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Environmental
Curricula Handbook:
Tools in Your Schools
EMPACT
Environmental Monitoring for Public Access
& Community Tracking
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P iV Nu
This document has been reviewed by the U.S. Environmental Protection Agency (EPA) and approved for publication.
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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
-C^-X 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.
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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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
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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
i v
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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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V I
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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 the 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?
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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 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 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 Teach ng the Teacher:
How Do III Make an
IMPACT 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
Earths 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 arid 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: .
6
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 (NPS) pollution—pollution from many
diffuse sources as opposed to one distinct source. NPS 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 NPS 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.
NPS 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
7
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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 .
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 (03): Ozone is an odorless, colorless gas composed of three atoms of
oxygen. It occurs both in the Earths 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 Quality Index (AQI)*
AQI Number Health Concern
Color Code
0 to 50
Good
Green
51 to 100
Moderate
Yellow
101 to 150
Unhealthy for
sensitive groups
Orange
151 to 200
Unhealthy
Red
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.
Air-Based Projects
9
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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 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 (S02) 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 S02. 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, S02 may cause similar symptoms in
non-asthmatics.
Nitrogen dioxide: Nitrogen dioxide (N02) is a reddish-brown, highly reac-
tive gas formed when nitric oxide combines with oxygen in the atmosphere.
Once it has formed, N02 reacts with volatile organic compounds (VOCs),
eventually resulting in the formation of ground-level ozone. Major sources of
N02 include automobiles and power plants. In children and adults with res-
piratory disease, such as asthma, N02 can cause respiratory symptoms such
as coughing, wheezing, and shortness of breath. In children, short-term
exposure can increase the risk of respiratory illness.
Chapter 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.
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Air-Based Projects
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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.
Chapter 4
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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-
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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 particulate 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.
Chapter 4
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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.
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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.
Chapter 4
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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 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.
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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.
Air-Based Projects
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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 .
4.2,5 Community Accessible Air Quality Monitoring Assessment
(Northeast Ohio)
Introduction
The Northeast Ohio (NED) 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 commu-
nities with real-time air quality reports. These help citizens make informed deci-
sions 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.
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 com-
munities. 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 infor-
mation, lessons, and activities focused on air quality. It
progresses from conceptually developing an understand-
ing 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 pollu-
tion's effects on plants, and air quality data analysis and tracking.
Chapter 4
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¦ 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 8 th 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-Based Projects
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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,
Chapter 4
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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, 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 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
.
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 help-
ful 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 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 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 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-Based Projects
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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 SunWise 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 SunWise 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 SunWise 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 SunWise Web site for more details.
Chapter 4
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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.
¦ Chlorophylls 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
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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-
Chapter 5
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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.
¦ pHs 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 C02 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.
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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 lor
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
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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.
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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.
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 EM PACT, 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,
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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
dissolved oxygen.
Older students in 7th and 8 th grade further examine water quali-
ty by analyzing macroinvertibrates in the water. They learn that
an ecosystem is a community of living and non-living compo-
nents and that photosynthesis is important to both plants and
animals. Students then conduct an experiment to see how fertiliz-
ers 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 ECOPLEX
WOW is highlighted in this hand-
book because of its affiliation with
the Lake Access EMPACT project
—in
2000, EMPACT funded the deploy-
ment of two additional RUSS units
in Lake Minnetonka, a large, heavi-
ly used complex in the suburban
Minneapolis area.
Chapter 5
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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
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.
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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.
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
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 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 proj-
ect 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
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: 218 720-4264
Fax: 218 720-4328
E-mail:
or
Bruce Munson
University of Minnesota-Duluth Campus
Phone: 218 726-6324
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
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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
¦ N utrients/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)
Chapter 5
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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" tor 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, Took, 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.
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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.
4 Onondaga Lake %
Seneca River »' * *
\ -sy-aBfflw
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
-------
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: Earths 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 .
Chapter 5
-------
6.0 Land-Use and Soil-Based
Projects
6.1 Teacher Tips
Soil is a dynamic resource that supports plant life. It is com-
prised 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 man-
aged. The Soil Science Society of America defines soil quality as
"the capacity of a specific kind of soil to function, within natu-
ral or managed ecosystem boundaries, to sustain plant and ani-
mal productivity, maintain or enhance water and air quality,
and support human health and habitation." Management that
enhances soil quality benefits cropland, rangeland, and wood-
land productivity. In addition, enhanced soil quality benefits
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
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 num-
ber of environmental parameters that
can be monitored and reported in
EMPACT communities. Although there
are currently no research grants
researching soil monitoring technolo-
gies, teaching students about soil
quality is important, so this handbook
provides background information as
a resource for the teacher.
Land-Use and Soil-Based Projects
-------
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, Took, and A ctivities
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.
Chapter 6
-------
¦ 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-Use and Soil-Based Projects
-------
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
< 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
This Web site provides information on soil science education.
National Geographic Society
< www. nationalgeographic. com>
This Web site provides extensive teacher resources related to geography and science.
Appendix A
-------
North American Association 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
Development (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 Association (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.
Additional Resources
-------
Nat»** \*t fiatv . ition (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.
Appendix A
-------
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 (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, man-
age, and distribute environmental information, providing residents with up-to-
Glossary of Terms
-------
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 (CEMS) 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 (03): 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.
Appendix B
-------
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 Earths (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
Glossary of Terms
-------
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.
Water 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
Appendix B
-------
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 02): 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 02 and C02) 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.
Glossary of Terms
-------
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
(C02) 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.
Appendix B
-------
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.
Glossary of Terms
-------
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
Earths 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.
Appendix B
-------
Appendix C: Activities by Grade Level
Grade
Curriculum K1 23456789 10 11 12 12+
Airbeat
X
X
X
X
X
X
X
X
X
Air Currents
X
X
X
X
X
X
X
Air Info Now: Environmental
Monitoring for Public Access
and Community Tracking
X
X
X
X
X
X
X
X
X
AIRNow
X
X
X
X
Boulder Area Sustainability
Information Network
X
X
X
X
X
X
X
X
X
Burlington Eco-lnfo
X
X
X
X
X
X
Community Accessible Air
Quality Monitoring Assessment
(Northeast Ohio)
X
X
X
X
X
ECOPLEX
X
X
X
X
X
X
X
X
X
Lake Access (WOW)
X
X
X
Monitoring Your Sound
X
X
X
X
X
Online Dynamic Watershed
Atlas (Seminole County, FL)
X
X
X
X
X
X
X
X
Onondaga Lake/Seneca River
X
X
X
X
X
X
X
X
X
X
X
X
X
Northeast Ohio Urban Growth
Simulator
X
X
X
X
X
Activities by Grade Level
-------
Appendix D: Activities by Subject
Subject
Curriculum Math Language Arts Science Social Studies Art
Airbeat
X
X
X
Air CURRENTS
X
X
X
X
X
Air Info Now: Environmental
Monitoring for Public Access
and Community Tracking
X
X
AIRNow
X
X
X
Boulder Area Sustainability
Information Network
X
X
Burlington Eco-lnfo
X
Community Accessible Air
Quality Monitoring Assessment
(Northeast Ohio)
X
X
X
ECOPLEX
X
X
X
Lake Access
X
X
Monitoring Your Sound
X
X
Online Dynamic Watershed
Atlas (Seminole County, FL)
X
X
X
Onondaga Lake/Seneca River
X
Northeast Ohio Urban Growth
Simulator
X
X
5 4
p p e n
-------
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 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 (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
O UV/7-2: Spotlight the Sun Data Table (PDF)
o Ozone Chemistry: Formation & Depletion(PDF)
o 8th Grade Lesson Plan - UV: Chemistry of Ozone Depletion(PDF)
o 5th Grade Lesson Plan - UV: Check It Out! (PDF)
o First Grade UV: Catching and Counting UV Rays! (PDF)
o 4th Grade UV Lesson: What Depletes Our Ozone? Me and My Zone! (PDF)
o Kindergarten UV: UV and Me! (PDF)
o 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 Tock Toxins (PDF)
o 6th Grade Water Quality Lesson: Water 02 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: H20 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)
-------
&EF¥\
United States
Environmental Protection
Agency
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
National Risk Management
Research Laboratory
Office of Research and Development
Cincinnati, OH 45268
Official Business
Penalty for Private Use
$300
EPA/625/R-02/009
December 2002
-------
Group Details
Blue Group: Weather
Group
Roles:
Assignment
Summary:
Summary:
Assign roles. Each
This group will track
person tracks one
Each student will enter
the wind speed and
weather feature or
the data into a
direction, humidity,
pollutant.
spreadsheet for his/her
rainfall, and
1. Wind Tracker
pollutant or weather
temperature in the city
2. Ozone Tracker
feature.
via the Internet.
3. Humidity Tracker
4. Particulate Tracker
(PM10 & PM2 5)
5. Rain Tracker
6. Carbon Monoxide
Tracker
7. Temperature Tracker
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 & Craycroft or
Rose Elementary. {Note: PM tracker will use Geronimo forPM10 & Rose
Elementary for PM 2.5)
3. Go to the activity website
(http://www.airinfonow.com/litml/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.
8.
9.
Enter the date into the "Blue Group: Weather" spreadsheet.
Enter the data for your pollutant or weather feature into your spreadsheet.
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
-------
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 BIOS).
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.
-------
Group Details
Brown Group: Visibility
Group
Roles:
Assignment
Summary:
Summary:
This group will monitor
Assign roles.
Each student will enter
the visibility by
the data into the spread
monitoring the webcam.
1. Webcam tracker
sheet for whatever s/he
They will compare the
2. Weather tracker
is tracking.
visibility and pollution
color with respect to
Pollution Trackers:
concentration and type
3. Ozone tracker
of pollutant.
4. Carbon Monoxide
(CO) tracker
5. Particulate tracker
(PM10 & PM2.5)
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/htinl/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 8am might be
"02.12.03.8am." 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.
3.
4.
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
and
into the
-rom:
To:
boxes.
5.
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 - 13:00for 1:00
p.m.).
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.
Enter the date you need
and
into the
"rom:
To:
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.).
4. 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
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JTT-
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1:3S |nn
'J
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rr> fc or
¦fei fn I
AQI : 37
iinnii
Midday
t -1 — it>
Growth
Whv?
'iVIiy p:. f-'t CO
Hiijliul low
u?
E ocimeW: Dcr<
a -a. j. -37* - j>.- I a
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.
^The main Animation]
Why?
wiiy is the CO
High cr Low
(f)
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.
Three ways to know how much pollution is in the air.
AQl : 25
Hffiiil it'I
far uj : Zb
1:25 |firi
¦pMfl
The CO Level readout.
The BILLBOARD.
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.
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.
What's Behind lh« CO Level.
Midday
The AQL Health Level is:
EEH3EI
•n bylh big and yrriall lilies there dry fewer wrs cr
L'lb odd rum- liidri during II t nu riiny ur dfld riuun
I Uil1 I UJ i
i*J
close
In addition, the inversion layer i= qu'ie, a id fchet
is a lot of air mixing This means that CO ccesn't
QFt rrnppprl npar the -1'nnnri.
3ft
Air
Mixing
-------
Why?
Why 13 t'itt CO
High cr low
ffj
The WHY
button
What's BcWnd the CD Level.
Midday
775 ,*.gi -rath Le>« s:
rrryinna
In SnlJi Dig ana iriall rttes tTcrc 212 fc«erc& toi
Mr ra1 now [tar fli.irtag rtin rnnr^lrn nr Htprvvvn
i ush I
-------
Inversion Layer and Pollution Worksheet
Morning Rush Hour
growth
©
-©
I
©
©
®
1:30 pm
>
growth
©
-©
r-rf^
©
©
2:25 am
-------
GRADING GUIDE:
Inversion Layer and Pollution Worksheet
Morning Rush Hour
0
growth
© Inversion Layers <
"y©
1
* VST
aaA
r> ¦ ^ud with
© 82
(4) 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.
©If an inversion layer is present, write
"Inversion" next to ©and draw a horizontal
line (as in the example). If there is no
inversion layer write "NONE".
(©Next to ©write the AQI value for the time of
day and city growth level indicated in the
drawing.
©The ground is ... WARM or COLD (write
WARM or COLD next to ©)
©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) ¦
©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
© Inversion Layer
or
""UOWIW _
© lowest AQI 0
©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 particulate 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 particulate matter, lead and others. Only small amounts of these gases and solids need be present to
pollute the air.
Sulphur dioxide (S02) is given off by power plants and factories that burn coal for fuel. S02 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 (C02) is a normal component of the atmosphere. C02 is not really thought of as a major
pollutant, but C02 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 C02 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 (N02) are mainly composed of nitric oxide (NO) and nitrogen dioxide (N02). 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 (03) 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
particulate 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
particulate pollution.
Problem:
If cars put particulate matter in the atmosphere, how can this particulate matter can be captured and measured?
Hypothesis:
Older vehicles, and those using leaded fuel or diesel fuel, will produce more particulate 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 particulate 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 particulate 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:
Particulate Scale
For usi> wilh Sludent Activity 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!
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.
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
smoking petgwr
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:
1 • y "
. ....v.
III candlo ft * ~
^ clay
plastic wrap
unhealed chcmnoy
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 C02. 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 C02 production.
You can determine how much C02 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 C02 into the atmosphere.
Hypothesis:
By using utility and gasoline receipts, an estimation of C02 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).
3.
Use this chart to estimate the amount of C02 released.
-------
Electricity
(kwh) X 1.8
lbs. of C02.
Natural gas
(therms) X 12
lbs. of C02.
Gasoline
(gallons) X 19
lbs. of C02.
Propane
(gallons) X 12
lbs. of C02
Total per month
lbs, of CO?
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.
\1
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 C02 are put into the atmosphere!
The average car pumps its own weight (3,500 lbs.) Of C02 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 C02 released into the air?
Do you think different societies contribute different amounts of C02 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
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
(PM10 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/litml/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!" 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. There 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). 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 (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)
2nd Week
(data entry)
30 minutes
30 minutes
3rd Week
(data entry) 30 minutes
(data compilation/report prep) 1-1.5 hours
(report to class ) 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
Air Quality
Index Values
Air Quality
Descriptor
Health Effects
Color
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
Alvernon
o_
Date & 22
3
4
5
1/27
/01
1/28
/01
1/29
/01
1/30
/01
1/31
/01
22
15
19
19
24
Cherry &
Glenn
15
3
14
22
18
Children's Cray croft Downtown
Park
& 22
16
6
12
15
12
15
6
11
12
15
20
8
26
25
27
-------
Real-Time Air Quality Activity
01/01
Carbon Monopade By Location
35 n
30
Ctownb/vn
25
Aorm&22hd
8 20
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c
TO
a
5 15-
10-
Chetry&Glenn
Children's Park
Crayaolt&22Td
3
Location
~V\feek in January
-------
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 (O3). 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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01/01
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Group Details
Red Group: Time
Group
Summary:
This group will
compare the pollution
levels for ozone (O3),
carbon monoxide (CO),
and particulate matter
(PM10 and PM2.5) by
time of day.
Roles:
Assign roles. Each
person tracks one
pollutant.
1. Ozone Tracker
2. Carbon Monoxide
Tracker
3. PM10 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: PM10 and PM2.s
are limited to Green Valley, OR Rose Elementary & Geronimo together)
3. Go to the activity website
(http://www.airinfonow.com/litml/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 PM10, 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!" 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. There 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(B 12: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). 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 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 PM2 5 ?
• 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)
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.
-------
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 26-30:
Days 51-55:
Days 76-80:
Days 6-10:
Days 31-35:
Days 56-60:
Days 81-85:
Days 11-15:
Days 36-40:
Days 61-65:
Days 86-90:
Days 16-20:
Days 41-45:
Days 66-70:
Days 91-95:
Days 21-25:
Days 46-50:
Days 71-75:
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.
Day
Date
Alvernon &
22nd
Cherry &
Glenn
Children's
Park
Cray croft &
22nd
Downtown
1
1/27/01
22
15
16
15
20
2
1/28/01
15
3
6
6
8
3
1/29/01
19
14
12
11
26
4
1/30/01
19
22
15
12
25
5
1/31/01
24
18
12
15
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 (E5E9)
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 C11 :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
CI 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:
Carbon Monoxide in Tucson, AZ
Averaged Dates 1/27/01-1/31/01
35
30
25
20
a
<
15
10
Alvernon & 22nd
Cherry & Glenn
Children's Park
Downtown
Craycroft & 22 nd
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 #
Height
Deviation
Deviation Squared
(Inches or meters)
(measured value - average)
(deviation X deviation)
OR
OR
(column 2 - average)
(column 3)2
1
2
3
Sum =
Sum of deviations =
Average =
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.
Carbon Monoxide
Ozone
Particulates
GUESS
KNOW
GUESS
KNOW
GUESS
KNOW
Source(s)
Health
Effects
(refer to
specific
body parts
or
functions)
Visibility
(color,
more/less
opaque)
-------
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
(PM10 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/litml/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!" 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. There 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). 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 (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.
-------
Group Details
Red Group: Time
Group
Summary:
This group will
compare the pollution
levels for ozone (O3),
carbon monoxide (CO),
and particulate matter
(PM10 and PM2.5) by
time of day.
Roles:
Assign roles. Each
person tracks one
pollutant.
1. Ozone Tracker
2. Carbon Monoxide
Tracker
3. PM10 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: PM10 and PM2.s
are limited to Green Valley, OR Rose Elementary & Geronimo together)
3. Go to the activity website
(http://www.airinfonow.com/litml/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 PM10, 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!" 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. There 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(B 12: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). 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 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 PM2 5 ?
• 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.
-------
Group Details
Blue Group: Weather
Group
Roles:
Assignment
Summary:
Summary:
Assign roles. Each
This group will track
person tracks one
Each student will enter
the wind speed and
weather feature or
the data into a
direction, humidity,
pollutant.
spreadsheet for his/her
rainfall, and
1. Wind Tracker
pollutant or weather
temperature in the city
2. Ozone Tracker
feature.
via the Internet.
3. Humidity Tracker
4. Particulate Tracker
(PM10 & PM2 5)
5. Rain Tracker
6. Carbon Monoxide
Tracker
7. Temperature Tracker
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 & Craycroft or
Rose Elementary. {Note: PM tracker will use Geronimo forPM10 & Rose
Elementary for PM 2.5)
3. Go to the activity website
(http://www.airinfonow.com/litml/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.
8.
9.
Enter the date into the "Blue Group: Weather" spreadsheet.
Enter the data for your pollutant or weather feature into your spreadsheet.
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
Date 4
—
Date 5
i—|
—|
Dc
te z
Date 1
—
Date 3
.1.
|—|
8:00
0:00 8:00 16:00 0:00 8:00 16:00 0:00 T. 16:00 0:00 8:00 16:00 0:00 8:00 16:00
-------
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 BIOS).
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.
-------
Group Details
Yellow Group: Health
Group
Roles:
Assignment
Summary:
Assign roles.
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
1.
2.
3.
Health Tracker
(number depends on
how many schools
participate)
Ozone Tracker
Carbon Monoxide
Tracker
Particulate Tracker
(PM10 & PM2.5)
Each student will enter
asthma or pollution data
into a spreadsheet.
Quality ratings at the
nearest tracking
locations.
4.
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/litml/airexercise/materials.htinl) 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."
-------
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, PM10, and PM2.5)?
• 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.
-------
Group Details
Brown Group: Visibility
Group
Roles:
Assignment
Summary:
Summary:
This group will monitor
Assign roles.
Each student will enter
the visibility by
the data into the spread
monitoring the webcam.
1. Webcam tracker
sheet for whatever s/he
They will compare the
2. Weather tracker
is tracking.
visibility and pollution
color with respect to
Pollution Trackers:
concentration and type
3. Ozone tracker
of pollutant.
4. Carbon Monoxide
(CO) tracker
5. Particulate tracker
(PM10 & PM2.5)
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/litml/airexercise/materials.htinl)
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 8am might be
"02.12.03.8am." This
format also makes it easy
to sort through large
number of images from
many years.
- CLICK "SAVE."
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
and
into the
-rom:
To:
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 - 13:00for 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. Go to the activity web
site and click on "your
data" in the "Brown
Group: Visibility/'
3.
4.
Enter the date you need
and
into the
"rom:
To:
boxes.
Enter the time you are
monitoring into the
boxes e.g |8:00| and
9:00 . (Note: If you
5.
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".
6. Enter the date & data
for your pollutant into
the spreadsheet.
7. 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
(data entry)
2nd Week
(data entry)
30 minutes
30 minutes
3rd Week
(data entry)
(data compilation/report prep)
(report to class)
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.
-------
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.phamiacY.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.
2
-------
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) .
3
-------
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
4
-------
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.).
5
-------
REAL-TIME AIR QUALITY ACTIVITY
DRAFT-02/01
Ozone - A gas made up of three molecules of oxygen (O3). 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
6
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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-bv-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):
Day
Date
Alvernon &
22nd
Cherry &
Glenn
Children's
Park
Cray croft &
22nd
Downtown
1
1/27/01
22
15
16
15
20
2
1/28/01
15
3
6
6
8
3
1/29/01
19
14
12
11
26
4
1/30/01
19
22
15
12
25
5
1/31/01
24
18
12
15
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).
7
-------
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 CI 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
CI 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)
8
-------
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)
S= ^Z(xrx)2/n-1
where xt 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 #
Height
Deviation
Deviation Squared
(Inches or meters)
(measured value - average)
(deviation X deviation)
OR
OR
(column 2 - average)
(column 3)2
1
2
3
Sum =
Sum of deviations =
Average =
Standard Deviation (sum of deviations/n-1):
9
-------
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 Va then
there would be a significant height difference between the two populations.
10
-------
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
-------
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
Roles:
Assignment
Summary:
Assign roles.
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
1.
2.
3.
Health Tracker
(number depends on
how many schools
participate)
Ozone Tracker
Carbon Monoxide
Tracker
Particulate Tracker
(PM10 & PM2.5)
Each student will enter
asthma or pollution data
into a spreadsheet.
Quality ratings at the
nearest tracking
locations.
4.
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/litml/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."
-------
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 (115:1124).
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 (115:1124)..
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, PM10, and PM2.5)?
• 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.
-------
Are you breathing
clean air? Visit
www.epa.gov/airnow/aqikids
and find out.
-------
vvEPA
> X Printed on paper containing at least
\f]C7 30% postconsumer recovered fiber.
United States EPA-454/R-00-005
Environmental Protection June 2000
Agency http://www.epa.gov
Air and Radiation Washington, DC 20460
Air Quality Index
A Guide to
Air Quality arid
Your Health
-------
"Local air quality is
unhealthy today."
'It's a code red day
for K
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.
Today's 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.
-------
2 AIR QUALITY INDEX
AIR QUALITY INDEX 3
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
(AQI) Values
Levels of Health Concern
Colors
When the AQI
is in this range:
...air quality conditions are:
...as symbolized
by this color:
0 to 50
Good
Green
51 to 100
Moderate
Yellow
101 to 150
Unhealthy for Sensitive Groups
Orange
151 to 200
Unhealthy
Red
201 to 300
Very Unhealthy
Purple
301 to 500
Hazardous
Maroon
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.
¦ "Very Unhealthy" AQI values between 201 and 300
trigger a health alert, meaning everyone may experience
more serious health effects.
¦ "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.
-------
4 AIR QUALITY INDEX
AIR QUALITY INDEX 5
Aval
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 ivas 160, a code red day.
Air quality ivas unhealthy due to ozone. Hot, sunny
iveather and stagnant air caused ozone in Center City
to rise to unhealthy levels. Children and people ivith
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 betiveen 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 ivill 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.
-------
6 AIR QUALITY INDEX
AIR QUALITY INDEX 7
¦ AQI on the Internet
EPAs 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
Levels
of Health
Concern
Cautionary Statements
0-50
Good
None
51 -100*
Moderate
Unusually sensitive people
should consider limiting prolonged
outdoor exertion.
101 -150
Unhealthy
for Sensitive
Groups
Active children and adults,
and people with respiratory disease,
such as asthma, should limit
prolonged outdoor exertion.
151 - 200
Unhealthy
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.
201 - 300
Very Unhealthy
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.
301 - 500
Hazardous
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 Earths
upper atmosphere—10 to 30 miles above the Earths
surface—where it forms a protective layer that shields
us from the suns harmful ultraviolet rays. This beneficial
ozone is gradually being destroyed by manmade
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8 AIR QUALITY INDEX
AIR QUALITY INDEX 9
chemicals. An area where ozone has been significantly
depleted—for example, over the North or South pole—is
sometimes called a "hole in the ozone."
¦ Bad Ozone. In the Earths 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.
¦ 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.
¦ 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 persons 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 INDEX 11
A^l
Air Quality Index (AQI): Particulate Matter (PM)
Index
Values
Levels
of Health
Cautionary Statements*
Concern
pmZ5
PM10
0-50
Good
None
None
51 -100"
Moderate
None
None
101 -150
Unhealthy
for Sensitive
Groups
People with res-
piratory or heart
disease, the eld-
erly, and children
should limit pro-
longed exertion.
People with
respiratory
disease, such
as asthma,
should limit out-
door exertion.
151 - 200
Unhealthy
People with
respiratory or
heart disease,
the elderly, and
children should
avoid prolonged
exertion; every-
one else should
limit prolonged
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.
201 - 300
Very
Unhealthy
People with
respiratory or
heart disease,
the elderly, and
children should
avoid any out-
door activity;
everyone else
should avoid pro-
longed 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.
301 - 500
Hazardous
Everyone should
avoid any outdoor
exertion; people
with respiratory
or heart disease,
the elderly, and
children should
remain indoors.
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 particulate 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.
¦ 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.
¦ 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 INDEX
A I R QUALITY INDEX 13
A^l
Air Quality Index (AQI): Carbon Monoxide (CO)
Index Values
Levels of
Health Concern
Cautionary
Statements
0-50
Good
None
51 -100*
Moderate
None
101 -150
Unhealthy for
Sensitive Groups
People with cardiovascu-
lar disease, such as
angina, should limit
heavy exertion and
avoid sources of CO,
such as heavy traffic.
151 - 200
Unhealthy
People with cardiovascu-
lar disease, such as
angina, should limit
moderate exertion and
avoid sources of CO,
such as heavy traffic.
201 - 300
Very Unhealthy
People with cardiovascu-
lar disease, such as angi-
na, should avoid exertion
and sources of CO, such
as heavy traffic.
301 - 500
Hazardous
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
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 INDEX 15
A^l
Air Quality index (WO: Sulfur Dioxide (SO,)
Index Values
Levels of
Health Concern
Cautionary
Statements
0-50
Good
None
51 -100*
Moderate
None
101 -150
Unhealthy for
Sensitive Groups
People with asthma
should consider limiting
outdoor exertion.
151 - 200
Unhealthy
Children, asthmatics,
and people with heart or
lung disease should limit
outdoor exertion.
201 - 300
Very Unhealthy
Children, asthmatics,
and people with heart or
lung disease should
avoid outdoor exertion;
everyone else should
limit outdoor exertion.
301 - 500
Hazardous
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 (SO?), 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 put-
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
A^l
Air Quality Index (AQI): Nitrogen Dioxide (N02)
Index Values
Levels of
Health Concern
Cautionary
Statements
0-50
Good
None
51 -100
Moderate
None
101 -150
Unhealthy for
Sensitive Groups
None
151 - 200
Unhealthy
None
201 * - 300
Very Unhealthy
Children and people with
respiratory disease, such
as asthma, should limit
heavy outdoor exertion.
301 - 500
Hazardous
Children and people with
respiratory disease,
such as asthma, should
limit moderate or heavy
outdoor exertion.
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.
* 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 (N02) 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.
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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.
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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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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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.
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.
More information about ozone:
http://www.epa.gov/air/urbanair/ozone/
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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
o
Inside Airway
Top: Normal
Bottom:
(led and Swollen
Particles In the Air - 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.
Information about particulate matter:
http://www.epa.gov/air/urbanair/pm/
Some pollutants
come from cars.
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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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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
Information about the Air Quality Index is available at:
http://www.epa.gov/airnow/aqibroch/
AQI Colors
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
PURPLE
MAROON
When the AQI is gree , 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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Teacher's Reference
Here is how the AQI numbers match up with the AQI colors:
AQI Numbers
Colors
0 to 50
Green
51 to 100
Yellow
101 to 150
Orange
151 to 200
Red
201 to 300
Purple
301 to 500
Maroon (usually not shown)
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
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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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 find the AQI in the newspaper, often in the weather section. It might look something
like this:
Pollutant: Ozone
Today's Forecast: 130
^ Quality: Unhealthy for
;wp Sensitive Groups
Children and people with asthma
are the groups most at risk.
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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
Yellow
Moderate
Orange
Unhealthy for Sensitive Groups
Red
Unhealthy
Purple
Very Unhealthy
Maroon (usually not shown)
Hazardous
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...
The Air Quality Index today was 160, a cods
red day, Air Quality was unhealthy due to ozone, Hot, sonny"
weather and stagnant air caused ozone in Center City to rise
to unhealthy levels. Children and people with asthma
are the groups mos# at risk.
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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
sensitive 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.
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Teacher's Reference
AQI for Ozone
Color & Health Word(s)
What To Do?
GREEN is Good
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.
PURPLE is Very Unhealthy
People with lung disease, such as asthma, and
active kids and grown-ups should not spend
any time playing or being active outdoors.
Everybody else should limit outdoor activities.
MAROON is Hazardous
(usually not shown)
No one should play or be active outside.
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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.
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What Can I Do?
What can I do to lower my risk from air pollution?
If pollution levels are forecast to be high:
/ Play outside at the time of day when levels will be lower
If you know pollution levels are high:
S 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:
http://www.epa.gov/air/actions/
What can I do to lower pollution?
/ Conserve energy
http://www.epa.gov/globalwarming/actions/efficiencv/
/ Carpool, ride your bike, walk, take the bus
S Don't make trips you don't need to make
S 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/
http://www.epa.gov/recvclecitv/
13
-------
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
-------
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. I
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
-------
Today is a
Green day.
It's a great day to go
outside and play!
AIR QUALITY INDEX
Good
0-50
-------
-------
Are you breathing
clean air? Visit
www.epa.gov/airnow/aqikids
and find out.
-------
Today is a
Green day.
It's safe to go outside
and play!
AIR QUALITY INDEX
Good
0-50
-------
Today is a
YELLOW day.
It's safe to go outside
and play!
AIR QUALITY INDEX
Good
0-50
Moderate
51-100
Unhealthy for 101 -150
Sensitive Groups
Unhealthy
Very
Unhealthy
151-200
201-300
-------
-------
-------
AIR QUALITY INDEX
Good
Moderate
0-50
51-100
Unhealthy for 101 -150
Sensitive Groups
Unhealthy
Very
Unhealthy
201-300
-------
AIR QUALITY INDEX
Good
Moderate
0-50
51-100
Unhealthy for 101 -150
Sensitive Groups
Unhealthy
Very
Unhealthy
201-300
-------
-------
Today is a
YELLOW day.
It's safe to go outside
and play!
AIR QUALITY INDEX
Good
0-50
Moderate
51-100
Unhealthy for 101 -150
Sensitive Groups
Unhealthy
Very
Unhealthy
151-200
201-300
-------
Name:
Date:
Class:
UV/7-2
SPOTLIGHT l lll STIN DATA TABLE
Record the results of your thermometer temperatures in the chart below and answer the
discussion questions below.
¦mil
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.
-------
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:
o + o2
o3
2: Solar Destruction of Ozone:
o + o3
2 02
3: Halogen effects on Ozone destruction:
CI
C + Cl
CIO
F
-------
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.
-------
8 th Grade
Lesson Plan
LEARNING
OBJECTIVE:
STUDENT
PERFORMANCE
OBJECTIVE:
BACKGROUND:
UV: Chemistry of Ozone Depletion
destruction of ozone and the effects it has on UV.
??
??
??
??
??
??
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.
The student will begin to
understand the
formation and
-------
8 th 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 (CI +
O3 —> CIO + O2). 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 C12H22O11 (60 grams)
?? Sulfuric acid, concentrated 18M, H2SO4 (60 mL)
?? Sodium carbonate, Na2C03
?? 250 mL beaker
100 mL graduated cylinder
tongs
?? balance
?? paper towels
??
??
-------
8 th Grade
Lesson Plan
UV: Chemistry of Ozone Depletion
Activity Materials
?? Worksheet UV/8-1 Ozone Chemistry: Formation and Depletion
?? Litmus paper
?? Cups
?? Water from pond, puddle, and/or lake
SAFETY CONCERNS
OPENING:
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.
?? Stirring rod, glass
?? Safety Goggles
?? Safety Apron
-------
8 th Grade
Lesson Plan
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.
-------
8 th Grade
Lesson Plan
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.
SO WHAT?
III!
APPLICATIONS:
CURRICULUM
EXTENSIONS:
7. Explain to the
students that while
we do not have the
technology in the
classroom to test the
formation and
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.
-------
8 th Grade
Lesson Plan
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.
RESOURCES:
TEKS: 8.9A,C
Denton ISD SPO:
Ecoplex web site
http://www.nas.nasa.gov/Services/Education/Resources/TeacherWork/
Ozone/Ozonechem. 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
Have the students use
the inspirations program
on the computer to
create a concept map
explaining the
-------
5th 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.
-------
5th Grade
UV Lesson
SO WHAT?
(LIFE APPLICATION)
CURRICULUM
EXTENSIONS
RESOURCES
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
3. Ask students to generate
possible ways to protect
themselves
from UV rays.
4. Show students the UV Index
site on Ecoplex.
-------
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 * The student will understand that exposure to
OBJECTIVES 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
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.
3^1 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.
MATERIALS *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
-------
FIRST GRADE
UV
information before proceeding with this lesson.
PROCEDURE
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? Ask the children to develop a "Personal Sun Safety
(LIFE APPLICATIONS) 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. 1. tor. ec. gc. c a/ 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 atmo sphere.
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
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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 O3 (ozone). The fours will
become free oxygen atoms.
3. Give the start signal and begin timing. "Chlorine" will try to
tag the O3 molecules. The O3 must remain linked, but try to
avoid the chlorine.
4. If chlorine tags an O3 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 O2 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 O3. When this occurs, chlorine releases the O it has
and breaks the O3 bond, collecting a new O and creating
another O2.
6. The game continues until there is no longer any O3. 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 O3
when more chlorine is present.
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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
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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.
* 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.
STUDENT
PERFORMANCE
OBJECTIVES
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 UV protected
* Various materials to use when testing UV beads (see #6
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KINDERGARTEN
UV
in Procedure section)
*www.ecoplex.unt.edu
OPENING Ask the students:
What do you know about the sun?
PROCEDURE 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 UV/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.
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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) 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!!
CURRICULUM
EXTENSIONS 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
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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 UV 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.l.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
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.
STUDENT
PERFORMANCE
OBJECTIVES
* 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
o?tygen we breathe. Out of each 10 million air molecules,
about 2 million are oxygen we breathe (O ), but only three
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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 becomss,
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
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SECOND GRADE
UV
resulted in the signing of the Montreal Protocol in 1987.
The original protocol would have reduced the production of
CFCs by half by 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 10 1/2 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 THF, 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 THF, 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
Day 1:
??
??
??
??
??
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.
Day 1:
1.
2.
3.
Outline the electromagnetic spectrum for the students.
Label the parts of the electromagnetic spectrum.
Determine where UV light fits on the electromagnetic
spectrum and discuss its different wavelengths and why it is
not visible.
Discuss energy as a function of wavelength (IR, less
energy, UV more energy).
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
Tell the students that the lab they will begin today will
demonstrate which of the lights will best prevent bacteria
growth.
Distribute prepared Agar plates to student groups. Be
careful not to contaminate the cultures.
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.
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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 TSkin 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.
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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 IUV 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
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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.
SO WHAT? Have the students come up with a plan to inform their families of
(LIFE APPLICATION) ways to protect themselves from the harmful effects of UV rays.
CURRICULUM Math:
EXTENSIONS 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.
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Social Studies:
Have students research the role of the sun in different cultures.
RESOURCES
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/rovgbiv.html
http://members.aol.com/EnidHighIN/
http://www.maui.net/~southskv/introtohtml
http://www.c-hawks.org/webaa/websun/Skinafc.htm
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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
(O2) to ozone (O3). 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 (O2) into separate
oxygen atoms. These oxygen atoms now join pairs of oxygen
creating ozone (O3). 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 O3 releasing one oxygen molecule (O2) 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 (O3) 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
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3rd Grade
UV Lesson
PROCEDURES
1. Using a sheet of 12x18 inch construction paper and pattern
blocks demonstrate the O2 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 O2 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 O2 creating free oxygen. Move
three free O's together to create O3. 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 O3 creating O2 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
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3rd Grade
UV Lesson
blocks. These free O's will now join with (Vs, 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
of O
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.
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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 O2 - 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 O3 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 O2 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 B1 - (dragging streamers, B1 set and
B2 set move to different O3 groups. Speak at the same time) How
is everyone?
O3 with UV-B1 and Al - (one of the O3 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 O3 members leaving.)
Amazing. Let's rejoin the party.
O3 with UV-B2 and A2 - (one of the O3 members says) It's a little
stuffy. I think I'll go to the food table, (one of the O3 breaks away
and moves to the table)
UV-B1 - Where is the music? Are there any games?
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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 A1 - (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.
UV-A1 - Yea. This is kinda
boring.
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
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3rd Grade
UV Lesson
RESOUCES
Science
Create a diagram of ozone being
created and destroyed.
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/
-------
Third Grade
Water Quality
Test, Test, Is This Water Safe?
LEARNING OBJECTIVES 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.
STUDENT PERFORMANCE * The student will understand the difference between point and
OBJECTIVES nonpoint pollution.
* The student will begin to understand Limnology.
* The student will conduct temperature, dissolved oxygen, pH,
nitrogen, and phosphate testing of water.
BACKGROUND 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 (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. NPS 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), NPS pollution is the leading cause of water quality
problems.
Individuals can prevent NPS 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 NPS 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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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
MATERIALS
* 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 ]A
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 [WQltv/3-11 (copy a class set)
* Masking tape
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* 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)
OPENING
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
-------
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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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 NPS 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 NPS and point source
pollution.
SO WHAT?
(LIFE APPLICATION)
CURRICULUM
EXTENSIONS
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 NPS 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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Social Studies
Use the internet to research the Safe Drinking Water Act. A
suggested site for research is
www.eoa. 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.
RESOURCES
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 of fish,
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
-------
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.
-------
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
MATERIALS
* 3x5 notecards
* Water Quality Datasheet [WQlty/4-11 (copy a class set)
* Ward's Water Quality Snap Test Kits (dissolved oxygen, pH,
-------
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
OPENING
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?
PROCEDURE
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.)
-------
8. 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.)
9. 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?"
SO WHAT?
(LIFE APPLICATION)
CURRICULUM
EXTENSIONS
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.
-------
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
RESOURCES
http://www.broadwaters.fsnet.co.uk
http://www.ecoplex.unt.edu
-------
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
-------
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.
-------
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.)
SO WHAT?
(LIFE APPLICATION)
CURRICULUM
EXTENSIONS
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/wild life/publications/wildnotes/eagle. html
Mercury
http://www-seafood.ucdavis.edu/pubs/mercurv.htm
http://wwwdwimdn.er.usgs. gov/pubs/FS-216-95/
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 02 and You!
LEARNING OBJECTIVES The student will begin to understand the relationship between
photosynthesis, dissolved oxygen and the quality of water.
STUDENT PERFORMANCE * The student will be able to define photosynthesis.
OBJECTIVES * 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.
BACKGROUND 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 H2O —light —
> C6H12O6 + 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.
-------
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.
MATERIALS
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
OPENING
Discuss with the class:
-------
All living things need oxygen.
Ask the class:
How do aquatic organisms get oxygen?
PROCEDURE
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 (6CO2 + 12 H20 —
light —> C6H12O6 + 602 + 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
-------
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)
SO WHAT?
(LIFE APPLICATION)
CURRICULUM
EXTENSIONS
RESOURCES
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.usgs.gov/proiects/SW corrosion/diel-poster/abstract.html
http://www.acnatsci.org/erd/ea/pollnb2.html
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7th Grade
Water Quality Lesson
Taxa-Rich and Taxa-Poor!
LEARNING OBJECTIVES The student will be able to examine the quality of water by
analyzing macroinvertibrates in the water.
STUDENT PERFORMANCE * The student will demonstrate how energy flows through the
OBJECTIVES 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.
BACKGROUND 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
-------
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.
* 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]
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?
MATERIALS
* 3 Liter bottle
OPENING
Discuss with the class:
PROCEDURE
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, O? 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.
-------
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.
SO WHAT?
(LIFE APPLICATION)
CURRICULUM
EXTENSIONS
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:
RESOURCES
-------
Name
WQlty/l-l
Product
Disposal Directions
recycle trash govt, regulations
No Directions
-------
Name
WQlty/2-l
Product
Phosphates/Phosphorous
Contains Does Not Contain
Not Listed
-------
WQlty/4-1
WATER QUALITY DATASHEET
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
pH
Temperature
Nitrates
Phosphorus
Copper
DO
Water Sample
Healthy Water
5.0-8.5
>95
0.1 ppm or less
0.1 ppm or less
>0.015 ppm
Depends on temp.
ECOPLEX
NA
NA
NA
Can you tell if water is healthy by observation alone? Explain.
Compare the ECOPLEX and class data. Are there differences? Explain.
-------
WQlty/5-1
WATER QUALITY DATASHEET
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?
pH
Temperature
Nitrates
Phosphorus
Copper
DO
Cyanide
Water Sample
Healthy Water
5.0-8.5
>95
0.1 ppm or
less
0.1 ppm or
less
>0.015ppm
Depends on
temp.
0
ECOPLEX
NA
NA
NA
NA
Do any of the results seem unreasonable?
What pollutant source could be the cause of any unreasonable readings?
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First Grade
Water Quality
Water—It's a Gas...Sometimes!
LEARNING OBJECTIVE The students will understand that water can be a solid, liquid or a
gas and will begin to understand some properties of water.
STUDENT PERFORMANCE * The student will recognize the importance of water and how
OBJECTIVES 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.
BACKGROUND 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 H2O.
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.
-------
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.
MATERIALS
* 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 rWQlty/1-11
* Eyedropper
* www.ecoplex.unt.edu
Ask the class:
What do you know about water?
1. 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:
2. 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.)
3. 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
-------
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 ajar V2 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.
-------
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.
SO WHAT?
(LIFE APPLICATION)
CURRICULUM
EXTENSIONS
Students will discuss with their families how to dispose of
household chemicals. Using recording sheet rWQltv/1-11. 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.
-------
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: 1.1A,B, 1.2A,C,D,E, 1.3A,B,C, 1.4B, 1.9A,B
RESOURCES
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. Degan
-------
Kindergarten
Water Quality
Water in Me
LEARNING OBJECTIVE The students will begin to understand the importance of the quality
and availability of water to life on Earth.
STUDENT PERFORMANCE *The student will locate water globally and locally.
OBJECTIVES * 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.
BACKGROUND 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,
-------
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.
MATERIALS
* Clear 2 quart pitcher of water
-------
* 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 '/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.
OPENING
PROCEDURE
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
-------
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
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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
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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?
SO WHAT?
(LIFE APPLICATION)
CURRICULUM
EXTENSIONS
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.
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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,
RESOURCES
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
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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.
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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 of fish 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, V2 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 rWOltv/2-11. 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?)
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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.
PROCEDURE
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,
Pollutioni 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
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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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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.
SO WHAT?
(LIFE APPLICATION)
Since phosphates are one chemical which can affect water quality,
students will use rWQlty/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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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
RESOURCES
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
-------
8th Grade
Water Quantity
Water To Supply an Ever-growing Population
LEARNING OBJECTIVES 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.
STUDENT PERFORMANCE * The students will recognize that water is an essential element of
OBJECTIVES 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.
BACKGROUND 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.
-------
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.
MATERIALS
OPENING
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?
-------
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?
PROCEDURE
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,
http://www.wef.org
1. Using globes or maps, have students identify water sources
around the world.
2. 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.
5. Have the students observe the aquarium for a few days. Discuss
and review the stages of the hydrologic cycle.
6. 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.
9. 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 H?0 is Underground Too).
10. After identifying periods of drought or low rainfall, discuss what
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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
SO WHAT?
(LIFE APPLICATION)
CURRICULUM
EXTENSIONS
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).
-------
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:
RESOURCES
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/wateraualitv.1999.html
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3rd Grade
Water Quantity
Name That Surface Water
LEARNING OBJECTIVES 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.
STUDENT PERFORMANCE * The student will be able to identify types of surface water.
OBJECTIVES * 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.
BACKGROUND 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
-------
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.
MATERIALS
* 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 3/4 cups of 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 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.
OPENING
PROCEDURE
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
-------
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.
SO WHAT?
(LIFE APPLICATION)
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
-------
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.
CURRICULUM
EXTENSIONS
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
RESOURCES
http: //www, ecoplex. unt. edu
http://wwwga.usgs.gov/edu/mearthsw.html
http://www.rgs.edu.sg/virtual/bio/flvlab/Wetlands.html
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4th Grade
Water Quantity
H20 is Underground Too!
LEARNING OBJECTIVE The student will begin to understand groundwater, recharge, and
the importance of conservation.
STUDENT PERFORMANCE * The student will create a model of an aquifer.
OBJECTIVES * The student will simulate the over use of a fossil aquifer.
* The student will identify local aquifer.
BACKGROUND 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 ]A per small group or per student
(ex. Solo? 6 oz.)
* 1 ]A 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 Vi 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: //sr6c app. er. us gs. go v/gwa/index. html
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5th Grade
Water Quantity
What-A-Shed
LEARNING OBJECTIVES 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.
STUDENT PERFORMANCE * The student will identify the local watershed.
OBJECTIVES * The student will identify ways to conserve water.
BACKGROUND 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.
MATERIALS
* 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
-------
* Ruler
OPENING
PROCEDURE
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.
-------
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.
SO WHAT?
(LIFE APPLICATION)
CURRICULUM
EXTENSIONS
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
RESOURCES
www. ecopl ex. 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).
LAND
TOTAL
WATER
OCEAN
WATER
FROZEN
WATER
AVAILABLE
FRESHWATER
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
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 3/4 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 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.
STUDENT PERFORMANCE * The student will determine the percent of water present on Earth
OBJECTIVES 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.
BACKGROUND
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.
-------
* 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)
OPENING
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.
PROCEDURE
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],
2. 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.
4. 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.
5. 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.
7. Review the water cycle with the students and discuss how water
cycles in the environment.
8. 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 3/4 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
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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
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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
RESOURCES
ECOPLEX WEB SITE
http://www.ias.unt.edu/proiects/pecancreek/pc.ipg
http://www.ias.unt.edu/proiects/elmshed/ef.gif
http: //www, ep a. go v/surf3 /counties/48121
http://www.4i.lane.edu/partners/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
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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
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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.
MATERIALS
OPENING
*Data chart [WQty/7-1]
*Data sheet [WQth/7-2] {The Water Sourcebook p 1-101
Permission neededfrom 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
-------
do you use in a week?
PROCEDURE
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
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commercial and agricultural use using the data sheet [WQty/7-
2], Permission neededfrom Water Sourcebook for 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.
SO WHAT?
(LIFE APPLICATION)
CURRICULUM
EXTENSIONS
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.
RESOURCES
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/wateraualitv.1999.html
http://www.ias.unt.edu/proiects/pecancreek/pc.ipg
http://www.ias.unt.edu/proiects/elmshed/ef.gif
http: //www, ep a. go v/surf3 /counties/48121
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First Grade
Water Quantity Lesson
Here I Go 'Round My Watershed!
LEARNING OBJECTIVE Students will review the hydrologic (water) cycle and begin to
understand the components and importance of a watershed.
STUDENT PERFORMANCE * The student will become aware of the usable water on Earth.
OBJECTIVES * 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.
BACKGROUND 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
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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.
MATERIALS
* 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
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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
-------
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.
SO WHAT?
(LIFE APPLICATION)
CURRICULUM
EXTENSIONS
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 Vi cup
of large rocks (quarter size) in the bottom of the cup. Then add
about Vi 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.
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RESOURCES
TEKS
Science: 1.1A,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
-------
Dear Parents,
Our class has been learning about a very important resource, water.
Concepts we have covered include: how much water is on Earth,
the difference between salt water and fresh water, the water cycle,
drought and responsible water use behaviors. The children are
beginning to understand how important water is to life on Earth
and how important it is to conserve this valuable resource. Today
in class we demonstrated how wasteful a simple task like brushing
teeth can be when water is not turned off when not needed. Please
allow your child to tell you about or demonstrate how to brush
teeth the "water saving way".
Please sign and return the form below and list any family member
who also tried the "water saving way" to brush teeth. If you and
your family can think of other ways to conserve water around your
home, you could list those also! Thank you!
shared the "water saving
way" to brush teeth. These are other members of our family who
will try this method.
[Wqty/K-l]
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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
-------
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.
MATERIALS
OPENING
PROCEDURE
* 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
-------
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.
SO WHAT?
(LIFE APPLICATION)
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
-------
can use water more efficiently (see Background).
CURRICULUM
EXTENSIONS
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.
RESOURCES
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.
-------
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.
MATERIALS
OPENING
* 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
1. 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.
2. 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 Vi 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.
3. 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
-------
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.
SO WHAT?
(LIFE APPLICATION)
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
-------
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.
CURRICULUM
EXTENSIONS
RESOURCES
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
save? What is the total amount the class saved?
WATER SAVING GUIDE
Conservative Use
Will Save Water
Normal Use
Will Waste Water
Wet down, soap up, rinse
off - 4 gallons
SHOWER
Regular Shower - 25
gallons
May we suggest a shower?
TUB BATH
Full tub - 36 gallons
Minimize flushing. Each
use consumes 5-7 gallons
TOILET
Frequent flushing is very
wasteful
Fill basin - one gallon
WASHING HANDS
Tap running - 2 gallons
Fill basin - one gallon
SHAVING
Tap running - 20 gallons
Wet brush, rinse briefly
'/2 gallon
BRUSHING TEETH
Tap running - 10 gallons
Take only as much as you
require
ICE
Unused ice goes down the
drain
Please report
LEAKS
A small drip wastes - 25
gallons a day
Turn off light, TV, heaters
and air conditioning when
not in a room
ENERGY
Wasting energy also wastes
water
Thank you for using this
column
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.
m
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.
X 5 gal)
5: Getting a drink
(mult. X 0.25 gal)
6: Brushing Teeth
(mult. X 2 gal)
7: Cooking
(mult. X 10 gal)
8: Other
-
TOTALS:
Use the chart to answer the following questions.
1: In which area did you use the most water? Why9
2: Write down at least 3 ways that you can conserve water use in your home.
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
IMTROCEIM LU-HJbl I IO\l
CM LCN5ISLAI\DSGLJ\D
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)
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.
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
^ 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
STOAT
hVPCNA IVH\IAC£IVEI\ir:
A Partnership to Restore and Protect The Sound
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 ^
using in-stream mechanical
aerators to increase ™
oxygen levels). 0
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:
O Provides nitrogen removal;
O May help reduce loadings of toxic contami-
nants, sediment, pathogens, and floatable
debris by filtering them out before they reach
the Sound; and
O May provide valuable shoreline habitat for
birds and marine life.
Disadvantages:
O Limits public access to the shoreline;
O Presents potential conflicts with developers;
and
O 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:
O Serves as a direct solution to the low dis-
solved oxygen problem;
O Easy to operate;
O Has flexibility and can be used in a variety of
locations;
O Has relatively low capital costs;
QHas proven successful in small scale opera-
tions; and
O Can be switched on and off.
Disadvantages:
QMay cause resuspension of sediments and
associated chemical contaminants;
O May disrupt marine organism movement and
migration;
QMay eject bacteria and viruses into the
atmosphere;
O Creates froth on the water's surface from the
bubbles;
O Requires long-term maintenance of mechan-
ical equipment; and
O Intense energy requirements could inflate the
costs.
Seaweed Farms
Raising benthic macro algae (seaweeds) i
may help alleviate the hypoxia problem
by removing nitrogen from the water col-
umn through biological uptake. As with JvTfl
creation of artificial wetlands, seaweed
farms are at best a partial solution that ^^7
can be incorporated into an overall nitrogen V
management plan.
Advantages:
QHas existing market for seaweed and its
byproducts;
O Removes nutrients from the water column;
O Generates dissolved oxygen through photo-
synthesis; and
O Seaweed farms in other countries have
proven to be successful.
Disadvantages:
O Has limited effectiveness as a single solution
to the hypoxia problem;
O Uncertainty of whether there is species of
-------
seaweed that would be feasible for aquacul-
ture in Long Island Sound; and
O 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:
O Improves dissolved oxygen in western Long
Island Sound and the East River;
O Reduces toxic contaminant loading in the
East River;
O Is cost-effective; and
QMay reduce combined sewer overflow
impacts (i.e., nitrogen, toxic contaminants,
pathogens, and floatable debris).
Disadvantages:
O Causes adverse water quality impacts at new
discharge locations;
O Introduces new pollutant loads to the Hudson
River circulation pattern;
O Increases nutrients to the New York Bight
and Raritan Bay;
QMay cause changes in flora, fauna and fish
migration patterns in the Sound;
O Increases salinity and temperature alterations
in the western Sound;
QMay cause adverse effects
at Atlantic Ocean beach-
es; and
Q Disturbs habitat near the
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:
QMay increase the overall circulation in the
Sound and adjacent water bodies;
Q Prevents nitrogen and other pollutants from
entering the Sound from the west end;
Q Causes reduction in coliform bacteria con-
centrations; and
Q May flush Long Island Sound and New York
Harbor with cleaner Atlantic Ocean water.
Disadvantages:
Q Affects tidal heights and currents;
Q May cause potential changes in flora, fauna
and fish migration patterns in the Sound;
Q May alter salinity and temperature regimes in
the western Sound;
Q Increases pollutant loading to New York
Harbor and the New York Bight; and
Q Impedes vessel navigation in the western
Sound.
-------
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:
O Increases bottom water renewal from the
Atlantic Ocean;
O Can be implemented in phases, allowing for
evaluation of effects;
O May be a potential source of sand for activi-
ties such as beach nourishment; and
O Is technologically simple.
Disadvantages:
O Presents disposal problems for any contami-
nated dredged material;
O May cause changes in salinity in the Sound
and associated ecological effects;
O Is expensive;
QMay have adverse effects on coastal
erosion; and
O Causes changes in characteristics
of surface sediments and benthic
communities in dredged areas.
All 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-
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 Sen/ice, with support provided by a
cooperative agreement with the Environmental Protection Agency. CTSG
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 for
Long Island Sound.
The Dynamics of Hypoxia in Long Island
prolonged
by added
. ^
a sharp density
gradient Isolates
the surface and
bottom waters
flsh leave hypoxic waters
trapped tobsterB are
unable to escape
tow oxygen conditions
Bottom Water Dissolved Oxygen (ppm)
August 1987
dead plankton
sink and use up
oxygen during
decomposition
cm ~
Q-lppm l-2ppfl* 2* 3ppro >3ppm
-------
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
Chromium
Copper
Lead
Mercury
Zinc
ORGANIC COMPOUNDS
Pesticides
Chiordane
Dieldrin
DDT, DDD, DDE
Heptachlor
Lindane
Trans-nonachlor
Polychlorinated biphenyls (PCBs)
Polyaromatic 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
Figure 1. Distribution of Copper in surface sediments of
Long Island Sound. Source: Greig, et al., 1977.
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
¦C
o>
600
¦ffl
£
400
Q
o>
D>
200
zi.
0
GR BR BP GP NH
Location
Figure 3. Copper in oysters from Long Island Sound.
Source: Connecticut Department of Environmental
Protection, 1986.
New Haven (NH)
Milford-Gulf Pond (GP) ^
Bridgeport (BP) _ \
Black Rock (BR)
Greenwich (GR)
Copper ng/g Dry Sediment
: 1 0 ng/g [ I 10-50 ng/g
50-100 tig/g
1 100-200 ng/g >200 jig/g
-------
Figure 2. Fate of chemicals in Long Island Sound.
volitilization
t
ingestion by sediment eaters
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 p
i
£ 60
CT»
3 01
1970s
30 r
15
1980s
_ 0
Cadmium
1970s
5000
2500
1980s
Chromium
1970s
250
125
1980s
1970s
1980s
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. ^ t<
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.
W
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)
Denitrification Nitrification
(Anaerobic or (Aerobic)
Anoxic)
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 Tallman 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
Tallman 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.
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 Marne Street, Hamden, CT 06514, Tel. (203)789-7865.
This fact sheet was produced by the New York Sea Grant Extension I - I |sea~grant|
Program and the Connecticut Sea Grant Marine Advisory Program.
Written hy Melissa Beristuin. Artwork hy 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
WJ
-------
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.
Sewage Treatment Plants (1 .0%)
Urban Runoff .
(47.3%) dl Rivers and
v| Upstream
Til Sources
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
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
New York City and Nassau County *
Suffolk County, New York
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
Date
B Connecticut Q 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
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
Extent of Pathogen Contamination in Long Island Sound
Connecticut New York Total
(acres)
(acres)
(acres)
Potential shellfishing grounds 392,419
471,220
863,639
Prohibited or restricted areas
78,009
82,445
160,454
(20%)
(18%)
Productive shellfish beds
52,500
66,000
118,500
Prohibited or restricted areas
18,375
48,500
66,875
where beds are productive
(35%)
(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.
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.
TOTAL COLIFORM DISTRIBUTION
IN SURFACE WATERS
1989 Levels-DRY WEATHER VS. WET WEATHER
2/400 = Bathing Standard
| > 20,000 Q 10,000 - 20,000 Q 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.
-------
Average Surface Coliform in
Western Long Island Sound and Upper East River
1000000-
100000-
10000
z
CL
2
2
EC
O
ii: 1000-
o
o
£
£
100"
1000000-
CL
5
2
DC
o
o
o
_i
£
New York State
Water Quality
Standard for
Swimming
Upper East River
100000-
10000-
1000-
100-j
WljlljJ
'V
New York State
Water Quality
Standard for
Swimming
10 -I—¦ I I I | I I I I | III I | I I l~T
1969 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.
-------
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
Figure 1. Cross section of a typical septic tank.
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 water body
Figure 2. Groundwater can transport biological,
chemical and nutrient contaminants to nearby
surface waters.
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
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 Hypoxia 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.
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.
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.
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
i G r*
W
SEA GRANT
-------
LONG
ISLAND
SOUND
STUDY
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.
~ 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 Toilets
I I Washing machines
II Showers
0 Faucets
HI Baths
¦ Toilet leakage
B Dishwashers
0 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.
35
~ 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
Thd 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 Marne St., Hamden, CT 06514, (203) 789-7865.
This fact sheet was produced by the New York Sea Grant Extension Program and ih0 Connecticut 1 ' r -
Sea Grant Marine Advisory Ptvgram. Graphics, layout, and text by Trent R. Schneider.
Funding provided bythe Long Island Sound Study. Cooporating Agencies:the U.S. Environmental
Protection Agency, Connecticut Department of Environmental Protection, New York Department
of Environmental Conservation. 11/91
iss
i
?
'jf
SEA GRANT
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LONG
ISLAND
SOUND
STUDY
Wastewater Treatment
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
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.
-------
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
^ 1 80 -
160-
£ 140 "
» 120 -
I 100 -
I 60 -
o 40 -
= I 1 —¦
3 2 4 5
Sub*rM<
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
Gnt^Chamber
1 in1 I1 llMl "ill in
PRIMARY
TREATMENT
# Aeration^.
. Tank """
Sedimentation
-Tank
Nutrient
Removal?? I
SECONDARY
TREATMENT
ADVANCED
TREATMENT
-------
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
WJ
EPA NEP
NYS DEC
-------
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.
LONG
ISLAND
SOUND
STUDY
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
~ 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.
-------
~ Organize citizen water quality monitoring efforts or participate in an ongoing program.
~ Organize beach cleanup efforts or participate in an ongoing program.
~ Organize a storm drain stenciling project in your neighborhood.
~ 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/r egionO 1 /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.
-------
rill 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
Stamford Government Center
888 Washington Blvd.
Stamford, CT 06904-2152
(203)977-1541
CT DEP
Office of LIS Programs
79 Elm Street
Hartford, CT 06106-5127
(860)424-3607
EPA LIS Office
Marine Science Research Center
SUNY
Stony Brook, NY 11794-5000
(516)632-9216
NYS DEC
Division of Marine Resources
205 Belle Meade Road
East Setauket, NY 11733
(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
m—!
OVERBOARD DISPOSAL
BY OFFSHORE VESSELS
JSz.
FLOATABLES SLICK
t. jC*?- "a . COLLECTED BY
r. 3
WIND AND CURRENTS
BEACH LITTERING
UPRIVER SOURCES
(OVERBOARD LITTERING
7
-------
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.
ussy
'O'
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.
-------
COMPREHENSIVE CONSERVATION AND
MANAGEMENT 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
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.
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.
Reduce growth (~ 50%) in juvenile summer flounder and
juvenile grass shrimp.
Lowest safe dissolved oxygen for survival of juveniles of
several fish and crustaceans.
LONG
ISLAND
SOUND
STUDY
1.0 mg/L
1.5 mg/L
2.0 mg/L
-------
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 ¦ Greater lethality {-15%) 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 mg/L B Mtiy reduce survival (30%) of very sensitive planktonic larvae
of some crabs.
5.0 mg/L or greater
Few adverse effects expected.
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
-------
I LONG
ISLAND
SOUND
STUDY
A Partnership To Restore And Protect The Sound
COMPREHENSIVE CONSERVATION AND
MANAGEMENT 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.
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.
Phase 2 involved low-cost
improvements at sewage
treatment plants to begin to
reduce the amount of nitrogen
reaching the Sound.
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.
~Five 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.
-------
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.
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.
~A 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.
Oysterman spreading cultch
~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.
-------
Protecting the Sound from
the Adverse Effects of
Toxic Substances: Toxic
substances can cause adverse
human and ecosystem health
risks.
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.
~The 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.
~The City of Glen Cove, New York is assessing levels of toxics in
Glen Cove Creek sediments.
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.
~Remediation of contaminated sediments has been completed at
Jakobson's Shipyard in Oyster Bay, New York.
~The 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.
~New 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.
-------
~in Connecticut, clean ups involved over 700 people and resulted in
the removal of over 4,000 pounds of trash from 23 miles of shoreline.
~Over 16,000 storm drains have been stenciled since 1991 with the
message "Don't Dump-Drains to Long Island Sound".
~in 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.
~The 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
Office, Marine Science Research Center, SUNY, Stony Brook, NY 11794-5000.
NAME
ORGANIZATION (if any)
ADDRESS
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.
PHONE
-------
vvEPA
United States
Environmental Protection
Agency
Air and Radiation
(6205J)
EPA430-F-99-033
November 1999
www.epa.gov
\ An Update on EPA's SunWise School Program
Welcome to the
$v*Wite Monitor
by Bob Perciasepe, Assistant Administrator for Air and
Radiation, U.S. Environmental Protection Agency (EPA)
Since 1996, CFCs and other
f elcome to the
m m m first issue of the
¦ JE ¦ SunWise Monitor!
if 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
Earth's 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. W>
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.
-------
Q SUnWise Monitor
Sv*(tree*
C$ufe Bli«ci«ert
l»% the
t n 11 believe everything you hear! An e-mail story
disseminated widely this past spring claimed that
f 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
Jim kie*ti/+; lire Technology
tudents in Glendora, California,
S 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
data, the students can up]
results to the SunWise W
With the help of the local
Clubs 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 changiri
light colors to darker eoloi
sponding to the strength c
UV rays. The students the:
Shop Look fov
in cree* Label;
f unscreen already
K tops the shopping
^ list of any SunWise
f consumer. Now,
new labeling changes aim
Lto 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 FDAs 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
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 FDAs new regulations,
consult its Web site at
. (H)
H
For more informcitk
Mary Ann Moore
Brownstown Middle
20135 Inkster Road
Brownstown, Ml 48
matuckermoore@n«
unwise M lestones
Conceived SunWise School
Program.
Lxamined 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
Held initial brainstorming meeting
with stakeholders.
Mid 1998
Partnered with a number of health and weather
organizations and held stakeholder meeting to
develop and implement SunWise School Program.
Winter 1*
Launched Sui
Web Site:
-------
SunWise Monitor 0
re fpo+ligkt
articles share some exciting
i partner schools across the country.
load their
eb site.
Rotary
Program,
pular experi-
< ads 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, coyering the
beads with sunscreens of various SPI
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, CA 91741
gm@morrisonlabs.com
ivin<3 a SvrMiiie Field Day
sn:
• School
174
stscape.
net
f unWise seventh graders in Brownstown, Michigan, took
K the sting out of an annual school event by encouraging
^ fellow students to practice sun-safe behavior. Every June
at Brownstown Middle School, students, spend a ''field
day" competing in outdoor events. Unfortunately, just as field
day was a Brownstown tradition, so Were the many sun-
burned students in school the following Monday
This year was different, however, thanks to the SunWise
School Program and the students in 6th grade and the 7th
grade health classes. As participants in the SunWise pilot, the
students launched a sun-safe campaign for the field day.
encouraging their schoolmates to use sunscreen, hats, and
sunglasses during the event. To spread the safety message, the
classes created posters to hang in the school's hallways and
asked local businesses to donate sunscreen for the students to
use on the field day. According to Mary Ann Moore, the 7th
grade teacher, there were no occurrences of severe sunburns
at this year's field day
The Brownstown students put their SunWise knowledge
into practice again this past Arbor Day when they planted
3-foot oak saplings on the school grounds. Eventually, these
trees Will provide protective shade for students participating
in outdoor activities,®
ledoKf Hit
Ho^e
f tudents at Medway Middle
¦ School in Medway,
Massachusetts, witnessed
£ first-hand the effects of
overexposure to the sun. They
remember seeing teacher Cheryl
Cook walking the halls after her
reconstructive facial surgery due to
skin cancer.
"Due to the size and placement of
the tumor, I was quite a sight. Even
kids who weren't in my class knew
who I was," explained Cook. "That's
why my efforts to educate kids about
the sun have been so successful; they
don't want what happened to me to
happen to them. ''
Cook—along with her teaching assistant
Maureen Leighto.n—has incorporated
numerous SunWise activities into the
lessons of her two seventh-grade classes.
In addition to using many of the ideas
provided by the SunWise School Program,
she invented "SunWise Bingo" and has
helped students develop skits, posters,
commercials, and songs about sun protect
tion. One skit was called "Sizzle News," and
another took the form of a talk show with
special guest "U.T. Violet."
Cook's students volunteer each day to take
measurements of UV intensity outside, and
post results twice a day on a bulletin board.
She also encourages the Weather Service Club
to announce the UV Index each morning.
As a culminating activity for the 1998-1999
school year, Cook created a video documenting
students' performances and creative initiatives,
"I am pleased to be part of the SunWise pro-
gram," she says, "because it is a good life lesson
for my students."©
For more information:
Cheryl Cook
Medway Middle School
45 Holliston Street, Medway, MA 02053
508 533-7654 ext. 5328
Conducted pilot testing Hold press event to announce debut of
(phase I) with 25 participat- Evaluated SunWise progress to date and SunWise School Program across the country,
ing schools. make improvements to the program.
998
nWise School Program
vww.epa.gov/sunwise>.
•
September 1999 to June 2000
Conduct pilot testing (phase II) with more than
100 participating schools.
Fall 2000
Launch SunWise School
Program nationwide.
-------
Q SunWise Monitor
Looking for more information on the SunWise
School Program, general sun safety, or the sci-
REJOI/RCEf - 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.
Wife ktaol
Pko
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), 401 M Street,
SW, Washington, DC
20460.
The SunWise School Program is an Environmental Monitoring for Public Access and Community Tracking (EMPACT) project.
oEPA
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.
-------
oEPA
United States
Environmental Protection
Agency
Air and Radiation
(6205J)
E PA430- F-00-008
April 2000
www.epa.gov/sunwise
A Mettle
f\ror* the
Derrttoloyft
its 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.
Stow more than eVei, it is
important to properly pro-
tect ourselves from the
damaging ultraviolet CUY)
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, -Hdnmelanoma
skin cancer is the most
P • |
nitor
An Update on EPA's SunWise School Program
A SvrMl'ise Wvivor Story
dug Ulman is considered a hero and role model by many. At only 22
M 1 years of age, he is a three-time survivor of earner, including two
B M bouts with melanoma shin cancer. He now dedicates his life to advo-
cacy work—helping young adults with all types of cancer cope with
their diagnoses, facilitating support groups, and spedking Co organizations
across th e country. The SunWise School Program recently had & chance to
catch up with him.
Tell us about when and how you
found out you had skin cancer.
I was first diagnosed in March 1997.
During a routine: physical with my fami-
ly doctor, he suggested I have a suspi-
cious-looking mole on my chest
removed, I have a lot of moles, and sev-
eral had been removed prior to this. I
went to Johns Hopkins and had it
removed. Two weeks later, while back at
school at Brown University, I received a
call one evening trom my dermatologist.
He said "Doug, remember that mole We
removed?" Of course I remembered, but
I hadn't thought about it in 2 weeks, It
turned out to be
malignant melanoma
in situ. Luckily all of
the malignant cells
were encapsulated, so- Doug Ulman
after surgery, I Was
essentially cured of
that episode.
What type of skin cancer were you
diagnosed with and what kind of
treatment did you undergo?
In March 1997,1 was diagnosed With
melanoma in situ. In June 1997,1 was
again diagnosed, this time With invasive
In March, EPA's SunWise School Program was awarded the 1999 Excellence in
Education Award at the American Academy of Dermatology (AAD) Annual
Meeting in San Francisco, California. AAD established the award to recognize
groups, organizations, or institutions that have developed an edu-
^^cational program Dr programs that have contributed uniquely to
^^'^educational excellence in the specialty of dermatology. The
V /SunWise School Program won the award for a local, state,
J regional, or national professional society or organization.
-------
0 SunWise Monitor
Svrveyf Help Identify Education Weed;
100
60
40
~ P re-test
~ Post-test
SPF UV Index Hats &
Shirts
Knowledge Variables
(May 1999 Pilot)
Age of Student Respondents
(May 1999 Pilot)
f tudent surveys are
helping the
^ SunWise School
Program understand
important information
about children's sun-
protection knowledge,
attitudes, and potential
behaviors that will help
guide education efforts.
For example, did you
know that children are-
more likely to use sun-
screen when they are
younger than when they
get older? This reinforces
the need to continue sun-
protection education with
students in higher grades.
This information was
gleaned from a survey of
mole than 1,0(30 students
(ages 5 to 15) across, the
ffiuntry. To develop a
benchmark and analyze
students' knowledge, atti-
tudes, and intended
behaviors about sun pro-
tection, teachers from
12 of 25 schools partici-
pating in the SunWise
School Program submitted
student surveys both
before and after using the
SunWise learning tools.
"What we found in the
pretest presents many
challenges—less than 20
percent of the students at
SunWise schools used
sunscreen, sunglasses5 or
shirts before the program
was: conducted, and more
than 70 percent of stu-
dents had at least one sun-
burn in the previous year,"
said Alan Geller, Associate
Director of Boston
University's Cancer
Prevention and Control
Center, who developed the
survey
"At the pretest, many chil-
dren did not know what
number SPF to use fc>r the
value of hats and shirts/"
Geller said. After teachers
used SunWise materials to
educate their students,
however, a post-test survey
showed that their knowl-
edge of the following state-
ments markedly increased:
• I know the correct SPF
number to us© (pretest,
59 percent, post-test,
83 percent).
• I have to use the most
sun protection when
the OT Index is 10
(pretest, 38 percent,
post-test, 62 percent).
• Wearing a hat and shirt
outside are ways to pro-
tect myself from the sun
(pretest, 65 percent,
post-test, 81 percent).
(See top graph at left.)
As for their attitudes,
although fewer students
thought a suntan was good
for their Skin after learning
SunWise concepts, the
number who thought
"people look healthy with
a suntan" did not change
significantly from the
pretest to the post-test.
This shows that it requires
continued efforts to change
people's attitudes.
Although the survey didn't
test how students actually
behaved in the sun, it did
test their intended prac-
tices before and after
learning about SunWise
behaviors. Significantly
more students said they
would try to play in the
shade after receiving
SunWise education, while
the overall percentage of
those who said they would
wear sunscreen this sum-
mer did not change.
According to Geller, this
issue was age: the older
children surveyed were
less likely to say they
would use sunscreen than
the younger children, even
after they learned more
eibout it, (See lower graph
at left.)
These surveys will help
guide the SunWise School
Program in improving its
overall approach aijd tar-
geting various age groups,
"Evaluation is very practi-
cal," Geller said. "It's a
guide for developing new
education programs^" <|
-------
SunWise Monitor Q
J«/Kvi\/oK ftory.
melanoma. Between the two episodes, I have had approxi-
mately six surgeries tor skin cancer and other biopsy
exploratory procedures.
What other steps did you take to cope with your
diagnosis?
I became a vocal advocate tor 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 ot having cancer. I
use sunscreen every day no matter what the weather is
like and wear a wide-brimmed hat when I play golt. 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 betore sun exposure and reapply alter 1 to 2
hours ot 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 tace 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 tor Young Adults was termed to
provide support, education, and resources to young adults,
their tamilies, and triends who are attected by cancer. This
involves support groups, survivors' networks and intorma-
tion, as well as education and prevention services tor 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-
tully it tound early. The most
important issue that The Ulman
Cancer Fund supports in
terms ot skin cancer is that
children, in conjunction with
their physician and parents,
need to watch their own skin
and look tor lesions or
changes in moles. It they see a
change, they NEED to tell their
parents or doctors. Over 50 per-
cent ot melanoma cases are tound by
patients. My second skin cancer diagnosis
resulted alter a tiny mole on my arm was itching
and I mentioned something to my doctor. She decided to
take it ott as a precaution and it turned out to be invasive
melanoma. Who would have ot 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
attects young and old. People ot all races. Male and temale.
What's in the future for Doug Ulman?
I will continue to dedicate my lite to cancer advocacy,
including prevention and education awareness. I will not
be satistied until children are allowed to bring sunscreen
to school with them, until children are taught in schools
about the dangers ot skin cancer and that they can avoid
getting it by practicing good protection habits. I also want
to bring awareness to the tact that cancer is not a death
sentence! You can have cancer in your lite (you can even
have it three ditterent times) and still return to a normal
lite 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 ot lite and the impor-
tance ot protecting themselves trom skin cancer.
For more intormation on The Ulman Cancer Fund, visit
the Web site at . ©
Official SunWise Program Launch on the Horizon
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
I* the SorMlKe fpotligl
Read about SunWise in action! The following articles share some exciting
SunWise stories from students and teachers across the country.
Exploring Ozone Out Uleii
Ozone science
recently took
center stage in
Colorado as
teachers and students in
the University oi Colorado
at Boulders (CU's)
1999-2000 Science
Explorer Program put new
science curricula to the
test. In a series oi 17 day-
long workshops held
throughout the state,
Colorado teachers and stu-
dents tried out new science
lessons iocused on ground-
level and stratospheric
ozone as well as UV radia-
tion.
Teams comprised oi one
teacher and live students,
irom tilth through eighth
grade, took part in three
75-minute classes during
the workshops. Each class
leatured a variety ot ozone-
related, hands-on lessons;
tor example, the teams
searched tor ground-level
ozone by using Schoenbein
paper—a special paper
made ot 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 ettects ot stratospheric
ozone depletion, such as
increased UV radiation
reaching Earths surface.
Using color-changing, UV-
sensitive Frisbees, the teams
evaluated the ettectiveness
ot various sun-protection
materials, including sun-
screen, sunglasses, and
tabrics. The teams also con-
structed chemical models ot
ozone molecules trom gum-
drops and toothpicks.
Studying the conditions ot
Antarctica, over which an
ozone hole exists, is another
topic tor 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 ot the Science
Explorer Program.
Alter participating in the
Science Explorer activities,
students and teachers will
take their new knowledge
and materials back to their
classrooms to share with
tellow students and col-
leagues. While this year's
workshops and curricula
tocused strictly on the sci-
ence ot ozone and UV
radiation, Hagan noted,
"SunWise behavior lessons
would be a perfect supple-
ment tor 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
tor 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. ©
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| Students film a "News Flash" on
ground-level ozone and its
harmful effects on human
health.
SunWise Monitor
4 Students play an ozone
board game—"The Hole
in the Sky"—to gather
facts and statistics on
the history of ozone
depletion.
Hi-Teck A;k fUe EPA Expert
Forget MTV—fifth-
graders in Dottie
Fundakowskis gifted
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, Fundakq^vski's- stu-
dents at The Center for
Creative Fearning in
Missouri's Rockwood
School District,: participat-
ed in virtual discussions
with Jeffrey Fevy,
^formerly of EPAs
SunWise School
Program.
Fhe video confeiv
ence .gave the stu-
dents, who had
already been studying
ozone and FIV radi-
ation for 6 weeks,
the unique chance
to interact with a
scientific expert. In
addition to fielding
the students' technical
questions about
©zone depletion, Fevy
reminded them of their
responsibility to protect
their skin and eyes from
FIV radiation, "Global
issues, such as ozone
depletion, can be worri-
some for high-level
learning students
Fundakowski noted, "Fhe
video conference with
Jeffrey Fevy 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."
Fhroughout the: p^st year,
Fevy participated in a total
of ID ozone-related video
conferences with different
groups of Fundakowskis
Students and also hosted
an evening session to dis-
cuss parents' questions
about UV radiation and
sun protection. Fhe suc-
cess of the video-based
exchanges has prompted
Fundakowski to plan addi-
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. Fouls,
Fhe video conferences
were just one portion of
Eundakowskrs 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, Fry-sensitive bead
experiments, and lessons
on the labeling of sun-
screens. While studying
the light spectrum, stu-
dents became fully
informed consumers,
terming why sunscreens
should protect skin from
both OV-A and UWB rays.
In additionvto lessons
focused on what they can
do to protect themselves,
Fundakowskis 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,
Fhey know they're sup-
posed to wear sunscreen,
but they don't know about
the "why' behind that
behavior, Fhe 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
. §j)
In the WWire fyottiykt... Cohtihveei an pa
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SunWise Monitor
Wit/ire Activity Corner
"Mo tyantf 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.
V
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 crutsch.linda
@epa.gov>. 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
e. meteor
d.norie 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
e„ 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-lDO
b.0-5
c.o-ao+
d.2-12
6. The distance from
the sun to the
Earth is
a. 86,000 miles
b. 93 million miles
£.26.2 miles
d.riorie 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 surfaces
b.0-10 miles above
Earths surface
c. 2 miles from the moon
d. 93. million miles trom
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
<5, one hundred
d. three
P "6 'D '8 'q "L 'q "9 '3 *S 'P 'P 'P '€ '3 "3 'q • I :saeMsuv
-------
SunWise Monitor Q
The UV Index
common form of skin cancer. Unlike melanoma
skin cancer, it is not usually fatal, but can still
Cause serious damage ta skin and eyes.
rke ;V o^"; PKofecfio*
Fortunately there are many steps we can take to
protect ourselves from skin caneer 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 - SIT 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^ shadow—Seek shade.,1" 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, lets have tun,
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 B Downham II, MD
Flenry Ford Medical Center
th omasd@ic. net
in addition to the sun-safety tips to the left, the UV
Index also can be a valuable tool in helping to avoid
tod much sun. The= Jtetidnal 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 Earth's
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:
Minimal: A UV Index reading of 0 to 2 indicates
minimal danger irom the suns UV radiation.
Low: A UV Indexjeading of 3 to
4 indicates low risk of harm to the
skin from the sun's UV radiation.
Moderate: 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,
leading of 7 to 9 indi-
Wcates high risk of harm
Irom unprotected exposure to the Sun. Time in the Sun
should be avoided between 10 a.m. and 4 p.m.
Very High: A UV index read-
ing of* 10 or more indicates Very
high risk ©1 harm from unprotected
sun exposure.
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0 SunWise Monitor
I* tl*e WWite fpotligkt... C^ti^ed
ok tineRoad...
Linda Rutsch and Kristin Kenausis recently took the SunWise message on the road to Crestview Elementary School in Boulder,
Colorado. Laura Farris ofEPAs 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.
and necklaces. The beads, when exposed to UV radia-
tion, turn an array ot vibrant colors. Many students noted
that the UV beads would be a great reminder while ski-
ing because they sometimes iorget that in the cold ot
winter, UV radiation still exists, especially considering the
altitude and the reflection trom the snow.
In Kristin's learning center, the students engaged in a
sun-sate relay race. The relay race required that teams ot
students run to the side ot the gym where sun-sate outtits
had been lett earlier. Once there, they had to dress a cho-
sen person on their team to be sun-sate (with appropriate
hat, sunglasses, clothing, and sunscreen bottle), and race
back. Each class ended with a review ot 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.
SEPA
United States
Environmental Protection Agency
(6205J)
Washington, DC 20460
Official Business
Penalty for Private Use
$300
ach class started out with an introductory slide
show explaining the importance ot sun safety. In
an ettort to keep the lesson both entertaining and
informative, students in each class were then bro-
ken up into tour groups, with each group rotating into
learning centers set up around the gym. In Lauras learn-
ing center, students learned how
m to pick the best sunscreen, hat,
sunglassees, and clothing tor
optimum sun protection.
Laura also demonstrated prop-
er sunscreen application.
In Lindas learning center, stu-
111/ dents made LIV bead bracelets
~QjAp> Printed on paper that contains at least 30 percent postconsumer fiber.
-------
PQ* United States Air and Radiation EPA430-F-01-014
OtrA Environmental Protection (6205J) April 2001
Agency www.epa.gov/sunwise
N
A Ray
nitor
An Update on EPA's SunWise School Program
Lim OKio
tors to join the SunWise program. The committees efforts
have been tremendously successful.
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-
tis6t 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."
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SunWise Monitor
America* Ca*c evSociety Embrace;
Co/->f». ©
A Ray of
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. ©
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SunWise Monitor 0
t» the S»rMMe fyotLiykt
S^Wise StoJle*tf Wa»^t to Kwow
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 vmh
the top 5 percent of the seventh and
eighth grade students as part of the
schools 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 ©As
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 studentsplso
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
.
'My students are very concerned
about their world," Brennan said.
"SunWise is Such a great program
because it stirred their creativity and
interest, and made them realize they
can have an impact."
For more information:
Debbie Brennan
Central Middle School
6611 West 171st Street
Tinley Park, IL
708 614-4510
-------
Ozo*e
friend 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.
Tine 6ood
Ozone forms in the atmosphere when three atoms
of oxygen are combined (03). 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
One chlorine or bromine
molecule can destroy 100,000
ozone molecules, causing ozone
to disappear much faster than
nature can replace it.
Out of 10 million air molecules,
about 2 million are normal
oxygen, while only 3 are ozone.
The BacJ
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.
The Effect; 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."
-------
6 SunWise Monitor
J
wn
Kidr
Ko^er
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.
thank you foY Cof/n^
to ooy rctaoL.I leasee!
that you Can you. 1
learn we have to put
runrcreen before we
<30 outs'/de, we have to
put are clothe;, wear
iun<^latter to protect
are eye.
I leaded hippoj" r^ake
th/er own runrcreen. i
alro leaded )f your
rhadow ir waller than
you play the rhade.
*
J
m
(Artwork courtesy of students at Georgian Forest Elementary School, Silver Spring, Maryland.)
-------
SunWise Monitor
o
UV l*\dex Cor+e{ to 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 suns 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 suns 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. t>
-------
© SunWise Monitor
New Tool; for TeacKi^«j
Kid; to be 5. ©
v>EPA
United States
Environmental Protection Agency
(6205J)
Washington, DC 20460
Official Business
Penalty for Private Use
$300
) Printed on paper thai contains at least 50 percent postconsumer fiber.
-------
A
m
A
MISSION: SUNWISE
Activity
Book
-------
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.
-------
-------
CAN YOU FILL IN THE
MISSING LETTERS?
FILL IN THE MISSING WORDS:
The sun is a
ik
UV rays are outside even on
days.
UV rays can hurt your
Too much sun can give you a
UNSCRAMBLE THE LETTERS TO READ AN
IMPORTANT MESSAGE:
E HT Z N E"o O A ~L ~ R~ E~ L P h"s E
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.
/4ib
on a
... that will keep UV rays from
reaching your face, ears and neck.
D A
on
... to protect your eyes.
the
... to find the UV forecast
to
in the
... and stay out of the sun whenever
possible
A
PF
-------
The 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.
-------
UV Index
ndex Number
Exposure Level
0-2
Minimal
3-4
Low
5-6
Moderate
7-9
High
10+
Very High
8
6 —
4
2
o —y lyj lyj lyj |uj |lj
2 8 5 10 I 3
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 SunWise
website to find it! The website URL is www.epa.fflv/sunwise
5
-------
Carlos 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.
6
-------
What would you wear to be
SunWise? Draw your own
SunWise outfits on Carlos
and 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
"bare leg
YES NO
bare tummy
YES NO
to
"bare arm
YES NO
smiling face
YES NO
ear
YES NO
shoe
YES NO
eyes
YES NO
8
-------
emember, when you're playing outside, try to play in the shade.
Circle the shady places in this picture.
-------
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
-------
DIRECTIONS:
Find your way through the maze, picking up all the SunWise
gear on the way
11
-------
dD^
'A ~ ~ ~ ~ ~ ^
~~~~~~~
~~~~~~~~£
~~~~~~~~~
~ ~~~~
~ ~~~
~ ~~
~ ~
^ I I
^
^ ~ ~ ~ ~ ~ ^
:~~~~~~ d>
~ ~ ~ ~ k\
'~~~~~~~~~
~ ~~~~~~~
~~~~~~~~
~ ~~~~
~ ~
~ ~
~ oana
IT'S 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:
star
cloudy
eyes
sunburn
Missing letters:
sun
ozone
earth
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.
-------
vvEPA
United States
Environmental Protection
Agency
Air and Radiation
(6205J)
EPA 430-K-00002
April 2001
www.epa.gov/sunwise
re
ill Sun i
SH?
Join the kids in the
and
learn how to have safe fun in the sun!
-------
-------
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!
l
-------
^PUEDES COMPLETAR LAS
LETRAS QUE FALTAN?
LLENA BLANCOS:
El Sol es una
Los rayos ultravioleta estan afuera aunque el dfa este
Los rayos ultravioleta te lastiman los
Si te asoleas mucho te puedes
¦
-------
^PODRIAS ENCONTRAR LA FIGURA SUNWISE QUE
CORRESPONDE A LAS INSTRUCCIONES DEL CLUB SUNWISE?
una
para cubrirte la mayor parte del cuerpo.
PONTE
... en la cara, brazos, piernas y en otra parte
del cuerpo que no este tapada por la ropa.
PONTE
u v A u=> Una
... para que los rayos ultravioleta no te lasti-
men la cara, oidos y cuello.
NTE
para protegerte los ojos.
el
... para saber la intensidad de los rayos
ultravioleta.
en la
y no te solees mucho.
A
PF
-------
Los ninos 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.
4
-------
EL INDICE W
Numero del Indice Nivel de Exposicion
0-2
Mfnimo
3-4
Bajo
5-6
Moderado
7-9
Alto
10+
Muy alto
8 ...
6
4 — !!!
2 —" —
o —O H O O H IQ
2 8 5 10 I 3
INSTRTJCCIONES:
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
SunWise para encontrarlo. El sitio Web es www.epa. gov/sunwise
5
-------
arlos no sabe que ponerse el dia de hoy. El quiere protegerse
del sol y hacer lo que el Club SunWise le dice, para eso necesita
tu ayuda. <;Podrias ayudarle a escoger la ropa adecuada? Haz un
circulo a la ropa mas apropiada.
6
-------
<; lie vestirias tu para protegerte
del sol y seguir las instrucciones del
Club SunWise? Dibuja tu propia
ropa en las figuras de Carlos y Lisa.
*
#~
~ ~
0
0
0
0
ft
*
*
*
•
ft
ft
\ \
~ •
~ •
~ •
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
SunWise te recuerda que uses un protec-
tor numero 15 o mayor que este.
Ponle un circulo al protector SunWise:
^TE PONES PROTECTOR EN....
pies
si NO
piernas
si NO
to
estomago/pecho brazos
si no si NO
cara
si NO
oidos
si NO
zapatos
si NO
ojos
si NO
8
-------
ecuerda, cuando juegues afuera, trata de hacerlo en la sombra.
Haz un circulo a las partes sombreadas de este dibujo.
-------
^SE PROTEGEN CONTRA EL SOL ESTOS NINOS Y
TIENEN EN CUENTA LO QUE EL CLUB SUNWISE
LES DICE?
-------
1—
INSTRTJCCIONES:
Encuentra la salida del laberinto y escoge todas las cosas que
necesitas para protegerte del sol.
11
-------
rA ~ ~ ~ ~ ~
~~~~~~~
* A ~~~~~~~~
~~~~~~~~~~
n ~ ~ ~ ~ ~ ~
'£]~~~~~
~ ~~~~
~ ~~~
'nnnnn
'£]~~~~
'~~~~~
~ ~ ~ IV
J ~ ~ ~ ~ ~ ^
~~~~~~D
~ ~ ~ ~ ^
~~~~~~~~~
~~~~~~~~~
~~~~~~~~
~~~~~~~
~ ~ ~ ~
^ £^gnn
~ ~
~ QSD
Q£
rJf
UL
jEs muy facil y divertido protegerse del sol y hacer lo que el Club SunWise 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,™ RE VIS A el INDICE ULTRAVIOLETA yJUEGA EN LA SOMBRA!
12
-------
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)
EPA 430-K-01-007
April 2001
www.epa.gov/sunwise
SEPA
' ix
¦S e USTED
isal
&6 SOM jtTnase
ots
SunWise
a los ninos del
y aprenda tanto a
protegerse del sol como a
divertirse bajo el!
-------
unWise School Prog
-------
Qffiv, (Sffif. •in*
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.
-------
EPA's SunWise School Prograir
promote sun-safe behavior at an early age, the U.S.
Environmental Protection Agency (EPA) developed the
SunWise 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.
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:
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 shade—
teachers, nurses, parents, and other caregivers can instill life-long protective
habits that reduce the risk of future UV-related health problems.
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.
-------
Teaching cross-curricular classroom lessons and activities.
Gathering UV ground data from hand-held
monitors and using the SunWise Internet
Learning Site to report and compare the
findings to daily UV Index forecasts.
Holding schoolwide sun safety events and assemblies.
fi© lite @985560
By joining EPAs SunWise School Program, participants
will have access to the following useful tools to help
teach sun-safe behaviors in the classroom:
• SunWise Tool Kit-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.
• The 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.
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.
-------
(gBSflteiyfl/iJilSEB
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:
Index Number
Exposure Level
Minimal
Moderate
High
Very High
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.
-------
Take Action
rotect yourself and your children from overexposure to
radiation. Taking the simple precautions listed
below can ensure you enjoy safe fun in the sun.
Limit time in the midday sun as much as possible.
The suns UV rays are strongest between 10 a.m. and
4 p.m. To the extent you can, limit exposure to sun during
those hours.
Watch for the UV Index.
Always take precautions against
overexposure, but take special care to adopt sun safety
practices when the UV Index is moderate or higher.
Always use sunscree
Apply a sunscreen with a sun protection
factor of 15 or higher liberally, and reapply at least every
1| 2 hours or after working, swimming, playing, or
exercising outdoors. Consult your doctor about
sunscreen use for children under 6 months.
Sunglasses that provide 99 to 100 percent
UVA and UVB protection will greatly reduce eye damage from
sun exposure.
A hat with a wide brim offers good sun protection
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.
Protect other areas of your body
with clothing.
Wearing tightly-
woven, loose-fitting, and full-length
clothing is a good way to protect
your skin from harmful UV rays.
-------
-------
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
\\/
a
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Introduction
1
The SunWlse School Program 4-11
How Do Wte 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 Regi m Center
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¦ : : ¦¦¦¦¦¦¦ ¦: ¦¦¦¦¦¦ ¦¦ I C3n
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I^t^octact/o
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 live 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.
"s^aweh>n'td
1 think uqo\. -,
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."
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2
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
/ f
cancer other
fvrw-relateol KealtK effects
are lately preventable.
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3
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.
-------
The 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.
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5
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.
fckool pKo^Ka
Claffroo/"
/
/
SunWise Studetit Survey
Cross- Curricular
Classroom Lessons
J Internet Learning,
Including LTV
Measurement and
Reporting
J Evaluation of SunWise
School Program
fckool
J Suggestions for
Infrastructure
Enhancements
(e.g., sun-safe policies
and structures)
J Ideas for School-Based
Sun Safety Activities (e.g.,
school assemblies)
J Evaluation of SunWise
School Program
Cofif vmi+y
J Suggestions for
Community Partnerships
(e.g., guest speakers and
business partnerships)
/i/tt k/ife Leffowf r^eet
*3tlOr>3l $CIQr\CQ 3i^c|
KealtK edlacatio*
rtawelarelr.
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6 The SunWise School Program Guide
Hovo Do We Becor*e
a S«rMl)se Partner fckool?
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
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7
The SunWise School Program Guide
Mat Tool* A ire Available to
fimklite Partner fckoolf?
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.
/ SvvMl'rte Tool Kit
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.
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8
The SunWise School Program Guide
/ WWite Internet Lea^i^ f/te
UV Databa;e
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.
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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9
The SunWise School Program Guide
Hovu U/iLL SvMfe 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 SunWise's
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.)
/ 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.
/ 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 fckool; Participate i*
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!
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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:
/ 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.
J 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.
J 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 3jt 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.
J 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.
/ 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!
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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 Ufo^atio*
For more information about EPA's 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
Kevin Rosseel, Communications Manager
Phone: 202 564-9731
E-mail: rosseel.kevin@epa.gov
Linda Rutsch, Schools Coordinator
Phone: 202 564-2261
E-mail: rutsch.linda@epa.gov
Kristin Kenausis, Education Coordinator
Phone: 202 564-2289
E-mail: kenausis.kristin@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
For courier or overnight deliveries,
please send to:
U.S. EPA/SunWise School Program
501 3rd Street, NW
Washington, DC 20001
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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
617 638-7131
Centers for Disease Control and Prevention
Division of Cancer Prevention and Control
4770 Buford Highway
Chamblee, GA 30341
770 488-4751
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. nsc. 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
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.
Identification Name
Grade Level of Class.
.Number of Students in Class
p
%
I- £.
n
A
fuwlMe fckool Guide
Re^if/ratio* rr«
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.
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About Your School
School Name:
Street Address:
City: State: ZIP Code:
Web site address: Phone:
Principal's Name:
School District Name:
Does Your School Have Videoconferencing Capability? G Yes ~ No
School Type: G Elementary G Middle G Grades 1-8 ~ Other
(check all that apply) G Year-Round School ~ Public School ~ Private School
Number of Students in School (Estimate):
About Yourself
Name:
E-mail: Phone:
For what school year are you registering? G 2000-2001 G 2001-2002
Average Class Size: G 1-15 G 16-25 G 26-30 G 31+
Grades You Teach: ~ K ~ 1 ~ 2 ~ 3 ~ 4 ~ 5 ~ 6 ~ 7 ~ 8
Subjects You Teach: Q Science I Math I Health I English
~ Social Studies G Physical Education G Geography G Other
Have you taught or worked in the following areas (check all that apply)?
~ Sun Protection ~ Environmental Issues ~ World Wide Web
SunWise Activities
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-Curricular Classroom Lessons G
Reporting of the UV Index on the Internet Learning Site G
Reporting of UV Ground Data (via Hand-Held Monitor)
on the Internet Learning Site G
Infrastructure Enhancements: Policy Changes G
Infrastructure Enhancements: Shade Structures G
Community Partnerships G
Schoolwide Sun Safety Activities G
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.
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.
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Como te proteges del sol!
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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, 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).
-------
iJDienvenidos 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.
";Cu;il 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 premie", dijo Amy.
1
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ciirbr que debo protegerme del sol?", pregunto Lisa.
"El Sol es una estrella", dijo Erin. "Ayuda mucho a las plantas y a los
an i in ales 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 dark), aunque el sol
es muy importante para todos".
"Debemos protegernos de los rayos del sol llamados RAYOS
ULTRAVIOLETA. Estos rayos tambien se llaman rayos UV".
2
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"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
OZOWO. Esta capa no deja que los rayos UV lleguen a la tierra.
Se parece a un par ago as 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,"
3
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"Ok- dijo Carlos, "ya se por que necesito protegerme del sol. Pero, <:como
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 C AMIS ETA 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.
4
-------
mimmo
"PONTE unos gafas de
sol. Los gafas de sol te
protegen los ojos", dijo
Kelly.
"ICHEQUEA 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!"
5
-------
Debemos revisar
el indice UV antes de
que salgamos a jugar",
dijo Brian.
",;Que 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 llover 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 U todos los dias, te ganaras una insignia del
Club SunWise", agrego Brian.
EL INDICE UV
Numero del Indice Nivel de Exposition
0-2
Mmirno
3-4
Bajo
5-6
Moderado
7-9
Alto
10+
Muy alto
Entre mas alto sea el
indice ultravioleta, la
necesidad de protegerse
y de seguir los pasos
del Club SunWise es
mas importante.
6
-------
(ivc^ue tal si me pongo esto?", pregunto Carlos. "^Me
protegera del sol como dice el Club SunWise?"
"Esta bien", dijo Amy, "pero ESTA es mucho mejor",
Recuerda, para que sigas los pasos del Club SunWise,
debes cubrirte la mayor parte del cuerpo. ^Que otra
clase de ropa es la mas adecuada?
-------
Es hora de PONERTE protector contra el sol", dijo Kelly.
"jAqui esta el que mi mama usa!. ({Que 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".
-------
Es 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?
9
-------
Trata de jugar en la sombra cuando estcs afuera", dijo Sam.
"<;Sabes una forma de indicar si los rayos del sol son muy fucrtes?",
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
-------
"Ok , Lisa y Carlos, <:como 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 mdice UV y
JUGAMOS en la sombra".
"Ya sabemos como protegernos del sol y hacemos lo que el Club SunWise
nos dice", dijo Carlos.
";Y terminamos nuestra mision secreta!", dijo Amy. "Me pregunto <:cual
sera nuestro premio?"
S
^ USA^OS:
iCE /
w . jugAMo<"
1 lK sonp
-------
Nuestro premio es:
;Un 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: jPoilte una camiseta de manga larga, jponte protector, jponte una gorra y
unos gafas de sol,™ jChequea el l'ndice UV yjuega en la SOmbra!", dijo Sam.
12
-------
' I
'1N
' I
' I
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 tin lema registrado por la American Cancer Society, Inc.
-------
United States
Environmental Protection
Agency
Air and Radiation
(6205J)
EPA 430-K-01-006
April 2001
www.epa.gov/sunwise
&EPA
es una estrella que ayuda a darle vida a las
f plijntlis y a los animales 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 formar parte del Club
SunWise ya que podran mostrarles a
sus amigos lo que deben hacer para
protegerse del sol.
La jMision SunWise! cuyos libros para
colorear y de actividades forman 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.
-------
v>EPA
United States
Environmental Protection
Agency
Summert
/f you
spend
time
with kids in
the summer,
you want to
keep them safe
while providing fan 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.
Oione:
"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 suns 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. Groun d-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 ozones 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
UV Index
UV Index Number
Exposure Level
0 to 2
Minimal
3 to 4
Low
5 to 6
Moderate
7 to 9
High
10 +
Very high
the simple steps on the back of this fact sheet to protect kids' health.
Air Quality Index (AQI)*
AQI Number
Health Concern
Color Code
0 to 50
Good
Green
51 to 100
Moderate
101 to 150
Unhealthy for
sensitive groups
Orange
151 to 200
Unhealthy
Red
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 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.
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 poll ution 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 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
• 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.
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.
* Encourage t-shirts instead of
tank tops.
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.
-------
United States
Environmental Protection
Agency
Air and Radiation
6205J
EPA430-F-99-026
September 1999
www.epa.gov/sunwise
Action Steps for
Sun Protection
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.
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.
Limit Time in the Midday Sun
Be SunWise
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
7 to 9
High
5 to 6
Moderate
3 to 4
Low
0 to 2
Minimal
uv INDEX
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.
S
<0
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 .
The UV Index provides
numeric values and describes a
persons likelihood of exposure
to the sun's harmful rays.
V^A) Printed on paper that contains at least 30 percent postconsumer fiber.
-------
United States Air and Radiation EPA430-F-01-015
Environ,n
Agency
*»EPA Environmental Protection (6205J) May 2001
Printed on paper that contains at least 50 percent postconsumer fiber.
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.
^\lthough 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
-------
How Does UV Radiation Affect My Skiri?
What Are the Risks?
1 American Cancer Society, "Cancer
Facts and Figures 1999."
2 IARC Working Group (2001)
Sunscreens (IARC Handbooks o
Cancer Prevention, Vol. 5), Lyon,
International Agency for Researi
on Cancer, pp. 23-52.
'Taylor, C.R. etal, Photoaging/
Photodamage and Photoprotection,
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.
se American Academy of Pediatri
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 Reseai
on Cancer, pp. 148-149.
Are Some People Predisposed to Adverse Health E
verybody, 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.
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 UVB, 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 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.
Collagen, Vessels
Elastic Fibers
GAGs, Fibronectin
Subcutaneous Tissue
I I
Penetration of UV Into the
Keratinocytes
Melanocytes ™
Basal Cell «
X3 —
Langerhans Cells a.
Capillaries
Fibroblasts
Lymphocytes
Macrophages
Mast Cells
Granulocytes
—100 TJ
120
-140 2
-160 ro
3
-200
-------
How Do Sunscreens Work?
What Is the Sun Protection Factor (SPF)?
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.
Q
unscreens protect your skin by absorbing and/or reflecting UVA and UVB
rays. The FDA requires that ail 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.
SPF vs. UVB protection
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.
-------
t
What Are the Active
Ingredients in Sunscreen?
Chemical (Organic) Ingredients
Broad-spectrum sunscreens often contain a number of
chemical ingredients that absorb UVA and UVB radia-
tion. Many sunscreens contain UVA-absorbing avobenzone
or a benzophenone (such as dixoybenzone, oxybenzone, or sulisoben-
zone), in addition to UVB-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
Amount of
Chemical (C)
Sunscreen Ingredients
Ray Protection
or Physical (P)
UVA
UVB
Aminobenzoic acid (PABA)
O
•
c
Avobenzone
•
©
c
Cinoxate
©
•
c
Dioxybenzone
©
•
c
Homosalate
o
•
c
Menthyl anthranilate
©
•
c
Octocrylene
©
•
c
Octyl methoxycinnamate
©
•
c
Octyl salicylate
o
•
c
Oxybenzone
©
•
c
Padimate 0
o
•
c
Phenylbenzimidazole
o
•
c
Sulisobenzone
©
•
c
Titanium dioxide
©
•
p
Trolamine salicylate
o
•
c
Zinc Oxide
•
•
p
Protection Level:
: extensive © = considerable © = limited O = minimal
vJ 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 (DHA). 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.
-------
Will Sun Protection
Vitamin D?
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.
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.
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
^ | i In response to the serious
SunWise-^ov^ public health threat raised
3 school program 'hat rgdism gnsd Ideas by OVereXpOSUTe tO UV Tadi-
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 .
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:
"Warnirtg-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,
-------
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.
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 . The higher the UV Index forecast, the
How Do I Apply Sunscreen?
se a broad-spectrum sunscreen with an SPF rating of 15
or higher. Apply sunscreen 20 minutes before going out into
the sun (or as directed by the manufacturer) to give it time to
absorb into your skin. Apply it well and regularly—about
1 ounce every 2 hours (or as directed by the manufacturer)—
and more often if you are swimming or perspiring. A small
tube containing between 3 and 5 ounces of sunscreen might
only be enough for one person during a day at the beach.
Do not forget about lips, ears, feet, hands, bald spots and the
back of the neck. In addition, apply sunscreen to areas under
bathing suit straps, necklaces, bracelets, and sunglasses. Keep
sunscreen until the expiration date or for no more than 3
years, because the sunscreen ingredients might become less
effective over time.
According to the FDA, "water resistant" sunscreens must
maintain their SPFs after 40 minutes of water immersion,
while "very water resistant" sunscreens must maintain
their SPF after 80 minutes of water immersion. Either type
of water-resistant sunscreen must be reapplied regularly, as
heavy perspiration, water, and towel drying remove the
sunscreen's protective layer.
stronger the sun will be and the greater the need to fol-
low all the sun protection action steps.
In general, UV strength is greatest from 10 a.m. to 4 p.m.
during sunny summer days. Up to 80 percent of UV rays
pass through clouds, however, meaning that sunburn is
possible on cloudy days as well. UV exposure is greater at
low latitudes (nearer to the equator) and/or high alti-
tudes. Snow, water, and sand also increase sun exposure
by reflecting incoming IJV rays, making it especially impor-
tant for skiers, boaters, and beachcombers to wear cloth-
ing and hats and apply sunscreen.
Is Sunscreen Fail-Safe?
sing sunscreen does not mean it is safe to spend
more time in the sun, especially when the UV Index is
high. Although a sunscreen with an SPF of 30 offers
protection from sunburn, it does not block all of the
sun's damaging rays. In fact, there is no evidence that
sunscreens protect you from malignant melanoma,
the deadliest form of skin cancer. There is only limit-
ed evidence that sunscreens protect you from several
other types of skin cancer.7 To fully protect yourself,
remember to seek shade, avoid peak hours of sun
exposure, and wear protective clothing in addition to
applying sunscreen.
The UV Index
Index Number
Exposure Level
Oto 2
Minimal
3 to 4
Low
5 to 6
Moderate
7 to 9
High
10+
Very High
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United States Air arid Radiation EPA430-K-99-035
Environmental Protection 6205J June 1999
Agency www.epa.gov/sunwise
SEPA The Sun, UV, and You
A Guide to SunWise Behavior
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Printed on paper that contains at least 30 percent postconsumer fiber.
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^jyjhile 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:
The science behind UV radiation and stratospheric ozone.
The health risks from overexposure to UV radiation.
The steps you can take to protect yourself and your children.
What the UV Index is and how you can use it.
Details about EPA's SunWise School Program.
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!
V,
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]he sun gives out energy over a broad spectrum of wavelengths,
which has a shorter wavelength than either visible blue or violet light, is responsi
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:
UV Radia
• 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.
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.
EARTH
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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.
V
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U he ozone layer forms a thin shield in the stratosphere, p
from the sun's harmful UV rays. In the 1980s, scientists began accum
dence that the ozone layer was being depleted. Depletion of the ozone layer can
result in increased UV radiation reaching the earths surface, which can lead to a
greater chance of overexposure to UV radiation and consequent health effects
including skin cancer, cataracts, and immune suppression.
Ozone
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 earths 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 (O2) to form ozone
molecules (O3). 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 Jr
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-
> iciiigciaiiLS, msuiauii
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ing highly reactive chlorine monox-
ide. Chlorine monoxide in turn
breaks down O3 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 earths surface. These increased UV radiation
levels can lead to a greater chance of overexposure to UV radiation and the conse-
quent health effects.
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Health Effe
From Over
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.
Cure 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 persons 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.
V,.
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Action Steps for
s Sun Protection
Be SunWise
10 ash.
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.
UV INDEX
no
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.
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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
INTENSITY LEVEL
0 to 2
Minimal
3 to 4
Low
5 to 6
Moderate
7 to 9
High
10+
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.
-------
NHow NWS Calculates
the UV Index
;r 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
.
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Qjj lthough many of the sun's harmful effects do not appear until
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.
Special Co
for Children
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 .
V,
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For More Information
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
-------
-------
UV INDEX
What Is the
UV index?
S ome 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
0 to 2
3 to 4
5 to 6
7 to 9
Exposure Level
Minimal
Low
Moderate
High
Very High
By taking a few simple precautions, you can greatly
reduce your risk of sun-related illnesses. To be SunWise,
consider the following steps:
into account clouds and other local
conditions that affect the amount of UV
radiation reaching the ground in different
parts of the country.
¦ Limit your time in the sun between 10 a.m. and 4 p.m.
5J, ¦ Whenever possible, seek shade.
0) ¦ Use a broad spectrum sunscreen with an SPF of at least 15.
oj ¦ Wear a wide-brimmed hat and if possible, tightly woven, full-length clothing.
E ¦ Wear UV-protective sunglasses.
q_ ¦ Avoid sunlamps and tanning salons.
w ¦ Watch for the UV Index daily.
8
g While you should always take precautions against overexposure to the sun, please take
X special care to adopt the safeguards when the UV Index predicts levels of moderate or
UJ ° above. Watch for UV Index reports in your local newspapers and on television, and
CjJ remember to be SunWise! For more information, call EPA's Stratospheric Ozone
111 Information Hotline at 800 296-1996, or visit our Web site at .
-------
-------
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.
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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.
Printed on paper that contains at least 30 percent postconsumer fiber.
-------
United States
Environmental Protection
Agency
Air and Radiation
6205J
EPA430-F-99-023
September 1999
www.epa.gov/sunwise
Ozone Depletion
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 Earths 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 Earths 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
Other ozone-depleting substances include pesticides such as methyl bromide,
halons used in fire extinguishers, and methyl chloroform used in industrial
processes.
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.
life.
What Is Being Done?
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The use and emission of ozone-depleting substances
damages the stratospheric ozone layer, which allows
more UV rays to reach the Earths surface and cause
adverse human health effects.
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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 .
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