concerned organizations and
individuals. The purpose of the Study is to produce a management plan for the Sound that will be implemented by the three major
LISS partners, the Environmental Protection Agency and the states of Connecticut and New York. To get involved with the Study, or
for more information, contact: the New York Sea Grant Extension Program, Dutchess Hall, SUNY, Stony Brook, NY. 11794, Tel. (516)
632-8737; or the Connecticut Sea Grant Marine Advisory Program, 43 Marne Street, Hamden, CT 06514, Tel. (203) 789-7866.
SEA GRANT
This fact sheet was produced by the Connecticut Sea Grant
Marine Advisory Program and the New York Sea Grant
Extension Program. Written by Chester L. Arnold, Jr.
Layout and editing by Peg Van Patten.
Funding provided by the Long Island Sound Study. Cooperating agencies: United States Environmental Protection Agency, Office of Water, National
Estuary Program; Connecticut Department of Environmental Protection, New York State Department of Environmental Conservation.
-------
STUDY
COMPREHENSIVE CONSERVATION AND
MAN A CEMENT PLAN FOR LONG ISLAND
SOUND
A Partnership To Restore And Protect The Sound
How Low Dissolved Oxygen Conditions Affect Marine
Life In Long Island Sound
The information presented here is based on results of laboratory research conducted by the US
Environmental Protection Agency's Environmental Research Laboratory in Narragansett, Rhode Island
and trawl surveys conducted by the Connecticut Department of Environmental Protection Marine
Fisheries Division. Examples are provided for a series of low dissolved oxygen conditions. The timing,
duration, and areal extent of low dissolved oxygen conditions are very important in determining the
overall affect on marine organisms.
The Long Island Sound Study is using this data to identify dissolved oxygen levels protective of
Long Island Sound aquatic resources and to guide management efforts. For additional information,
please contact Mark Tedesco in the Long Island Sound Office at (203) 977-1541.
Dissolved Oxygen Consequences
1.0 mg/L • High Lethality (75-90%) in fishes: pipe fish, winter flounder,
summer flounder, Atlantic menhaden.
• Lethality (~ 25%) in three additional fishes: windowpane
flounder, tautog, fourspine stickleback.
• Increased lethality (50%) in juvenile crustaceans: American
lobster, sand shrimp, grass shrimp.
1 5 mg/L " Lethality in some fishes: pipe fish, 50%; winter flounder, 35%;
summer flounder, 25%; Atlantic menhaden, 20%.
• Lethal threshold for some juvenile crustaceans: American
lobster, sand shrimp, grass shrimp.
2 0 me/L " Reduce growth (~ 50%) in juvenile summer flounder and
juvenile grass shrimp.
• Lowest safe dissolved oxygen for survival of juveniles of
several fish and crustaceans.
-------
2.5 mg/L • Lethality threshold (15%) for the less sensitive planktonic
larvae of crustaceans.
• Growth reduced (25%) in juvenile grass shrimp and summer
flounder; 50% in American lobster.
• Additional species of bottom-living fishes show low dissolved
oxygen avoidance.
3.0 mg/L B Greater lethality (-75%) among the most sensitive planktonic
crab larvae.
• Growth reduced (50%) in other, less sensitive planktonic crab
larvae.
• Growth reduced in juvenile American lobsters by 30%.
• Bottom-living fishes begin to show low dissolved oxygen
avoidance.
4 0 ms/L " May reduce survival (30%) of very sensitive planktonic larvae
of some crabs.
c n n 4. • Few adverse effects expected.
5.0 mg/L or greater ^
Layout and design by Kimberly Zimmer, New York Sea Grant Extension Program for the Long Island Sound Study,
March 1996.
Funded by the Long Island Sound Study, Cooperating agencies: United States Environmental Protection Agency;
Connecticut Department of Environmental Protection; New York State Department of Environmental Conservation.
http://www.epa.gov/region01/eco/lis/
To be placed on the mailing list, please tear off and return this coupon to: EPA Long Island
Sound Office, Marine Science Research Center, SUNY, Stony Brook, NY 11794-5000.
NAME
ORGANIZATION (if any)
ADDRESS
PHONE
-------
LONG
ISLAND
SOUND
STUDY
A Partnership To Restore And Protect The Sound
COMPREHENSIVE CONSERVATION AND
MAN A CEMENT PLAN FOR LONG ISLAND
SOUND
PUTTING THE PLAN IN MOTION
1995 marked the first full year of implementation of the Comprehensive Conservation and Management Plan
for Long Island Sound. The final plan was approved by EPA and the states of Connecticut and New York in
September 1994. While EPA and the states continue efforts to plan for longer-term implementation needs,
significant progress has been made towards putting the plan in motion. Some of the highlights are summarized
below:
Eliminating Adverse Impacts of Low Dissolved Oxygen in the Sound: Low dissolved oxygen
(hypoxia) has been identified as the most significant problem in LIS. A phased approach is being used to
significantly reduce nitrogen inputs to the Sound to improve dissolved oxygen levels.
Phase 1 froze nitrogen loads
from certain point sources at
1990 levels to prevent the
hypoxia problem from getting
worse.
Phase 2 involved low-cost
improvements at sewage
treatment plants to begin to
reduce the amount of nitrogen
reaching the Sound.
Actions: All sewage treatment plants that are part of the "no net
increase" agreement in Connecticut and Westchester, Nassau and
Suffolk Counties in New York are in compliance with nitrogen limits.
+ Improvements currently underway will bring the four New York
City plants discharging to the East River into compliance by January,
1997, as well as meeting their Phase II goals.
Actions'. Nitrogen loads to the Sound are now 5,000 pounds per day
below 1990 baseline levels, exceeding all expectations.
+In Connecticut, retrofit projects have been completed at six sewage
treatment plants, and are underway at five others, with completion
expected by October 1996.
ive additional plant retrofits are in the design and construction
phase.
^Connecticut currently has one complete denitrification plant on line,
and plans are underway for another.
+In New York, New York City plans to retrofit its four East River
Plants by January 1997.
^Westchester County has implemented a retrofit at one of its
facilities.
+In both states, an increased share of nonpoint source pollution
control funds have been targeted to projects that reduce nitrogen
loads to the Sound.
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Phase 3 is intended to achieve
additional reductions in
nitrogen loads necessary to
meet the goals for dissolved
oxygen in the Sound.
Controlling Major Sources
of Pathogens: Pathogens can
cause illness in people exposed
through bathing in or
consuming shellfish from
contaminated waters. Pathogen
contamination results in closed
beaches and shellfish areas,
hurting local economies and
damaging public perception of
the Sound.
Oysterman spreading cultch
Actions: The LIS 3.0 computer model has been completed, and is
being used to develop load reduction targets for eleven geographic
management zones that have been identified around the Sound.
+Newly developed indicators of the impacts of low dissolved oxygen
on various species are being used to evaluate the effectiveness of
different reduction strategies on living marine resources.
+A process for nitrogen trading is being investigated as a potential
tool to achieve nitrogen reduction in the most cost effective manner.
series of public meetings will be scheduled during 1996 to review
the targets and the range of options to meet those targets.
Actions: Phased combined sewer overflow (CSO) abatement projects
are underway in both states to alleviate pathogen problems.
+In Connecticut, projects have been funded in Bridgeport, New
Haven, Norwich/ Jewett City, Middletown and Hartford, to be
completed over the next 20 years.
+In New York, NYC has increased capture of CSO's from 18% to
40%, and is in almost complete compliance with EPA's minimum
standards for CSO controls.
+NYC's comprehensive sewer abatement program is scheduled for
completion between 2001 and 2006.
+Both states are working on programs to control discharges from
vessels.
+ A "no discharge area" has been designated for Huntington/Lloyd
Harbors, and Port Jefferson and Mamaroneck Harbors have been
proposed for the designation.
^Fifteen marinas in New York have received funds for construction
of boat pump out facilities, and funds have been provided for
construction of 17 new pumpout facilities in Connecticut, while seven
others will be renovated.
+Four municipalities in New York and one in Connecticut are
actively working to address pathogen abatement through sanitary
surveys or stormwater improvements.
^Broader efforts underway in both states to address nonpoint
sources of pollution and stormwater management will also contribute
to the control of pathogens to the Sound.
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Protecting the Sound from
the Adverse Effects of
Toxic Substances: Toxic
substances can cause adverse
human and ecosystem health
risks.
Reducing Litter and Debris
in the Sound: Trash floating
in coastal waters can be a
nuisance or hazard for boaters,
can harm wildlife, and reduces
our enjoyment of the Sound.
Actions: EPA and the states of Connecticut and New York are
working together to update the Interim Plan for Disposal of Dredged
Materials in Long Island Sound.
+ A Regional Environmental Monitoring and Assessment program,
which examined the degree of degradation at 29 stations in Western
LIS, has been completed.
^Pollution prevention site assessments were completed at 33
manufacturing facilities in Connecticut and recommendations
developed for each on how to reduce toxic discharges.
state of Connecticut has funded research projects to evaluate
toxic contaminants and develop management options. Specific
projects include toxic contaminant dynamics in the Quinnipiac River
Estuary, mercury dynamics in LIS, and decline of greater scaup due to
toxic contaminants.
+In New York City, an aggressive industrial pre-treatment program
has reduced the amount of metals discharged by 1,000 pounds per
day, and the City has implemented actions to trace and eliminate
sources of organic pollution.
City of Glen Cove, New York is assessing levels of toxics in
Glen Cove Creek sediments.
+ Remediation of contaminated sediments has been completed at
Jakobson's Shipyard in Oyster Bay, New York.
New York Department of Environmental Conservation
completed a PCB monitoring program for striped bass.
+A toxicity survey of 20 harbors and embayments in the Sound has
been completed and will be used to help formulate strategies for
sediment management and remediation.
Actions'. Efforts to control combined sewer overflows and improve
stormwater management are helping to reduce the amount of litter
that reaches the Sound.
York City has reduced floatables by 70% by placing booms
across tributaries and improving capture of combined sewer
overflows.
+ During 1995, beach clean ups in New York involved nearly 900
people and resulted in the removal of over 7,000 pounds of trash from
close to 30 miles of shoreline.
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Connecticut, clean ups involved over 700 people and resulted in
the removal of over 4,000 pounds of trash from 23 miles of shoreline.
16,000 storm drains have been stenciled since 1991 with the
message "Don't Dump-Drains to Long Island Sound".
Restoring and Protecting
Habitat: The overall
abundance and diversity of
habitats and living marine
resources in the Sound has been
diminished due to water quality
problems, habitat degradation
and loss, and land use impacts.
New York, over 3,000 drains have been stenciled with a bi-
lingual "Clean Streets Clean Beaches" slogan (Spanish and English).
Actions'. A bi-state habitat restoration planning process initiated
during 1995 has resulted in the identification of nearly 200 sites that
have been degraded and have potential to be restored.
+ A Draft Habitat Restoration Plan and priorities will be completed
during 1996 and made available for public review.
^Fourteen restoration projects were completed under Connecticut's
Tidal Wetlands Restoration and Coves and Embayments programs
and several others were initiated.
^Nearly $1 million was awarded for 12 projects under a new River
Restoration Fund, and habitat-related projects were supported under
Connecticut's LIS Research Fund.
NYSDEC has two tidal restoration projects in progress and
two in the planning process.
+DEC has also completed a draft Habitat Action Plan for Oyster
Bay/Cold Spring Harbor.
Information summarized from the US EPA, NYS DEC and CT DEP Implementation Status Report to the
LISS CAC. Layout and design by Kimberly Zimmer, New York Sea Grant Extension Program for the Long
Island Sound Study, March 1996.
Funded by the Long Island Sound Study, Cooperating agencies: United States Environmental Protection
Agency; Connecticut Department of Environmental Protection; New York State Department of
Environmental Conservation.
To be placed on the mailing list, please tear off and return this coupon to: EPA Long Island Sound
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NAME
ORGANIZATION (if any)
ADDRESS
PHONE
-------
v>EPA
United States
Environmental Protection
Agency
Air and Radiation
(6205J)
EPA430-F-99-033
November 1999
www.epa.gov
Monitor
:h ito r
An Update on EPA's SunWise School Program
by Bob Perdasepe, Assistant Administrator for Air and
Radiation, U.S. Environmental Protection Agency (EPA)
Since 1996, CFCs and other
f elcome to the
I first issue of the
• Jft f SunWise Monitor!
^J Through the
Monitor, EPA will share
important information
about the SunWise School
Program and sun protec-
tion with participating
Partner Schools and com-
munities across the coun-
try. The SunWise Program
is designed to teach
schoolchildren and their
caregivers how to avoid
overexposure to the sun.
SunWise is already under
way in more than 100
pilot schools and is
preparing for a national
launch in Fall 2000.
Why is EPA championing
sun safety today? Many of
us are becoming more
aware of our impact on the
environment, but some
might not realize that the
consequences of human
behavior stretch far beyond
Earths surface.
Years ago, you probably
didn't think twice about
using an aerosol spray or
turning on an air-condi-
tioner in your car or home.
Back then, we didn't know
that the chlorofluo-
rocarbons (CFCs)
released from these
products deplete the
ozone layer, which absorbs
the sun's harmful ultraviolet
(UV) radiation.
ozone-depleting substances
have been banned from
new production in the
United States and other
developed countries, but it
will still take years to repair
the damage already inflict-
ed on the ozone layer. In
the meantime, increased
levels of harmful UV radia-
tion are likely to reach the
Earth, causing skin cancer,
cataracts, immune suppres-
sion, and other health
effects. Already, skin cancer
is the most common form
of cancer in the United
States, with more than one
million cases reported
annually.
In this time of increased
risk, EPAs SunWise School
Program is an important
tool for the protection of
our health and the health
of our children.
On behalf of EPA, I would
like to thank you for your
continued support of this
vital program. Through
our combined efforts,
SunWise will play an inte-
gral role in assuring the
health and awareness of
children and caregivers.
re you keeping yourself and your
children safe in the sun? The sun-
safety tips below are the cornerstone
of the SunWise School Program and
a good way for anyone to reduce the risk of
UV-related health damage. Other than staying
indoors, no single step can fully protect you
from overexposure to UV radiation, so follow as
many of the action steps as possible.
Limit Time in the Midday Sun
The sun's rays are strongest between
10 a.m. and 4 p.m. Whenever possible, limit
exposure to the sun during these hours.
Wear Sunglasses That Block 99 to 100
Percent of UV Radiation
Sunglasses that provide 99 to 100 percent
UVA and UVB protection will greatly reduce
sun exposure that can lead to cataracts and
other eye damage. Check the label when
buying sunglasses.
Wear a Hat
A hat with a wide brim offers good sun
protection for your eyes, ears, face, and the
back of your neck—areas particularly prone to
overexposure to the sun.
Seek Shade
Staying under cover is one of the best ways to
protect yourself from the sun. Remember the
shadow rule: "Watch Your Shadow—No
Shadow, Seek Shade."
Cover Up
Wearing tightly woven, loose-fitting, and full-
length clothing is a good way to protect your
skin from the sun's UV rays.
Always Use Sunscreen
Apply sunscreen liberally on exposed skin and
reapply every 2 hours when working or playing
outdoors. Even waterproof sunscreen can
come off when you towel off sweat or water.
Watch for the UV Index
The UV Index provides important information
to help you plan your outdoor activities in
ways that prevent overexposure to the sun.
Developed by the National Weather Service
(NWS) and EPA, the UV Index is issued daily in
selected cities across the United States.
Avoid Sunlamps and Tanning Salons
The light source from sunbeds and sunlamps
damages the skin and unprotected eyes. It's a
good idea to avoid artificial sources of UV light.
-------
SunWise Monitor
Doe; Mot
In
on't believe everything you hear! An e-mail story
disseminated widely this past spring claimed that
waterproof sunscreen causes blindness in numer-
ous children every year. Neither the American
Academy of Ophthalmology the Poison Control Center,
the U.S. Food and Drug Administration (FDA), nor any
sunscreen manufacturers, have ever heard of a person
being blinded by sunscreen.
The most severe eye injury that sunscreen could cause is
an abrasion of the surface of the eye, which could result
in moderate discomfort during the healing process but
no long-term effects. If sunscreen does get in the eye, the
Academy suggests rinsing with water and seeing an eye
doctor if the pain does not subside.
According to the American Academy of Dermatology, a
person receives approximately 80 percent of his or her
lifetime sun exposure by the age of 18. Preventing over-
exposure in childhood by following the action steps for
sun protection, therefore, is essential to preventing skin
cancer later in life. (See "Take Action," p.l.) ®
Read about SunWise in action! The following
SunWise stories from students and teachers ir
Look
Label;
f unscreen already
tops the shopping
list of any SunWise
J consumer. Now,
new labeling changes aim
to help shoppers make a
more informed decision
on sun protection.
In May 1999, FDA finalized
labeling requirements for
over-the-counter sunscreen
products. While the regula-
tions call for the discontin-
uation of terms that might
be misleading, such as
"sunblock," or "water-
proof," the most important
label change will be the
appearance of PDAs three
new sun protection cate-
gories. Devised to help con-
sumers choose the right
SPF level for their needs,
the optional rankings will
appear as follows:
• Minimal—SPF levels
from 2 to below 12.
• Moderate—SPF levels
from 12 to below 30.
• High—SPF levels of 30
and higher.
Specific SPF numbers will
continue to appear on
product labels, though the
highest category will be
"30+" for values above 30.
Under these new labeling
regulations, you'll also
f tudents in Glendora, California,
)are using technology to explore
the science behind SunWise.
Greg Morrison's science class at
Goddard Middle School uses many
tools, including the Internet, CD-
ROMs, videos, and laboratory experi-
ments to collect, report, and analyze
UV-related data. In a favorite class
activity, students use hand-held UV
monitors, available from EPA, to
measure the intensity of UV rays at
ground level. After gathering these
start seeing a "sun alert"
statement on products dis-
cussing the important role
of sunscreen in overall
sun-related health protec-
tion. Products that won't
screen out the sun's harm-
ful rays must be marked as
well. Labels on tanning
lotions, which do not con-
tain sunscreen, must fea-
ture a warning about their
lack of protection against
sun exposure.
For more information
on PDAs new regulations,
consult its Web site at
. ®
data, the students can up.
results to the SunWise W
With the help of the local
Club's Teacher Mini Grant
Morrison runs another po
ment using UV-sensitive b
students about the sun's U
the effects of UV radiation
skin and health. Outside,
observe the beads changir
light colors to darker colo:
spending to the strength c
UV rays. The students the:
For more informatk
Mary Ann Moore
Brownstown Middle
20135 Inkster Road
Brownstown, Ml 48
matuckermoore@n<
Conceived SunWise School
Program.
Examined other sun protection programs and
developed tenets of SunWise School Program.
Held meetings with community plan-
ning teams. Began promoting
SunWise School Program to teachers.
Spring 1997
Drming meetma
with stakeholder
Mid 1998
Partnered with a number of health and weather
organizations and held stakeholder meeting to
develop and implement SunWise School Program.
-------
re
articles share some exciting
partner schools across the country.
load their
eb site.
Rotary
Program,
pular experi-
eads to teach
V rays and
on human
students
ig from clear,
rs, corre-
)f the sun's
n examine
and record the effectiveness of different
types of sun protection, covering the
beads with sunscreens of various SPF
levels, sunglasses, wet and dry cloth-
ing, and plastic.
In addition, Morrison uses video
tapes of national newscasts about the
ozone layer, which further demon-
strate the scope and breadth of the
subject. All these sun-science activi-
ties and students' work are featured
on Morrison's class Web site,
.
For more information:
Greg Morrison
Goddard Middle School
859 E. Sierra Madre
Glendora, CA91741
gm@morrisonlabs.com
a f
induct p
:h more than
ipating schools
Fall 2000
roqram natioi
-------
SunWise Monitor
RBOURCtt
Looking for more information on the SunWise
School Program, general sun safety, or the sci-
ence behind UV radiation and the ozone layer?
Check out the many electronic and print resources
EPA makes available to the public free of charge.
SunWise School Program
Internet Learning Site
www. epa. go v/s unwise
An excellent source for
information on the
SunWise School Program,
this Web site includes gen-
eral information on ozone
depletion, UV radiation,
UV health effects, and sun-
safety tips. The site also
includes an online registra-
tion form for joining the
SunWise Program, as well
as links to other informa-
tive educational sites.
Students and teachers can
currently use the site to
report and interpret daily
measurements of UV data.
As the SunWise Program
develops, additional fea-
tures and activities,
including games and
experiments, will be added
to the site.
SunWise School
Program Guide
This guide provides infor-
mation about the SunWise
School Program, details
how to become a Partner
school, describes tools
available to Partner
schools, and explains how
the program will be evalu-
ated. The guide may be
downloaded as a 322K
Adobe Acrobat (PDF
Format) file from the
SunWise School Program
Web site (see address
above). To order a hard
copy of the guide, contact
EPAs Stratospheric Ozone
Information Hotline at
800 296-1996. For addi-
tional information, contact
Linda Rutsch of the
SunWise School
Program at
202 564-2261.
- Safety
Hie Sun, UV, and You: A
Guide to SunWise Behavior
This newly updated book-
let presents the science
behind UV radiation and
stratospheric ozone and the
health risks associated with
overexposure to the sun. It
also provides steps for pro-
tecting yourself and your
children, defines the UV
Index, and provides a list
of additional resources.
For more information
or to obtain copies of
these resources, visit the
SunWise Web site at
or contact Kevin Rosseel
of EPA at 202 564-9731.
SunWise Fact Sheets
A number of short, inform-
ative factsheets also are
available:
• Health Effects of
Overexposure to the Sun
• Action Steps for Sun
Protection
• Ozone Depletion
• Ultraviolet Radiation
Kids Komer
Teachers and their SunWise
students are invited to
submit articles about their
activities, story ideas, art-
work, and sun-safety proj-
ect ideas to be featured in
future issues of the SunWise
Monitor. You can send
materials to Linda Rutsch
at
or U.S. EPA (Mailcode
6205J), 401M Street,
SW, Washington, DC
20460.
The SunWise School Program is an Environmental Monitoring for Public Access and Community Tracking (EMPACT) project.
«»EPA
United States
Environmental Protection Agency
(6205J)
Washington, DC 20460
Official Business
Penalty for Private Use
$300
> Printed on paper that contains at least 30 percent postconsumer fiber.
-------
&EPA
United States
Environmental Protection
Agency
Air and Radiation
(6205J)
EPA430-F-00-008
April 2000
www.epa.gov/sunwise
An Update on EPA's SunWise School Program
the
It's hard to believe
that summer is just
around the corner.
Of course, that
means a break from
school, summer vacations,
and lots more time spent
outside enjoying the
warm, sunny weather.
Now more than ever, it is
important to properly pro-
tect ourselves from the
damaging ultraviolet (UV)
rays of the sun. Skin can-
cer has been on the rise
and is one of the most
prevalent and serious cur-
rent public health prob-
lems. In fact, in the
United States alone, we
can expect more than
1 million nonmelanoma
cancers to be diagnosed
this year. Nonmelanoma
skin cancer is the most
-------
SunWise Monitor
Help Identify
E
-------
SunWise Monitor
melanoma. Between the two episodes, I have had approxi-
mately six surgeries for skin cancer and other biopsy
exploratory procedures.
What other steps did you take to cope with your
diagnosis?
I became a vocal advocate for sun protection. I speak to
kids and young adults all the time to try to convince them
that having a tan, which is really just having damaged
skin, is not worth the consequences of having cancer. I
use sunscreen every day no matter what the weather is
like and wear a wide-brimmed hat when I play golf. I take
the utmost precaution and want to share my story so that
other young people do not have to go through what I did.
What measures can people take to protect them-
selves from sun damage and avoid skin cancer?
Cover up. Use sunscreen correctly. Apply sunscreen 30
minutes before sun exposure and reapply after 1 to 2
hours of exposure. Wear long sleeve shirts, sun-protective
eyeglasses and sunglasses, and wide-brimmed hats. Avoid
sun exposure between 10 a.m. and 4 p.m. Develop a
daily sun protection routine. For me, that means keeping
my sunscreen right next to my toothpaste. When I wash
my face and brush my teeth in the morning I put on my
sunscreen. It's that simple.
You're very active with advocacy work related to
children and young adults with all types of cancer.
Tell us more about The Ulman Cancer Fund for
Young Adults.
The Ulman Cancer Fund for Young Adults was formed to
provide support, education, and resources to young adults,
their families, and friends who are affected by cancer. This
involves support groups, survivors' networks and informa-
tion, as well as education and prevention services for young
people to teach them early detection and prevention.
...I want to do
everything possible
to help others
understand the
fragility of life and
the importance of
protecting them-
selves from skin
cancer."
—Doug Ulman
Skin cancer can be treated success-
fully if found early. The most
important issue that The Ulman
Cancer Fund supports in
terms of skin cancer is that
children, in conjunction with
their physician and parents,
need to watch their own skin
and look for lesions or
changes in moles. If they see a
change, they NEED to tell their
parents or doctors. Over 50 per-
cent of melanoma cases are found by
patients. My second skin cancer diagnosis
resulted after a tiny mole on my arm was itching
and I mentioned something to my doctor. She decided to
take it off as a precaution and it turned out to be invasive
melanoma. Who would have of thought that a 19-year-old
would have skin cancer twice? Not me. Another message
we convey is that skin cancer does not discriminate. It
affects young and old. People of all races. Male and female.
What's in the future for Doug Ulman?
I will continue to dedicate my life to cancer advocacy,
including prevention and education awareness. I will not
be satisfied until children are allowed to bring sunscreen
to school with them, until children are taught in schools
about the dangers of skin cancer and that they can avoid
getting it by practicing good protection habits. I also want
to bring awareness to the fact that cancer is not a death
sentence! You can have cancer in your life (you can even
have it three different times) and still return to a normal
life and, as in my case, go above and beyond what you
were doing prior to the diagnosis. I am very lucky to be
alive at age 22, and I want to do everything possible to
help others understand the fragility of life and the impor-
tance of protecting themselves from skin cancer.
For more information on The Ulman Cancer Fund, visit
the Web site at . ©
s
Official SunWise Program Launch on the Hon'zon
Following its successful 1-year pilot period, EPA will launch the official SunWise School
Program with a press event in May. A new SunWise "Tool Kit" for SunWise schools will
be available to all schools beginning in September 2000. Details to follow.
-------
SunWise Monitor
n tke f«mWi;e
Read about SunWise in action! The following articles share some exciting
SunWise stories from students and teachers across the country.
Out
Ozone science
recently took
center stage in
Colorado as
teachers and students in
the University of Colorado
at Boulders (CU's)
1999-2000 Science
Explorer Program put new
science curricula to the
test. In a series of 17 day-
long workshops held
throughout the state,
Colorado teachers and stu-
dents tried out new science
lessons focused on ground-
level and stratospheric
ozone as well as UV radia-
tion.
Teams comprised of one
teacher and five students,
from fifth through eighth
grade, took part in three
75-minute classes during
the workshops. Each class
featured a variety of ozone-
related, hands-on lessons;
for example, the teams
searched for ground-level
ozone by using Schoenbein
paper—a special paper
made of cornstarch, dis-
tilled water, and potassium
iodide—which turns blue
or purple when in contact
with ozone.
In another activity, students
and teachers learned about
the effects of stratospheric
ozone depletion, such as
increased UV radiation
reaching Earths surface.
Using color-changing, UV-
sensitive Frisbees, the teams
evaluated the effectiveness
of various sun-protection
materials, including sun-
screen, sunglasses, and
fabrics. The teams also con-
structed chemical models of
ozone molecules from gum-
drops and toothpicks.
Studying the conditions of
Antarctica, over which an
ozone hole exists, is another
topic for curricula activities.
"The student team mem-
bers work side by side
with their teachers in the
workshops to develop
knowledge and leadership
skills," said Lannie Hagan,
coordinator of the Science
Explorer Program.
After participating in the
Science Explorer activities,
students and teachers will
take their new knowledge
and materials back to their
classrooms to share with
fellow students and col-
leagues. While this year's
workshops and curricula
focused strictly on the sci-
ence of ozone and UV
radiation, Hagan noted,
"SunWise behavior lessons
would be a perfect supple-
ment for teachers to
incorporate when they
implement the new curric-
ula in their classrooms."
Designed to encourage stu-
dent interest and aptitude
in science, math, and tech-
nology in Colorado and
the West, the CU-Boulder
Science Discovery Program
has been operating the
Science Explorer Program
for 13 years, introducing
new curricula to about 300
teachers each year.
For more information about
CU's Science Explorer pro-
gram, contact Lannie Hagan
at 303 492-0771. <§
-------
i Students film a "News Flash" on
ground-level ozone and its
harmful effects on human
health.
SunWise Monitor
Students play an ozone
board game—"The Hole
in the Sky"—to gather
facts and statistics on
the history of ozone
depletion.
Hi-TecK
Forget MTV—fifth-
graders in Dottie
Fundakowski's gifted
w science class used
state-of-the-art video
conferencing to tap into
EPA expertise on ozone
depletion and SunWise
behavior. As part of a
semester-long unit on
ozone, Fundakowski's stu-
dents at The Center for
Creative Learning in
Missouri's Rockwood
School District, participat-
ed in virtual discussions
with Jeffrey Levy,
formerly of EPAs
SunWise School
Program.
The video confer-
ence gave the stu-
dents, who had
already been studying
ozone and UV radi-
ation for 6 weeks,
the unique chance
to interact with a
scientific expert. In
addition to fielding
the students' technical
questions about
ozone depletion, Levy
reminded them of their
responsibility to protect
their skin and eyes from
UV radiation. "Global
issues, such as ozone
depletion, can be worri-
some for high-level
learning students,"
Fundakowski noted. "The
video conference with
Jeffrey Levy was a great
way to have the students
learn about experts who
are working to reduce
ozone problems and to give
students an interactive
resource for their questions
and concerns."
Throughout the past year,
Levy participated in a total
of 10 ozone-related video
conferences with different
groups of Fundakowski's
students and also hosted
an evening session to dis-
cuss parents' questions
about UV radiation and
sun protection. The suc-
cess of the video-based
exchanges has prompted
Fundakowski to plan addi-
A;k tke EPA Exert
tional conferences. She also
shared her students' high-
tech activities with other
educators at the Midwest
Educational Technology
Conference, held March 13
through 15 in St. Louis.
The video conferences
were just one portion of
Fundakowski's unit, which
covers both stratospheric
and ground-level ozone.
Students completed many
other SunWise activities,
including daily visits to the
SunWise UV Index Web
site, UV-sensitive bead
experiments, and lessons
on the labeling of sun-
screens. While studying
the light spectrum, stu-
dents became fully
informed consumers,
learning why sunscreens
should protect skin from
both UV-A and UV-B rays.
In addition to lessons
focused on what they can
do to protect themselves,
Fundakowski's students
staged a mock congres-
sional hearing on the ban
of aerosol sprays, learning
what other countries are
doing to protect the planet
from ozone depletion.
For the past several years,
Fundakowski has found
SunWise lessons to be an
effective component of
teaching ozone science. "I
am usually introducing ele-
mentary school students to
curricula on the atmos-
phere and sun protection.
They know they're sup-
posed to wear sunscreen,
but they don't know about
the 'why' behind that
behavior. The SunWise
School Program is very
helpful, not only in teach-
ing kids what to do, but in
teaching them about the
scientific and health rea-
sons attached to those
actions."
For more information,
contact Dottie
Fundakowski at
636 207-2579, ext. 334 or
-------
SunWise Monitor
ife Activity
"M
to Be
Here's a fun way to add some excitement and suspense to the classroom while teaching students about
SunWise behavior and ozone science. This activity starts with fairly simple questions and graduates to hard-
er questions. Each question is worth a certain dollar value or number of points. Correct answers are found
at the bottom of this page.
Would you like to sub-
mit questions for "Who
Wants to Be SunWise?"
or do you have other
fun activities that we
could publish in the
SunWise Monitor? If so,
please contact Linda
Rutsch at 202 564-
2261, or . If you sub-
mit questions for "Who
Wants to Be SunWise?",
be sure to indicate a
dollar or point value, or
whether the question
should be categorized
as very easy, easy,
medium, or difficult.
1. The sun is a:
a. planet
b.star
c. meteor
d.none of the above
2. SPF is the abbrevia-
tion for:
a. skin pollution formula
b. super protective
formula
c. sun protection factor
d.super protein food
3. You should wear
sunscreen with an
SPF of this number
or higher:
a. 3
b.5
c.8
d.15
4. The sun is important
for:
a. photosynthesis
b.visible light
c. warmth
d.all of the above
5. The UV Index is
reported on a
scale of:
a. 0-100
b.0-5
C.O-10+
d.2-12
6. The distance from
the sun to the
Earth is
a. 86,000 miles
b.93 million miles
c. 26.2 miles
d.none of the above
7. This mammal
secretes an oily pink
sunscreen to protect
itself:
a. flamingo
b. hippo
c.pig
d. human
8. The stratosphere is
located:
a. 10-30 miles above
Earths surface
b.0-10 miles above
Earths surface
c. 2 miles from the moon
d. 93 million miles from
Earth
9. Out of every 10 mil-
lion air molecules,
about 2 million are
normal oxygen, but
only this number are
ozone:
a. one million
b.one thousand
c. one hundred
d. three
p '6 'D '8 'q 'L 'q '9 '» 'S 'P -f 'P •£ 'a 'I 'q • I :SJOMSUV
-------
SunWise Monitor
A Merrage...
The UV Uex
common form of skin cancer. Unlike melanoma
skin cancer, it is not usually fatal, but can still
cause serious damage to skin and eyes.
TKe ff of
Fortunately, there are many steps we can take to
protect ourselves from skin cancer and other
harmful effects of sun exposure. By following
these rules, we can avoid damaging sunburns and
achieve better overall health.
• Slip on a shirt. *
• Slop on sunscreen (SPF 15 or higher).*
• Slap on a wide-brimmed hat.*
• Sunglasses should be worn to prevent cataracts.
• Shadow rule: if your shadow is shorter than
you are, you are more likely to sunburn.
Remember, "No shadow — Seek shade." The
sun is most intense between 10 a.m. and
4 p.m.
• Sunburns should be avoided at any age and
especially by children.
• Sunbathing in natural sunlight and at tanning
parlors should be avoided.
So as we turn our sights to summer, let's have fun,
but remember to be SunWise! Follow the steps
above and check the UV Index daily to help plan
your outdoor activities. For more information on
the SunWise School Program and the UV Index,
visit .
— Dr. Thomas E Downham II, MD
Henry Ford Medical Center
thomasd@ic.net
(n addition to the sun-safety tips to the left, the UV
Index also can be a valuable tool in helping to avoid
too much sun. The National Weather Service, the
Centers for Disease Control, and EPA initiated the
UV Index for 58 cities in 1994. It is a forecast of the
level of skin-damaging UV radiation reaching the Earths
surface at noon. Knowing the intensity of UV radiation
enables people to take appropriate sun-protection steps
to avoid overexposure. Exposure levels and index values
are categorized in the following manner:
A UV Index reading of 0 to 2 indicates
minimal danger from the sun's UV radiation.
OW: A UV Index reading of 3 to
4 indicates low risk of harm to the
skin from the sun's UV radiation.
A UV Index reading of
5 to 6 indicates some significant risk of
skin damage due to the sun.
Copyright American Cancer Society, 1994.
High A UV Index
reading of 7 to 9 indi-
cates high risk of harm
from unprotected exposure to the sun. Time in the sun
should be avoided between 10 a.m. and 4 p.m.
High. A UV index read-
ing of 10 or more indicates very
high risk of harm from unprotected
sun exposure.
-------
SunWise Monitor
the WWite fpotligkt... c<»ti«./e«i
tl*e
• ••
Linda Rutsch and Kristin Kenausis recently toofe (he SunWise message on the road to Crestview Elementary School in Boulder,
Colorado. Laura Earns o/EPAs Region 8 office arranged for the school visit, where four 4th and 5th grade physical education
classes were taught how and why to be SunWise.
ach class started out with an introductory slide
show explaining the importance of sun safety. In
an effort to keep the lesson both entertaining and
informative, students in each class were then bro-
ken up into four groups, with each group rotating into
learning centers set up around the gym. In Lauras learn-
ing center, students learned how
to pick the best sunscreen, hat,
sunglassees, and clothing for
optimum sun protection.
Laura also demonstrated prop-
er sunscreen application.
In Lindas learning center, stu-
dents made UV bead bracelets
and necklaces. The beads, when exposed to UV radia-
tion, turn an array of vibrant colors. Many students noted
that the UV beads would be a great reminder while ski-
ing because they sometimes forget that in the cold of
winter, UV radiation still exists, especially considering the
altitude and the reflection from the snow.
In Kristin's learning center, the students engaged in a
sun-safe relay race. The relay race required that teams of
students run to the side of the gym where sun-safe outfits
had been left earlier. Once there, they had to dress a cho-
sen person on their team to be sun-safe (with appropriate
hat, sunglasses, clothing, and sunscreen bottle), and race
back. Each class ended with a review of lessons learned.
A good time was had by all who participated.
The SunWise School Program is an Environmental Monitoring for Public Access and Community Tracking (.EMPACT) project.
wEPA
United States
Environmental Protection Agency
(6205J)
Washington, DC 20460
Official Business
Penalty for Private Use
$300
) Printed on paper that contains at least 30 percent postconsumer fiber.
-------
c/EPA
United States
Environmental Protection
Agency
Air and Radiation
(6205J)
EPA430-F-01-014
April 2001
www.epa.gov/sunwise
An Update on EPA's SunWise School Program
A Ray of m
Li«jkf i* Okio
hat do you get when you cross a devoted group
of doctors, a medical support group, and a
ready-to-use educational program called
SunWise? In Montgomery County, Ohio, you get RAYS
(Raising Awareness About Your Skin), an active volun-
teer committee that educates students throughout the
county about the dangers of ultraviolet radiation. The
committee has reached more than 8,500 students in 20
school districts during the past two years.
Consisting of more than 32 dermatologists, plastic sur-
geons, internists, obstetricians, optometrists, and neurol-
ogists, along with 25 other volunteers, the committee
arranges assemblies and
classroom presentations in
middle and high schools
throughout the year.
Volunteers use SunWise
lesson plans and a capti-
vating slide presentation
to teach students about
the early signs of skin
cancer and what risky
behaviors to avoid. In
addition, volunteers pro-
vide SunWise materials
and information to
schools and encourage
teachers and administra-
tors to join the SunWise program. The committees efforts
have been tremendously successful.
"Not only have we been on the news three or four times,
but we've reached an incredible number of students, and
we have also discovered several teachers with skin can-
cer," explained Betty Lacey a volunteer who took an entire
year off work to devote to this cause. "People didn't know
what to look for until we showed them pictures."
The pictures she's referring to are a series of clinical pho-
tographs of skin cancer—part of the slide presentation
developed and used by the committee. Available on the
SunWise Web site at ,
this presentation has been successful in getting students
to think twice about sitting in the sun or going to a tan-
ning salon before a wedding or a prom, and it stimulates
peer pressure to keep each other safe. "The realistic shots
of skin cancer are extremely effective," said Lacey.
"Students are usually surprised by the gruesome conse-
quences of too much sun."
-------
SunWise Monitor
Career fociety
five communities across the country are participating
in an exciting new American Cancer Society (ACS)
program designed to increase awareness about skin
cancer and sun-safety techniques. The new initiative
engages a multi-faceted approach that targets daycare
centers, schools, primary care providers, beach and pool
facilities, as well as the media.
Although they do not have a formal partnership with
EPA, Mary O'Connell of ACS said that the new commu-
nity programs will focus on actively promoting SunWise.
"If schools do not currently have a sun-protection pro-
gram, we are encouraging them to contact
EPA and join SunWise. EPA spent a lot of
time developing this program, and we
think it's a great resource," O'Connell said.
ft
In addition to asking teachers to
devote at least two classroom sessions
to sun safety education, ACS is asking
schools to examine their sun aware-
ness policies. For example,
ACS is looking at whether
schools offer shade
provision during recess
and whether or not
children are required to wear
hats and apply sunscreen when
outside. According to O'Connell, this repre-
sents a shift from previous programs, "It used to be that
the responsibility for sun safety fell to the individual;
however, we're attempting to integrate policy into the
equation," she said.
At pools and beaches, the new ACS program offers sun-
safety training for staff members and lifeguards. "Because
they are visible to patrons, it's important for lifeguards to
act as role models and exhibit responsible sun-safety
behaviors," O'Connell said. In addition, ACS asks water-
safety instructors to remind their students to "Slip! Slop!
Slap! Wrap!" at the end of each lesson. This slogan,
which means "Slip on a shirt, Slop on sunscreen, Slap on
a hat, and Wrap on sunglasses," was adapted from a
campaign successfully used for many years by the
Australian Cancer Society.
Primary care physicians can participate in the program
by distributing patient education materials in their wait-
ing rooms, engaging their patients in discussions about
sun safety, and, when applicable, tagging the charts of
patients who are at high risk for sun-related illness.
According to O'Connell, ACS is optimistic about the suc-
cess of this new initiative and is currently evaluating its
first batch of field tests. Results from these tests will be
reported to EPA by the end of the summer. For more
information about ACS and its sun-safe communities
programs, visit its Web site at . 4j)
A Ray of Li
The program got its start in 1999 when a group of derma-
tologists from the Ohio Medical Association passed a reso-
lution to teach students throughout the state about the
hazards of the sun and tanning salons. Volunteers from the
Montgomery County Medical Alliance and its auxiliary
support group decided to take action on the resolution.
When the committee read about the SunWise program in
a newspaper article and began using SunWise materials,
it began to have success in attracting schools to the idea.
"EPAs program was definitely the springboard for our
program," said Lacey "Their ready-to-use materials made
a huge difference. We are anxiously awaiting new
SunWise materials to incorporate into our program."
For more information about RAYS, send an e-mail to
RAYSTASKFORCE@aol.com. ©
-------
SunWise Monitor
tl*e f»mlvite fpotli^kt...
TO K*OvO
ome say curiosity killed the cat,
but, as a group of Illinois stu-
dents recently discovered, asking
the right questions can also save
lives. Debbie Brennan, the learning
coordinator at Central Middle School
in Tinley Park, Illinois, works with
the top 5 percent of the seventh and
eighth grade students as part of the
school's gifted program. Brennan
practices "inquiry learning," a loose
system that allows students to ask
questions about a topic of their
choice and conduct activities to
answer them.
"A few years ago in May, a group of
my students noticed some high
school kids lined up outside a tan-
ning salon in preparation for their
prom," Brennan said. "I overheard
them complaining that tanning caus-
es skin cancer, and I asked them how
they knew for sure." To find the
answer, the students began a research
project on the effects of exposure to
ultraviolet (UV) radiation. Not long
after that, Brennan discovered EPAs
SunWise Web site. She began work-
ing with EPA to create activities
based on SunWise materials that fit
the Illinois state learning stan-
dards, incorporating language, fine
arts, science, and math.
For many of their activities, the
students conduct both group and
individual research and then find
creative ways to share what they
learn. One part of their research
effort was to contact the American
Cancer Society, which sent them
information, bookmarks, and stickers
related to sun safety. Brennan has also
forged relationships with a local
oncologist and a Chicago-based mete-
orologist, both of whom are available
to answer students' questions.
To share what they learned last year,
the students created flyers on sun
safety and distributed them to local
youth sports teams. The students
also decorated and gave away hats
and bandanas with UV-sensitive
paint and performed experiments by
applying sun screen to necklaces
they made from UV-sensitive beads.
As part of a long-term activity, the
students monitor and chart daily
local UV intensity. The students also
share their information by writing
articles for the school newsletter,
posting articles and notices on a
school bulletin board, and posting
information on their Web site
-------
SunWise Monitor
OK foe?
Due in large part to the publicity surrounding holes in the ozone layer, most people
are familiar with stratospheric ozone—the kind that protects humans, plants, and ani-
mals from the harmful effects of ultraviolet (UV) radiation. But did you know that
ozone exists at ground level? More commonly referred to as smog, ground-level
ozone is often seen in the skyline of major cities. These two types of ozone affect the
environment differently, and both are worth a closer look.
The <5ood
0
zone forms in the atmosphere when three atoms
of oxygen are combined (O3). Ozone located in
the stratosphere—about 15 to 30 kilometers
above the earths surface—protects the environment and
its inhabitants from UV radiation that can cause health
problems, including skin cancer, eye damage, and sup-
pression of the immune system, as well as damage to
crops and ecosystems. To maintain a consistent protec-
tive layer for Earth, stratospheric ozone is naturally cre-
ated and destroyed at a constant rate, but human-made
substances, including chlorofluorocarbons (CFCs), inter-
fere with this process. CFCs, methyl bromide, and other
substances accelerate and aggravate ozone depletion in
the stratosphere. This causes "holes" in the ozone
layer—areas where ozone thickness has decreased signif-
icantly. Reduced ozone layer thickness means less protec-
tion from UV rays and increased risks to human health
and the environment. International cooperation has suc-
ceeded in reducing the production and use of CFCs and
other ozone-depleting substances in certain areas of the
world, but these substances persist in the atmosphere
and will continue to disrupt the delicate balance of the
protective ozone layer for years to come.
-------
SunWise Monitor
Tke Bad
6round-level ozone is a major component of air
pollution. It is created when oxides of nitrogen
(NOx) and volatile organic compounds (VOCs)—
byproducts of vehicle exhaust, industrial emissions, and
chemical solvents—chemically react in the presence of
strong sunlight and warm weather conditions. Exposure
to ozone pollution can cause a range of health problems,
including chest pains, coughing, throat irritation, and
congestion, and it can worsen bronchitis, emphysema,
heart disease, and asthma. It can also damage plants and
trees and reduce crop production. Decreasing NOx
and VOC emissions from power plants and other facili-
ties, and automobile exhaust are two ways of combating
the creation of polluting ozone.
ffifectr o* Climate
Hardly a day goes by without an article or news fea-
ture on global warming and climate change
appearing in the media. You may be wondering,
therefore, whether there is a link between ozone deple-
tion and climate change.
The answer is yes, and in more ways than one. First,
ozone-depleting substances are greenhouse gases. They
comprise only a small portion of total greenhouse gases
produced worldwide, but they still contribute to global
climate change. And substitutes for ozone-depleting sub-
stances, while helping to protect the ozone layer, are also
potent greenhouse gases.
Second, climate change may accelerate ozone depletion,
which worsens when temperatures in the stratosphere
become colder. Global warming is caused by increases in
greenhouse gases and essentially robs the stratosphere of
warmth by trapping heat below it. This creates a colder
stratosphere and increased ozone depletion, particularly
in colder latitudes, such as the North Pole and Arctic
Circle. This occurrence could have major consequences
in the near future. Just as the ozone layer is expected to
begin recovering from worldwide reductions in CFC
production and use, higher global temperatures may
increase ozone depletion, canceling out the gains made
up to this point. As Jason Samenow, a climate scientist in
EPAs Office of Air and Radiation states, "These issues
should no longer be considered in isolation given the
interconnectedness of our changing atmosphere."
-------
SunWise Monitor
In May 2000, Linda Rutsch of EPA's SunWise Program gave
a presentation on sun safety to first graders at Georgian
Forest Elementary School in Silver Spring, Maryland. In
addition, she spoke to other students at the school during
two assemblies. The school also incorporated SunWise
activities into their annual field day in June 2000, includ-
ing a SunWise relay, UV frisbee activity, shadow chalk
drawing, and UV meter and UV bead activity. To make
the day even more exciting, it was covered by CNN!
The following are excerpts from some of the letters the
students sent to Linda in appreciation for her SunWise savvy.
to our ;chool...|
that you ca* ^et ;u*
bar* /* cloudy day;.
/* our
teach u; about ju*
rafety. You are a ^oo
teacher. I Leaded
that you have to put
Tha*k you far
hovu to take care of
our body by put/*<3
er to
you for
u;e ;u^;
a hat.
I leaded that eve^
clou day; you ca*
a lot a lot of
you. I
have to put
beAa^e woe
-------
SunWise Monitor
UV
to
Anew feature on the SunWise Web site can help
protect you from overexposure to the sun, not
just in summer, but all year long. Users can now
search for the Ultraviolet (UV) Index by ZIP code at
and view the daily
UV Index for their local area. "Prior to this, the National
Weather Service (NWS) only issued a list of daily UV
Indexes for 58 cities, and some major parts of the coun-
try were excluded. Now users can get the UV Index at
their exact location, which is much more beneficial to
them," said Craig Long of NWS.
The UV Index was developed by NWS and EPA to pre-
dict UV radiation levels. Overexposure to the sun's UV
rays can cause sunburn and long-term effects such as
skin cancer and cataracts. The UV Index reports daily UV
forecasts on a 1 to 10+ scale that provides the expected
risk of overexposure to the sun, with 0 indicating mini-
mal risk and 10 indicating very high risk. It provides
important information to help people plan outdoor activ-
ities in ways that prevent overexposure to the sun's rays.
As a future project, the NWS and EPA are considering
increasing the forecasted number of days, so users can
plan outdoor activities several days in advance. For more
information, contact Craig Long of NWS at 301 763-
8071, ext. 7557. ®
UV Index Forecast for a Typical Day
* Valid during the solar noon hour*
WA
OR
NV
CA
ME
ID
MT
WY
ND
MN
NH>
SD
Wl
NY
NE
IA
PA
UT
CO
IL
OH
'WV;
KS
VA
AZ
NM
OK
KY
TN
NC
AR
LA
MS
SC
AL
GA
UVINDEX
FL
10 11 12
-------
SunWise Monitor
o Tool;
Kidf to be
EPAS new SunWise Tool Kit is here! This collection of
fun, developmentally appropriate activities combines
education about sun protection and the environment
with other aspects of learning. Teachers registered with
the SunWise School Program receive a free tool kit with
comprehensive, cross-curricular activities that focus on:
The science behind ultraviolet (UV) radiation
and stratospheric ozone
The health risks of overexposure to UV radiation
The steps you can take to protect yourself
The tool kit also contains a policy section that shows
teachers and students how to encourage sun-safety activi-
ties outside of the classroom. These policy materials fea-
ture suggestions on sharing SunWise knowledge with the
rest of the school, reaching out to families with sun-safe
practices, forming community partnerships, and organiz-
ing sun-safe events. Stay tuned, as the tool kit will be
available in Spanish within the coming year.
For more information on the SunWise Tool Kit, contact
Linda Rutsch at 202 564-2261 or Kristin Kenausis at 202
564-2289. To join the SunWise School Program, please
visit the Web site at .
wEPA
United States
Environmental Protection Agency
(6205J)
Washington, DC 20460
Official Business
Penalty for Private Use
$300
> Printed on paper that contains at least 50 percent postconsumer fiber.
-------
MISSION: SHKTWISE
Book
SunWise
inWu
inWise
SunWise
iSunWH
L
-------
ABOUT THE SUNWISE SCHOOL PROGRAM
To promote sun-safe behavior at an early age, the U.S.
Environmental Protection Agency (EPA) developed the
SunWise School Program, a free national environmental
and health education program for young children. Through
the use of classroom, school, and community components,
SunWise promotes sun safety by teaching children and
their caregivers how to protect themselves from
overexposure to UV radiation.
The program is designed for kindergarten through
eighth-grade learning levels. Any K-8 school
can participate.
By joining EPA's SunWise School Program, participants
will have access to useful tools to help teach sun-safe
behaviors in the classroom, such as:
The SunWise Tool Kit - providing a range of
cross-curricular lessons, activities, and background
information for K-8 children.
The SunWise Internet Learning Site
(www.epa.gov/sunwise) - an interactive medium with
web-based educational activities and resources.
Additional materials, puzzles, posters and activities, such
as the "Mission SunWise" storybook and activity book.
Register today to receive your free SunWise Tool Kit by
visiting www.epa.gov/sunwise. Look for the "Join" icon in
the "Educators" section.
-------
SLAP.'
WRAP!
The SunWise Club has a new Secret Mission!
-------
CAN YOU FILL IN THE
MISSING LETTERS?
SU
OZ
NE
R
H
R
YS
FILL IN THE MISSING WORDS:
The sun is a ^*^
UVravs can hurt vour -ffo^
J J vV^/J>
T u • ^7^-
loo much sun can pive vou a ,y^'vJN
UNSCRAMBLE THE LETTERS TO READ AN
IMPORTANT MESSAGE:
ZNEOO
KOBLC VU YRSA.
(SEE ANSWERS ON THE LAST PAGE)
-------
CAN YOU MATCH THE SUNWISE ACTION STEPS
WITH THE RIGHT SUNWISE PICTURES?
on a
... to cover as much skin on your body
as you can.
on
... on your face, arms, legs, and any
other skin that the sun's UV rays can
reach.
A.D
on a
... that will keep UV rays from
reaching your face, ears and neck.
DAD
on
to protect your eyes.
1
the_
to find the UV forecast
in the
... and stay out of the sun whenever
possible
-------
JL he children are checking the UV Index. The UV Index is a forecast
of how strong the UV rays will be. It is reported on a scale of 0-10+.
The higher the number, the stronger the rays will be, and the more we
need to protect ourselves.
You can find the UV Index in many places. It is in the weather section
of the newspaper and on TV, radio, and Internet weather reports.
-------
1
]
UV Index
[ndex Number Exposure Level
0-2
3-4
5-6
7-9
10+
Minimal
Low
Moderate
High
Very High
10
8
6
4
2
0
8
10
DIRECTIONS:
Color in each UV Index to match the number.
Circle the ones that are "HIGH" or "VERY HIGH."
The higher the UV Index, the greater the need for skin and eye protection.
What's the UV Index in YOUR neighborhood? Go to the Sun Wise
website to find it! The website URL is www.epa.gov/sunwise
-------
Uarlos is trying to decide what to wear today. He wants to be
SunWise, but needs your help! What clothes should he wear to
be SunWise? Circle the best choices.
-------
W hat would you wear to be
SunWise? Draw your own
SunWise outfits on Carlos
and Lisa.
Lisa
Carlos
-------
SLOP ON SOME SUNSCREEN
TO BE SUNWISE!
Sunscreen is a lotion you spread on
your skin. Sunscreen helps block
UV rays. Some sunscreens are more
SunWise than others. Remember,
you should always use sunscreen
that is number 15 or higher.
Circle the SunWise sunscreen:
DO YOU PUT SUNSCREEN ON....
bare feet
YES NO
smiling face
YES NO
"bare leg
YES NO
"bare tummy
YES NO
"bare arm
YES NO
ear
YES NO
shoe
YES NO
eyes
YES NO
-------
Jriemember, when you're playing outside, try to play in the shade.
Circle the shady places in this picture.
a a a a
-------
ARE THESE CHILDREN SUNWISE?
What do they need to make them SunWise?
Draw SunWise gear — hats, glasses and clothes —
on the children.
Color in the areas where they should apply sunscreen.
Remember to be SunWise even on cloudy days!
10
-------
sOt*WISE.<
DIRECTIONS:
Find your way through the maze, picking up all the Sun Wise
gear on the way.
11
-------
ITS FUN AND EASY TO BE SUNWISE!
Tell your friends about ways to be SunWise.
Just remember SLIP! SLOP! SLAP! WRAP!,™ CHECK the UV
INDEX and PLAY in the SHADE!
12
-------
ANSWERS FOR PAGE 2
Missing words: Missing letters:
star sun
cloudy ozone
eyes earth
sunburn rays
Unscrambled message:
The Ozone Layer Helps Block UV Rays.
The SunWise School Program would like to thank the American Cancer Society for their ongoing support
and for allowing us to use their "SLIP! SLOP! SLAP! WRAP!"™ slogan.
SLIP! SLOP! SLAP! WRAP!™ is a trademark of the American Cancer Society, Inc.
-------
United States
Environmental Protection
Agency
Air and Radiation
(6205J)
&EPA
EPA 430-K-00002
April 2001
www.epa.gov/sunwise
vm
AT
Sun i e
Join the kids in the and
learn how to have safe fun in the sun!
-------
Libro de actividades
i
WAI
Coxno te proteges del sol!
*>*» »
SunWise
jnWise I
SunWIse I
-------
ACERCA DEL PROGRAMA ESCOLAR SUNWISE:
La Agenda Federal de Protection Ambiental (EPA - U.S.
Environmental Protection Agency) creo el Programa Escolar
SunWise para fomentar el cuidado de la piel y la protection
del sol desde temprana edad. Este es un programa national
de education de la salud y del medio ambiente sin costo
alguno dirigido a los ninos pequenos. El programa utiliza
iniciativas educativas en los salones de clase, las escuelas y las
comunidades, para ensenarles tanto a los ninos como a las
personas encargadas de su cuidado, como protegerse de la
radiation de los rayos ultravioleta al exponerse demasiado
al sol.
El programa se diseno para estudiantes de kinder a octavo
grado. Cualquier escuela de este tipo puede participar en el
programa SunWise, ya sea con una clase, varias clases o todas
las escuelas en general e inclusive los distritos escolares.
Las escuelas participantes que se unan al programa de la EPA,
tendran la oportunidad de usar diversos materiales educativos,
que les indicaran como ensenarles a sus estudiantes a prote-
gerse del sol y a cuidarse la piel; estos materiales son:
• La Guia de Actividades SunWise - contiene una gran
variedad de lecciones extra curriculares, actividades para
la clase e information adicional para los ninos de kinder
a octavo grado.
• La pagina Internet de aprendizaje SunWise
(www.epa.gov/sunwise) —es un medio de aprendizaje
interactivo con recursos y actividades educativas.
• Materiales adicionales, rompecabezas, carteles y
actividades, tales como la "Mision SunWise" que
tiene el libro para colorear y el libro de cuentos.
Visite la pagina Web www.epa.gov/sunwise e inscribase hoy
mismo para que reciba gratuitamente su "Guia de Actividades
SunWise". Asegurese de buscar la figura de la palabra "Join"
(Unase) en la section de "Educators" (Educadores).
-------
;E1 Club SunWise tiene una nueva mision secreta!
-------
^PTJEDES COMPLETAR LAS
LETRAS QUE FALTAN?
SO
OZ
TI
NO
R
A
R
Y
LLENA BLANCOS:
El Sol es una
Los rayos ultravioleta estan afuera aunque el dia este
Los rayos ultravioleta te lastiman los
^yT
Si te asoleas mucho te puedes ^fe
PON LAS LETRAS EN ORDEN Y LEE UN
MENSAJE IMPORTANTE:
I R E M P D I
ZNOOO
SLO SOYAR
A
VLEAAUIOLTTR **BUSCA LAS RESPUESTAS EN LA ULTIMA PAGINA*
-------
^PODRIAS ENCONTRAR LA FIGURA SUNWISE QUE
CORRESPONDS A LAS INSTRUCCIONES DEL CLUB SUNWISE?
una
... para cubrirte la mayor parte del cuerpo.
... en la cara, brazos, piernas y en otra parte
del cuerpo que no este tapada por la ropa.
una
... para que los rayos ultravioleta no te lasti-
men la cara, oidos y cuello.
unos
... para protegerte los ojos.
el
... para saber la intensidad de los rayos
ultravioleta.
en la
y no te solees mucho.
-------
J_ios nines revisan el indice de los rayos ultravioleta. Este indice es un
pronostico de la intensidad de los rayos. El indice se mide en una escala de
0 a 10+. Entre mas alto es el numero, mas fuerte son los rayos solares y nos
debemos proteger mas.
Puedes encontrar el indice de los rayos ultravioleta en muchos lugares. Esta en
la seccion del estado del tiempo de los periodicos, y tambien en los informes del
tiempo que se anuncian en la television, la radio y el Internet.
-------
]
EL INDICE UV
Viimero del Indice Nivel de Exposicion
0-2
3-4
5-6
7-9
10+
Minimo
Bajo
Moderado
Alto
Muy alto
10
8
6
4
2
0
8
10
INSTRUCCIONES:
Colorea cada indice de los rayos ultravioleta que corresponda al numero.
Ponle un circulo a los indices que indiquen "ALTO" o "MUY ALTO".
Entre mas alto sea el indice ultravioleta, la necesidad de protegerse la piel y
los ojos es mayor.
<;Cual es el indice ultravioleta en tu comunidad? Visita la pagina Web de
Sun Wise para encontrarlo. El sitio Web es www. epa. gov/sunwise
-------
Uarlos no sabe que ponerse el dia de hoy. El quiere protegerse
del sol y hacer lo que el Club Sun Wise le dice, para eso necesita
tu ayuda. <;Podrias ayudarle a escoger la ropa adecuada? Haz un
circulo a la ropa mas apropiada.
-------
<;(qKie vestirias tu para protegerte
del sol y seguir las instrucciones del
Club SunWise? Dibuja tu propia
ropa en las figuras de Carlos y Lisa.
Lisa
Carlos
-------
jPONTE UNA BUENA CANTIDAD
DE PROTECTOR CONTRA EL
SOL Y SIGUE LOS PASOS
DEL CLUB SUNWISE!
El protector contra el sol es una crema
que tiene una proteccion especial para el
sol, te la puedes poner en la piel. Esta
crema te ayuda a impedir los rayos
ultravioleta. Algunos protectores te
cuidan del sol mas que otros, y el Club
Sun Wise te recuerda que uses un protec-
tor numero 15 o mayor que este.
Ponle un circulo al protector Sun Wise:
iTE PONES PROTECTOR EN....
pies
si NO
piernas
si NO
estomago/pecho brazos
si NO si NO
cara
si NO
oidos
si NO
zapatos
si NO
Qjos
SI NO
-------
Jbuecuerda, cuando juegues afuera, trata de hacerlo en la sombra.
Haz un circulo a las partes sombreadas de este dibujo.
a a a a
a
-------
PROTEGEN CONTRA EL SOL ESTOS NINOS Y
TIENEN EN CUENTA LO QUE EL CLUB SUNWISE
LES DICE?
-------
INSTRUCCIONES:
Encuentra la salida del laberinto y escoge todas las cosas que
necesitas para protegerte del sol.
11
-------
nnnnnnnnn
D n n n n
annnn
jEs muy facil y divertido protegerse del sol y hacer lo que el Club Sun Wise nos dice!
Dile a tus amigos como pueden protegerse del sol.
Y recuerda: jPONTE UNA CAMISETA DE MANGA LARGA, PONTE
PROTECTOR SOLAR, PONTE UNA GORRA y UNOS GAFAS DE
SOL,™ REVISA el INDICE ULTRAVIOLETA y JUEGA EN LA SOMBRA!
12
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RESPUESTAS DE LA PAGINA 2
Palabras que hacen falta: Letras que faltan:
estrella sol
nublado ozono
ojos tierra
quemar rayos
Adivina el mensaje:
La capa de ozono ayuda a bloquear los rayos ultravioleta.
El Programa Escolar SunWise quisiera agradecerle a la Asociacion Americana del Cancer (American Cancer Society)
por su constante apoyo y por permitirnos usar su lema SLIP! SLOP! SLAP! WRAP!"™.
SLIP! SLOP! SLAP! WRAP!™ es un lema registrado por la American Cancer Society, Inc.
-------
United States
Environmental Protection
Agency
Air and Radiation
(6205J)
EPA430-K-01-007
April 2001
www.epa.gov/sunwise
&EPA
isab
de so.
USTE
p ote
\
^
Unase a los ninos del
y aprenda tanto a
protegerse del sol como a
divertirse bajo el!
-------
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Day after day, as school bells echo
through the hallways, millions of
kids across the nation stream out
of their classrooms and into sun-filled school
yards, playgrounds, and sports fields. While
this is a familiar childhood scene, it also is one
that, without proper pre-
cautions, could endanger
the health of students. Too
much exposure to the sun's
ultraviolet (UV) rays can be harmful to any-
one's health—particularly that of a child.
In the atmosphere, the ozone layer forms a
shield that protects the Earth from the sun's
powerful UV radiation. Scientists have dis-
covered, however, that the ozone layer is thin-
ning and allowing more UV rays to reach the
Earth's surface. Combined with current sun
exposure behaviors, the thinning of the ozone
layer may increase the chance of overexposure
for adults and children. Too much exposure
to UV radiation can cause serious health
problems such as skin cancer,
cataracts, and immune
system suppression.
-------
o promote sun-safe behavior at an early age, the U.S.
Environmental Protection Agency (EPA) developed the
Sun Wise School Program, a national environmental and
health education program for young children. Through the use of class-
room, school, and community components, SunWise promotes sun
safety by teaching children and their caregivers how to protect them-
selves from overexposure to UV radiation.
The SunWise School Program builds upon traditional and innovative
health and science practices already used by U.S. elementary and mid-
dle schools, focusing on simple steps students and teachers can take to
prevent overexposure to the sun. While SunWise students learn about
the environmental concepts related to sun protection, they also develop
the ability to practice sustained health-
enhancing behaviors.
SunWise was developed in cooperation
with schools and educators. Providing
maximum flexibility, the program's elements
can be used as stand-alone teaching tools or
as supplements to existing school activi-
ties. The time commitment necessary to
take part in SunWise is minimal, while the poten-
tial payoff is enormous.
-------
ccording to the American Cancer Society, one in every five Americans will develop some form of skin cancer during their
lifetime. This disease, one of the most serious UV-related health effects, can begin with a simple sunburn that happens
years before skin cancer may develop. Most of a person's sun exposure occurs before the age of 18.
It is important to remember that children of all skin types need to be protected from overexposure to the sun. While it is true
that the incidence of skin cancer is lower in dark-skinned individuals, the disease still occurs in all skin types.
The risk of other UV-related health effects, such as eye damage and immune suppression, is not depend-
ent upon skin type, and all children must be protected.
By teaching children to take some basic precautions when they're out in the sun—such
as wearing protective clothing and sunglasses, using sunscreen, and seeking shad
teachers, nurses, parents, and other caregivers can instill life-long protective
habits that reduce the risk of future UV-related health problems.
unWise is a fun and easy way to protect the health of
children. Any school can participate, from single or
multiple classrooms to entire schools, or even school
districts. The program is designed for kindergarten
through eighth-grade learning levels, with specific
age-appropriate materials available for all learning
levels. A random sample of participants will be
asked to complete the SunWise Student Survey before
and after implementing at least one of a range of SunWise
activities. Following are some of the activities that SunWise
schools can choose to undertake:
-------
Teaching cross-curricular classroom lessons and activities.
Gathering UV ground data from hand-held
monitors and using the Sun Wise Internet
Learning Site to report and compare the
findings to daily UV Index forecasts.
Holding schoolwide sun safety events and assemblies.
B
y joining EPA's Sun Wise School Program, participants
will have access to the following useful tools to help
teach sun-safe behaviors in the classroom:
SunWise ToolKit—includes cross-curricular lessons designed for
kindergarten through eighth-grade learning levels and
features a range of activities and background information.
Schools also will receive tools to help implement sun safety
school policies, events, structural changes, and community
partnerships.
77?^ SunWise Internet Learning Site and UV Database—is an
interactive medium where students can report and interpret
daily UV radiation levels using a hand-held UV monitoring
Improving school policies and structural designs to reduce
students' exposure to the most intense UV rays and provide
more shade structures on school grounds.
Reaching out to the community by forming partnerships with
local businesses and organizations or by hosting guest speakers.
device loaned to participating schools through the program,
link to additional Web-based educational activities and
resources, and correspond with other
SunWise schools.
Additional Materials—
games, puzzles,
incentives, Web-
based activities,
and other items
are being
developed.
-------
Checking out television, radio, newspaper, and Internet
weather forecasts in many cities across the country can now
give you access to a powerful sun safety tool—the UV
Index. The UV Index assigns a number to the next day's likely UV
radiation levels and categorizes the level of exposure risk for people
who plan to be outdoors.
The National Weather Service (NWS) calculates the UV Index so
that the public can schedule outdoor activities to avoid dangerous
overexposure to the sun. In addition to forecasts, you can find the
daily UV Index on the SunWise Web site at
The UV Index predicts UV radiation levels on a 0 to 10+ scale in the
following way:
While it is always important to take precautions against overexposure
to the sun, both children and adults should take particular care to
practice sun-safe behaviors when the UV Index is moderate or higher.
-------
ake Actfo
rotect yourself and your children from overexposure to
UV radiation. Taking the simple precautions listed
below can ensure you enjoy safe fun in the sun.
The sun's UV rays are strongest between 10 a.m. and
4 p.m. To the extent you can, limit exposure to sun during
those hours.
Always take precautions against
overexposure, but take special care to adopt sun safety
practices when the UV Index is moderate or higher.
Sunglasses that provide 99 to 100 percent
UVA and UVB protection will greatly reduce eye damage from
sun exposure.
Apply a sunscreen with a sun protection
^ factor of 15 or higher liberally, and reapply at least every
S 2 hours or after working, swimming, playing, or
- 7 exercising outdoors. Consult your doctor about
. .'" sunscreen use for children under 6 months.
The light
source from sunbeds and sunlamps can damage the
skin and unprotected eyes.
A hat with a wide brim offers good sun protection
for your eyes, ears, face, and the back of your neck.
Staying under cover or indoors is one of the best
ways to protect yourself from the sun.
Wearing tightly-
woven, loose-fitting, and full-length
clothing is a good way to protect
your skin from harmful UV rays.
-------
EPA's SunWise School Program is an Environmental Monitoring for Public Access and Community Tracking (EMPACT) project.
-------
United States
Environmental Protection
Agency
Air and Radiation
6205J
EPA 430-K-00-005
May 2000
www.epa.gov/sunwise
&EPA The SunWise School
Program Guide
) Printed on paper that contains at least 30 percent postconsumer fiber.
-------
Introduction 1
The SunWise School Program 4-11
How Do We Become a SunWise Partner School? 6
What Tools Are Available to SunWise Partner Schools? 7
How Will SunWise Be Evaluated? 9
Why Should Schools Participate in SunWise? 10
Be SunWise: Action Steps for Sun Protection 11
Acknowledgments 13
Additional Sun-Protection Resources 14
SunWise Registration Form Center
-------
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-------
Children spend lots of time outdoors during recess, physical edu-
cation classes, after-school activities, and sports programs. While
some exposure to sunlight can be enjoyable and healthy, too
much can be dangerous. Overexposure to ultraviolet (UV) radiation can
cause serious health effects, including skin cancer and other skin disor-
ders, eye damage and cataracts, and immune system suppression.
Currently, one in five Americans develops skin cancer during their life-
time. Every hour one person dies from this disease. The incidence of
melanoma, the most serious type of skin cancer, is increasing faster than
almost every form of cancer.1
You can make a difference! Children are of particular concern since most
of the average person's lifetime sun exposure occurs before the age of 18.
By educating ourselves and our children about UV-related health effects
and the steps for sun protection, we can ensure a healthy future for the
next generation.
Without the sun's light and heat, our planet could not support
human, animal, or plant life. While necessary for
our existence, however, the sun also
can threaten our health
with its UV radiation. UV
radiation comes in sever-
al forms (i.e., UV-A, UV-
B, and UV-C) that affect
human health in different
ways. In particular, we
must protect ourselves from
UV-A and UV-B, which pene-
trate the Earth's stratospheric
ozone layer.
Due to the depletion of the
ozone layer, increased levels of
harmful UV radiation are likely to
1 American Cancer Society, "Cancer Facts & Figures 1999."
-------
The SunWise School Program Guide
reach the Earth. These heightened levels may cause the incidence and
severity of UV-related health effects to rise, particularly given current sun-
protection practices in the United States. Since the condition of the ozone
layer is not expected to improve significantly until the middle of the 21st
century, we need to change our sun behaviors now in order to protect our
future health.
Many believe that only lighter-skinned people need to be concerned about
the effects of overexposure to the sun. Though it is true that darker skin
has more natural pigment, which acts as a protectant, the skin is still sus-
ceptible to many of the damaging effects of UV radiation. The incidence of
skin cancer is lower in dark-skinned people, but it still occurs and is often
not detected until later stages when it is more dangerous. The risk of other
UV-related health effects, such as cataracts, premature aging of the skin,
and immune suppression, is not dependent upon skin type.
The good news is that UV-related health effects are largely preventable
by instituting sun-protection practices early and consistently. Schools and
teachers can play a major role in protecting children by teaching sun
safety behaviors.
To help educators raise sun safety awareness, the U.S. Environmental
Protection Agency (EPA) has developed the SunWise School Program, a
national education program for children in grades K through 8. SunWise
Partner Schools sponsor classroom and schoolwide activities that raise
children's awareness of stratospheric ozone depletion, UV radiation, and
simple sun safety practices. SunWise is a collaborative effort of schools,
communities, teachers, parents, health professionals, environmental
cancer
;«/w-relatec| kealtk effect!
are lately
-------
The SunWise School Program Guide
groups, meteorologists, educational organizations, and others. With
everyone's help, sun protection can grow beyond classrooms to the
entire community.
The SunWise School Program Guide is designed to provide school adminis-
trators, teachers, nurses, and other childhood caregivers with a general
overview of SunWise and the components of the program. Additional
brochures and fact sheets are available by calling EPAs Stratospheric
Ozone Information Hotline at 800 296-1996 or by visiting the SunWise
Web site at .
SunWise is intended to actively engage children in the learning process. Its
dual focus on health and the environment will help children develop the
skills necessary for sustained SunWise behavior and an appreciation for
the environment around them.
-------
s°
(O
o
o
0 / n. ..
he SunWise School Program is an
environmental and health education
program that aims to teach children and
their caregivers how to protect themselves from
overexposure to the sun. Through the use of class-
room-based, school-based, and community-based
components, SunWise seeks to develop sustained
sun-safe behaviors in schoolchildren.
The program's learning components build on a solid combination of
traditional and innovative education practices already in use in many U.S.
elementary and middle schools. Through the program, students and
teachers will increase their awareness of simple steps they can take to pro-
tect themselves from overexposure to the sun. Students will demonstrate
the ability to practice health-enhancing behaviors and reduce health risks.
Children also will acquire scientific knowledge and develop an under-
standing of the environmental concepts related
to sun protection.
The program encourages schools to provide a
sun-safe infrastructure, including shade struc-
tures (e.g., canopies, trees) and policies (e.g.,
using hats, sunscreen, sunglasses) that promote
sun protection in a school setting. Though
based in schools, SunWise also supports com-
munity partnerships, such as inviting guest
speakers to school assemblies, to enhance sun
safety efforts.
Recognizing the many issues schools are asked to address daily, SunWise
has been developed with the needs of schools and educators in mind. The
program is designed to provide maximum flexibility—elements can be
used as stand-alone teaching tools or to complement existing school cur-
ricula. The time commitment necessary to implement SunWise is mini-
mal, while the potential payoff in lower skin cancer rates—and other
health benefits in the future—is high.
-------
The SunWise School Program Guide
The SunWise School Program has been targeted for national implementa-
tion in the 2000-2001 school year. The components of the SunWise
Program outlined below are available to Partner Schools free of charge.
y SunWise Student Survey
y Cross-Curricular
Classroom Lessons
y Internet Learning,
Including UV
Measurement and
Reporting
y Evaluation of SunWise
School Program
y Suggestions for
Infrastructure
Enhancements
(e.g., sun-safe policies
and structures)
y Ideas for School-Based
Sun Safety Activities (e.g.,
school assemblies)
y Evaluation of SunWise
School Program
y Suggestions for
Community Partnerships
(e.g., guest speakers and
business partnerships)
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The SunWise School Program Guide
0o tye
Partner
Becoming a SunWise Partner School is easy! Any elemen-
tary or middle school in the United States may participate in the SunWise
School Program. A single classroom, multiple classrooms, a school, or
an entire school district may join. To become a SunWise Partner School,
you must:
1. Register as a SunWise Partner School. Educators are asked to
complete the registration form located on the SunWise Web site at
-------
The SunWise School Program Guide
Mat Tool; Are Available to
Parser
Based on the activities you choose, you will receive,
free of charge, materials and tools to help you
implement SunWise in your classroom or school.
A Tool Kit containing cross-curricular classroom
lessons and background information for K through
8th grade learning levels is available to all SunWise
Partner Schools. The Tool Kit consists of a variety
of fun, developmentally appropriate activities that
combine education about sun protection and the
environment with other aspects of learning.
Information for schools interested in promoting
sun protection through infrastructure enhance-
ments also is available in the Tool Kit. These materials feature suggestions on
reaching out to schools and families with sun safety policies, forming commu-
nity partnerships, making structural changes, and organizing sun safety
events. The Tool Kit also includes an extensive list of other sun-protection
resources.
-------
The SunWise School Program Guide
flatabare
In order to make the best use of innovative educational and information-
sharing technologies, EPA developed an Internet Learning Site as part of
its main SunWise Program Web site. An easy-to-use, interactive medium
for children, the Internet Learning Site features drop-down lists, check
boxes, radio buttons, and eye-catching icons. Students and teachers can
use the site to:
^ Report and interpret daily measurements of UV radiation.
^ Participate in online, interactive educational activities.
^f Locate additional resources on sun protection, health, and the
environment.
Through the Internet Learning Site, students can enter daily UV data,
weather conditions, and information regarding daily sun-protection prac-
tices. The students' UV measurements will consist of:
^ Community-specific UV Index data derived from the National
Weather Service Web site.
Actual data obtained from hand-held UV monitoring devices (lent
to schools by the SunWise Program).
Once schools register, teachers will receive secure IDs for entering daily
UV data on the Internet Learning Site.
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The SunWise School Program Guide
U/ill Wto'tfe Be Evaluated?
The SunWise School Program recognizes a particular
challenge in measuring the effectiveness of its effort to
create sustained SunWise behavior, especially given
the latency period associated with the onset of
UV-related health effects. Therefore, the careful
and consistent evaluation of program effec-
tiveness through a variety of interim mea-
surements — including input from educators
and students — is integral to SunWises
success. In addition to the SunWise Student Survey, EPA plans to
utilize other voluntary evaluation tools, including:
y SunWise Parent Survey: Research indicates that child behaviors
are based, in large part, on modeling adult behaviors. If possible,
randomly selected schools will ask parents to complete a simple,
10-minute take-home survey to identify their current sun safety
practices and observed behavior of their children. (Note: Surveying is
conducted for the sole purpose of evaluating the SunWise Program to
help improve its messages and approaches. All personal information
will remain anonymous and confidential.)
y Teacher Evaluation of Classroom Activities: Teachers will be asked to
evaluate student receptivity to sun safety lessons and Internet learning.
Teacher feedback about the usefulness of classroom and school mate-
rials will be vital to the refinement of sun safety education materials.
y Teacher and School Administrator Evaluation of Infrastructure
Improvements: Teachers and school administrators will be asked to
evaluate the practicality and success of proposed sun-protection policy
changes, infrastructure enhancements, and the SunWise Program as
a whole.
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10 The SunWise School Program Guide
My ftovld fcKooU Participate
Being a part of SunWise is a fun, easy, and effective way to protect the
health of the children in your school. SunWise is a national education pro-
gram designed to teach children not only about the health effects of over-
exposure to UV radiation and how to avoid them, but also about the envi-
ronmental effects of ozone depletion. The program focuses on the whole
spectrum of health effects, including skin cancer, eye damage, and other
illnesses, and is appropriate for diverse school populations nationwide.
Though based in schools, SunWise also encourages a sustained connection
between schools and their communities. By participating in SunWise, chil-
dren will enhance their creativity, critical thinking, data collection, reading,
problem solving, decision-making, and communication skills.
EPA is currently exploring options for recognition incentives (e.g., stickers,
bookmarks, water bottles, and more). Teachers also will receive a certifi-
cate acknowledging their accomplishment. Finally, the possibility of a
SunWise Helios Award for Sun-Protection Education is currently being
explored. This award would recognize innovative and exemplary efforts in
the area of sun-protection education. Stay tuned for more information
about this exciting possibility!
-------
he SunWise School Program has
developed a set of action steps for sun
protection that can be used in the
classroom, on the playground, or elsewhere to
help reduce students' and adults' risk from UV
radiation. With these steps, preventing overex-
posure to the sun is simple. You and your stu-
dents should always take the following precautions:
y Limit time in the midday sun. The sun's UV rays are the strongest
between 10 a.m. and 4 p.m. To the extent possible, limit exposure
to the sun during these hours.
y Watch for the UV Index. This important resource helps you plan
your outdoor activities in ways that prevent overexposure to the
sun's rays. Developed by the National Weather Service and EPA, the
UV Index is issued daily in selected cities across the country. The
UV Index uses numbers to represent the likely level of UV exposure
(Minimal: 0-2; Low: 3-4; Moderate: 5-6; High: 7-9; Very High:
10+). While you should always take precautions against overexpo-
sure, take special care to adopt sun safety practices when the UV
Index predicts exposure levels of moderate or above.
y Use shade wisely. Seek shade when UV rays are the most intense,
but keep in mind that shade structures (e.g., trees, umbrellas,
canopies) do not offer complete sun protection. Students can easily
remember the shadow rule: "Watch Your Shadow—No Shadow,
Seek Shade!"2
y Wear protective clothing. A hat with a wide brim offers good sun
protection for your eyes, ears, face, and the back of your neck.
2 Downham, T.F., "The shadow rule: A simple method for sun protection." In Journal of the Southern Medical
Association, July 1998, 91:7, 619-623.
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12
The SunWise School Program Guide
Sunglasses that provide 99 to 100 percent UV-A and UV-B
protection will greatly reduce eye damage from sun exposure. Wrap-
around sunglasses provide the most protection. Tightly woven, loose
fitting clothes will provide additional protection from the sun.
y Use sunscreen. Apply a broad-spectrum sunscreen of SPF 15+ liber-
ally and reapply every 2 hours, or after working, swimming, play-
ing, or exercising outdoors.
y Avoid sunlamps and tanning booths. The light source from sunbeds
and sun lamps damages the skin and unprotected eyes and is best
avoided entirely.
Remember, everyday exposure counts! You don't have to be actively
sunbathing to get a damaging dose of the sun—take care even when
having lunch outside, going on school field trips, taking part in
after-school activities, or participating in sports programs. Inform your
friends and family about these simple sun safety steps. You could
save a life!
ents,,'5
-------
he SunWise School Program would like to thank the many
teachers, parents, communities, health professionals, educators,
meteorologists, nonprofit organizations, environmental groups,
scientists, and others who have helped make the SunWise vision a reality.
Your commitment, energy, and dedication are truly remarkable, and the
SunWise School Program sincerely appreciates your valuable efforts.
The SunWise School Program is one of several EPA EMPACT projects.
SunWise would like to thank the EMPACT Program for its support and
assistance. For information about the EMPACT Program, please call 202
564-6791 or visit the Web site at .
For More Infofriatio*
For more information about EPAs SunWise School Program or sun pro-
tection, please contact any member of the SunWise staff (listed below)
or visit the SunWise Web site at .
Maura Cantor, Director
Phone: 202 564-9096
E-mail: cantor.maura@epa.gov
Linda Rutsch, Schools Coordinator
Phone: 202 564-2261
E-mail: rutsch.linda@epa.gov
Kelly Davis, Web Manager
Phone: 202 564-2303
E-mail: davis.kelly@epa.gov
Mailing address for all staff:
U.S. EPA/SunWise School Program
1200 Pennsylvania Avenue, NW. (6205J)
Washington, DC 20460
Kevin Rosseel, Communications Manager
Phone: 202 564-9731
E-mail: rosseel.kevin@epa.gov
Kristin Kenausis, Education Coordinator
Phone: 202 564-2289
E-mail: kenausis.kristin@epa.gov
For courier or overnight deliveries,
please send to:
U.S. EPA/SunWise School Program
501 3ri Street, NW
Washington, DC 20001
-------
lease contact the following organizations for additional information
on sun protection:
American Academy of Dermatology
930 North Meacham Road
PO. Box 4014
Schaumburg, IL 60173-4965
888 462-DERM (462-3376)
www.aad.org
American Cancer Society
1599 Clifton Road, NE.
Atlanta, GA 30329-4251
800 ACS-2345 (227-2345)
www.cancer.org
Boston University Medical Center
Skin Oncology, Cancer Prevention & Control
Center
720 Harrison Avenue, DOB-801A
Boston, MA 02118
617638-7131
Centers for Disease Control and Prevention
Division of Cancer Prevention and Control
4770 Buford Highway
Chamblee, GA 30341
770488-4751
www cdc. gov/cancer
National Association of Physicians
for the Environment
6410 Rockledge Drive, Suite 412
Bethesda, MD 20817-1809
301 571-9790
www.napenet.org
National Safety Council
Environmental Health Center
1025 Connecticut Avenue, NW
Suite 1200
Washington, DC 20036
800 557-2366 #2
www. use. org/ehc/sunsafe. htm
The Skin Cancer Foundation
245 Fifth Avenue
Suite 1403
New York, NY 10016
212 725-5176
www. skincancer. org
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-------
The completed registration form
can be mailed or faxed to:
Linda Rutsch
SunWise School Program
U.S. Environmental Protection Agency
1200 Pennsylvania Avenue, NW. (6205J)
Washington, DC 20460
Fax Number: 202 565-2065
f^
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t
n
Fold Here
Mailing Instructions
Carefully remove the entire form from the booklet and fold it as indicated above, with the address
visible. To ensure the form remains folded during shipment, secure it with a piece of tape.
No postage is necessary
SunWise School Program Identification
Please assign an identification name for each class that will be participating. If you plan to register
more than one class, please submit a separate registration form for each participating class. You are free
to pick any name, using numeric and/or alpha characters, but it should not exceed 6 characters. Upon
receipt of this form, SunWise will provide you with a confirmation of your registration, as well as a
computer-generated Class ID, which you will need for data entry purposes on the SunWise Internet
Learning Site.
Registering for the SunWise School Program is easy! Simply review the program
requirements and the activities described on this form, then choose the activities in
which you would like to participate. We'll send you everything you need. Please fill
out this form completely and use the self-addressed cover to mail it back to EPA.
You also can register through the SunWise Web site at .
Thanks for your participation!
Participant Requirements
1. Complete and return this self-addressed form.
2. Adopt at least one of the SunWise activities described on this form.
Registration:
For 2000-2001 school year:
Registration opens March 1, 2000 and closes February 28, 2001.
For 2001-2002 school year:
Registration opens March 1, 2001 and closes February 28, 2002.
If you have any questions about this form or about SunWise,
please call Linda Rutsch at 202 564-2261.
Identification Name
Grade Level of Class_
_Number of Students in Class
-------
About Your School
SunWise Activities
School Name: _
Street Address:
City:
_ZIP Code: _
Web site address: _
Principal's Name:_
_Phone:_
School District Name:_
Does Your School Have Videoconferencing Capability? I—I Yes I—I No
School Type: Q Elementary Q Middle Q Grades 1-8 Q Other
(check all that apply) Q Year-Round School Q Public School Q Private School
Number of Students in School (Estimate):
About Yourself
Name:
E-mail:
_Phone:
For what school year are you registering? Q 2000-2001 Q 2001-2002
Average Class Size: Q 1-15 Q 16-25 Q 26-30 Q 31+
Grades You Teach: Q K Q 1 Q 2 Q 3 Q 4 Q 5 Q 6 Q 7 Q
Subjects You Teach: Q Science Q Math Q Health Q English
Q Social Studies Q Physical Education Q Geography Q Other
Have you taught or worked in the following areas (check all that apply)?
I I Sun Protection I I Environmental Issues I I World Wide Web
Please indicate below which SunWise activities you would like to implement in your classroom or
school. For more information on each activity, see the descriptions below. Please choose at least one
activity but feel free to implement as many as you like. Remember, all materials and tools will be
provided to you free of charge.
Cross-Cunicular Classroom Lessons
Reporting of the UV Index on the Internet Learning Site
Reporting of UV Ground Data (via Hand-Held Monitor)
on the Internet Teaming Site
Infrastructure Enhancements: Policy Changes
Infrastructure Enhancements: Shade Structures
Community Partnerships
Schoolwide Sun Safety Activities
Cross-Curricular Classroom Lessons
A SunWise Tool Kit includes cross-curricular
lessons that focus on UV radiation effects, risk
factors for overexposure, and sun-protection
habits. Activities are included for K-3rd, 4th-6th,
and 7th-8th grade learning levels.
Reporting the UV Index or UV Ground Data
on the Internet Learning Site
This interactive, easy-to-use EPA Web site is
fun and colorful. Teachers and students can use
the site to report and interpret daily UV data
and weather conditions. EPA also lends hand-
held UV monitoring devices to schools for
data collection.
Infrastructure Enhancements—Policy Changes
Simple improvements such as rescheduling
recesses during a time of day with lower UV
radiation levels, or requiring students to wear
hats, sunscreen, or eye protection, are described
in the SunWise Tool Kit.
a
a
a
a
a
a
a
Infrastructure Enhancements—Shade Structures
Ideas for infrastructure improvements, such as the
addition of trees, canopies, or other shade struc-
tures, are included in the Tool Kit, and EPA is
available to advise participants.
Community Partnerships
Schools can work with local organizations,
such as nurseries or television stations, to show
students how sun safety practices extend beyond
the classroom.
Schoolwide Sun Safety Activities
Classes can use SunWise Program knowledge to
share sun safety messages with the whole school.
Suggestions for schoolwide events are included
in the Tool Kit,
-------
I/will
Como te proteges del sol!
-------
ACERCA DEL PROGRAMA ESCOLAR SUNWISE:
La Agenda Federal de Protection Ambiental (EPA - U.S.
Environmental Protection Agency) creo el Programa Escolar
Sun Wise para fomentar el cuidado de la piel y la protection
del sol desde temprana edad. Este es un programa national
de education de la salud y del medio ambiente sin costo
alguno dirigido a los ninos pequenos. El programa utiliza
iniciativas educativas en los salones de clase, las escuelas y las
comunidades, para ensenarles tanto a los ninos como a las
personas encargadas de su cuidado, como protegerse de la
radiation de los rayos ultravioleta al exponerse demasiado
al sol.
El programa se diseno para estudiantes de kinder a octavo
grado. Cualquier escuela de este tipo puede participar en el
programa SunWise, ya sea con una clase, varias clases o todas
las escuelas en general e inclusive los distritos escolares.
Las escuelas participantes que se unan al programa de la EPA,
tendran la oportunidad de usar diversos materiales educativos,
que les indicaran como ensenarles a sus estudiantes a prote-
gerse del sol y a cuidarse la piel; estos materiales son:
• La Guia de Actividades SunWise - contiene una gran
variedad de lecciones extra curriculares, actividades para
la clase e information adicional para los ninos de kinder
a octavo grado.
• La pagina Internet de aprendizaje SunWise
(www.epa.gov/sunwise) —es un medio de aprendizaje
interactivo con recursos y actividades educativas.
• Materiales adicionales, rompecabezas, cartels y
actividades, tales como la "Mision SunWise" que
tiene el libro para colorear y el libro de cuentos.
Visite la pagina Web www. epa.gov/sunwise e inscribase hoy
mismo para que reciba gratuitamente su "Guia de Actividades
SunWise". Asegurese de buscar la figura de la palabra "Join"
(Unase) en la section de "Educators" (Educadores).
-------
iBienvenidos al club SunWise!", dijo Amy.
"Quiero que todos conozcan a Carlos y a Lisa. Ellos acaban de llegar a nuestro
comunidad y quieren formar parte de nuestro club", dijo Kelly.
"Ellos oyeron que el Club SunWise se divierte al protegerse del sol", dijo Erin.
"jNosotros nos divertimos mucho! Tenemos misiones y aventuras secretas, que
cuando las terminamos obtenemos premios fabulosos", dijo Brian.
"<:Cual es nuestra mision secreta de hoy?", pregunto Sam.
"Nuestra mision de hoy es ayudar a que Carlos y Lisa se protejan del sol y
sigan con atencion lo que el Club SunWise les dice, cuando ellos aprendan
como protegerse del sol, obtendremos nuestro premio", dijo Amy.
-------
que debo protegerme del sol?", pregunto Lisa.
"El Sol es una estrella", dijo Erin. "Ayuda mucho a las plantas y a los
animales de la tierra".
"El Sol nos da luz para que podamos ver, nos mantiene calientitos y
ayuda a que las plantas crezcan".
"Pero, si nos asoleamos mucho nos puede hacer dano, aunque el sol
es muy importante para todos".
"Debemos protegernos de los rayos del sol llamados KAYOS
ULTRAVIOLETA. Estos rayos tambien se llaman rayos UV".
-------
"jClaro!", dijo Amy, "tu no puedes ver ni sentir los rayos UV,
pero siempre estan ahi, inclusive en los dias nublados. Los rayos
UV pueden lastimarte la piel y los ojos, sin importar que tu piel
sea clara u oscura. Los rayos UV pueden hacerte mucho dano".
"El cielo tiene un escudo protector llamado la CAPA DE
OZONO. Esta capa no deja que los rayos UV lleguen a la tierra.
Se parece a un paraguas para la lluvia. Pero, la capa de ozono no
puede bloquear todos los rayos
UV Por eso, es importante
que nos protejamos del sol
y que hagamos lo que el
Club SunWise nos dice".
"Los rayos UV son mas
fuertes al medio dia. Por
eso, no es bueno que sal-
gamos a jugar a esa hora,
ESPECIALMENTE si
no hacemos lo que nos
dice el Club SunWise."
-------
" dijo Carlos, "ya se por que necesito protegerme del sol. Pero, <:c6mo
hago lo que me dice el Club SunWise y como me protejo de los rayos UV?"
"jEso es muy facil!", dijo Kelly. Todo lo que tienes que hacer es acordarte de
lo siguiente: jPONTE UNA CAMISETA DE MANGA LARGA,
PONTE PROTECTOR CONTRA EL SOL, PONTE UNA GORRA Y
UNOS ANTEOJOS DE SOL,™ REVISA el indice de los rayos UV y
JUEGA en la SOMBRA!"
"PONTE una camiseta
de manga larga y unos
pantalones para que te
cubra casi todo el cuerpo",
dijo Sam.
"PONTE protector
contra el sol que tenga
un SPF de 15 o mayor
que este. Pontelo en la
cara, brazos, piernas y en
cualquier otra parte del
cuerpo que quede al sol",
dijo Brian. Y recuerda,
"pontelo varias veces".
"PONTE la gorra mas
adecuada. Un buen som-
brero te protegera la cara,
los oidos y el cuello de los
rayos UV", dijo Erin.
-------
mmimo
"PONTE unos gafas de
sol. Los gafas de sol te
protegen los ojos", dijo
Kelly.
"ICHEQTJEA el indice UV,
ya que te mostraremos
como hacerlo! El indice UV
te indica la intensidad de los
rayos UV para el dia", dijo
Sam.
"Y JUEGA en la
SOMBRA. Si estas
en la sombra, estaras
protegido de los rayos
ultravioleta", dijo Brian.
"Si sigues cada uno de los pasos del Club SunWise te ganaras una
insignia. Si te ganas varias podras entrar a nuestro club", dijo Kelly.
"jNosotros te ayudaremos!"
-------
EL INDICE UV
Numero del Indice Nivel de Exposition
JUebemos revisar
el indice UV antes de
que salgamos a jugar",
dijo Brian.
"(jQue es el indice UV?", pregunto Lisa.
"El indice UV es una prediccion de la
intensidad de los rayos UV. Asi como
podemos predecir si va a Hover o a nevar,
tambien podremos saber la intensidad de
los rayos UV. El indice UV se mide en una
escala de 0 a 10+. Entre mas alto es el
numero, mas fuerte son los rayos solares
que caen sobre la tierra y por eso tenemos
que protegernos mas del sol", dijo Amy.
"Puedes encontrar el indice UV en muchos
lugares. Esta en la seccion del estado del
tiempo del periodico y tambien en los
informes del tiempo que se anuncian por la television y la radio. Si visitas la
pagina Web del Club SunWise www.epa.gov/sunwise podras encontrarlo
alii tambien".
"Si Chequeas el indice UV todos los dias, te ganaras una insignia del
Club SunWise", agrego Brian.
Minimo
Bajo
Moderado
Alto
Muy alto
Entre mas alto sea el
indice ultravioleta, la
necesidad de protegerse
y de seguir los pasos
del Club SunWise es
mas importante.
-------
-------
Els hora de PONERTE protector contra el sol", dijo Kelly.
"jAqui esta el que mi mama usa!. (jQue indica el numero 15?",
pregunto Lisa.
"Los numeros que aparecen en el protector te indican la
proteccion que esta crema te dara. Siempre debes usar un
protector numero 15 o mas alto. El protector que te PONGAS
te ayudara a cuidarte la piel de los rayos UV", dijo Sam.
"Recuerda, tienes que PONERTE bastante y volverlo
a hacer varias veces".
-------
ills hora de PONERTE una gorra y unos gafas de sol. ^Que clase de
gorra me debo poner?", pregunto Carlos.
"Escoge una gorra que te cubra la cabeza, la cara y el cuello del sol",
dijo Kelly.
<:Cual gorra crees tu que es la mas apropiada?
-------
JL rata de jugar en la sombra cuando estes afuera", dijo Sam.
"<:Sabes una forma de indicar si los rayos del sol son muy fuertes?",
pregunto Kelly. "Es cuando tu sombra es mas pequena que tu cuerpo".
"<:Puedes encontrar las partes sombreadas de este dibujo?", pregunto
Erin. Puedes ganarte una insignia si las encuentras todas".
10
-------
, Lisa y Carlos, <:c6mo han seguido los pasos del Club SunWise?
^cuantas insignias han ganado?", pregunto Brian.
"jCada uno gano 6 insignias!", dijo Lisa.
"Nos PUSIMOS camisetas de manga larga y pantalones,
nos PUSIMOS protector contra el sol,
nos PUSIMOS gorras que nos cubrieron la cara y el cuello,
nos PUSIMOS unos gafas de sol,
CHEQUEAMOS el indice UV y
JUGAMOS en la sombra".
"Ya sabemos como protegernos del sol y hacemos lo que el Club SunWise
nos dice", dijo Carlos.
"jY terminamos nuestra mision secreta!", dijo Amy. "Me pregunto <:cual
sera nuestro premio?"
11
-------
-
D D DDD D^
SunMVise | "
D
nnn
JMuestro premio es:
jUn paseo al parque de
diversiones!", dijo Amy.
"jLisa y Carlos!: Bienvenidos al Club SunWise", dijo Erin.
"jGracias!", dijeron Lisa y Carlos.
"Todos los ninos pueden unirse al Club SunWise. Lo unico que tienes que hacer es
protegerte del sol y hacer lo que el Club SunWise te dice", dijo Brian.
"Recuerda: jPonte una camiseta de manga larga, jponte protector, jponte una gorra y
unos gafas de sol,™ jChequea el indice UV y juega en la sombra!", dijo Sam.
12
-------
El Programa Escolar SunWise quisiera agradecerle a la Asociacion Americana del Cancer (American Cancer Society)
por su constante apoyo y por permitirnos usar su lema SLIP! SLOP! SLAP! WRAP!™
SLIP! SLOP! SLAP! WRAP!™ es un kma registrado por la American Cancer Society, Inc.
-------
United States
Environmental Protection
Agency
Air and Radiation
(6205J)
EPA430-K-01-006
April 2001
www.epa.gov/sunwise
&EPA
una estrella que ayuda a darle vida a las
animates de la tierra. El sol nos proporciona
la luz para que podamos ver, nos mantiene calientitos y
ayuda a que las plantas crezcan. Necesitamos el sol, pero
si nos exponemos demasiado a este nos puede hacer dano.
Este librito le presenta al nino concep-
tos basicos acerca del sol y lo que debe
hacer para protegerse de este. A los
ninos les encantara forrnar parte del Club
SunWise ya que podran mostrarles a
sus arnigos lo que deben hacer para
protegerse del sol.
La jMision SunWise! cuyos libros para
colorear y de actividades forrnan parte
del Programa Escolar SunWise sin
costo alguno para ninos pequenos, de
la Agencia Federal de Proteccion
Ambiental. Para mayor informacion
sobre el Club SunWise visite nuestra
pagina Web www.epa.gov/sunwise.
-------
I/will
Como te proteges del sol!
-------
ACERCA DEL PROGRAMA ESCOLAR SUNWISE:
La Agenda Federal de Protection Ambiental (EPA - U.S.
Environmental Protection Agency) creo el Programa Escolar
Sun Wise para fomentar el cuidado de la piel y la protection
del sol desde temprana edad. Este es un programa national
de education de la salud y del medio ambiente sin costo
alguno dirigido a los ninos pequenos. El programa utiliza
iniciativas educativas en los salones de clase, las escuelas y las
comunidades, para ensenarles tanto a los ninos como a las
personas encargadas de su cuidado, como protegerse de la
radiation de los rayos ultravioleta al exponerse demasiado
al sol.
El programa se diseno para estudiantes de kinder a octavo
grado. Cualquier escuela de este tipo puede participar en el
programa SunWise, ya sea con una clase, varias clases o todas
las escuelas en general e inclusive los distritos escolares.
Las escuelas participantes que se unan al programa de la EPA,
tendran la oportunidad de usar diversos materiales educativos,
que les indicaran como ensenarles a sus estudiantes a prote-
gerse del sol y a cuidarse la piel; estos materiales son:
• La Guia de Actividades SunWise - contiene una gran
variedad de lecciones extra curriculares, actividades para
la clase e information adicional para los ninos de kinder
a octavo grado.
• La pagina Internet de aprendizaje SunWise
(www.epa.gov/sunwise) —es un medio de aprendizaje
interactivo con recursos y actividades educativas.
• Materiales adicionales, rompecabezas, cartels y
actividades, tales como la "Mision SunWise" que
tiene el libro para colorear y el libro de cuentos.
Visite la pagina Web www. epa.gov/sunwise e inscribase hoy
mismo para que reciba gratuitamente su "Guia de Actividades
SunWise". Asegurese de buscar la figura de la palabra "Join"
(Unase) en la section de "Educators" (Educadores).
-------
iBienvenidos al club SunWise!", dijo Amy.
"Quiero que todos conozcan a Carlos y a Lisa. Ellos acaban de llegar a nuestro
comunidad y quieren formar parte de nuestro club", dijo Kelly.
"Ellos oyeron que el Club SunWise se divierte al protegerse del sol", dijo Erin.
"jNosotros nos divertimos mucho! Tenemos misiones y aventuras secretas, que
cuando las terminamos obtenemos premios fabulosos", dijo Brian.
"<:Cual es nuestra mision secreta de hoy?", pregunto Sam.
"Nuestra mision de hoy es ayudar a que Carlos y Lisa se protejan del sol y
sigan con atencion lo que el Club SunWise les dice, cuando ellos aprendan
como protegerse del sol, obtendremos nuestro premio", dijo Amy.
-------
que debo protegerme del sol?", pregunto Lisa.
"El Sol es una estrella", dijo Erin. "Ayuda mucho a las plantas y a los
animales de la tierra".
"El Sol nos da luz para que podamos ver, nos mantiene calientitos y
ayuda a que las plantas crezcan".
"Pero, si nos asoleamos mucho nos puede hacer dano, aunque el sol
es muy importante para todos".
"Debemos protegernos de los rayos del sol llamados KAYOS
ULTRAVIOLETA. Estos rayos tambien se llaman rayos UV".
-------
"jClaro!", dijo Amy, "tu no puedes ver ni sentir los rayos UV,
pero siempre estan ahi, inclusive en los dias nublados. Los rayos
UV pueden lastimarte la piel y los ojos, sin importar que tu piel
sea clara u oscura. Los rayos UV pueden hacerte mucho dano".
"El cielo tiene un escudo protector llamado la CAPA DE
OZONO. Esta capa no deja que los rayos UV lleguen a la tierra.
Se parece a un paraguas para la lluvia. Pero, la capa de ozono no
puede bloquear todos los rayos
UV Por eso, es importante
que nos protejamos del sol
y que hagamos lo que el
Club SunWise nos dice".
"Los rayos UV son mas
fuertes al medio dia. Por
eso, no es bueno que sal-
gamos a jugar a esa hora,
ESPECIALMENTE si
no hacemos lo que nos
dice el Club SunWise."
-------
" dijo Carlos, "ya se por que necesito protegerme del sol. Pero, <:c6mo
hago lo que me dice el Club SunWise y como me protejo de los rayos UV?"
"jEso es muy facil!", dijo Kelly. Todo lo que tienes que hacer es acordarte de
lo siguiente: jPONTE UNA CAMISETA DE MANGA LARGA,
PONTE PROTECTOR CONTRA EL SOL, PONTE UNA GORRA Y
UNOS ANTEOJOS DE SOL,™ REVISA el indice de los rayos UV y
JUEGA en la SOMBRA!"
"PONTE una camiseta
de manga larga y unos
pantalones para que te
cubra casi todo el cuerpo",
dijo Sam.
"PONTE protector
contra el sol que tenga
un SPF de 15 o mayor
que este. Pontelo en la
cara, brazos, piernas y en
cualquier otra parte del
cuerpo que quede al sol",
dijo Brian. Y recuerda,
"pontelo varias veces".
"PONTE la gorra mas
adecuada. Un buen som-
brero te protegera la cara,
los oidos y el cuello de los
rayos UV", dijo Erin.
-------
mmimo
"PONTE unos gafas de
sol. Los gafas de sol te
protegen los ojos", dijo
Kelly.
"ICHEQTJEA el indice UV,
ya que te mostraremos
como hacerlo! El indice UV
te indica la intensidad de los
rayos UV para el dia", dijo
Sam.
"Y JUEGA en la
SOMBRA. Si estas
en la sombra, estaras
protegido de los rayos
ultravioleta", dijo Brian.
"Si sigues cada uno de los pasos del Club SunWise te ganaras una
insignia. Si te ganas varias podras entrar a nuestro club", dijo Kelly.
"jNosotros te ayudaremos!"
-------
EL INDICE UV
Numero del Indice Nivel de Exposition
JUebemos revisar
el indice UV antes de
que salgamos a jugar",
dijo Brian.
"(jQue es el indice UV?", pregunto Lisa.
"El indice UV es una prediccion de la
intensidad de los rayos UV. Asi como
podemos predecir si va a Hover o a nevar,
tambien podremos saber la intensidad de
los rayos UV. El indice UV se mide en una
escala de 0 a 10+. Entre mas alto es el
numero, mas fuerte son los rayos solares
que caen sobre la tierra y por eso tenemos
que protegernos mas del sol", dijo Amy.
"Puedes encontrar el indice UV en muchos
lugares. Esta en la seccion del estado del
tiempo del periodico y tambien en los
informes del tiempo que se anuncian por la television y la radio. Si visitas la
pagina Web del Club SunWise www.epa.gov/sunwise podras encontrarlo
alii tambien".
"Si Chequeas el indice UV todos los dias, te ganaras una insignia del
Club SunWise", agrego Brian.
Minimo
Bajo
Moderado
Alto
Muy alto
Entre mas alto sea el
indice ultravioleta, la
necesidad de protegerse
y de seguir los pasos
del Club SunWise es
mas importante.
-------
-------
Els hora de PONERTE protector contra el sol", dijo Kelly.
"jAqui esta el que mi mama usa!. (jQue indica el numero 15?",
pregunto Lisa.
"Los numeros que aparecen en el protector te indican la
proteccion que esta crema te dara. Siempre debes usar un
protector numero 15 o mas alto. El protector que te PONGAS
te ayudara a cuidarte la piel de los rayos UV", dijo Sam.
"Recuerda, tienes que PONERTE bastante y volverlo
a hacer varias veces".
-------
ills hora de PONERTE una gorra y unos gafas de sol. ^Que clase de
gorra me debo poner?", pregunto Carlos.
"Escoge una gorra que te cubra la cabeza, la cara y el cuello del sol",
dijo Kelly.
<:Cual gorra crees tu que es la mas apropiada?
-------
JL rata de jugar en la sombra cuando estes afuera", dijo Sam.
"<:Sabes una forma de indicar si los rayos del sol son muy fuertes?",
pregunto Kelly. "Es cuando tu sombra es mas pequena que tu cuerpo".
"<:Puedes encontrar las partes sombreadas de este dibujo?", pregunto
Erin. Puedes ganarte una insignia si las encuentras todas".
10
-------
, Lisa y Carlos, <:c6mo han seguido los pasos del Club SunWise?
^cuantas insignias han ganado?", pregunto Brian.
"jCada uno gano 6 insignias!", dijo Lisa.
"Nos PUSIMOS camisetas de manga larga y pantalones,
nos PUSIMOS protector contra el sol,
nos PUSIMOS gorras que nos cubrieron la cara y el cuello,
nos PUSIMOS unos gafas de sol,
CHEQUEAMOS el indice UV y
JUGAMOS en la sombra".
"Ya sabemos como protegernos del sol y hacemos lo que el Club SunWise
nos dice", dijo Carlos.
"jY terminamos nuestra mision secreta!", dijo Amy. "Me pregunto <:cual
sera nuestro premio?"
11
-------
-
D D DDD D^
SunMVise | "
D
nnn
JMuestro premio es:
jUn paseo al parque de
diversiones!", dijo Amy.
"jLisa y Carlos!: Bienvenidos al Club SunWise", dijo Erin.
"jGracias!", dijeron Lisa y Carlos.
"Todos los ninos pueden unirse al Club SunWise. Lo unico que tienes que hacer es
protegerte del sol y hacer lo que el Club SunWise te dice", dijo Brian.
"Recuerda: jPonte una camiseta de manga larga, jponte protector, jponte una gorra y
unos gafas de sol,™ jChequea el indice UV y juega en la sombra!", dijo Sam.
12
-------
El Programa Escolar SunWise quisiera agradecerle a la Asociacion Americana del Cancer (American Cancer Society)
por su constante apoyo y por permitirnos usar su lema SLIP! SLOP! SLAP! WRAP!™
SLIP! SLOP! SLAP! WRAP!™ es un kma registrado por la American Cancer Society, Inc.
-------
United States
Environmental Protection
Agency
Air and Radiation
(6205J)
EPA430-K-01-006
April 2001
www.epa.gov/sunwise
&EPA
una estrella que ayuda a darle vida a las
animates de la tierra. El sol nos proporciona
la luz para que podamos ver, nos mantiene calientitos y
ayuda a que las plantas crezcan. Necesitamos el sol, pero
si nos exponemos demasiado a este nos puede hacer dano.
Este librito le presenta al nino concep-
tos basicos acerca del sol y lo que debe
hacer para protegerse de este. A los
ninos les encantara forrnar parte del Club
SunWise ya que podran mostrarles a
sus arnigos lo que deben hacer para
protegerse del sol.
La jMision SunWise! cuyos libros para
colorear y de actividades forrnan parte
del Programa Escolar SunWise sin
costo alguno para ninos pequenos, de
la Agencia Federal de Proteccion
Ambiental. Para mayor informacion
sobre el Club SunWise visite nuestra
pagina Web www.epa.gov/sunwise.
-------
— *
(
I
f you
spend
time
with kids in
the summer,
you want to
keep them safe
while providing fun outdoor
experiences. Did you know that
overexposure to the sun and air
pollution can pose serious health
effects, especially to children? You
can take several simple actions to
protect kids—and yourself.
Good up high, bad nearby.'
Keeping Kids Safe from Sun and Smog
What's the Problem?
Ozone can be protective or harmful, depending on where it is found in the atmosphere.
Ozone is a naturally occurring gas in the upper atmosphere (the stratosphere) that protects
us from the sun's ultraviolet (UV) radiation. Several chemicals released over time, however,
have reduced the amount of stratospheric ozone left to protect us. Paying attention to the
summer sun is more important than ever.
Ozone at ground-level (the troposphere) is formed from pollutants emitted by cars, power
plants, refineries, and other sources. Ground-level ozone is a primary component of a
chemical soup known as "smog." Smog can be particularly high in the summer. Your
chances of being affected by ground-level ozone increase the longer you are active outdoors or the
more strenuous the activity.
Health Effects
Overexposure to UV radiation can cause sunburns now, but can also lead to skin cancer,
cataracts, and premature aging of the skin. Because kids spend so much time in the sun,
and because even one or two blistering sunburns can double the risk of some skin cancers,
protecting kids from the sun is especially important.
Kids and teenagers who are active outdoors—especially those with asthma or other respira-
tory problems—are particularly sensitive to ground-level ozone. Ozone can cause cough-
ing, throat irritation, and pain when taking a deep breath. It can also reduce lung function,
inflame the linings of the lungs, and even trigger asthma attacks the day after ozone levels
are high. Repeated inflammation over time may permanently scar lung tissue.
Check your daily UV Index and Air Quality Index (below), and follow the simple steps on the back of this fact sheet to protect kids' health.
UV Index Air Quality Index (AQI)*
UV Index Number
Oto2
3 to 4
5 to 6
7 to 9
10 +
Exposure Level
Minimal
Low
Moderate
High
Very high
AQI Number Health Concern Color Code
OtoSO
51 to 100
101 to 150
151 to 200
201 to 300
Good
Moderate
Unhealthy for
sensitive groups
Unhealthy
Very unhealthy
* Although ozone reports are primarily made for metropolitan areas, ozone
can be carried by the wind to rural areas, where it can cause health problems.
-------
The UV Index
Developed in partnership
with the National Weather
Service, the UV Index pro-
vides a daily forecast of the
expected risk of overexposure to
the sun. The Index predicts UV intensity levels on a scale of 0 to
10+, where 0 indicates a minimal risk of overexposure, and 10+
means a very high risk.
Actions You Can Take
• When the UV Index is "high" or "very high": Limit out-
door activities between 10 am and 4 pm, when the sun is
most intense.
• Seek shade. When possible, conduct activities in a shaded
area. Rotate players to allow breaks in the shade.
• Apply sunscreen. Twenty minutes before going outside, liber-
ally apply a broad-spectrum sunscreen with a Sun Protection
Factor (SPF) of at least 15. Reapply every two hours or after
swimming or sweating.
• Require hats and sunglasses. Encourage kids to find a hat
they like and wear it. Wide brim hats offer the most sun pro-
tection. Teach kids to wear sunglasses with 99 to 100 percent
UV-A and UV-B protection.
Encourage t-shirts instead of
tank tops.
The Air Quality Index
The Air Quality Index (AQI) is a scale used by state and local air
agencies to report how clean or polluted the air is. Ground-level
ozone is one pollutant reported. An AQI of 100 or less (green or
yellow) is considered satisfactory for most people. Air quality val-
ues above 100 (orange, red, and purple) are
considered unhealthy, first for sensi-
tive groups, but then for everyone
as the AQI gets higher.
Actions You
Can Take
• When the AQI reports
unhealthy levels, limit
physical exertion outdoors.
In many places, ozone peaks
in mid-afternoon to early
evening. Change the time of day of
strenuous outdoor activity to avoid these
hours, or reduce the intensity of the activity.
• Pay attention to symptoms. Know how to recognize symp-
toms of respiratory discomfort, such as coughing, wheezing,
and breathing difficulty, and reduce exposure if these occur.
• Rotate players in physically exerting games. Rest players to
reduce exertion.
• Provide alternative activities. Allow kids that have asthma or
other respiratory problems to participate in activities that are
less physical when pollution levels are high. If pollution levels
are particularly high, move physical activities indoors where the
air is filtered by an air conditioning system.
• Be vigilant about asthma management. People with asthma
should have adequate medication on hand and follow their
asthma management plans.
To find the UV Index...
Visit EPA's UV Index Web Page
www.epa.gov/sunwise/uvindex.html
Search by zip code for your local UV Index.
View a daily UV Index color-coded map of
the United States or a daily Index map of 58
specific monitoring locations.
Check local newspapers or listen to local
radio and TV weather forecasts.
To find the Air Quality Index...
Visit EPA's AIRNOW Web Page
www.epa.gov/airnow/
Choose your state and local area for real-time animated
maps, forecasts, and previous day's peak ozone level.
Check local newspapers or listen to local radio and TV
weather forecasts.
Contact your state or local environmental or health
department to ask if you can receive fax or e-mail alerts
if the AQI forecast is for unhealthy air.
Office of Air and Radiation (6205J)
EPA430-F-02-015
www.epa.gov
May 2002
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United States
Environmental Protection
Agency
Air and Radiation
6205J
EPA430-F-99-026
September 1999
www.epa.gov/sunwise
Action Steps for
Sun Protection
7
r
While some exposure to sunlight can be enjoyable, too much can be dangerous.
Overexposure to ultraviolet (UV) radiation in sunlight can result in a painful
sunburn. It can also lead to more serious health effects, including skin cancer,
premature aging of the skin, and other skin disorders; cataracts and other eye
damage; and immune system suppression. Children are particularly at risk of
overexposure, since most of the average person's lifetime exposure occurs before
the age of 18.
Be SunWise
Most people are not aware that skin cancer, while largely preventable, is the
most common form of cancer in the United States, with more than one million
cases reported annually. By following a number of simple steps, you can still
enjoy your time in the sun while protecting yourself from overexposure.
In cooperation with a number of leading public health organizations, the U.S.
Environmental Protection Agency (EPA) is providing these action steps to help
you and your family be "SunWise." Other than staying indoors, no single step
can fully protect from overexposure to UV radiation, so use as many of the fol-
lowing actions as possible.
loart
Limit Time in the Midday Sun
The sun's rays are strongest between 10 a.m. and 4 p.m.
Whenever possible, limit exposure to the sun during
these hours.
Seek Shade
Staying under cover is one of the best ways to protect your-
self from the sun. Remember the shadow rule: "Watch Your
Shadow—No Shadow, Seek Shade!"
Always Use Sunscreen
A broad spectrum sunscreen with a Sun Protection Factor
(SPF) of at least 15 blocks most UV radiation. Apply sun-
screen liberally on exposed skin and reapply every 2 hours
when working or playing outdoors. Even waterproof sun-
screen can come off when you towel off sweat or water.
Wear a Hat
A hat with a wide brim offers good sun protection for your
eyes, ears, face, and the back of your neck—areas particular-
ly prone to overexposure to the sun.
-------
10 +
Very High
5 to 6
Oto2
Minimal
The UV Index provides
numeric values and describes a
person's likelihood of exposure
to the sun's harmful rays.
Cover Up
Wearing tightly woven, loose-fitting, and full-length clothing
is a good way to protect your skin from the sun's UV rays.
Wear Sunglasses That Block 99 to 100 Percent of UV
Radiation
Sunglasses that provide 99 to 100 percent UVA and UVB
protection will greatly reduce sun exposure that can lead to
cataracts and other eye damage. Check the label when
buying sunglasses.
Avoid Sunlamps and Tanning Salons
The light source from sunbeds and sunlamps damages the
skin and unprotected eyes. It's a good idea to avoid artificial
sources of UV light.
Watch for the UV Index
The UV Index provides important information to help you
plan your outdoor activities in ways that prevent overexposure
to the sun. Developed by the National Weather Service
(NWS) and EPA, the UV Index is issued daily in selected
cities across the United States.
Special Considerations for Children
Although many of the sun's effects do not appear until later in life, recent med-
ical research shows that it is very important to protect children and young adults
from overexposure to UV radiation. Because children tend to spend more time
in the sun than adults, be careful to keep young children protected from overex-
posure, and consult your physician about sun protection for children under
6 months of age.
EPA's SunWise School Program
In response to the serious public health threat posed by overexposure to UV
radiation, EPA is working with schools and communities across
the nation through the SunWise School Program. SunWise teach-
es children in elementary school and their caregivers how to pro-
tect themselves from overexposure to the sun.
For More Information
To learn more about UV radiation, the action steps for sun protection, and the
SunWise School Program, call EPA's Stratospheric Ozone Information Hotline
at 800 296-1996, or visit our Web site at .
w9 Printed on paper that contains at least 30 percent postconsumer fiber.
-------
United States
Environmental Protection
Agency
Air and Radiation
(6205J)
EPA430-F-01-015
May 2001
Ithough the sun is necessary for life, too much
sun exposure can lead to adverse health effects,
including skin cancer. More than 1 million people in
the United States are diagnosed with skin cancer
each year, making it the most common form of can-
cer in the country, but it is largely preventable
through a broad sun protection program. Ninety per-
cent of skin cancers are linked to sun exposure.1
By themselves, sunscreens might not be effective in
protecting you from the most dangerous forms of
skin cancer. However, sunscreen use is an important
part of your sun protection program. Used properly,
certain sunscreens help protect human skin from
some of the sun's damaging ultraviolet (UV) radia-
tion. But according to recent surveys, most people are
confused about the proper use and effectiveness of
sunscreens. The purpose of this fact sheet is to edu-
cate you about sunscreens and other important sun
protection measures so that you can protect yourself
from the sun's damaging rays.
) Printed on paper that contains at least 50 percent postconsumer fiber.
-------
How Does UV Radiation Affect My Skin?
What Are the Risks?
V rays can have a number of harmful effects on the skin. The two types of UV radia-
tion that can affect the skin, UVA and DVB, have both been linked to skin cancer and a
weakening of the immune system. They also contribute to both premature aging of the
skin and cataracts (a condition that impairs eyesight), and cause skin color
changes.
UVA
UVB
Keratinocytes
Melanocytes
Basal Cell
Langerhans Cells
Capillaries
Fibroblasts
Lymphocytes
Macrophages
Mast Cells
Granulocytes
UVA Rays
UVA rays, which are not absorbed by the ozone layer,
penetrate deep into the skin and heavily contribute to
premature aging. Up to 90 percent of the visible skin
changes commonly attributed to aging are caused by
sun exposure.
UVB Rays
These powerful rays, which are partially absorbed
by the ozone layer, mostly impact the surface of
the skin and are the primary cause of sunburn.
Because of the thinning of the ozone layer, the
effects of UVB radiation will pose an increased threat
until the layer is restored in approximately 50 years.
Penetration of UV Into the Skin
1 American Cancer Society, "Cancer
Facts and Figures 1999."
2 IARC Working Group (2001)
Sunscreens (IARC Handbooks of
Cancer Prevention, Vol. 5), Lyon,
International Agency for Research
on Cancer, pp. 23-52.
'Taylor, C.R. etal, Photoaging/
Photodamage and Photopmtection,
J Am Acad Dermatol, 1990: 22: 1-15.
"Stern RS, Weinstein MC,
Baker SG. Risk reduction for
nonmelanoma skin cancer with
childhood sunscreen use. Arch
Dermatol. 1986: 122: 537-545.
56 American Academy of Pediatrics,
Ultraviolet Light: A Hazard to Children,
Pediatrics, 1999: 104:
328-333.
7 IARC Working Group (2001)
Sunscreens (IARC Handbooks of
Cancer Prevention, Vol. 5), Lyon,
International Agency for Research
on Cancer, pp. 148-149.
Are Some People Predisposed to Adverse Health E
Lverybody, regardless of race or ethnicity, is subject to the potential adverse
effects of overexposure to the sun. Some people might be
more vulnerable to certain conditions, however.
Skin Type
Skin type affects the degree to which some peo-
ple burn and the time it takes them to burn.
The Food and Drug Administration (FDA)
classifies skin type on a scale from 1 to 6.
Individuals with lower number skin types (1 and
2) have fair skin and tend to burn rapidly and
more severely. Individuals with higher number skin
types (5 and 6), though capable of burning, have darker
skin and do not burn as easily.
-------
How Do Sunscreens Work?
What Is the Sun Protection Factor (SPF)?
SPF vs. UVB protection
100 r
unscreens protect your skin by absorbing and/or reflecting UVA and UVB
rays. The FDA requires that all sunscreens contain a Sun Protection Factor
(SPF) label. The SPF reveals the relative amount of sunburn protection that
a sunscreen can provide an average user (tested on skin types 1, 2, and 3)
when correctly used.
Sunscreens with an SPF of at least 15 are recommended. You should be
aware that an SPF of 30 is not twice as protective as an SPF of 15; rather,
when properly used, an SPF of 15 protects the skin from 93 percent of UVB
radiation, and an SPF 30 sunscreen provides 97 percent protection (see chart
to the right).
Although the SPF ratings found on sunscreen packages apply mainly to UVB rays, many
sunscreen manufacturers include ingredients that protect the skin from some UVA rays as
well. These "broad-spectrum" sunscreens are highly recommended.
80
10 15 20 25 30 35 40 45 50 55 60 65
SPF
ffects Resulting From Sun Exposure?
The same individuals who are most likely to burn are also most vulnerable to skin cancer. Studies
have shown that individuals with large numbers of freckles and moles also have a higher risk
of developing skin cancer. Although individuals with higher-number skin types are less
likely to develop skin cancer, they should still take action to protect their skin and eyes
from overexposure to the sun. Some dark-skinned individuals can and do get skin cancer.
Additional factors
Certain diseases, such as lupus, can also make a person more sensitive to sun expo-
sure. Some medications, such as antibiotics and antihistamines and even certain
herbal remedies, can cause extra sensitivity to the sun's rays. Discuss these issues with
your physician.
-------
What Are the Active
Ingredients in Sunscreen?
Chemical (Organic) Ingredients
Broad-spectrum sunscreens often contain a number of
chemical ingredients that absorb UVA and DVB radia-
tion. Many sunscreens contain UVA-absorbing avobenzone
or a benzophenone (such as dixoybenzone, oxybenzone, or sulisoben-
zone), in addition to DVB-absorbing chemical ingredients (some of which
also contribute to UVA protection). In rare cases, chemical ingredients cause
skin reactions, including acne, burning, blisters, dryness, itching, rash, red-
ness, stinging, swelling, and tightening of the skin. Consult a physician if
these symptoms occur. These reactions are most commonly associated with
para-aminobenzoic acid (PABA)-based sunscreens and those containing ben-
zophenones. Some sunscreens also contain alcohol, fragrances, or preserva-
tives, and should be avoided if you have skin allergies.
Physical (Inorganic) Ingredients
The physical compounds titanium dioxide and zinc oxide reflect, scatter,
and absorb both UVA and UVB rays. These ingredients, produced through
chemical processes, do not typically cause allergic reactions. Using new
technology, the particle sizes of zinc oxide and titanium dioxide have been
reduced, making them more transparent.
Summary
All of the previously mentioned chemical and physical ingredients have
been approved by the FDA. The following table lists these ingredients and
includes information regarding the type and amount of ray protection that
they provide and their class.
How Can I Maximize
My Sun Protection?
ecause the active sunscreen ingre-
dients will not usually block out the
complete spectrum of UVA and UVB
rays, sunscreens by themselves might
not offer enough protection to pre-
vent skin cancer and some of the other
sun-related ailments. To thoroughly
protect yourself, you should take as
many of the following action steps as
you can:
• Limit time in the strong, midday sun
between 10 a.m. and 4 p.m.
• Seek shade.
• Wear sunglasses with 99-100 percent
UVA and UVB protection.
• Wear tightly woven, long-sleeve
clothing.
• Wear a wide brim hat.
• Apply broad-spectrum sunscreen
rated SPF 15 or higher.
Can I Get a Tan
Without the Sun?
FDA Monograph
Sunscreen Ingredients
Aminobenzoic acid (PABA)
Avobenzone
Cinoxate
Dioxybenzone
Homosalate
Menthyl anthranilate
Octocrylene
Octyl methoxycinnamate
Octyl salicylate
Oxybenzone
Padimate O
Phenylbenzimidazole
Sulisobenzone
Titanium dioxide
Trolamine salicylate
Zinc Oxide
Amount of
Ray Protection
UVA
O
•
©
€
O
C
©
©
O
€
O
O
C
€
O
•
UVB
•
©
Chemical (C)
or Physical (P)
C
C
C
C
C
C
C
C
C
C
C
C
C
P
C
P
Protection Level: • = extensive C) = considerable © = limited O = minimal
./unless tanners and bronzers are
applied to the skin like a cream and
can provide a temporary, artificial tan.
The only color additive currently
approved by FDA for this purpose is
dihydroxyacetone (DMA). Application
can be difficult, and areas of the skin
can react differently, resulting in an
uneven appearance.
Bronzers stain the skin temporarily,
and they can generally be removed
with soap and water. They may streak
after application and can stain clothes.
Sunless tanners and bronzers might
not contain active sunscreen ingredi-
ents. Read their labels to find out if
they provide any sun protection.
-------
V
How Can I Protect My Kids?
Children
An estimated 80 percent of a person's sun exposure occurs
before age 18.4 For this reason, it is important that children
be protected from overexposure. Many parents do not prop-
erly apply sunscreen on their children. Sunscreen should be
applied and reapplied to all exposed areas. Blistering sun-
burns during childhood significantly increase the risk of
developing skin cancer later in life.5 Encourage your chil-
dren to take all sun safety action steps.
Babies
Keep babies out of direct sunlight. The American Academy
of Pediatrics recommends using sunscreen on infants for
small areas such as the face and back of hands where pro-
tection from clothing is inadequate.
SunWise School Program
v I / In response to the serious
v I /
y^^v
v public health threat raised
a school program that raJlalas good ideas by OVereXpOSUTe tO UV radi-
ation, EPA is working with schools and communities across
the nation through the SunWise School Program. SunWise
aims to teach children in elementary and middle school
and their caregivers how to protect themselves from over-
exposure to the sun. For more information, go to the
SunWise Web site at .
Is a Suntan Healthy?
10 such thing as a
healthy suntan. Any change in your
natural skin color is a sign of skin
damage. Every time your skin color
changes after sun exposure, your
risk of developing sun-related ail-
ments increases.
/ill Sun Protection
Jeprive Me of
Vitamin D?
un exposure is not required to
get a sufficient amount of vitamin
D. Most people get an adequate
amount of vitamin D in their diets.
If you are concerned about not get-
ting enough vitamin D, consider
taking a multivitamin or drinking
vitamin D-fortified milk daily.
e Tanning Lotions
afe?
he FDA considers it an important
public health issue that users of sun-
tanning products be told when the
products do not contain a sunscreen
and thus, do not protect against sun-
burn or other harmful effects to the
skin. The FDA requires that all such
products carry the following label:
"Warning-This product does not
contain a sunscreen and does not
protect against sunburn. Repeated
exposure of unprotected skin while
tanning may increase the risk of
skin aging, skin cancer, and other
harmful effects to the skin even if
you do not burn."
(Title 21 of the Code of Federal Regulations,
Section 740.19)
-------
How Does the Outside
Environment Influence Exposure?
he intensity of the sun's UV rays reaching the Earth's
surface varies and should be considered when you plan
outdoor activities. The National Weather Service issues the
UV Index, a daily forecast of UV intensity.
The UV Index
You can obtain your
local UV Index fore-
cast daily from local
weather stations or
newspapers. The U.S.
Environmental
Protection Agency's
Web site provides
daily local UV fore-
casts for your ZIP
code. The address is
-------
United States
Environmental Protection
Agency
Air and Radiation
6205J
EPA430-K-99-035
June 1999
www.epa.gov/sunwise
&EPA The Sun, UV, and You
A Guide to SunWise Behavior
-------
) Printed on paper that contains at least 30 percent postconsumer fiber.
-------
7
jhile some exposure to sunlight is enjoyable, too much can be
dangerous and cause immediate effects like blistering sunburns
and long-term problems like skin cancer and cataracts.
Overexposure also causes wrinkling and aging of the skin.
Scientists are concerned that ultraviolet (UV) radiation might even
impair the human immune system.
The U.S. Environmental Protection Agency (EPA) prepared this
booklet to help you understand the risks from overexposure to the
sun's harmful UV rays and how to protect yourself and your loved
ones from UV radiation.
This booklet presents the following information:
yr
" The science behind UV radiation and stratospheric ozone.
y,.
;• The health risks from overexposure to UV radiation.
y^
" The steps you can take to protect yourself and your children.
yr
" What the UV Index is and how you can use it.
y- Details about EPA's SunWise School Program.
o
• Where to get more information about the UV Index and
ways to protect yourself from the sun.
We hope you find this booklet useful and that you will use the
information provided to help you be SunWise!
-------
UV Radiation
| he sun gives out energy over a broad spectrum of wavelengths. UV radiation,
which has a shorter wavelength than either visible blue or violet light, is responsible
for sunburn and other adverse health effects. Fortunately for life on earth, stratos-
pheric ozone screens most harmful UV radiation. What gets through the ozone
layer, however, can cause the following health problems, particularly for people who
spend substantial time outdoors:
* Skin cancer and other skin disorders
* Cataracts and other eye damage
* Immune suppression
Because of these adverse health effects, you should limit your exposure to UV radi-
ation and protect yourself when working, playing, or exercising outdoors.
Types of UV Radiation
Scientists have classified UV radiation into three
types: UVA, UVB, and UVC.
If
The stratospheric ozone layer absorbs some but not
all of these types of UV radiation:
UVA
Not absorbed by the ozone layer
UVB
Partially absorbed by the ozone layer
UVC
Completely absorbed by oxygen and ozone in the
atmosphere
UVA and especially UVB penetrate into the skin
and eyes, and can cause the adverse health effects
listed above.
UVC
-------
UV Levels Depend on a Number of Factors
Stratospheric Ozone
The ozone layer absorbs most of the sun's harmful UV rays, but its thickness varies
depending on the time of year and changing weather patterns. The ozone layer has
thinned in certain areas due to the emission of ozone-depleting chemicals.
Time of Day
The sun is at its highest in the sky around noon. At that time, the sun's rays have
the least distance to travel through the atmosphere, and UVB levels are at their
highest. In the early morning and late afternoon, the sun's rays pass obliquely
through the atmosphere, and the intensity of UVB is greatly reduced. UVA levels are
not sensitive to ozone and vary throughout the day much like visible sunlight does.
Time of Year
The sun's angle varies with the seasons, causing the intensity of UV rays to vary.
UV intensity tends to be highest during the summer months.
Latitude
The sun's rays are strongest at the equator where the sun is most directly overhead
and where UV rays must travel the least distance through the atmosphere. Ozone
also is naturally thinner in the tropics as compared to the mid- and high-latitudes,
so there is less ozone to absorb the UV radiation as it passes through the atmos-
phere. At higher latitudes the sun is lower in the sky, so UV rays must travel a
greater distance through ozone-rich portions of the atmosphere and in turn expose
those latitudes to less UV radiation.
Altitude
UV intensity increases with altitude because there is less atmosphere to absorb the
damaging rays.
Weather Conditions
Cloud cover reduces UV levels, but not completely. Depending on the thickness of
the cloud cover, it is possible to burn on a cloudy day even if it does not feel very
warm.
-------
t
Ozone Depletion
|^| he ozone layer forms a thin shield in the stratosphere, protecting life on earth
from the sun's harmful UV rays. In the 1980s, scientists began accumulating evi-
dence that the ozone layer was being depleted. Depletion of the ozone layer can
result in increased UV radiation reaching the earth's surface, which can lead to a
greater chance of overexposure to UV radiation and consequent health effects
including skin cancer, cataracts, and immune suppression.
How Stratospheric Ozone Protects Us
Ozone is a naturally occurring gas that is found in two layers in the atmosphere. In the
layer surrounding the earth's surface—the troposphere—ground-level or "bad" ozone is
an air pollutant that damages human health and vegetation and is a key ingredient of
urban smog. The troposphere extends up to the stratosphere, which is where the "good"
ozone protects life on earth by absorbing some of the sun's ultraviolet rays. Stratospheric
ozone is most concentrated between 6 to 30 miles above the earth's surface.
Ozone is formed when oxygen molecules absorb UV radiation and split apart into two
oxygen atoms (O), which combine with other oxygen molecules (02) to form ozone
molecules (03). Ozone also is broken apart as it absorbs UV radiation. In this way,
UV radiation helps sustain the natural balance of ozone in the stratosphere, while
ozone in turn absorbs UV radiation, protecting life on earth from harmful radiation.
How Ozone Is Depleted
'"
Until recently, chlorofluorocarbons (CFCs) were used wide
ly in industry and elsewhere as refrigerants, insulating
foams, and solvents. They
migrate into the upper
atmosphere after use, carried by
air currents into the stratosphere. This
process can take as long as 5 to 10 years.
These chemicals absorb UV radiation, break apart,
and react with ozone, taking one oxygen atom away and form
-------
ing highly reactive chlorine monox-
ide. Chlorine monoxide in turn
breaks down 03 again by pulling
away a single oxygen atom, creating
two O2 molecules, and allowing the
chlorine to move freely to another
ozone molecule. In this way, each
chlorine atom acts as a catalyst,
repeatedly combining with and
breaking apart as many as 100,000
ozone molecules during its stratos-
pheric life.
Other compounds also damage the
ozone layer in much the same way
as do CFCs. These ozone-depleting
substances include pesticides such as
methyl bromide, halons used in fire
extinguishers, and methyl chloro-
form used in industrial processes.
What Is Being Done
About Ozone Depletion
Countries around the world have
recognized the threats posed by
ozone depletion and have respond-
ed by adopting the Montreal
Protocol on Substances That
Deplete the Ozone Layer. Parties to
this treaty, including the United States, are phasing out the production and use of
ozone-depleting substances.
Effect of Ozone Depletion on UV Radiation Levels
Current studies predict that CFC levels in the atmosphere should peak by around
2000 and should fall to pre-1980 levels by about 2050. As international control
measures reduce the release of CFCs and other ozone-depleting substances, natural
atmospheric processes will repair the ozone layer. Until that time, we can expect
increased levels of UV radiation at the earth's surface. These increased UV radiation
levels can lead to a greater chance of overexposure to UV radiation and the conse-
quent health effects.
-------
Health Effects / J
From Overexposure to
the Sun
[mericans love the sun and spend a great deal of time outside—working, play-
ing, exercising—often in clothing that exposes a lot of skin to the sun. Most people
are now aware that too much sun has been linked to skin cancer. However, few
know the degree of risk posed by overexposure, and fewer are aware that the risks
go beyond skin cancer. Recent medical research has shown that overexposure to the
sun's UV radiation can contribute to serious health problems. Each year, for exam-
ple, more than 1 million cases of skin cancer are diagnosed in the United States,
and one person dies every hour from melanoma or nonmelanoma skin cancer.
This section provides a quick overview of the major problems linked to excess UV
exposure: skin cancer (i.e., melanoma, basal cell carcinoma, and squamous cell car-
cinoma); other skin problems; cataracts and other eye damage; and immune system
suppression. Understanding these risks and taking a few sensible precautions
described in this booklet will help you to enjoy the sun while lowering your
chances of sun-related health problems later in life.
A Word About Risk
Overexposure to UV radiation poses the risk of serious health effects for everyone,
but not everyone is equally at risk. For example, you may be at greater risk of con-
tracting skin cancer if your skin always burns, or burns easily, and if you have
blond or red hair, or blue, green, or gray eyes. Other factors indicating an increased
risk of skin cancer include: a history of blistering sunburns in early childhood, usu-
ally from acute sun overexposure; the presence of many moles; or a family history
of skin cancer. Also, people who work or otherwise spend a large amount of time
outdoors (i.e., chronic exposure to the sun) may be at higher risk of health effects.
It's a good idea to remember that anyone can contract skin cancer, and that all peo-
ple, no matter what skin type, are equally at risk of eye damage.
Melanoma
Melanoma, the most serious form of skin cancer, also is one of the fastest growing
types of cancer in the United States. Many scientists believe there might be a link
between childhood sunburns and malignant melanoma later in life. Melanoma
cases in this country have more than doubled in the past 2 decades; according to
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the American Cancer Society, about 44,200 new cases of melanoma and 7,300
deaths are currently reported each year.
Cure Rate
Melanoma can spread to other parts of the body quickly, but when detected in its
earliest stages it is almost always curable. If not caught early, melanoma is often fatal.
Warning Sign
Melanoma begins as an uncontrolled growth of pigment-producing cells in the
skin. This growth leads to the formation of dark-pigmented malignant moles or
tumors, called melanomas. Melanomas can appear suddenly without warning but
also can develop from or near a mole. For this reason, it is important to know the
location and appearance of moles on the body so any change will be noticed.
Melanomas are found most frequently on the upper backs of men and women, and
the legs of women, but can occur anywhere on the body. Be aware of any unusual
skin condition, especially a change in the size or color of a mole or other darkly or
irregularly pigmented growth or spot; scaliness, oozing, bleeding, or change in the
appearance of a bump or nodule; spread of pigment from the border into sur-
rounding skin; and change in sensation including itchiness, tenderness, or pain.
Nonmelanoma Skin Cancers
Unlike melanoma, nonmelanoma skin cancers are rarely fatal. Nevertheless, they
should not be taken lightly. Untreated, they can spread and cause more serious
health problems. An estimated 1 million Americans will develop nonmelanoma
skin cancers this year, while 1,900 will die from the disease.
There are two primary types of nonmelanoma skin cancers:
Basal Cell Carcinomas are tumors of the skin that usually appear as small, fleshy
bumps or nodules on the head and neck but can occur on other skin areas as well.
It is the most common skin cancer found among fair-skinned people. Basal cell car-
cinoma does not grow quickly and rarely spreads to other parts of the body. It can,
however, penetrate below the skin to the bone and cause considerable local damage.
Squamous Cell Carcinomas are tumors that might appear as nodules or as red,
scaly patches. The second most common skin cancer found in fair-skinned people,
squamous cell carcinoma is rarely found in darker-skinned people. This cancer can
develop into large masses, and unlike basal cell carcinoma, it can spread to other
parts of the body.
Care Rate
These two nonmelanoma skin cancers have cure rates as high as 95 percent if
detected and treated early. The key is to watch for signs and to detect the cancer in
its early stages.
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Warning Sign
Basal cell carcinoma tumors usually appear as slowly growing, raised, translucent,
pearly nodules that, if untreated, might crust, discharge pus, and sometimes bleed.
Squamous cell carcinomas usually are raised, red or pink scaly nodules, or wart-like
growths that form pus in the center. They typically develop on the edge of the ears,
the face, lips, mouth, hands, and other exposed areas of the body.
Actinic Keratoses
These sun-induced skin growths occur on body areas exposed to the sun. The face,
hands, forearms, and the "V" of the neck are especially susceptible to this type of
blemish. They are premalignant, but if left untreated, actinic keratoses can become
malignant. Look for raised, reddish, rough-textured growths. See a dermatologist
promptly if you notice these growths.
Premature Aging of the Skin
Chronic exposure to the sun causes changes in the skin called actinic (or solar) degen-
eration. Over time, the skin becomes thick, wrinkled, and leathery. Since it occurs
gradually, often manifesting itself many years after the majority of a person's exposure
to the sun, this condition is often regarded as unavoidable, a normal part of growing
older. With proper protection from UV radiation, however, premature aging of the
skin can be substantially avoided.
Cataracts and Other Eye Damage
Cataracts are a form of eye damage, a loss of transparency in the lens that clouds
vision. Left untreated, cataracts can rob people of vision. Research has shown that
UV radiation increases the likelihood of certain cataracts. Although curable with
modern eye surgery, cataracts diminish the eyesight of millions of Americans and
necessitate billions of dollars of eye surgery each year. Other kinds of eye damage
include: pterygium (tissue growth on the white of the eye that can block vision), skin
cancer around the eyes, and degeneration of the macula (the part of the retina near
the center, where visual perception is most acute). All of these problems could be
lessened with proper eye protection from UV radiation.
Immune Suppression
Scientists have found that sunburn can alter the distribution and function of disease-
fighting white blood cells in humans for up to 24 hours after exposure to the sun.
Repeated exposure to UV radiation might cause more long-lasting damage to the
body's immune system. Mild sunburns can suppress immune functions in people of
all skin types.
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7
Action Steps for
Sun Protection
Be SunWise
Protecting yourself from overexposure to UV radiation is simple if you take the
precautions listed below.
Limit Time in the Midday Sun as Much as Possible
The sun's UV rays are strongest between 10 a.m. and 4 p.m. To the
extent you can, limit exposure to the sun during these hours.
Watch for the UV Index
The UV Index provides important information to help you plan your
outdoor activities in ways that prevent overexposure to the sun's rays.
Developed by the National Weather Service (NWS) and EPA, the UV
Index is issued daily in selected cities across the United States.
Wear Sunglasses That Block 99 to 100 Percent of UV
Radiation
Sunglasses that provide 99 to 100 percent UVA and UVB protection
will greatly reduce sun exposure that can lead to cataracts and other
eye damage. Check the label when buying sunglasses.
Wear a Hat
A hat with a wide brim offers good sun protection for your eyes, ears,
face, and the back of your neck—areas particularly prone to overexpo-
sure to the sun.
Seek Shade
Staying under cover is one of the best ways to protect yourself from
the sun.
Protect Other Areas of Your Body With Clothing During
Prolonged Periods in the Sun
Tightly-woven, loose-fitting, and full-length clothes are best for pro-
tection of exposed skin.
-------
Always Use a Sunscreen When Outside
A sunscreen with a sun protection factor (SPF) of at least 15
blocks most harmful UV radiation. Apply sunscreen liberally
and reapply every 2 hours when working, playing, or exercising
outdoors. Even waterproof sunscreen can come off when you
towel off sweat or water. Consult your physician about sunscreen
use on children under 6 months of age. Also use lip balm of
SPF 15-
Avoid Sunlamps and Tanning Salons
The light source from sunbeds and sunlamps damages the skin
and unprotected eyes. It's a good idea to avoid artificial sources of
UV light.
The UV Index Describes the Next Day's Likely Levels of the Intensity of UV
Rays. The Index Predicts UV Levels on a 0 to 10+ Scale in the Following Way:
INDEX NUMBER
Oto2
INTENSITY LEVEL
Minimal
Low
Moderate
High
Very High
While always taking precautions against overexposure, take special care to adopt
the safeguards recommended above when the UV Index predicts exposure levels
of moderate or higher.
Some medications cause serious sun sensitivity, as do some diseases such as
lupus erythematosus. The UV Index is not intended for use by seriously sun-
sensitive individuals. Consult your doctor about additional precautions you
might need to take.
-------
UV INDEX
How NWS Calculates
the UV Index
j^Jhe National Weather Service uses a computer model to calculate the next day's
UV levels for selected cities across the United States. The model takes into account
a number of factors including the amount of ozone and clouds overhead, latitude,
elevation, and time of year.
To compute the UV Index forecast, the model first calculates a UV dose rate, or
amount of UV radiation to which a person will be exposed at the next day's solar
noon (when the sun is highest in the sky) under "clear sky" (no clouds) conditions.
The UV dose rates obtained from the model are then adjusted for the effects of ele-
vation and cloud cover at specific locations. Higher elevations will increase the UV
dose rate because there is less atmosphere to absorb and scatter UV rays. Greater
cloud cover will tend to reduce the UV dose rate because clouds screen out some—
but not all—UV rays.
The resulting value is the next day's UV Index forecast. The UV forecasts for select-
ed locations are provided daily on a 0 to 10+ scale, where 0 indicates a minimal
likely level of exposure to UV rays and 10+ means a very high level of exposure.
For more information about the UV Index, or for daily forecasts, please consult
.
-------
Special Considerations
for Children
^J Ithough many of the sun's harmful effects do not appear until later in life,
recent medical research has shown that it is very important to protect children and
young adults from overexposure to UV radiation. The majority of most people's
sun exposure occurs before age 18, and studies increasingly suggest a link between
early exposure and skin cancer as an adult.
Helping Children Be SunWise
Take special care with children, since they tend to spend more time outdoors than
adults and can burn more easily. The precautions described in this booklet can help
ensure that the children around you avoid UV-related health problems, both now
and later in life. Started early and followed consistently, each of these steps will
become an accepted habit, as easy as fastening seatbelts every time you drive the car.
In response to the serious public-health threat posed by overexposure to UV radia-
tion, EPA is working with schools and communities across the nation to launch the
SunWise School Program. SunWise teaches children in elementary school and their
caregivers how to protect themselves from overexposure to the sun. Educating chil-
dren about sun safety is the key to reducing the risk of future UV-related health
problems.
Participating schools will sponsor activities that raise children's awareness of the
largely preventable health risks from UV radiation and teach simple steps to avoid
overexposure. Such activities might include:
• Cross-curricular classroom lessons.
» Reporting the UV Index and UV ground data on the SunWise Internet
Learning Site.
• Infrastructure enhancements (e.g., policy changes and shade structures).
« Community partnerships.
* Schoolwide sun safety activities.
* Train-the-trainer video.
For additional information about the SunWise School Program, please contact EPA's
Stratospheric Ozone Information Hotline at 800 296-1996 or visit the program's
Web site at .
-------
For More Information
^J o learn more about the UV Index and how to protect yourself
from overexposure to the sun's UV rays, call EPA's Stratospheric
Ozone Information Hotline at 800 296-1996 or visit our Web site
at . Hotline staff can supply you with the
following fact sheets and other useful information:
• Health Effects of Overexposure to the Sun
• UV Radiation
• Action Steps for Sun Protection
* Ozone Depletion
• What is the Ultraviolet (UV) Index?
• Ultraviolet Index: What You Need to Know
SunWise School Program
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UV INDEX
What Is the
UV Index?
Some exposure to sunlight can be enjoyable; however, too much could be
dangerous. Overexposure to the sun's ultraviolet (UV) radiation can cause
immediate effects such as sunburn and long-term problems such as skin cancer
and cataracts. Developed by the National Weather Service and the U.S.
Environmental Protection Agency (EPA), the UV Index provides important information
to help you plan your outdoor activities to prevent Overexposure to the sun's rays.
The UV Index provides a daily forecast of the expected
risk of Overexposure to the sun. The Index predicts
UV intensity levels on a scale of 0 to 10+, where
0 indicates a minimal risk of Overexposure and
10+ means a very high risk. Calculated on a
next-day basis for dozens of cities across
the United States, the UV Index takes
UV Index Number
Oto2
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Exposure Level
Minimal
Low
5 to 6
Moderate
7 to 9
High
Very High
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into account clouds and other local
conditions that affect the amount of UV
radiation reaching the ground in different
parts of the country.
By taking a few simple precautions, you can greatly
reduce your risk of sun-related illnesses. To be SunWise,
consider the following steps:
a Limit your time in the sun between 10 a.m. and 4 p.m.
a Whenever possible, seek shade.
a Use a broad spectrum sunscreen with an SPF of at least 15.
a Wear a wide-brimmed hat and if possible, tightly woven, full-length clothing.
a Wear UV-protective sunglasses.
a Avoid sunlamps and tanning salons.
a Watch for the UV Index daily.
While you should always take precautions against Overexposure to the sun, please take
special care to adopt the safeguards when the UV Index predicts levels of moderate or
above. Watch for UV Index reports in your local newspapers and on television, and
remember to be SunWise! For more information, call EPA's Stratospheric Ozone
Information Hotline at 800 296-1996, or visit our Web site at .
-------
-------
&EF9V
United States
Environmental Protection
Agency
Air and Radiation
6205J
EPA430-F-99-024
September 1999
www.epa.gov/sunwise
UV Radiation
The sun radiates energy over a broad spectrum of wavelengths. Ultraviolet (UV)
radiation, which has a shorter wavelength than either visible blue or violet light,
is responsible for sunburn and other adverse health effects. Fortunately for life
on Earth, our atmosphere's stratospheric ozone layer shields us from most UV
radiation. What gets through the ozone layer, however, can cause the following
problems, particularly for people who spend substantial time outdoors:
• Skin cancer • Suppression of the immune system
• Cataracts • Premature aging of the skin
Because of these serious health effects, you should limit your exposure to UV
radiation and protect yourself when outdoors.
Types of UV Radiation
Scientists classify UV radiation into three types or bands—UVA, UVB, and
UVC. The stratospheric ozone layer absorbs some, but not all, of these types of
UV radiation:
UVA: Not absorbed by the ozone layer.
UVB: Mostly absorbed by the ozone layer, but some does reach
the Earth's surface.
UVC: Completely absorbed by the ozone layer and oxygen.
UVA and UVB that reach the Earth's surface contribute to the serious health
effects listed above.
UV Levels Depend on a Number of Factors
The level of UV radiation that reaches the Earth's surface can vary, depending
on a variety of factors. Each of the following factors can increase your risk of
UV radiation overexposure and its consequent health effects.
Stratospheric Ozone
The ozone layer absorbs most of the sun's UV rays, but the amount of absorp-
tion varies depending on the time of year and other natural phenomena. That
absorption also has decreased, as the ozone layer has thinned due to the release
of ozone-depleting substances that have been widely used in industry.
Time of Day
The sun is at its highest in the sky around noon. At this time, the sun's rays
have the least distance to travel through the atmosphere and UVB levels are at
their highest. In the early morning and late afternoon, the sun's rays pass
through the atmosphere at an angle and their intensity is greatly reduced.
-------
Time of Year
The sun's angle varies with the seasons, causing the intensity of UV rays to change. UV intensity tends to be high-
est during the summer months.
Latitude
The sun's rays are strongest at the equator, where the sun is most directly overhead and UV rays must travel the
least distance through the atmosphere. Ozone also is naturally thinner in the tropics compared to the mid- and
high-latitudes, so there is less ozone to absorb the UV radiation as it passes through the atmosphere. At higher
latitudes the sun is lower in the sky, so UV rays must travel a greater distance through ozone-rich portions of the
atmosphere and, in turn, expose those latitudes to less UV radiation.
Altitude
UV intensity increases with altitude because there is less atmosphere
to absorb the damaging rays. Thus, when you go to higher altitudes,
your risk of overexposure increases.
Weather Conditions
Cloud cover reduces UV levels, but not completely. Depending on
the thickness of the cloud cover, it is possible to burn—and increase
your risk of long-term skin and eye damage—on a cloudy summer
day, even if it does not feel very warm.
Reflection
Some surfaces, such as snow, sand, grass, or water can reflect much of
the UV radiation that reaches them. Because of this reflection, UV
intensity can be deceptively high even in shaded areas.
EPA's SunWise School Program
In response to the serious public health threat posed by
exposure to increased UV levels, the U.S. Environmental
Protection Agency (EPA) is working with schools and
communities across the nation through the SunWise School Program.
SunWise aims to teach children in elementary school and their care-
givers how to protect themselves from overexposure to the sun.
For More Information
To learn more about UV radiation, the SunWise School Program,
and actions being taken to prevent ozone depletion, call EPA's
Stratospheric Ozone Information Hotline at 800 296-1996 or visit
our Web site at .
The stratospheric ozone layer screens
out much of the sun's harmful UV
radiation.
f) Printed on paper that contains at least 30 percent postconsumer fiber.
-------
United States
Environmental Protection
Agency
Air and Radiation
6205J
Ozone Depletion
EPA430-F-99-023
September 1999
www.epa.gov/sunwise
r
The ozone layer forms a thin shield in the upper atmosphere, protecting life on
Earth from the sun's ultraviolet (UV) rays. In the 1980s, scientists began accu-
mulating evidence that the ozone layer was being depleted. Depletion of the
ozone layer results in increased UV radiation reaching the Earth's surface, which
in turn can lead to a greater chance of overexposure to UV radiation and the
related health effects of skin cancer, cataracts, and immune suppression.
What Is Stratospheric Ozone?
Ozone is a naturally occurring gas that is found in two layers of the atmosphere.
In the layer surrounding the Earth's surface—the troposphere—ground-level or
"bad" ozone is an air pollutant that is a key ingredient of urban smog. The tro-
posphere extends up to the stratosphere, which is where "good" ozone protects
life on Earth by absorbing some of the sun's UV rays. Stratospheric ozone is
most concentrated between 6 to 30 miles above the Earth's surface.
Ozone Depletion
Until recently, chlorofluorocarbons (CFCs) were used widely in industry and
elsewhere as refrigerants, insulating foams, and solvents. Strong winds carry
CFCs into the stratosphere in a process that can take as long as 2 to 5 years.
When CFCs break down in the stratosphere, they release chlorine, which
attacks ozone. Each chlorine atom acts as a catalyst, repeatedly combining with
and breaking apart as many as 100,000 ozone molecules during its stratospheric
life.
Other ozone-depleting substances include pesticides such as methyl bromide,
halons used in fire extinguishers, and methyl chloroform used in industrial
processes.
What Is Being Done?
Countries around the world, including the United States, have recognized the
threats posed by ozone depletion and adopted a treaty called the Montreal
Protocol to phase out the production and use of ozone-depleting substances.
How Ozone Depletion Affects UV Levels
Scientists predict that ozone depletion should peak between 2000 and 2010. As
international control measures reduce the release of CFCs and other ozone-
depleting substances, natural atmospheric processes will repair the ozone layer
around the middle of the 21st century. Until that time, we can expect increased
levels of UV radiation at the Earth's surface. These increased UV levels can lead
to a greater risk of overexposure to UV radiation and related health effects.
-------
EPA's SunWise School
Program
In response to the serious public
health threat posed by exposure to
increased UV levels, the U.S. Environmental
Protection Agency (EPA) is working with schools
and communities across the nation through the
SunWise School Program. SunWise aims to teach
children in elementary school and their caregivers
about ozone depletion, UV radiation, and how to
protect themselves from overexposure to the sun.
For More Information
To learn more about the ozone layer, the SunWise
School Program, and actions being taken to prevent
ozone depletion, call EPA's Stratospheric Ozone
Information Hotline at 800 296-1996 or visit our
Web site at .
The use and emission of ozone-depleting substances
damages the stratospheric ozone layer, which allows
more UV rays to reach the Earth's surface and cause
adverse human health effects.
\^A Printed on paper that contains at least 30 percent postconsumer fiber.
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Blue Group: Weather
Month #1
DATA SHEET: BLUE GROUP: WEATHER
Month # 1
Day 1 Date:
Midnight (00:00)
8:00 AM
4:00 PM (16:00)
enter date here
Carbon
WindSpeed Wind Direction Humidity Temperature Rainfall Ozone Monoxide PM10 PM2.5
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Day3
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Day 4
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Day5
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8:00 AM
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Day 7
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Day8
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Day 9
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Day 10
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Blue Group: Weather
Month #1
Day 11
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Day 12
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Day 13
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Day 14
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Day 15
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Blue Group: Weather
Month #1
Midnight (00:00)
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Day 17
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enter date here
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Day 18
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Day 19
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Day 20
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8:00 AM
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WindSpeed Wind Direction Humidity Temperature Rainfall Ozone Monoxide PM10 PM2.5
Month 1 Average WindSpeed
Midnight (00:00) #DIV/0!
8:00 AM #DIV/0!
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Blue Group: Weather
Month #1
4:00 PM (16:00)
Standard Deviation WindSpeed
Midnight (00:00) #DIV/0!
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Brown Group: Visibility
DATA SHEET: Brown Group: Visibility
Time Of Day: jwnte time here
Day#
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2Tues
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Date
Visibility
Webcam
#DIV/0!
#DIV/0!
AQI
Ozone (O3) Carbon Monoxide Particulates 10 Particulates 2.5
#DIV/0!
#DIV/0!
Weather
General Conditions Humidity
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Brown Group: Visibility
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Day#
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Day#
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Brown Group: Visibility
Time of Day:
Day#
81 Mon
82Tue
83 Wed
84 Thur
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86 Mon
87Tue
88 Wed
89 Thur
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92Tue
93 Wed
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96 Mon
97Tue
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Month 5 Average
Standard Deviation
Write time her
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Green Group: Loacation Ozone
Ozone GREEN GROUP: LOCATION Using 8 Hour AQI
DAY DATE Children's Park Craycroft & 22ru Downtown Saguaro Tangerine
1 Mon
2Tues
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Average #DIV/OI #DIV/OI
tandard Deviation #DIV/O!
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Green Group: Loacation Ozone
Month # 2
DAY DATE Children's Park Craycroft & 22n( Downtown Saguaro Tangerine
21 Mon
22Tue
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tandard Deviation
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tandard Deviation
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Standard Deviation
Page 2 of 7
-------
Green Group: Loacation Ozone
Month # 3
DAY DATE Children's Park Craycroft & 22n( Downtown Saguaro Tangerine
41 Mon
42Tue
43 Wed
44 Thur
45Fri
Average
tandard Deviation
46 Mon
47Tue
48 Wed
49 Thur
50Fri
Average
tandard Deviation
51 Mon
52Tue
53 Wed
54 Thur
55Fri
Average
tandard Deviation
56 Mon
57Tue
58 Wed
59 Thur
60Fri
Average
Standard Deviation
Month 3 Average
Standard Deviation
Page 3 of 7
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Green Group: Loacation Ozone
Page 4 of 7
-------
Green Group: Loacation Ozone
Month # 4
DAY DATE Children's Park Craycroft & 22n( Downtown Saguaro Tangerine
61 Mon
62Tue
63 Wed
64 Thur
65Fri
Average
tandard Deviation
66 Mon
67Tue
68 Wed
69 Thur
70Fri
Average
tandard Deviation
71 Mon
72Tue
73 Wed
74 Thur
75Fri
Average
tandard Deviation
76 Mon
77Tue
78 Wed
79 Thur
80Fri
Average
Standard Deviation
Month 4 Average
Standard Deviation
Page 5 of 7
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Green Group: Loacation Ozone
Page 6 of 7
-------
Green Group: Loacation Ozone
Month # 5
DAY DATE Children's Park Craycroft & 22n( Downtown Saguaro Tangerine
81 Mon
82Tue
83 Wed
84 Thur
85Fri
Average
tandard Deviation
86 Mon
87Tue
88 Wed
89 Thur
90Fri
Average
tandard Deviation
91 Mon
92Tue
93 Wed
94 Thur
95Fri
Average
tandard Deviation
96 Mon
97Tue
98 Wed
99 Thur
100Fri
Average
Standard Deviation
Month 5 Average
Standard Deviation
Page 7 of 7
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Practice Data Sheet
Month # 1
1 Mon 1/27/2001
2Tues
3 Wed
4Thur
5 Fri
Average #DIV/OI
Standard Deviation #DIV/0!
6 Mon
7Tue
8 Wed
9Thur
10 Fri
Average #DIV/OI
Standard Deviation #DIV/0!
11 Mon
12Tue
13 Wed
14Thur
15 Fri
Average #DIV/OI
Standard Deviation #DIV/0!
DAY DATE Alvernon & 22nd Cherry & Glenn Children's Park Craycroft & 22nd Downtown
16 Mon
-------
17Tue
18 Wed
19Thur
20Fri
Average #DIV/OI
Standard Deviation #DIV/0!
Month 1 Average #DIV/0!
Standard Deviation #DIV/0!
-------
page 3 DATA SHEET: GREEN GROUP: LOCATION
Comparing Pollutants By Location Using 8 Hour AQI
Start Date:
Month # 2
DAY DATE Alvernon & 22nd Cherry & Glenn Children's Park Craycroft & 22nd Downtown
21 Mon
22Tue
23 Wed
24 Thur
25Fri
Average
Standard Deviation
26 Mon
27Tue
28 Wed
29 Thur
SOFri
Average
Standard Deviation
31 Mon
32Tue
33 Wed
34 Thur
35Fri
-------
Average
Standard Deviation
DAY DATE Alvernon & 22nd Cherry & Glenn Children's Park Craycroft & 22nd Downtown
36 Mon
37Tue
38 Wed
39Thur
40Fri
Average
Standard Deviation
Month 2 Average
Standard Deviation
-------
page 5 DATA SHEET: GREEN GROUP: LOCATION
Comparing Pollutants By Location Using 8 Hour AQI
Start Date:
Month # 3
DAY DATE Alvernon & 22nd Cherry & Glenn Children's Park Craycroft & 22nd Downtown
41 Mon
42Tue
43 Wed
44 Thur
45Fri
Average
Standard Deviation
46 Mon
47Tue
48 Wed
49 Thur
SOFri
Average
Standard Deviation
51 Mon
52Tue
53 Wed
54 Thur
55Fri
-------
Average
Standard Deviation
DAY DATE Alvernon & 22nd Cherry & Glenn Children's Park Craycroft & 22nd Downtown
56 Mon
57Tue
58 Wed
59Thur
60Fri
Average
Standard Deviation
Month 3 Average
Standard Deviation
-------
page 7 DATA SHEET: GREEN GROUP: LOCATION
Comparing Pollutants By Location Using 8 Hour AQI
Start Date:
Month # 4
DAY DATE Alvernon & 22nd Cherry & Glenn Children's Park Craycroft & 22nd Downtown
61 Mon
62Tue
63 Wed
64 Thur
65Fri
Average
Standard Deviation
66 Mon
67Tue
68 Wed
69 Thur
70Fri
Average
Standard Deviation
71 Mon
72Tue
73 Wed
74 Thur
75Fri
-------
Average
Standard Deviation
DAY DATE Alvernon & 22nd Cherry & Glenn Children's Park Craycroft & 22nd Downtown
76 Mon
77Tue
78 Wed
79Thur
SOFri
Average
Standard Deviation
Month 4 Average
Standard Deviation
-------
page 9 DATA SHEET: GREEN GROUP: LOCATION
Comparing Pollutants By Location Using 8 Hour AQI
Start Date:
Month # 5
DAY DATE Alvernon & 22nd Cherry & Glenn Children's Park Craycroft & 22nd Downtown
81 Mon
82Tue
83 Wed
84 Thur
85Fri
Average
Standard Deviation
86 Mon
87Tue
88 Wed
89 Thur
90Fri
Average
Standard Deviation
91 Mon
92Tue
93 Wed
94 Thur
95Fri
-------
Average
Standard Deviation
DAY DATE Alvernon & 22nd Cherry & Glenn Children's Park Craycroft & 22nd Downtown
96 Mon
97Tue
98 Wed
99Thur
100 Fri
Average
Standard Deviation
Month 5 Average
Standard Deviation
-------
Carbon Monoxide
Page 1
Month # 1
DATA SHEET: RED GROUP: TIME
Monitoring Location:
Date:
Day:
Midnight
1:00
2:00
3:00
4:00
5:00 AM
6:00
7:00
8:00
9:00
10:00
11:00
Noon
1:00 PM
14:00
15:00
16:00
17:00
18:00
19:00
20:00
21:00
22:00
1 M 2 T 3W 4Th 5 F Average Standard Deviatio 6 M 7 T 8 W 9Th 10F Average Standard Deviation
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
-------
Carbon Monoxide
23:00| III II
-------
Carbon Monoxide
Page 2
Month 1 Cont'd
Monitoring Location:
Date:
Day:
Midnight
1:00
2:00
3:00
4:00
5:00 AM
6:00
7:00
8:00
9:00
10:00
11:00
Noon
1:00 PM
14:00
15:00
16:00
17:00
18:00
19:00
20:00
21:00
DATA SHEET: RED GROUP: TIME
Average Standard
11M 12T13W14TM5F Average standard Deviatio 16M 17 T 18 V\) 19Tr20F Average standard Deviatk Month 1 Deviation
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
-------
Carbon Monoxide
22:00
23:00|
Page 3
Month # 2
Monitoring Location:
#DIV/0!
#DIV/0!
DATA SHEET: RED GROUP: TIME
Date:
Day:
Midnight
1:00
2:00
3:00
4:00
5:00 AM
6:00
7:00
8:00
9:00
10:00
11:00
Noon
1:00 PM
14:00
15:00
16:00
17:00
18:00
19:00
20:00
21M 22T23W24Tr25F Average standard Deviatio 26M 27T 28W29Tr30F Average standard Deviation
#DIV/0! #DIV/0!
#DIV/0! #DIV/0!
-------
Carbon Monoxide
21:00
22:00
23:00
Page 4
Month 2 Cont'd
Monitoring Location:
Date:
DATA SHEET: RED GROUP: TIME
Average Standard
Day:
Midnight
1:00
2:00
3:00
4:00
5:00 AM
6:00
7:00
8:00
9:00
10:00
11:00
Noon
1:00 PM
14:00
15:00
16:00
17:00
18:00
19:00
31M 32T 33W 34Tr 35F Average standard Deviatio 36M 37T 38W 39Tr40F Average standard Deviatk Month 1 Deviation
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
-------
Carbon Monoxide
20:00
21:00
22:00
23:00
Page 5
Month # 3
Monitoring Location:
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
DATA SHEET: RED GROUP: TIME
Date:
Day:
Midnight
1:00
2:00
3:00
4:00
5:00 AM
6:00
7:00
8:00
9:00
10:00
11:00
Noon
1:00 PM
14:00
15:00
16:00
17:00
41M 42T 43W44Tr45F Average standard Deviatio 46M 47T 48W49Tr50F Average standard Deviation
#DIV/0! #DIV/0!
#DIV/0! #DIV/0!
-------
Carbon Monoxide
18:00
19:00
20:00
21:00
22:00
23:00
Page 6
Month 3 Cont'd
Monitoring Location:
Date:
DATA SHEET: RED GROUP: TIME
Average Standard
Day:
Midnight
1:00
2:00
3:00
4:00
5:00 AM
6:00
7:00
8:00
9:00
10:00
11:00
Noon
1:00 PM
14:00
15:00
51M 52T 53W 54Tr 55F Average standard Deviatio 56M 57T 58W 59Tr60F Average standard Deviatk Month 1 Deviation
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
-------
Carbon Monoxide
16:00
17:00
18:00
19:00
20:00
21:00
22:00
23:00
Page 7
Month # 4
Monitoring Location:
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
DATA SHEET: RED GROUP: TIME
Date:
Day:
Midnight
1:00
2:00
3:00
4:00
5:00 AM
6:00
7:00
8:00
9:00
10:00
11:00
Noon
1:00 PM
61M 62T63W64Tr65F Average standard Deviatio 66M 67T 68W69Tr70F Average standard Deviation
#DIV/0! #DIV/0!
#DIV/0! #DIV/0!
-------
Carbon Monoxide
14:00
15:00
16:00
17:00
18:00
19:00
20:00
21:00
22:00
23:00
-------
Carbon Monoxide
Page 8
Month 4 Cont'd
Monitoring Location:
Date:
DATA SHEET: RED GROUP: TIME
Average Standard
Day:
Midnight
1:00
2:00
3:00
4:00
5:00 AM
6:00
7:00
8:00
9:00
10:00
11:00
Noon
1:00 PM
14:00
15:00
16:00
17:00
18:00
19:00
20:00
21:00
22:00
71 M 72T 73W 74Tr 75F Average standard Deviatio 76M 77T 78W79Tr80F Average standard Deviatk Month 1 Deviation
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
-------
Carbon Monoxide
23:00|
Page 9
Month # 5
Monitoring Location:
#DIV/0!
DATA SHEET: RED GROUP: TIME
Date:
Day:
Midnight
1:00
2:00
3:00
4:00
5:00 AM
6:00
7:00
8:00
9:00
10:00
11:00
Noon
1:00 PM
14:00
15:00
16:00
17:00
18:00
19:00
20:00
81M 82T 83W 84Tr 85F Average standard Deviatio 86M 87T 88W89Tr90F Average standard Deviation
#DIV/0! #DIV/0!
#DIV/0! #DIV/0!
-------
Carbon Monoxide
21:00
22:00
23:00
Page 10
Month 5 Cont'd
Monitoring Location:
DATA SHEET: RED GROUP: TIME
Date:
Day:
Midnight
1:00
2:00
3:00
4:00
5:00 AM
6:00
7:00
8:00
9:00
10:00
11:00
Noon
1:00 PM
14:00
15:00
16:00
17:00
18:00
Average Standard
91 M 92T 93W 94Tr 95F Average standard Deviatio 96M 97T 98W 99TM OOF Average standard Deviatk Month 1 Deviation
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
-------
Carbon Monoxide
19:00
20:00
21:00
22:00
23:00
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
-------
Month 1
DATA SHEET: Yellow Group: Health Effects
Day#
1 Mon
2Tue
3 Wed
4Thur
5Fri
6 Mon
7Tue
8 Wed
9Thur
10Fri
11 Mon
12Tue
13 Wed
14Thur
15Fri
16 Mon
17Tue
18 Wed
19Thur
20Fri
Month 1 Average
Standard Deviation
# Asthma Attacks
Location 1 Location 2 Location 3 Total
0
0
AQI Participates
Carbon Monoxide Ozone (03) PM 10 PM 2.5
''^^^^^^^^^^^^^^^., 0 #DIV/0!
'^^^^^^^^^^^^^^i>, 0 #DIV/0!
Page 1 of 5
-------
Month 2
DATA SHEET: Yellow Group: Health Effects
Day#
21 Mon
22Tue
23 Wed
24 Thur
25Fri
26 Mon
27Tue
28 Wed
29 Thur
SOFri
31 Mon
32Tue
33 Wed
34 Thur
35Fri
36 Mon
37Tue
38 Wed
39 Thur
40Fri
Month 2 Average
Standard Deviation
# Asthma Attacks
Location 1 Location 2 Location 3 Total
AQI Particulates
Carbon Monoxic Ozone (03) PM 10 PM 2.5
Illlllllllllllllllllllllllllllllll! #DIV/0! #DIV/0!
'^^^^^^^^^^^^^^^i>, #DIV/0! #DIV/0!
Page 2 of 5
-------
Month 3
Day#
41 Mon
42Tue
43 Wed
44 Thur
45Fri
46 Mon
47Tue
48 Wed
49 Thur
SOFri
51 Mon
52Tue
53 Wed
54 Thur
55Fri
56 Mon
57Tue
58 Wed
59 Thur
60Fri
Month 3 Average
Standard Deviation
# Asthma Attacks
Location 1 Location 2 Location 3 Total
AQI Particulates
Carbon Monoxic Ozone (03) PM 10 PM 2.5
'•^^^^^^^^^^^^^^^•, #DIV/0! #DIV/0!
'^^^^^^^^^^^^^^m, #DIV/0! #DIV/0!
Page 3 of 5
-------
Month 4
Day#
61 Mon
62Tue
63 Wed
64 Thur
65Fri
Date
# Asthma Attacks
Location 1 Location 2 Location 3
Total
AQI
Carbon Monoxic Ozone (03)
Particulates
PM10 PM2.5
66 Mon
67Tue
68 Wed
69 Thur
70Fri
71 Mon
72Tue
73 Wed
74 Thur
75Fri
76 Mon
77Tue
78 Wed
79 Thur
80Fri
Month 4 Average
Standard Deviation
Page 4 of 5
-------
Month 5
Day#
81 Mon
82Tue
83 Wed
84 Thur
85Fri
Date
# Asthma Attacks
Location 1 Location 2 Location 3
Total
AQI
Carbon Monoxic Ozone (03)
Particulates
PM10 PM2.5
86 Mon
87Tue
88 Wed
89 Thur
90Fri
91 Mon
92Tue
93 Wed
94 Thur
95Fri
96 Mon
97Tue
98 Wed
99 Thur
100Fri
Month 5 Average
Standard Deviation
Page 5 of 5
------- |