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Urban Runoff

Design A School Stormwater Management Plan

Secondary

Description

Natural infrastructure can often be used more effectively than man-built systems to manage storm water runoff and mitigate the problems it creates.  In this lesson students will:

·       Describe the problem of urban stormwater run off

·       Examine different nature-based methods to manage it

·       Create a stormwater  management plan for their school grounds

The lesson begins with students watching a video that describes the problem of stormwater runoff, and the challenges it presents for our cities. They will also learn how green infrastructure can filter runoff to remove toxic materials  and prevent them from entering water courses.

Then, on a wet and rainy day students go outside to observe how stormwater flows in the school yard.  Before leaving the classroom the teacher distributes a map of the school grounds and the class generates a list of pollutants they might find. Using the map, students will mark potential sources of pollution and chart the flow of water in the yard.

Back in classroom students work in pairs to design improvements in the way the school slows down, routes and filters water.   After transferring their field map findings to a new map, they identify the area where they believe the stormwater to be most polluted.  They decide on a preferred nature-based mitigation system and develop a detailed plan for its successful implementation.  As a culminating activity, each pair delivers a presentation showcasing their stormwater management plan.

Field and presentation guides are included to assist students in their mapping and presentation activities.

General Assessment

What skills does this resource explicitly teach?

  • simple mapping techniques
  • data collection
  • planning and delivering an oral presentation
  • defending a position

Strengths

  • Excellent support for both teacher and student to insure successful completion of the outdoor activity
  • Helpful learning tools (viewing, discussion & presentation guides)
  • Insightful tips and suggestions for teachers
  • Interesting and engaging activities

Recommendation of how and where to use it

The lesson supports teaching and learning in  environmental science, urban geography, biology other subjects that address themes of urban/built landscapes, human impact on the environment and water quality. The well-designed and resourced outdoor inquiry which serves as the core of the resource will appeal to both students and teachers. 

Relevant Curriculum Units

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        • World Geography 30: World Patterns of Population and Settlement
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        • Environmental Science 11: Human practices affect the sustainability of ecosystems
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        • Science for Citizens 11:Scientific processes and knowledge inform our decisions and impact our daily lives
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        • Environmental Science 12: Human actions affect the quality of water and its ability to sustain life.
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        • Environmental Science 3205: Water Use & the Environment
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        • Geography 10: Data Interpretation and Utilization
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        • Exploring Canadian Geography: Liveable Communities
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        • Environmental Science 12: Human actions affect the quality of water and its ability to sustain life.

Themes Addressed

Land Use & Natural Resources (1)

  • Sustainable Urbanization

Water (2)

  • Water Quality
  • Watershed Protection

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

The resource provides a number of case studies and examples in its effor to promote nature-based solutions as an effective means to mitigate the harmful effects of urban stormwater runoff.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

The lesson provides an excellent opportunity to consider the environmental, economic and social impacts of stormwater runoff in urban environments.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Very Good

The video presentations that accompany this lesson effectively illustrate the complexity of the challenge managing stormwater runoff presents for urban planners and environmentalists. 

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Satisfactory

In designing and presenting their stormwater mitigation designs, students are able to take simulated action for the benefit of their school and community. Implementation is suggested but not supported in the lesson.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Satisfactory

In the culminating presentation students will be required to identify, clarify and express their belief in the remedy they are proposing as a solution. 

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Poor/Not considered

Not considered. 

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Very Good

The damage done to the environment from stormwater runoff is made very clear as is the role nature can play in addressing it.  The videos present specific examples of species being threatened. 

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Very Good

The fact that the core activity allows students to address a problem effecting their own school and community makes the learning relevant and local.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Good

The lesson reveals how past practices in the methods used by cities to manage stormwater runoff have led to the problems that nature-based solutions can help address now and in the future. 

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good

Students are well informed on the problem of stormwater runoff and provided with a range of options to consider when designing their own mitigation plans.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good

The lesson's presentation of the issue of stormwater runoff supports curriculum outcomes  in Geography (urban landscapes, mapping, watersheds) Environmental Studies (pollution, human impact on the environment) and Science (data collection, ecosystems). 

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory

After learning a good deal about managing stormwater runoff students investigate conditions within their school grounds and present nature-based solutions to mitigate the problems they identify. It is a very much guided inquiry.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good

The learning involves observing, listening, reading and doing. The resource provides excellent tools to support students in the form of viewing and discussion guides and teachers are given suggestions on how and where they can provide additional assistance. Strategic pairing of students will also allow teachers to better support all learners. 

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Very Good

A key component of the lesson is the outdoor experience in which students investigate stormwater runoff in their schoolyard.  This is clearly an authentic task and the design challenge and presentation that follow provide a real world context for applying what they have learned. 

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

Students work together in pairs to select, design and present their stormwater mitigation plans. 

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Poor/Not considered

The lesson suggests using the student presentations in which they showcase and defend their stormwater management plans as the key assessment tool.  A series of guiding questions completed in writing by the students could also be collected for assessment purposes.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Satisfactory
Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Satisfactory

The videos describe several real-life examples and events to demonstrate the challenges resulting from stormwater runoff in urban areas.  

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Satisfactory

These opportunities are limited. 

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.

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