This document provides information about the urban water cycle in New York City through a series of activities and lessons. It begins with an introduction to the urban water cycle and includes vocabulary terms like evaporation, transpiration, condensation, and precipitation. It then presents two activities for students - drawing the natural and urban water cycles, and identifying how different plants and animals use water. Younger students can create terrariums to observe the water cycle or track weather patterns. Older students examine how the urban water cycle differs from the natural one and factors like evapotranspiration and runoff in cities. The document concludes with links to additional online resources about various atmospheric and climate topics.
Project proposal on emergency flood damage rehabilitation Reazul Kabir
This project proposal seeks funding for the rehabilitation of national, regional, and district roads in 10 flood-affected districts following damaging floods in 2016. The project aims to restore over 15,00,000 people's access to roads and transportation by rebuilding damaged infrastructure to pre-flood or higher standards, and to implement protective measures to reduce future flood impacts. With a proposed budget of 5,60,54.96 lakh, the emergency rehabilitation work would restore economic and social functions while creating employment opportunities for flood victims. Risks include potential budget shortfalls or corruption, but developing clear work plans and increasing community participation could help mitigate these risks.
The document discusses student-led school hazard mapping and multi-hazard drills. It provides guidance on organizing student teams to conduct hazard mapping by observing the school and identifying risky areas. The teams then plot the hazards on a map and present it to school officials. This helps improve student awareness of risks and school safety. The document also discusses the importance of multi-hazard drills in schools to prepare for different disasters and identify gaps. A proper planning, execution, and evaluation process is outlined to continuously improve school preparedness.
The document discusses the Philippines' full disclosure policy, which requires local government officials to publicly post financial transactions and budgets to promote transparency. It aims to minimize corruption by increasing public awareness of funds. The law mandates posting summaries of revenues, expenditures, procurement bids, and more within certain timeframes. Non-compliance can result in sanctions like suspension or removal from office. The Department of the Interior and Local Government oversees implementation and compliance through guidance and a rewards system. It also created an online portal for viewing local government disclosures.
The Enriqueta Montilla De Esteban Memorial High School is hosting a Management Committee Meeting on December 10, 2013 for Secondary School Administrators from the Division of Central Negros to update, provide feedback, and plan regarding current DepEd programs. The principal is inviting the Punong Barangay to attend as a guest and offer a message at the meeting, believing his leadership experience will provide valuable insights.
This certificate from a school in the Philippines certifies that a student named ______________ maintained good moral character and had no record of misconduct during their time studying at the school from 2021-2022. The certificate is intended to serve some legal purpose and was issued by the Head Teacher Juan Dela Cruz on a specific date in 2022 at the school's location in Region #, Place City Division.
Project proposal on emergency flood damage rehabilitation Reazul Kabir
This project proposal seeks funding for the rehabilitation of national, regional, and district roads in 10 flood-affected districts following damaging floods in 2016. The project aims to restore over 15,00,000 people's access to roads and transportation by rebuilding damaged infrastructure to pre-flood or higher standards, and to implement protective measures to reduce future flood impacts. With a proposed budget of 5,60,54.96 lakh, the emergency rehabilitation work would restore economic and social functions while creating employment opportunities for flood victims. Risks include potential budget shortfalls or corruption, but developing clear work plans and increasing community participation could help mitigate these risks.
The document discusses student-led school hazard mapping and multi-hazard drills. It provides guidance on organizing student teams to conduct hazard mapping by observing the school and identifying risky areas. The teams then plot the hazards on a map and present it to school officials. This helps improve student awareness of risks and school safety. The document also discusses the importance of multi-hazard drills in schools to prepare for different disasters and identify gaps. A proper planning, execution, and evaluation process is outlined to continuously improve school preparedness.
The document discusses the Philippines' full disclosure policy, which requires local government officials to publicly post financial transactions and budgets to promote transparency. It aims to minimize corruption by increasing public awareness of funds. The law mandates posting summaries of revenues, expenditures, procurement bids, and more within certain timeframes. Non-compliance can result in sanctions like suspension or removal from office. The Department of the Interior and Local Government oversees implementation and compliance through guidance and a rewards system. It also created an online portal for viewing local government disclosures.
The Enriqueta Montilla De Esteban Memorial High School is hosting a Management Committee Meeting on December 10, 2013 for Secondary School Administrators from the Division of Central Negros to update, provide feedback, and plan regarding current DepEd programs. The principal is inviting the Punong Barangay to attend as a guest and offer a message at the meeting, believing his leadership experience will provide valuable insights.
This certificate from a school in the Philippines certifies that a student named ______________ maintained good moral character and had no record of misconduct during their time studying at the school from 2021-2022. The certificate is intended to serve some legal purpose and was issued by the Head Teacher Juan Dela Cruz on a specific date in 2022 at the school's location in Region #, Place City Division.
The document outlines an action plan by Malalinta National High School to provide psychosocial support and raise mental health awareness among students and staff. It includes three activities: 1) Classroom orientations during August 22-26 to prepare students for in-person classes. 2) An August 19 session for school personnel. 3) A September symposium to orient students and staff on mental health awareness. The plan aims to ensure students and staff are ready to handle challenges of in-person classes.
A briefer for the Orientation Meeting with State Universities and Colleges (SUCs)
Presented by Usec. Austere A. Panadero, CESO I
16 March 2017 | Senate of the Philippines
What is LCCAP?
LCCAP is a strategy document that describes measures and policies of a local government to reduce greenhouse gas emissions (mitigation actions) and increase the community's resilience (adaptation actions) to the impacts of climate change. (CCC)
http://www.lorenlegarda.com.ph/
http://www.dilg.gov.ph/
The document discusses the differences between commands and requests in sentences. Commands typically use an imperative verb like "speak up" and end with a period, while requests often include "please" or "may I" and end with a question mark. Examples of commands and requests are provided to illustrate how word choice and punctuation indicate whether a sentence is a command or request. The document also includes exercises for readers to practice identifying commands and requests in sample sentences.
This document discusses the importance and sources of water. It identifies the key sources of water as salt water from oceans, fresh water from rivers and lakes, groundwater, and water in the air. It describes how water is used for drinking, cleaning, agriculture, industry and is essential for all living things. The water cycle is identified as critical as it allows water to move between the air and land and without it life would not be possible on Earth.
Planning is a vital process for schools that helps set priorities, accomplish goals, and improve programs. It involves organized thinking to determine what needs to be done, how it will be done, and who will do it. A good planning process stimulates improvement, anticipates the future, involves stakeholders, and adapts to changing needs. Planning establishes objectives and targets for educational development over a defined period using available resources. It is an ongoing, dynamic process of preparing decisions to achieve goals through optimal means.
The document summarizes a capacity building seminar on child protection policy that was conducted for teachers at Salawag Elementary School. The seminar discussed children's rights to protection from abuse, exploitation, and neglect according to Philippine law and DepEd policy. It covered topics like bullying, children's rights and obligations, and relevant laws. Pictures show teachers attending presentations by a lawyer speaker and the school principal. The seminar helped teachers understand measures and protocols for handling child protection issues.
Deped school drrm coordinator duties and responsibilitiesAlicel Mangulabnan
This document outlines the roles and responsibilities of a school disaster risk reduction and management (SDRRM) coordinator according to DepEd Order No. 21, s. 2015. It discusses forming a SDRRM committee and teams for prevention/mitigation, preparedness, response, and rehabilitation. The coordinator is responsible for receiving advisories, conducting drills, risk assessments, capacity building, and reporting damages. Early warning, medical/health management, facilities/security, frontline responders, information/advocacy, and social mobilization/networking teams are also described along with their roles.
This mid-year review form evaluates an employee's performance over the rating period. It includes the employee's name, position, and department. It lists the key result areas, objectives, timeline and weight for each objective. It provides space to note the mid-year review results, rating given by the rater (supervisor), remarks from both rater and ratee, and signatures from rater, ratee and approving authority.
Action plan on child protection policy 2021wena henorga
This document outlines the School Child Protection Policy Action Plan for Dulangan National High School for School Year 2021-2022. It details standards, activities, persons involved, budget sources, time frames, and means of verification to ensure the dissemination of information on child protection, responsible parenting, and the prevention of abuse and bullying. Key actions include seminars for teachers and parents, student orientations, updating child protection policies, coordination with government agencies, anti-bullying campaigns, and student education sessions on positive relationships and social-emotional skills. The plan was prepared by the School Guidance Advocate, noted by the Principal, and approved by the Division Child Protection Policy Chairman.
The contingency plan outlines the school's strategies for disaster risk reduction and management (DRRM) for the 2022-2023 school year. It includes pre-implementation, actual implementation, and post-implementation phases. In the pre-implementation phase, the school will orient staff, parents, and students on the DRRM program and train the DRRM coordinator. The actual implementation phase involves demonstrations of proper earthquake response and participation in nationwide drills. Finally, the post-implementation phase consists of evaluating drills and documenting activities for reporting. The plan identifies roles and resources needed to successfully conduct the DRRM program throughout the school year.
Topic 4 school drrm and contingency planning newRichard Alagos
The document outlines a framework for school disaster management and contingency planning in the Philippines. It discusses establishing a School Disaster Risk Reduction and Management Group (SDRRMG) to coordinate the school's disaster response. The SDRRMG is responsible for creating a School Disaster Management Plan (SDMP) that involves conducting a hazard, vulnerability and capacity assessment of the school. The SDMP also includes developing an early warning system and contingency plans, such as an evacuation plan, to prepare the school community to respond to different disaster scenarios.
Under the Metro Manila Flood Management Project, 36 existing pumping stations will be modernized, 20 new ones will be constructed and supporting infrastructure along critical waterways will be improved in the cities of Manila, Pasay, Taguig, Makati, Malabon, Mandaluyong, San Juan, Pasig, Valenzuela, Quezon City and Caloocan.
This document outlines the activities for National Reading Month at Jose B. Puey Sr. Elementary School. It includes a narrative on the importance of reading and challenges in developing reading skills. The program section lists the weekly activities such as mystery readers, reading days, writing contests, and camps. A schedule provides details of the activities and those involved. Pictures show students engaged in reading and library activities to promote their reading skills.
Form 2E (Photo Documentation)_PCM (1).docxJetroResonar1
This document contains instructions for local government field offices to document a local government's compliance with requirements for the Seal of Good Local Governance through photographs. The field offices are instructed to take photos related to various assessment areas like disaster preparedness, environmental management, and tourism. The photos should be clear and without distortion. The field offices must also record observations for each photo on the forms.
Disaster Risk Reduction (DRR) and Climate Change Adaptation (CCA)FAO
This document discusses Disaster Risk Reduction (DRR) and Climate Change Adaptation (CCA). It defines DRR as reducing disaster risks through analyzing and managing causal factors, reducing exposure to hazards, lessening vulnerability, improving land and environment management, and preparing for adverse events. CCA is defined as adjusting systems in response to actual or expected climate impacts to moderate potential damages or benefit from opportunities. The document outlines international processes and agendas for DRR and CCA and priorities for action. It discusses rationales for and barriers to harnessing synergies between DRR and CCA, and approaches to facilitate their integration, such as improved access to climate information and risk governance.
This lesson plan aims to teach 4th grade gifted students about the different sources of water. It will have them identify sources like seas, rivers, lakes, and underground sources. They will learn how each source is different through a video and class discussion. Students will then get into groups and define terms like seawater, freshwater, and groundwater by writing their definitions on strips of paper to post on the board. The lesson aims to show students how important water is and how to conserve it.
This document provides information about various sources of freshwater and drinking water sources. It discusses the water cycle and major reservoirs like groundwater, glaciers, rivers/lakes and the atmosphere. Students explore these sources through various websites and activities. They learn that local drinking water in Salt Lake City comes from rivers and snowmelt in the Wasatch Mountains that flow into reservoirs in the Jordan River and Great Salt Lake watershed. The document emphasizes the importance of protecting water sources and discusses actions individuals and society can take to better conserve freshwater.
This document provides instructions and procedures for conducting the "Water: No Dirt, No Germs" activity as part of the Global Experiment for the International Year of Chemistry. Students will clarify and disinfect local natural water sources in small groups. The clarification process involves aeration, coagulation, sedimentation, and filtration to remove solid particles. Disinfection uses bleach to destroy germs, with students measuring the number of drops needed to achieve a chlorine residual. Results including water descriptions, photos, and average bleach drops will be submitted to the global database. The activity aims to raise awareness of chemistry's role in providing clean drinking water.
The document outlines an action plan by Malalinta National High School to provide psychosocial support and raise mental health awareness among students and staff. It includes three activities: 1) Classroom orientations during August 22-26 to prepare students for in-person classes. 2) An August 19 session for school personnel. 3) A September symposium to orient students and staff on mental health awareness. The plan aims to ensure students and staff are ready to handle challenges of in-person classes.
A briefer for the Orientation Meeting with State Universities and Colleges (SUCs)
Presented by Usec. Austere A. Panadero, CESO I
16 March 2017 | Senate of the Philippines
What is LCCAP?
LCCAP is a strategy document that describes measures and policies of a local government to reduce greenhouse gas emissions (mitigation actions) and increase the community's resilience (adaptation actions) to the impacts of climate change. (CCC)
http://www.lorenlegarda.com.ph/
http://www.dilg.gov.ph/
The document discusses the differences between commands and requests in sentences. Commands typically use an imperative verb like "speak up" and end with a period, while requests often include "please" or "may I" and end with a question mark. Examples of commands and requests are provided to illustrate how word choice and punctuation indicate whether a sentence is a command or request. The document also includes exercises for readers to practice identifying commands and requests in sample sentences.
This document discusses the importance and sources of water. It identifies the key sources of water as salt water from oceans, fresh water from rivers and lakes, groundwater, and water in the air. It describes how water is used for drinking, cleaning, agriculture, industry and is essential for all living things. The water cycle is identified as critical as it allows water to move between the air and land and without it life would not be possible on Earth.
Planning is a vital process for schools that helps set priorities, accomplish goals, and improve programs. It involves organized thinking to determine what needs to be done, how it will be done, and who will do it. A good planning process stimulates improvement, anticipates the future, involves stakeholders, and adapts to changing needs. Planning establishes objectives and targets for educational development over a defined period using available resources. It is an ongoing, dynamic process of preparing decisions to achieve goals through optimal means.
The document summarizes a capacity building seminar on child protection policy that was conducted for teachers at Salawag Elementary School. The seminar discussed children's rights to protection from abuse, exploitation, and neglect according to Philippine law and DepEd policy. It covered topics like bullying, children's rights and obligations, and relevant laws. Pictures show teachers attending presentations by a lawyer speaker and the school principal. The seminar helped teachers understand measures and protocols for handling child protection issues.
Deped school drrm coordinator duties and responsibilitiesAlicel Mangulabnan
This document outlines the roles and responsibilities of a school disaster risk reduction and management (SDRRM) coordinator according to DepEd Order No. 21, s. 2015. It discusses forming a SDRRM committee and teams for prevention/mitigation, preparedness, response, and rehabilitation. The coordinator is responsible for receiving advisories, conducting drills, risk assessments, capacity building, and reporting damages. Early warning, medical/health management, facilities/security, frontline responders, information/advocacy, and social mobilization/networking teams are also described along with their roles.
This mid-year review form evaluates an employee's performance over the rating period. It includes the employee's name, position, and department. It lists the key result areas, objectives, timeline and weight for each objective. It provides space to note the mid-year review results, rating given by the rater (supervisor), remarks from both rater and ratee, and signatures from rater, ratee and approving authority.
Action plan on child protection policy 2021wena henorga
This document outlines the School Child Protection Policy Action Plan for Dulangan National High School for School Year 2021-2022. It details standards, activities, persons involved, budget sources, time frames, and means of verification to ensure the dissemination of information on child protection, responsible parenting, and the prevention of abuse and bullying. Key actions include seminars for teachers and parents, student orientations, updating child protection policies, coordination with government agencies, anti-bullying campaigns, and student education sessions on positive relationships and social-emotional skills. The plan was prepared by the School Guidance Advocate, noted by the Principal, and approved by the Division Child Protection Policy Chairman.
The contingency plan outlines the school's strategies for disaster risk reduction and management (DRRM) for the 2022-2023 school year. It includes pre-implementation, actual implementation, and post-implementation phases. In the pre-implementation phase, the school will orient staff, parents, and students on the DRRM program and train the DRRM coordinator. The actual implementation phase involves demonstrations of proper earthquake response and participation in nationwide drills. Finally, the post-implementation phase consists of evaluating drills and documenting activities for reporting. The plan identifies roles and resources needed to successfully conduct the DRRM program throughout the school year.
Topic 4 school drrm and contingency planning newRichard Alagos
The document outlines a framework for school disaster management and contingency planning in the Philippines. It discusses establishing a School Disaster Risk Reduction and Management Group (SDRRMG) to coordinate the school's disaster response. The SDRRMG is responsible for creating a School Disaster Management Plan (SDMP) that involves conducting a hazard, vulnerability and capacity assessment of the school. The SDMP also includes developing an early warning system and contingency plans, such as an evacuation plan, to prepare the school community to respond to different disaster scenarios.
Under the Metro Manila Flood Management Project, 36 existing pumping stations will be modernized, 20 new ones will be constructed and supporting infrastructure along critical waterways will be improved in the cities of Manila, Pasay, Taguig, Makati, Malabon, Mandaluyong, San Juan, Pasig, Valenzuela, Quezon City and Caloocan.
This document outlines the activities for National Reading Month at Jose B. Puey Sr. Elementary School. It includes a narrative on the importance of reading and challenges in developing reading skills. The program section lists the weekly activities such as mystery readers, reading days, writing contests, and camps. A schedule provides details of the activities and those involved. Pictures show students engaged in reading and library activities to promote their reading skills.
Form 2E (Photo Documentation)_PCM (1).docxJetroResonar1
This document contains instructions for local government field offices to document a local government's compliance with requirements for the Seal of Good Local Governance through photographs. The field offices are instructed to take photos related to various assessment areas like disaster preparedness, environmental management, and tourism. The photos should be clear and without distortion. The field offices must also record observations for each photo on the forms.
Disaster Risk Reduction (DRR) and Climate Change Adaptation (CCA)FAO
This document discusses Disaster Risk Reduction (DRR) and Climate Change Adaptation (CCA). It defines DRR as reducing disaster risks through analyzing and managing causal factors, reducing exposure to hazards, lessening vulnerability, improving land and environment management, and preparing for adverse events. CCA is defined as adjusting systems in response to actual or expected climate impacts to moderate potential damages or benefit from opportunities. The document outlines international processes and agendas for DRR and CCA and priorities for action. It discusses rationales for and barriers to harnessing synergies between DRR and CCA, and approaches to facilitate their integration, such as improved access to climate information and risk governance.
This lesson plan aims to teach 4th grade gifted students about the different sources of water. It will have them identify sources like seas, rivers, lakes, and underground sources. They will learn how each source is different through a video and class discussion. Students will then get into groups and define terms like seawater, freshwater, and groundwater by writing their definitions on strips of paper to post on the board. The lesson aims to show students how important water is and how to conserve it.
This document provides information about various sources of freshwater and drinking water sources. It discusses the water cycle and major reservoirs like groundwater, glaciers, rivers/lakes and the atmosphere. Students explore these sources through various websites and activities. They learn that local drinking water in Salt Lake City comes from rivers and snowmelt in the Wasatch Mountains that flow into reservoirs in the Jordan River and Great Salt Lake watershed. The document emphasizes the importance of protecting water sources and discusses actions individuals and society can take to better conserve freshwater.
This document provides instructions and procedures for conducting the "Water: No Dirt, No Germs" activity as part of the Global Experiment for the International Year of Chemistry. Students will clarify and disinfect local natural water sources in small groups. The clarification process involves aeration, coagulation, sedimentation, and filtration to remove solid particles. Disinfection uses bleach to destroy germs, with students measuring the number of drops needed to achieve a chlorine residual. Results including water descriptions, photos, and average bleach drops will be submitted to the global database. The activity aims to raise awareness of chemistry's role in providing clean drinking water.
Running Head Dependence of man on environment1Dependence .docxsusanschei
Running Head: Dependence of man on environment
1
Dependence of man on environment
5
Title
Name
SCI 207: Dependence of man on the environment
Instructor
Date
Introduction
Background
Looking at the history of mankind one thing is really common; all the wars were fought for three main reasons wealth, women and land. However looking at the future of this era it can be easily concluded that all of the future wars will be fought for the sake of water. Water crisis is not just going to be a crisis but a threat to the very existence of civilization. Human beings when sent to this earth were the weakest of all forces but with the quality of living standards and use of resources it conquered all forces of nature. Now coming to the present situation of water in the entire world people don’t have access to fresh water supply in most parts of the world. The situation is alarming as the absence of good quality water can cause numerous diarrheal diseases, including Cholera, and other serious illnesses such as Guinea worm disease, Typhoid, and Dysentery. Therefore quality of good water is necessary for living.
Objective
Considering the increasing number of water related diseases and other issues in the world. Our objective was to analyze, organize and summarize the information in order to find the solution that the people are facing with regards the water related issues. How they can provide themselves and their families with water supply that is purely hygienic and doesn’t cause any harm to them and to their families. The further objective was to find the reasons of what is the quality of water that most of the people are drinking. Is tap water good for health for most of the people in today’s world.
Experiment 1: Diversity of Plants
Table 2: Number of Each Plant Species Present in Pot 1 and Pot 2
Species Observed
Number in Pot 1(sunlight)
Number in Pot 2(shade)
Zinnia
0
0
Marigold
0
0
Morning Glory
0
0
Cosmos
0
0
Ryegrass
0
0
Total Number of Species in Pot:
0
0
Hypothesis
I have developed a hypothesis that plants that get the most light will develop in shape better than the plants which exists only in the shadow.
Conclusion
According to Bensel & Turk, (2014), In terrestrial ecosystems, air pollution deposition affects plant physiology; microbial processes; biogeochemical cycles of substances, such as nitrogen; and plant community dynamics. In aquatic ecosystems, acidic deposition results in acidification of waterways, the mobilization of trace metals in surface waters, and ultimately, the loss of aquatic biodiversity.
Based on the experiment and the comprehensive research I reject my this hypothesis and this is because there was limited sunlight the flowers were not able to completely grow in the shadow, there are several stems that grew but I cannot identify to which plant they belong. I would say the eco system is healthy; my home is just not properly set for growing plants. I would say the eco system is somewhat healthy because there was som ...
SimWater is an educational game designed to teach players about the water cycle and water pollution. The game simulates a water molecule traveling through the water cycle in different states - liquid, solid, and gas. As the water molecule moves through polluted areas, its health is affected based on 5 indexes. The game aims to give players a virtual experience of how water pollution impacts our environment and health to increase awareness of this important issue.
Gen Chem 1 COT 1 Water Properties Lesson planJennetteBelliot
Unique properties of water
Water is polar. ...
Water is an excellent solvent. ...
Water has high heat capacity. ...
Water has high heat of vaporization. ...
Water has cohesive and adhesive properties. ...
Water is less dense as a solid than as a liquid.
Here are the key points about climate change and its impacts on urban environments:
- Climate change is causing a rise in global temperatures due to increased greenhouse gas emissions from human activities like burning fossil fuels.
- In urban areas, this is leading to problems like rising sea levels that threaten coastal cities, variable energy demands that strain power infrastructure, and water scarcity issues due to changes in precipitation patterns.
- To address these challenges, cities are implementing both mitigation strategies to reduce their carbon footprint and adaptation measures to deal with the impacts of climate change that can no longer be avoided.
- Effective solutions require an integrated approach where mitigation and adaptation work together - for example, investing in renewable energy helps mitigate emissions while making the
The document describes water resources on Earth and issues relating to water use and management. It explains that fresh water is limited, most water is salt water, and surface water is found in rivers and watersheds that are recharged by groundwater in aquifers. It also discusses global water usage, water treatment for drinking, and ways to conserve water through irrigation methods, reservoirs, and pollution prevention.
The document describes the multi-stage process used to treat drinking water. It begins by removing large solid particles through screening and grit removal. The second stage involves coagulation and flocculation, where chemicals are added to bind smaller particles together into clusters that are then filtered out. The third and final stage disinfects the water by adding chlorine to kill any remaining microorganisms like bacteria or viruses. Each of these stages helps reduce health risks by removing contaminants and pathogens to provide clean, safe drinking water.
The document discusses freshwater systems and distribution, explaining that only 3% of Earth's water is freshwater and most of that is frozen. It then covers topics like human reliance on freshwater sources, water scarcity around the world, watersheds and river basins, the water cycle, groundwater systems, and factors that affect water quality. Videos and links are provided throughout to supplement the textual information on various freshwater topics.
Lab 10 water quality and macroinvertebrate diversity fall 2014Amy Hollingsworth
This document discusses aquatic macroinvertebrates and their use in assessing water quality. It will teach students to describe macroinvertebrates, understand watersheds, and explain bio-monitoring. Students will learn about collecting macroinvertebrates, and how their presence indicates water quality. The document compares two streams - Bath Creek with abundant plants and slow flow, and shaded Yellow Creek with rocky bottom and fast flow. Photosynthesis and cellular respiration affect oxygen levels differently in each stream.
This document discusses water resources and the water cycle. It provides visual representations of the water on Earth and explains that most water is not accessible for human use. It then discusses the water cycle, where water is constantly moving between the atmosphere and Earth through evaporation, condensation and precipitation. It also notes that the water cycle has occurred for millions of years, since the time of the dinosaurs, and is essential for providing fresh water.
This document provides an introduction to a project about conserving fresh water resources in Hawaii. Students will research where fresh water comes from in Hawaii and how it is used, and participate in classroom activities and field trips. The goal is for students to work in teams to create a podcast presenting information about water resource management in Hawaii. The document outlines several activities for students, including experiments to demonstrate the water cycle and water filtration. It concludes with references for the images used.
This PowerPoint lesson teaches 4th grade students about the water cycle. Students will learn to define and identify the basic components of the water cycle, including evaporation, condensation, precipitation, and collection. They will draw a diagram labeling each part of the cycle and describing how water is recycled through the earth's systems. The goal is for students to understand the importance of the water cycle for life on Earth.
20091127 Fr Everyday Life And Its Cycle Group 5 1+2SzSS
Water moves through a natural cycle, changing states between liquid, solid, and gas. It evaporates from bodies of water, condenses into clouds, and falls as precipitation. Most water is then absorbed by plants or flows into rivers and lakes before evaporating again. Water is also treated and distributed for everyday human uses. It is pumped from underground sources through pipe networks and reservoirs before reaching homes and businesses. Agriculture accounts for about 70% of water consumption globally, while industry uses around 22% and domestic use about 8%. However, consumption varies significantly between wealthy and poor countries. Access to clean drinking water remains a challenge in some parts of the world.
DESIGN, FABRICATION AND TESTING OF SOLAR WATER FILTERAnmol Mangat
B.tech final year project on designing solar still solar water still to filter out water by distillation and further adding minerals to make the water drinkable.
This document provides an overview of the GLOBE (Global Learning and Observations to Benefit the Environment) program, which is a worldwide hands-on science and education program involving primary and secondary school students. The document outlines GLOBE's mission and goals of improving science education and environmental stewardship. It also describes GLOBE's hydrology protocols and tools for water quality monitoring to support students' science learning and research.
Lab 2 – Water Quality and ContaminationExperiment 1 Drinkin.docxsmile790243
Lab 2 – Water Quality and Contamination
Experiment 1: Drinking Water Quality
Bottled water is a billion dollar industry in the United States. Still, few people know the health benefits, if any, that come from drinking bottled water as opposed to tap water. This experiment will look at the levels of a variety of different chemical compounds in both tap and bottled water to determine if there are health benefits in drinking bottled water.
POST-LAB QUESTIONS
1. Develop a hypothesis regarding which water sources you believe will contain the most and least contaminants, and state why you believe this. Be sure to clearly rank all three sources from most to least contaminants.
Hypothesis = If bottled water is a billion-dollar industry in the United States then it must contain less chemicals, if any, that come from my local tap water and should be healthier. I think that Fiji water will contain the least amount of contaminants because the water is bottled at the source. It is bottled from an artesian aquifer and remains untouched by man (FijiWater.com). An artesian aquifer is essentially a well that is in particular geologic layer that stores water. Following the Fiji water, I think that the Dasani water will contain more contaminants than the Fiji water but less than my local tap water because Dasani is simply purified water. Dasani’s purified water is purified using reverse osmosis then minerals are added in after the purification process (Dasani.com). Finally, I think that my local tap water will contain the greatest amount of contaminants because there is no purification system in place.
Table 1: Ammonia Test Results
Water Sample
Test Results (mg/L)
Tap Water
0(mg/L)
Dasani® Bottled Water
0(mg/L)
Fiji® Bottled Water
0(mg/L)
Table 2: Chloride Test Results
Water Sample
Test Results (mg/L)
Tap Water
0(mg/L)
Dasani® Bottled Water
0(mg/L)
Fiji® Bottled Water
0(mg/L)
Table 3: 4 in 1 Test Results
Water Sample
Total Alkalinity
(mg/L)
Total Chlorine
(mg/L)
Total Hardness
(mg/L)
Tap Water
0(mg/L)
4.0(mg/L)
50(mg/L)
Dasani® Bottled Water
0(mg/L)
0(mg/L)
0(mg/L)
Fiji® Bottled Water
0(mg/L)
4.0(mg/L
50(mg/L)
Table 4: Phosphate Test Results
Water Sample
Test Results (ppm)
Tap Water
50ppm
Dasani® Bottled Water
10ppm
Fiji® Bottled Water
100ppm
Table 5: Iron Test Results
Water Sample
Test Results (ppm)
Tap Water
0.15ppm
Dasani® Bottled Water
0ppm
Fiji® Bottled Water
0ppm
Table 6: pH Results
Water Sample
Test Results
Tap Water
7
Dasani® Bottled Water
3
Fiji® Bottled Water
6
2. Based on the results of your experiment, would accept or reject the hypothesis you produced in question 1? Explain how you determined this.
Accept/reject = Based on the results of the experiment I would reject the hypothesis that I produced in question 1 because the Fiji Bottled Water contained the same amount of chlorine and hardness and the bottled Dasani water contained no hardness or chlorine. In addition, the Fiji Bottled Water had the highest amount of phosphate p ...
This document provides a 3-lesson plan about water as a natural resource. Lesson 1 introduces students to the project and facts about water. Students watch videos on water usage and discuss questions. They read and discuss 20 facts about water. Lesson 2 focuses on the water cycle. Students watch animations and answer questions about processes. They play an online quiz and complete a labeling activity about the water cycle. Lesson 3 raises awareness about water scarcity. Students read facts on scarcity and play a true/false game. They complete a reading comprehension activity about Earth's water distribution. The final video and poster presentations wrap up the project.
This document provides an overview of a lecture on environmental science and the hydrological cycle. It includes:
1. An introduction of the lecturer, Amit Chauhan, including his educational and professional background.
2. An outline of topics to be covered in the lecture, including the hydrological cycle, remote sensing, natural resources inventories, natural disasters, and more.
3. Expectations of students, including attending lectures, participating in discussions, writing essays, and presenting seminars on assigned topics.
The document emphasizes the importance of understanding the hydrological cycle and how human activities can impact it. It provides background on the global water cycle and distribution as well as issues around water management in
1. The Urban Water Cycle
in New York
Adaptable for Various Ages
Includes Topics for Standards:
Grade 1: Unit 2 Weather and Seasons
Grade 4: Unit 3 Properties of Water, Unit 4 Interactions of Air, Water, and Land
Grade 6: Unit 2 Weather
Grade 8: Unit 2: Humans In Their Environment: Needs and Tradeoffs
Compiled by Katie Priebe
Lower East Side Ecology Center | www.lesecologycenter.org | +1(212)477-4022
2. Urban Water Cycle
Page One
An Introduction
Go on our website, http://www.lesecologycenter.org/CSONYC.html
for links to The Water Underground video and The Citizen’s Guide to the Sewershed document.
Then, answer the questions below.
The Water Underground:
1. Did you know where your water comes from/where your waste water goes before watching the movie?
What did you learn?
2. Why is it a dangerous job to be a tunnel worker?
3. Why is the water supply polluted?
4. What is your waste made of?
5. Who treats the waste of NYC? Which plants do you live near?
6. What is the process for cleaning waste water?
7. Have you had an unpleasant experience with the waste water system? Why do you think that is?
8. How can treatment centers be both beneficial and burdensome to communities?
10. How is The Solaire a ‘green’ building?
The Citizen’s Guide to the Sewershed:
1. What does CSO stand for? What does it mean for human health?
2. What is a Combined Sewer System?
3. What is a sewershed?
4. How can a CSO harm our environment?
5. What is the DEP currently doing to address CSOs? What should they do in addition to that?
6. What is an estuary? What bodies of water make up the NY/NJ estuary?
7. How can you tell where the Manhattan Schist is closest to the surface?
8. How can wetlands and marshes be a boon to urban areas?
9. How can you help prevent CSOs?
10. How can you help conserve water?
11. How can you improve plant life where you live?
12. Who are some people you can get in touch with about community issues? Who can you talk to about CSOs?
Lower East Side Ecology Center | www.lesecologycenter.org | +1(212)477-4022
3. Urban Water Cycle
Page Three
Vocabulary
Evaporation: Occurs when the water is heated up (usually by the sun) to form water vapor or steam. The vapor or
steam then rises into the atmosphere.
Transpiration: Occurs when plants loose water through their leaves, which also turns into vapor and then rises into
the atmosphere.
Condensation: Occurs when water vapor is cooled and reforms into droplets. Clouds are an example of this.
Precipitation: Is what happens because of condensation. When clouds have too many droplets in them (too
condensed), and they get too heavy, we get rain, sleet, and snow, which all are precipitation.
Collection: Is when the water from precipitation forms into oceans, streams, rivers, ice caps, lakes, and runoff.
Infiltration: The movement of water deep into the ground.
ACTIVITIES Beginning to understand the Urban Water Cycle...
Activity 1 Drawing the Natural and Urban Water Cycles
In this activity, use what you know from your new vocabulary to draw the movement lines of the water through
the natural water cycle and the urban water cycle.
The Natural Water Cycle The Urban Water Cycle
1. What happens when rain falls on New York City?
2. How is this di erent from the natural water cycle?
Lower East Side Ecology Center | www.lesecologycenter.org | +1(212)477-4022
4. Urban Water Cycle
Page Four
Activity 2 Uses of Water
Water is a very important resource. It is needed by all plants and animals on the earth to survive. In this activity,
work with your partners to decide how the following plants and animals might use water. After you are finished, draw a
picture of all of the ways YOU use water!
Some uses of water: To drink, To wash or be washed, To get minerals from the soil, To swim in, To lay eggs in, To live in,
To remove waste materials, etc…
How do these plants and animals use water?
Street tree:
Squirrel:
Frog:
Algae:
River Fish:
YOU:
Lower East Side Ecology Center | www.lesecologycenter.org | +1(212)477-4022
5. Urban Water Cycle
Page Five
ACTIVITIES For Younger Students
The following activities are best suited for students in grades 1-6.
Activity 1 Creating Terrariums Goals:
* Connect concepts of precipitation, condensation, and evaporation.
Materials: 5 jars or clear containers * Name and explain the stages of the water cycle.
potting soil * Explain that water on earth moves in a continuous cycle.
small gravel * Observe, analyze, and record data in a terrarium chart.
water
Time Required: Build terrariums: 40 minutes
seeds
Review water cycle and check terrariums: 20 minutes
plastic wrap
Daily terrarium checks: 10 minutes
rubber bands
Assessment: 20 minutes
funnel
computer with internet access
Terrarium Checklist: Read and follow the checklist carefully with other members in your group.
Place a check next to each step you complete.
1. Place the gravel at the bottom of your jar. ______
2. Use the funnel to pour HALF of the soil into the jar. ______
3. Sprinkle the seeds on top of the soil. ______
4. Pour the other half of the soil into the jar. ______
5. Pour the water into the jar. ______
6. Place plastic wrap over the top of the jar. ______
7. Wrap the rubber band around the plastic wrap to hold it in place. ______
8. Place your groups label on the jar. ______
1. What is happening inside the jar?
2.On which part of the jar do you see the water?
3. What are the seeds doing?
Lower East Side Ecology Center | www.lesecologycenter.org | +1(212)477-4022
6. Urban Water Cycle
Page Six
Creating Terrariums
One week later:
1. Take the plastic wrap off your terrarium and feel the soil. Why is the soil still wet?
2. Do you think that any water has evaporated from the soil? Why?
3. If water evaporated, where did the evaporated water go?
4. Did it ever rain in your terrarium? How do you know?
5. Where did the rain come from?
6. Is there anything in your terrarium that reminds you of a cloud or cloud drops?
N
A
T
U
R U
A R
L B
A
N
Lower East Side Ecology Center | www.lesecologycenter.org | +1(212)477-4022
7. Urban Water Cycle
Page Seven
Activity 2 What’s the Weather?
For the Teacher:
1. Consider reading a “weather warm-up” book such as Magic Monsters Learn About Weather by Sylvia Tester.
It’s an easy-to-understand book about basic weather concepts.
2. Reproduce the weather chart, symbols, and graph for each student (attached below).
3. Have students observe daily weather conditions for a week.
4. At the end of each school day, have the students record the day’s weather by cutting out the correct weather
symbol and pasting it on the chart.
5. At the end of the week, students should transfer the information on the chart to the bar graph or coloring in a
box on the graph for each corresponding weather symbol on their chart.
6. Use the information from the completed chart and graph to help students draw conclusions about the weather they
observed. Ask questions such as: What kind of weather did we see the most? The least? How many days did it rain (or
snow, etc.)? How many days had the same kind of weather? How many days had more than one kind of weather?
Extensions:
1. Using pictures from magazines, have students cut and paste different weather conditions on a poster. Label each
picture with a weather word.
2. Place a variety of clothing in a large box. Include rain, snow, and hot weather clothes. Have students pick an article
of clothing and talk about the type of weather in which the clothing would be appropriate to wear.
3. Use rhythm instruments and create your own sounds to imitate the different sounds that weather can make.
See if students can make sounds resembling rain, thunder, wind, and hail.
Supporting Literature
Barrett, J. Cloudy With a Chance of Meatballs. Macmillan Publishing Company. ISBN 0-689-70749-5.
An engaging story about the townspeople who live in Chewands Wallow and deal with all their food falling from the sky.
Branley, F. It’s Raining Cats and Dogs.
Explanations about all kinds of weather and why we have it.
Gibbons, G. Weather Words and What They Mean. Scholastic. ISBN 0-590- 44408-5.
Easy to understand definitions and explanations about common weather terms.
Rogers, P. What Will the Weather Be Like Today? Scholastic. ISBN 0-590- 45013-1.
A first grade level, easy reader about animals discussing the various types of weather.
.
Lower East Side Ecology Center | www.lesecologycenter.org | +1(212)477-4022
11. Urban Water Cycle
Page Eight
Activity 3 Weather Exploration
We are going to look at various weather forecasts and see if they are true.
TV Weather Forecast:
Source Cloudy/Sunny sky? Precipitation Wind Temperature
UPN 9
Channel 4
Newspaper Forecast:
Source Cloudy/Sunny sky? Precipitation Wind Temperature
Internet Forecast:
Source Cloudy/Sunny sky? Precipitation Wind Temperature
Check the Weather Ourselves!
Source Cloudy/Sunny sky? Precipitation Wind Temperature
Lower East Side Ecology Center | www.lesecologycenter.org | +1(212)477-4022
12. Urban Water Cycle
Page Nine
ACTIVITIES For Older Students
The following activities are best suited for students in grades 6-9.
CITY CYCLE For natural areas, the water balance can be defined with the following formula: P = E +R + S
P - precipitation, the only source of water delivered to the ecosystem.
E - evapotranspiration, which means evaporation of the water from the ground combined with transpiration of plants.
R - run-off, i.e. the water that leaves the area; it can be divided into surface run-off (i.e. water that flows on the
ground surface e.g. to the river), and ground-water run-off (i.e. water that infiltrates to the ground and then flows in
the rocks e.g. to the underground water reservoirs, springs or also to the rivers).
S - groundwater storage (retention); note that a snow cover is also a form of temporary water retention.
In a city (urban areas), the water balance consists of the same elements, but their
proportions are significantly different. Precipitation is usually higher than in non-urban areas, evapotranspiration
is much lower, surface run-off is much larger (the ground-water run-off is very little), and the storage is much lower.
Generally, the effect of a city on air humidity, precipitation, and fog formation is the subject of uncertainty.
For some cities, increased number of days with fog and higher frequency of cumulus and cumulonimbus clouds were
observed. Those phenomena were favoured by both higher air humidity and the presence of large amount of air pollution
serving as condensation nuclei. Additionally, clouds formation was enhanced by convenction intensified by urban heat
island, and fog formation - by low wind speed or lack of wind. However, every city is located in a certain landform,
latitude, distance from the sea etc., and those local conditions may modify the properties of its climate.
Additionally, the presence of huge factories or power plants may favour some processes, e.g. deliver air pollution,
anthropogenic heat or huge amounts of water vapour from the cooling towers of power plants.
Evapotranspiration is reduced to a large extent in a city. It can be as low as 38% of the evapotranspiration in
nearby non-urban areas. It is mainly evaporation, not transpiration, as the green areas are rather small, so there are no
plants to transpirate. The evaporation is low because there is little water on the surface to evaporate, and the
precipitation is taken away from the city by the sewage system, so it does not infiltrate and does not evaporate in a city.
City surface generally does not allow the infiltration of the water as it consists of asphalt, concrete, stone.
Therefore, surface run-off is almost four times larger in a city that in non-urban areas, and the ground-water run-off is
lower by about 50%. That results in low retention. Snow cover is a form of contemporary water retention in a city.
However, it disappears faster in a city that in surrounding non-urban areas, due to the impact of the urban heat island
and human activity, e.g. removal of snow from the streets. Moreover, air pollution falling on the snow in a city decreases
its albedo, which in turn allows it to absorb more energy, warm, and melt faster.
Air Humidity
In a city, there may be more sources of water income than in rural areas, e.g. if potable water is delivered to a
city from another area by the system of pipes and pumps. In such case, it is not only precipitation that delivers the water
to a city. On the other hand, some kinds of human activity make additional amounts of water or water vapour available
to the city's environment, e.g. washing streets, watering the lawns, cooling water in cooling towers of power plants.
That water may evaporate, go to the sewage system etc. Therefore, the air humidity is differentiated over the city. In the
night-time, city centre is usually more humid than the suburbs. It is mainly controlled by the wind speed. Low wind speed
or the lack of wind favours higher humidity, that is why it occurs in city centre where high buildings weaken the air flow.
The suburbs, with more dispersed and lower buildings, are better ventilated and drier.
Lower East Side Ecology Center | www.lesecologycenter.org | +1(212)477-4022
13. Urban Water Cycle
Page Nine
CITY CYCLE For Older Students
Visit the following websites and complete the worksheets below.
Lower Atmosphere
http://www.atmosphere.mpg.de/enid/c2bf73a071fea7eeacfb73fbcbecc800,55a304092d09/df.html
Higher Atmosphere
http://www.atmosphere.mpg.de/enid/c2bf73a071fea7eeacfb73fbcbecc800,55a304092d09/lv.html
Weather
http://www.atmosphere.mpg.de/enid/c2bf73a071fea7eeacfb73fbcbecc800,55a304092d09/pw.html
Clouds and Particles
http://www.atmosphere.mpg.de/enid/c2bf73a071fea7eeacfb73fbcbecc800,55a304092d09/mf.html
Climate in Cities
http://www.atmosphere.mpg.de/enid/c2bf73a071fea7eeacfb73fbcbecc800,55a304092d09/hs.html
Oceans
http://www.atmosphere.mpg.de/enid/c2bf73a071fea7eeacfb73fbcbecc800,55a304092d09/o6.html
Food and Climate
http://www.atmosphere.mpg.de/enid/c2bf73a071fea7eeacfb73fbcbecc800,55a304092d09/pg.html
People Changing Climate
http://www.atmosphere.mpg.de/enid/c2bf73a071fea7eeacfb73fbcbecc800,55a304092d09/155.html
Worksheet 1
http://www.atmosphere.mpg.de/enid/c2bf73a071fea7eeacfb73fbcbecc800,55a304092d09/1a5.html
Worksheet 2
http://www.atmosphere.mpg.de/enid/c2bf73a071fea7eeacfb73fbcbecc800,55a304092d09/1ez.html
Worksheet 3
http://www.atmosphere.mpg.de/enid/c2bf73a071fea7eeacfb73fbcbecc800,55a304092d09/1f0.html
Worksheet 4
http://www.atmosphere.mpg.de/enid/c2bf73a071fea7eeacfb73fbcbecc800,55a304092d09/1f1.html
Worksheet 5
http://www.atmosphere.mpg.de/enid/c2bf73a071fea7eeacfb73fbcbecc800,55a304092d09/1a6.html
Worksheet 6
http://www.atmosphere.mpg.de/enid/c2bf73a071fea7eeacfb73fbcbecc800,55a304092d09/1a7.html
Lower East Side Ecology Center | www.lesecologycenter.org | +1(212)477-4022
14. Introduction
PERSONAL WATER USE SURVEY
Objective:
Students will examine:
• the different ways that they use water in the home,
• how much water is actually used for various activities, and
• recognize ways that they can cut down on water usage in their own home
Procedure:
1. Ask the students to name all of the ways they use water in a typical day. List them.
Show the students a gallon jug of water and ask them to estimate how many gallons they
use in a day.
2. Have the students write the list from the board. Tell them that over the next 24 hours
they are to keep track of the ways they use water by noting them on the paper. Example,
one student might flush the toilet 5 times, wash his hands 8 times, brush her teeth 3 times,
etc.
3. The next day, show students the chart (found on page 13), but with the final area (Water
Conserving M ethods) covered. Tell them these are the average water uses in a home.
Point out that if some of these seem high, it is because of the way we use water, i.e.,
letting the water get cold before we use it.
4. Have the students estimate the gallons they used in the 24-hour period.
5. Lead a discussion about the class’s findings.
• How much water did you estimate you personally used in the 24 hour period?
• People in the US use 100-150 gallons of water per person per day. How does your
use compare with this average?
• Imagine you did not have plumbing in your house, that you had to carry water from a
well. Would this change the amount of water you used? How do you think your
water use would be different?
• What simple, routine steps could you take to reduce the amount of water used in a
day?
6. Uncover the Water Conserving M ethods section and talk about the methods listed. How
hard would it be to actually follow these methods?
7. Have students log their water use for another 24 hours, this time trying out as many
water-saving methods as they can.
8. Ask students to calculate their water usage and compare the two days. Lead a discussion
about the results:
• How much did your water consumption change from the first 24-hour period?
• What were the biggest reasons for the change?
• For which tasks was it easier to save water?
• For which tasks was it hard?
• If you were only allowed 25 gallons of water per day, how would you use your 25
gallons? How would you cut back?
• Choose three different water saving methods that you could use routinely. How
much water would you save in a month if you were to use these three methods every
day?
Water in the Environm ent • 11
15. Introduction
Questions for Discussion: Responses to seek:
Where does our water come from? Not from the tap but where does the
water really come from
What happens to water that goes down the drain? Concept of water treatment and
pollution
Why is water important to people? It is the source of all life and clean,
drinkable water is limited
Why do you think we should be concerned about water? Awareness of pollution and water
usage
What water saving ideas did you learn? Opportunities for taking personal
responsibility for saving water
For more information go to www.watershare.usbr.gov/
This activity is a modified Water Share activity by the Bureau of Reclamation
12 • Water in the Environm ent
16. Introduction
Personal Water Use Survey
DOMES TIC WATER TIME S PENT ES TIMATED WATER
US E US ING GALLONS OF CONS ERVING
WATER WATER US ED METHOD
Keeping Clean
Washing hands and face T ap running Half-full bowl
2-5 Gallons per minute ½ gallon
Showering Water running Five minutes with
5 gallons per minute low-flow head
12 gallons total
T aking a bath Full tub Low level tub
30-40 gallons total 15 gallons
T aking a sponge bath 5 gallons per minute
Brushing teeth T ap running Wet brush, rinse
5 gallons per minute ½ gallon
Preparing food
Washing food Water running Rinsing only
5 gallons per minute About 1 gallon
Cooking Approximate your use Approximate your
use
Drinking
T ap water Running water Pitcher in fridge
¼ gallon 1/16 gallon
T ea, coffee, cocoa Running water Pitcher in fridge
¼ gallon 1/16 gallon
Flushing the toilet Regular flow Low flow
7 gallons 2 – 4.5 gallons
Washing clothes by hand 20-30 gallons
Washing clothes by machine
Low setting 20 gallons
High setting 30 gallons
Washing dishes
By hand Running water Sponge wash and
30 gallons dishpan rinse
5 gallons
In the dishwasher Full cycle Short cycle
15 gallons 7 gallons
Cleaning the house 8 gallons
Washing the car Water running Bucket, sponge,
10 gallons per minute choke nozzle
5 gallons total
Watering the lawn In middle of day In morning hours
10 gallons per minute, 30 10 gallons per
minutes minute, 10
minutes
Watering plants 5-10 gallons
Other uses You estimate
Water in the Environm ent • 13