Watershed Connectivity

Engage

Lead a discussion about or ask students to draw where rainwater and snow go after it lands or melts on roads or parking lots.

Potential discussion questions or drawing prompts:

• Where does water from our streets go after it rains or when the snow melts?
• Does water from our streets get cleaned before entering rivers or the ocean?
• What type of pollution might end up in runoff from storms?
• How can we ensure pollution doesn’t make it to the ocean?

Show local watershed maps or satellite images of nearby bays, rivers, or inlets (e.g., Prince William Sound, Cook Inlet, or Resurrection Bay).

Explore

Experiment with the ways water interacts with impervious surfaces (pavement, concrete) vs. pervious surfaces (dirt, grass) on water spreading.

Ideally, take kids outside to test water dispersal on different surfaces.

• Use a standard amount of water measured in a beaker or container of any sort.
• Pour on different surfaces.
• Measure and compare water spreading on each surface. Measure with a tape measure or a sturdy waterproof item such as a block or plate. If you are using a block or plate, hover the item over the spread area and count how many blocks/plates it would take to account for the entire spread area.
• Record data in science notebooks.

Another option is to have students explore around the area and identify all the storm drains. Have students draw or demonstrate the area that would flow into each storm drain.

Explain

Have students do one of the following:

1. Explain how water spreading relates to runoff (more water spreading leads to more runoff).

• walk out a specific distance
• chart
• draw how far pollutants such as a plastic wrapper, oil, pet feces, paper, etc. would travel on different surfaces.

OR

2. Have students explain how one pollutant would affect a specific organism if it reached the ocean. Examples might be how oil would affect salmon, how plastic might affect a sea otter, etc.

This can be done individually, in think/pair/share, or in groups. 

Elaborate

Choose one of the following options:

• Students can design their own stencil and work with a local printing shop to have it made or make it themselves. This option gives a more artistic experience for students but is more logistically challenging for the facilitator.
• Students can design educational posters or social media messages encouraging pollution prevention.
• Students can have a take home exercise where they share what they learned with a parent or member of their family and report back – this can expand awareness of the impact of runoff further into the community.
• Classes can partner with local public works departments or harbor offices to participate in the ‘adopt-a-harbor’ project (in development by AK Sea Grant) to lead a community led clean up and gather data on marine debris.

Stenciling the drain:

1. Clean the drain area using a broom or wire brush to make sure area is prepped for painting.
2. Position stencil and apply one coat of spray paint (less paint is better and usually leads to a cleaner stencil).
3. Carefully lift stencil straight up instead of dragging to protect the paint. Put the wet stencil inside of the cardboard to carry it to the next drain/back to the classroom.
4. Record location and number of drains stenciled – report back to harbor/city.
5. Collect litter in vicinity of storm drain and discuss types of pollution observed.

Advice for a successful day:

1. Make sure to check the weather and only attempt project when pavement is completely dry.
2. Ask students to wear old clothes on the day of stenciling.
3. Bring a box of gloves for students to be able to stencil and pick up trash.

Evaluate

Have students complete a self-reflection addressing one or more of the following questions or activities:

• What did you learn about stormwater and pollution?
• How can you help protect Alaska’s waters?
• How do you think your stencil might change people’s behavior and lead to a healthier environment?
• Use the students stencil design, educational posters or social media messages, report on take-home exercise, or plan for community clean-up or gathering data on marine debris as your evaluation peice.