This document outlines a unit plan for teaching second and third grade students about stormwater runoff and bioswales. The unit begins by introducing students to the concepts of pervious and impervious surfaces, runoff, and pollution through outdoor observations and readings. Students then learn about how bioswales work and how their school's bioswale helps manage stormwater runoff. They will partner with local organizations and develop a project to educate their community about protecting local waterways from runoff. The goal is for students to gain an understanding of watersheds and how their actions impact the environment so they can become agents of positive change.
Mr. Hajime Tanaka became affiliated with the Ocean Policy Research Institute (OPRI) as an Associate Program Officer from October 2018 after he got master degrees of Economics from Waseda University and International Affairs from University of California San Diego. His specialized fields are Macroeconomics, Policy evaluation and Geographical information analysis. Mr. Tanaka is in charge of projects of blue economy, blue finance, and ocean micro plastic debris. He is currently especially working on ocean micro plastic debris and managing some field research in some cities of Kanagawa prefecture in Japan. For blue economy, he is working on the analysis of management of companies of marine product processing industry.
Mr. Hajime Tanaka became affiliated with the Ocean Policy Research Institute (OPRI) as an Associate Program Officer from October 2018 after he got master degrees of Economics from Waseda University and International Affairs from University of California San Diego. His specialized fields are Macroeconomics, Policy evaluation and Geographical information analysis. Mr. Tanaka is in charge of projects of blue economy, blue finance, and ocean micro plastic debris. He is currently especially working on ocean micro plastic debris and managing some field research in some cities of Kanagawa prefecture in Japan. For blue economy, he is working on the analysis of management of companies of marine product processing industry.
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At the project inception in February 2009, Generation Power and the Los Angeles Department of Water and Power (LADWP), which commissioned this study, set the following goals:
1. Conduct physical water audits of at least 120 LAUSD school campuses, including water fixture counts, analysis of makes and models of toilets, and analysis of irrigation controllers and field conditions.
2. Develop an ongoing technical and media force for water conservation and campus sustainability.
3. Develop the organizational, technical, and knowledge capacity to have a significant and ongoing impact on water usage within the LAUSD.
Human Adaptation in Socio Hydrological Cycle A Review in Geographical Perspec...ijtsrd
This article discusses the new socio hydrological cycle in geography perspective and issues arising from human intervention in the hydrological cycle. Hydrology is considered as a field of water sciences, whether natural or disturbed by the use of various environmental science techniques. However, its emphasis on the impact of human adaptation and its co evolution to the hydrological cycle are sometimes left unexplored. This article traces the development of multi dimensional and interdisciplinary hydrological geography that ultimately involves the human component as an endogenous factor that alters its natural cycle. Subsequently, its discuss and analysis of importance of the new socio hydrological perspective to geography, especially in Malaysian context. Noorazuan Md Hashim "Human Adaptation in Socio-Hydrological Cycle: A Review in Geographical Perspective" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31625.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/social-science/31625/human-adaptation-in-sociohydrological-cycle-a-review-in-geographical-perspective/noorazuan-md-hashim
En todos los rincones del mundo las personas se enfrentan a las oportunidades y la tragedias relacionada con el agua. A veces, el exceso de agua, a veces la escasez. Hoy, cada vez más, la presencia o ausencia de agua es caótica, con los patrones menos predecibles que producen desastres locales de todo tipo.
El agua es el lazo que une a todas las cosas, tanto animadas como inanimadas. No es una exageración señalar que el agua refleja el río de la vida y la memoria de cada país o área. El agua es mística, religiosa, de gran alcance.........
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Course DescriptionENVI110 is an introductory, interdisciplinary .docxfaithxdunce63732
Course Description
ENVI110 is an introductory, interdisciplinary science course for majors in the Department of Earth and Environmental Systems and for students wishing to satisfy their general education requirement for a science course with or without a lab [Science w/lab requirement of FS2010].
Both major and non-major students should be enrolled concurrently in ENVI 110L.
2 This course presents the environment as a complex, highly interrelated system of physical and biological processes that impacts virtually every sphere of human activity. We depend on the environment for basic necessities such as food, water, and the raw materials that we transform into shelter; we rely upon large-scale environmental processes that provide ecosystem services, such as the climate regulation and the natural flood control provided by forests and wetlands; and yet we also incur the sometimes catastrophic consequences of major environmental events, such as earthquakes, hurricanes and drought. Increasingly, human activity is altering these basic physical and biological environmental processes; the human population has more than doubled since 1960, and our economic activity in developed and developing countries has heightened our demand for limited environmental resources, such as arable land and clean water. Other consequences of increased human activity are less obvious, but no less consequential. It clearly benefits us to acquire a better understanding of this environment that we depend upon and influence so dramatically.
In this class we will explore the various processes that contribute to the functioning of the environment, as well as the ways we interact with it.
We will introduce topics using a case-studies approach, in which we use current news stories as a launching point for our science-based investigations. We will investigate the science of the environment, delving into how environmental issues and problems can be understood and addressed using the scientific method. Most importantly, we will focus on how you, whether a scientist or lay citizen, can take a scientific and informed approach to real -life decision making, whether in the workplace, marketplace or voting booth. Throughout, we emphasize the importance of using critical thinking and evidence to draw conclusions and suggest actions.
Course Goals (abbreviated S&L 1-4 for Science and Laboratory Learning Objectives and SAL 1-3 for Skill Applied Learning Requirements from the Foundational Studies Program)
Increase our knowledge about the scientific process and the importance of science in making informed and reasonable choices. (S&L 4)
Formulate hypotheses and interpret authentic data to evaluate those hypo theses. (S&L
1 and 2)
Develop critical thinking skills and critical analysis through problem solving of practical problems associated with the physical and biological environment. (SAL 1)
Advance our understanding of environmental science by applying basic principles of physics, chemi.
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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The French Revolution Class 9 Study Material pdf free download
Bioswale Unit
1. Emilie Lavin
January 24, 2010
Bioswale Explorers Solve the Stormwater Problem
I. Overview and Expectations
Clean water is a basic need for life on earth; water makes our planet habitable. As far as we
know, there are no other planets that have enough water to support the complex network of living
things on our planet. Yet clean water, one of the building blocks of life, is becoming a scarcity on
our planet.
It is essential that educators teach today’s students how to conserve and protect our local
the waterways. If all children learned how to protect their community watersheds, we could raise a
generation of students with the skills to manage this precious resource. A place based curriculum
unit on bioswales, (a drainage system that cleans and filters stormwater runoff), is a great
opportunity to give students a sense of agency about this important issue.
Addressing the planetary water shortage is overwhelming, so it’s best to start in a familiar
place. There is a new bioswale at the school where I teach second and third grade --Willamette
Primary School in West Linn, OR. I plan to implement the following unit to teach my students one
way that we can protect and preserve our local waterways.
This experience will give my students an understanding of the bioswale on their
playground. By working with the city of West Linn and local watershed advocacy groups my class
can make a contribution to how their community deals with stormwater runoff. My hope is that this
experience is one of many that will confidence to tackle problems that arise in their communities
and their world.
II. Essential Questions
What happens to the rain once it hits the ground?
Why can’t the land absorb all the rain water?
How does runoff affect our watershed?
What type of pollution is caused by runoff?
How is our bioswale part of the runoff solution?
What is our community doing about stormwater runoff?
How can we partner with our community?
III. State and District Standards
Oregon State Science Standards
2.3 Scientific Inquiry: Scientific inquiry is a process used to explore the natural world
using evidence from observations.
2.3S.1 Observe, measure, and record properties of objects and substances using simple tools to
2. gather data and extend the senses.
2.3S.2 Make predictions about living and non-living things and events in the environment based on
observed patterns.
2.3S.3 Make, describe, and compare observations, and organize recorded data.
2.4 Engineering Design: Engineering design is a process used to design and build
things to solve problems or address needs.
2.4D.1 Use tools to construct a simple designed structure out of common objects and materials.
2.4D.2 Work with a team to complete a designed structure that can be shared with others.
2.4D.3 Describe an engineering design that is used to solve a problem or address a need.
3.3 Scientific Inquiry: Scientific inquiry is a process used to explore the natural world
using evidence from observations and investigations.
3.3S.1 Plan a simple investigation based on a testable question, match measuring tools to their
uses, and collect and record data from a scientific investigation.
3.3S.2 Use the data collected from a scientific investigation to explain the results and draw
conclusions.
3.3S.3 Explain why when a scientific investigation is repeated, similar results are expected.
District Social Studies and Science Standards:
Children develop understanding of broad-based concepts through first-hand investigations,
inquiry, perspective taking, the stories of predecessors and contemporaries, and a commitment to
serve the global community.
Second Grade District Social Studies and Science
• formulate rules that help people stay safe and get along with each other
• understand and use patterns as tools of organization
• use a variety of recording and organizational tools
• make inferences and predictions from evidence
• create and use maps to represent actual places
• gather information from charts, graphs and maps
• recognize the purpose, structure, and function of groups
3. • define relationships that support community life (i.e., global, ecological, regional, economic,
historical, social, cultural)
• describe how geographical and geological qualities help define a community
• describe how communities over time define themselves through their behavior and are affected by
technology
• identify the cause and effect relationship between two chronological events
• describe how diversity enriches a community and is essential for balance
• use the investigative processes of inquiry, observation, research, analysis, and communication
• participate in solving problems and making decisions regarding current, significant issues
Third Grade District Social Studies and Science Standards
• formulate rules that help people stay safe and get along with each other
• understand and use patterns as tools of organization (time, hierarchy, seasonal)
• use a variety of recording and organizational tools in combination
• make inferences, predictions, and generalizations from evidence
• create and use maps to represent actual places, including accurate features, multiple types of
information, and directionality
• gather information from charts, graphs, and maps and cross-compare information
• recognize the purpose, structure, and functions of groups
• define relationships that support community life (i.e., global, ecological, regional, economic,
historical, social, cultural)
• describe how geographical and geological qualities help define a community
• describe how communities over time define themselves through their behavior and are affected by
technology
• identify the causes and effects of chronological events
• describe how diversity enriches a community and is essential for balance
• use multiple sources to verify and extend information
• use the investigative processes of inquiry, observation, research, analysis and communication
• participate in solving problems and making decisions regarding current, significant issues
• recognize that there are different ways of looking at issues
IV. Learning Connections
While studying the Willamette bioswale students will be able to connect their learning to their
school and community. They will develop an understanding of how their actions connect to the
community and their local watershed. Visiting staff from the Environmental Services Department
of City of West Linn will clarify the connection between our swale and the implementation of their
stormwater management plan. The city will also teach students some specific content knowledge
about drains, pollution, and topics that interest them in the course of the unit. Students will then be
posed with the task of finding a way that they can partner with the city. Students will also learn
about the bioswale in the context of their local watershed from Tualatin River Keepers, an
organization that works on conservation and education. They state on their website that one of their
4. main goals is to “stop stormwater pollution from reaching our neighborhood streams.” The end
goal is for student enthusiasm and knowledge to support the objectives of The City of West Linn
and Tualatin River Keepers.
V. Intermediate and Culminating Projects
This place based unit will require many research skills. These may include: journaling
observations, keeping track of rainfall in the Willamette Valley; making diagrams showing why
runoff occurs, using graphic organizers to display information, using surveys and interviewing
techniques to collect data. The end project will depend on the community needs and student
interests. One certainty is that students will educate the school during an assembly with a
presentation. They will also develop a project to serve the greater community (e.g., a web-site, an
article in the city newspaper or a film, maybe even a student task force.
VI. Assessment
Students will use a rubric to design their final project. Giving the rubric to students ahead of
time sets a standard of accountability. The rubric will clarify expectations and the content to be
assessed. The particulars of the project will be determined by student interest. They will have the
opportunity to demonstrate their knowledge in writing or speaking, but their work must answer all
the essential questions of the unit. More than a mastery of the geologic or scientific concepts, I will
be looking for an explanation of why the concepts are important and how we can be agents of
change in our community.
VII. Unit Outline
Investigation One: Runoff
State Science standards: Scientific inquiry 2.3S, 3.3S; Engineering and design 2.4D
District Standards: using recording tools, make inferences and predictions, creating and using
maps, gather information from maps, identify cause and effect, how communities define
themselves
What happens to the rain once it hits the ground?
Go for a walk in the rain. Spend time outside and notice all the different surfaces that the
rain falls on. Write down observations.
Why can’t the land absorb the water in the first place?
Walk again in the rain if weather allows. Discuss the above question. Why is it that the land
can absorb the water in some places and it can’t in others? Walk around the swale. Talk
about its role.
What is runoff?
http://www.epa.gov/weatherchannel/stormwater.html
Read article to learn definition of runoff and causes. Discuss.
5. Read “Streams in the City”
http://www.epa.gov/owow/nps/nps_edu/pdf/urban.pdf
Take a walk around the neighborhood and notice examples of issues talked about in the
article.
Walk by the swale. Talk about its role.
How does runoff affect our watershed?
Make a model of a watershed to demonstrate pervious and impervious
http://www.stormwatercoalition.org/pdf/lessonPlans/lesson05-01.pdf
6. What type of pollution is caused by runoff?
http://www.epa.gov/reg5rcra/wptdiv/p2pages/water.pdf what is water pollution
What human actions cause runoff?
Give examples of residential, commercial, automotive, construction, forestry, and
agricultural runoff.
Read article that talks about human causes of runoff.
http://www.epa.gov/owow/nps/nps_edu/pdf/stop.pdf
Go for a walk around Willamette looking for evidence of pollution or possible culprits.
Walk by the swale. Talk about its role.
Make topographic map of the area around Willamette
http://www.stormwatercoalition.org/pdf/lessonPlans/lesson05-03.pdf
A collection of videos from the water channel:
http://www.thewaterchannel.tv/index.php?
option=com_hwdvideoshare&Itemid=70&task=categories
http://www.ecostudies.org/ed_curricula_water_lessons.html
http://www.catskillcenter.org/programs/edu/enviredu.html
Investigation Two: Bioswale
State Science standards: 3.3S.1, 3.3S2
District standards: make inferences and predictions, recognize purpose of groups, relationships
that support community,
Explore the bioswale and develop questions.
Measure the swale.
Identify the plants.
Notice the earth materials in the swale.
Identify and catalog plants. How many are there? How are they distributed?
Make a map of the swale.
How does the bioswale work?
How is our bioswale part of the runoff solution?
How does it benefit Willamette and the greater community?
Visit with Bob from CREST.
Visit with architects from H. Walker Macy.
Spend time in the swale with both visitors.
7. Students have questions prepared for visitors about swale and its workings, as well as runoff,
pollution, and how the swale helps manage stormwater.
8. Investigation Three: Partnerships
District Standards: make inferences and predictions, recognize purpose of groups, relationships
that support community, how geology and geography define community
What is our community doing about storm water runoff?
Investigation Four: Solutions
District Standards: make inferences and predictions, recognize purpose of groups,
relationships that support community, how geology and geography define community
What can we do to help our partners?
Read and discuss ten things that we can do to make a difference in our watershed. http://
www.epa.gov/adopt/earthday/index.html
Student will develop a whole class project where they can synthesize their knowledge, work in
small groups, and find a way to provide service to their school and local community around this
issue.
Why should we partner with our community?
The organizations below will help us in our exploration of these questions as well as
developing our content knowledge on swales and runoff.
Tualatin River Keepers
Tualatin River Keepers may work with us concurrently with other investigations in the unit.
It will depend on how we partner together and how their educational program fits in best
with the unit. There will be a field trip to our local wetland and river front as well as to a
wetland in the area.
Students will also learn to identify our watershed address:
http://www.epa.gov/owow/nps/nps_edu/pdf/what.pdf
City of West Linn
The city may visit us earlier in the unit. It will depend on how we partner together and how
the topic of their presentation fits in best with the unit. I would like the students to develop
an understanding of the city’s stormwater management plan. I hope that we can arrange a
field trip, or a place based task where they can identify
elements of West Linn Public Works.
9. VIII. Challenges and Opportunities
The biggest challenge with this unit is my lack of content knowledge. I am learning quickly, but
I don’t have a strong scientific background. Fortunately there are a lot of good resources on the
internet to use.
In order for my students to develop their content knowledge they will need to watch some
films. There is not a lot of reading on grade level for second and third graders about bioswales.
There are books and texts on water pollution, but for students to really understand how a swale
works they will just need to see it and hear about how it works from a real live professional!
I have never partnered with a community organization before and I am not sure of all of the
challenges that come with that. I realize that I may have to do quite a bit of networking before I find
the right project and right connection with someone. Another challenge is to find a developmentally
appropriate way for my students to make a difference in their community. I hope that we can write
or produce a project that will genuinely educate their peers, parents and other folks in the
Willamette neighborhood.
With this unit I have the opportunity to give my students a sense of agency. This unit is also a
personal and professional opportunity for me. I can learn about a subject about which I feel
passionately and hopefully pass that enthusiasm onto my students. If my students are not
passionate about runoff, I hope that my enthusiasm will be an inspiration for them to find their own
issues to explore in the future.
10. Introducing Stormwater
Students will begin to develop their understanding of storm water runoff and where it comes from.
Content:
Stormwater
Runoff
Pervious and impervious surfaces
Pollution
Human causes of runoff
Purpose:
Students will be introduced to the problem of stormwater runoff. They will identify the surfaces on
which rain fall. Through observation and testing, they will learn to identify which surfaces absorb
water, and which don’t. They will learn to identify pollutants.
Learning activities
Part I: Exploration
Developing a context for the concept of stormwater
What happens to the rain once it hits the ground?
Go for a walk in the rain. Spend time outside and notice all the different surfaces that the
rain falls on. Write down observations.
Why can’t the land absorb the water in the first place?
Discuss urban versus rural settings
Part II: Content Knowledge
Developing vocabulary and knowledge of key concepts
What is runoff?
http://www.epa.gov/weatherchannel/stormwater.html
Read article to learn definition of runoff and causes. Discuss.
What human actions cause runoff?
Residential, commercial, automotive, agricultural, construction, forestry
Agricultural runoff
Read article that talks about human causes of runoff
http://www.epa.gov/owow/nps/nps_edu/pdf/stop.pdf
Have students identify actions by themselves or their family that contribute to runoff.
Evaluation Strategies
11. Walk again in the rain (if weather allows). Once again notice pervious and impervious surfaces.
Assess students’ content knowledge by asking them to point out how absorbent different surfaces
are. Also have them identify possible contaminants.