Pollution, Roadways, and Heavy Metals Module 4 Lesson 8

LESSON 8: STORM WATER FLOW AND CONTAMINATION

OVERVIEW:
In lesson 7, students collected data on lead concentrations around their study site. In this
lesson, students investigate how lead and other heavy metals might end up in their study
site. Note that even if your students did not find significant amounts of lead in some
areas, there is a cumulative effect of being exposed to even minute levels of lead over
time. First students tour their site looking for how water flows in this area. Students
begin to develop a sense of what a watershed is and how water from rain and snow
storms becomes runoff and flows into storm drains in cities and neighborhoods. Second,
students read a more detailed article about the effects of storm water runoff which may
contain high concentrations of lead and other heavy metals, as well as other pollutants.
In the third and fourth activity, students build a model showing how water flows through
a system and evaluate different management practices to see how these practices might
reduce run off. The modeling in this lesson could be used as a classroom demonstration
or a traditional lab investigation for students.
SUB-QUESTION:
Where does the storm water flow? How can storm water pollution be reduced?
Ways of Knowing Urban Ecology:
Students will…
Understand • Understand the structure and function of a watershed (ecosystem state
and structure).
• Recognize storm water runoff patterns for a local area (ecosystem state
and structure, ecosystem change, forces and drivers).
• Understand ways to reduce and prevent urban storm water pollution.
Talk • Share and discuss their findings with the class.

Do • Construct a model of a localized watershed.

• Perform several runs of simulated storm runoff and water flow.
• Make and record observations of water flow.
• Adapt the model, rerun the events, and re-record observations.
Act No specific goals connected with acting on urban ecology in this
lesson.

SAFETY GUIDELINES:
No safety precautions associated with this lesson.
PREPARATION:
Time:
3 class periods
Day 1: Activity 8.1
Day 2: Activity 8.2
Day 3: Activity 8.3

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Pollution, Roadways, and Heavy Metals Module 4 Lesson 8

Materials:
Activity 8.1
Watersheds PowerPoint
Activity 8.2
Large aluminum pan or plastic container,
Aluminum foil
Dirt (ideally having fine and coarse dirt works best)
Gravel
Paper towels
Sponge
Food coloring
Spray bottle water (you can also pour the water, but slowly so a spray bottle isn't
absolutely necessary)
Activity 8.3
Best Management Practices for water runoff PowerPoint
Same materials as 8.2 plus the following
Sod (or grass and dirt)
Straw
Grass
Sand
Scrap carpet, felt
Sponge (can simulate permeable pavement)
INSTRUCTIONAL SEQUENCE
Activity 8.1: Heavy metal pollution: Where does it come from?
1. In this lesson, introduce students to the idea that fishing and recreational waters
are contaminated by uncontrolled pollution when rainwater and snowmelt wash
over city streets, parking lots, and suburban lawns and pick up toxic chemicals,
disease-causing organisms (from pet waste), and dirt and trash.
2. Remind students that in the previous lesson they have been investigating the
presence of lead, which is a heavy metal, around their study site. In this lesson
they will be learning where the lead, along with other heavy metals and
pollutants, comes from.
3. Start this lesson by telling students that they will be exploring the question, Where
does heavy metal pollution comes from?
4. If you found lead in your soil tests, ask students what they think the original
sources of the lead was and how the lead ended up near their school.
o You can also ask specifically about where they think the heavy metals
come from in urban areas and how it might travel through the urban
ecosystem.
5. To help students to considering water as a traveling mechanism, introduce the
idea of a watershed with the Watersheds PowerPoint presentation.

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Pollution, Roadways, and Heavy Metals Module 4 Lesson 8

o Emphasize that the point of understanding the concept of a watershed is to

give some context on how water acts as a pollution transport method, and
how this can impact the ecosystem in a variety of ways.
6. Ask students how city development can impact the flow of water in a watershed.
o Refer to the last point on the last slide of the PowerPoint presentation if
students are having a difficult time. Ask students to list some examples
that may emphasize this point: Building roads creates more impervious
surfaces which increases overland flow and decreases groundwater flow.
o Based on their examples ask students how pollution sources might end up
in the flow of water. Write their ideas on the board.

Teaching Strategies

If you think students are having trouble grasping the concept of a watershed or
recognizing that watersheds can exist on different scales, you might want to take them
outside to observe the lay of the land. Discuss where pollution might come from and
where it might go. This activity would work best on a rainy day.

In making observations, you may ask the following questions:

• When it rains, where would the water flow? Follow the path that water would
take. This is your watershed and the path that storm water will follow.
• Where would the water end up going? Would it flow into a storm drain,
stream or lake? Would it infiltrate into the ground?
• If the water would go into a storm drain, discuss where the surface water that
the water would ultimately reach.
• What do you think is in the water that has been washed off the roads and
down the storm drains?
• Are there any controls in place to treat the water in any way before it reaches
the receiving water? Have the students observe this receiving water (e.g.,
pond, creek, wetland, etc.) if possible. Ask them the following:
 Is the receiving water clear or cloudy/colored? Is it cold or
warm?
 Do you see living things in the receiving water?
 Do nearby plants look healthy, or is there just bare, eroded
soil? What do you smell at the receiving water: blooming
flowers and green vegetation, or decomposing algae and pet
waste?

Back in the classroom, have students discuss their observations. If students did not
obtain a good sense of what a watershed is or you want to expand on this notion, use
topographical maps to highlight an area (or one that you just observed) to see the
bigger picture of a watershed. Topographical maps may be downloaded from Google
Earth or TerraServer USA (http://terraserver-usa.com/).

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Homework
1. Have students walk around their own neighborhood and record their observations.
You may want to assign specific observations for students to report on, for
example:
o Where do you think the storm water runoff from your home would flow?
o List three pollutant sources you observed in your neighborhood.
o Did you observe any water quality controls (e.g., signs saying not to dump
waste into drains, grass swales instead of pipes, wetlands, ponds, etc.)?

Activity 8.2: Where does the water go when it runs off from the road or parking lot?
1. To begin this activity, have students discuss what they observed in their
neighborhoods the day before.
o Did they find sources or signs of pollution?
o Do they have storm drains in the street that direct the runoff into pipes?
o Does the water just run down the gutter or into a ditch?
o Do they have a sense of where the water goes after entering the drain,
gutter, or ditch?
2. Construct a model of an urban area
This lesson may be conducted as a demonstration or lab investigation for students.
The purpose of this activity is to model run off. The activity is divided into two
sections. In the first section, a model of an urban area is constructed and storm
water runoff is observed. In the second section, the model is reconstructed and
best management practices are tested to observe their results.
o Have students fill one third of a large aluminum pan or plastic container
with dirt in an irregular manner to mimic the Earth’s surface. You can do
this in advance or you may have the students do it.
o Students should press a layer of aluminum foil over the dirt surface.
o Using a spray bottle, students spray small amounts of water on the foil and
notice how it flows downhill in watersheds. You can review the definition
of a watershed at this time. Students should record what they observe;
e.g., direction of flow, pooling, etc.
o Students cover the majority of the foil with a layer of dirt, silt, sand and
gravel (in any pattern you like until the pan or container is two thirds full)
to simulate various soil textures. Have students predict the effect of new
soil textures and patterns on water flow, and effects of the water on the
soil. Students should also share their reasoning for their predictions.
o Have the students spray water in increasing amounts onto soil. Students
should record their observations. You can ask the students questions such
as :
 How does the water move through this model?
 Does the water move through certain “soils” or areas more than
others?
 Does the movement of the water depend on the slope of the
watershed or the quantity of water? Or both?
 Does water flow more on the foil (paved) area than the soil area?

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 Do these observations surprise you? How do these observations

match or not match your predictions?
3. Have students place small amounts of different food coloring drops at other places
to represent liquid pollutant sources (e.g., soap from a car wash, oil from a leaky
car, etc...).
o Ask them to observe how the pollution moves through their model as they
spray water in the same manner as Step 5 on the student sheet and observe
the flow of the water. You may ask similar questions as in Step 5 although
you want to focus on the movement of the pollutants along with the water.
o This simulates when heavy metals and other pollutants in the ecosystem
are released and transported around with storm water runoff. You may
refer students back to the reading that discussed this.
o Remind students to think about the three different flow paths in a
watershed. How do the surfaces in their model impact the different ways
the pollutant is transported?
o Is the pollutant being absorbed into the ground? Is it being carried in
overland flow?
4. As a whole class, you can discuss what the various groups observed and how this
might play out in your field site or in an urban environment. It is a great place to
tie in their observations of their neighborhoods and what they know about
dumping and sewer systems as well.
5. Ask students the following questions:
o What is urban storm water pollution?
o What does erosion have to do with urban storm water pollution? During a
rainstorm, does more water flow off the grass or the streets? Is there more
grass or pavement in the city? In your neighborhood?
o Can you think of any other pollutants that flow through your
neighborhood? What are their sources?
o What happens to this pollution as it is carried away by storm water runoff?
6. Let students know that in the next activity they will be looking at practices or
strategies to prevent or reduce storm water pollution.

Concluding the Activity

1. Have the students reflect on their model in relation to their study site.
o Is their study site sloped or fairly flat? How does this impact the flow of
water? What might happen to pollutants if they entered this water flow
system?

Teaching Strategies

• This activity as well as 8.3 may be done as a demonstration or students may

build and test the model themselves. If completing it as a demonstration,
make sure that all students are able to see. You might even have individual
students volunteer to assist you in building the model. If you have students
build them, be sure to have a Materials Manager who is responsible to make

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Pollution, Roadways, and Heavy Metals Module 4 Lesson 8

sure all materials and supplies are left as directed by you. You may want to
set materials up at various stations to minimize movement or have a supply
table from where material may be gathered and returned.
• If Activity 8.2 and Activity 8.3 take place on different days and materials
allow, you can have students label their models and use them for both days.
The purpose of this is to have the model be the same so that what they observe
in the first model is what they will expect to happen in the second model
before they make changes and observe. If they observe one thing in this
activity and change the model by adding a wetland, it will be difficult to
evaluate the change in water runoff when they no longer are working with the
same model.

Activity 8.3 Developing Controls for storm water runoff pollution

1. Start this activity by telling students that they will be rebuilding their models and
testing ways to reduce or eliminate storm water runoff using a variety of structural
quality controls (in the control of storm water run off science these are called Best
Management Practices (BMPs).
2. Introduce the idea of Best management Practices (BMPs) by showing and
discussing the PowerPoint presentation. This presentation highlights various
strategies which students may choose to test in their own models.
3. Present students with some choices of BMPs so they can start thinking about
which ones you want to model (if using this as a demonstration) or which
practices they would like to implement (if students are working with their own
models). A summary of the most commonly used BMPs and respective
implementation strategies are listed below:
 Grass Buffer Strip: Place a small strip of carpet below pollutants
placed on pavement (i.e., directly on the foil) to model a strip of
vegetation that will slow runoff and pick up pollutants such as oils
and solids.
 Wetland: Form a small depression in the soil and place a piece of
felt or sponge in it to model a small wetland. The “wetland” can be
placed below an area approximating a farm field with fertilizer and
pesticide or a factory with various industrial pollutants.
 Erosion Control Barrier: Erosion control barriers such as fiber
blankets or crimped straw are placed on disturbed soil at
construction sites to minimize erosion of bare soil before final
vegetation or pavement is in place. (Students in cities have most
likely seen this around construction sites). Place a strip of paper
towel (i.e., an “erosion control barrier”) over an area of loose soil
to minimize the erosion caused by the “rain” from the spray bottle
as it hits the soil and runs downhill.
4. Have your students rebuild their models to their original state. If you are
demonstrating this, you may ask for their input as to what strategies to implement
or perhaps you implement each one and observe the results.
5. Students should choose several Best Management Practices to model. Students
should list the practice, describe why they choose that practice and predict what

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they believe will happen in their model as various pollutants are transported
through the watershed.
6. Students should place the appropriate materials (given their choices of BMPs)
downhill from some of the pollutant sources to mimic structural water quality
controls (or BMPs).
7. Have your students add small amounts of different food coloring drops at certain
places to represent liquid pollutant sources (e.g., soap from a car wash, oil from a
leaky car). This is the same step that they completed in the last activity to set up
sources of pollution.
8. Now have students spray small amounts of water on their “pollutants” and
observe results. Walk around and ask the students questions such as:
o What BMP did you use? Why? What did you predict would happen?
o Given what you observed in the last model, how does your BMP affect the
flow of the pollutant?
o Does it prevent the flow of the storm water pollution? Does it reduce the
flow?
o Describe how the BMP affects the system.
9. Students should try several different BMPs to observe their varying effects.
10. After the students have explored some common barriers have them brainstorm
additional ideas for pollutant controls that could be included such as planting of
trees, etc. Students can hypothesize what the effects of these practices might have
on the system.
11. You may even ask students how they might implement these practices in their
models. If materials and time availability allow, encourage your students to try
some of these suggestions. Encourage them to think about why these practices
might reduce or prevent storm water pollution.

Concluding the Lesson

1. To close this lesson, have students share their results and discuss the strategies
that they used in this lesson. Students may rank the various strategies and come
up with a list of practices from most effective to least effective. Ask students the
following questions:
o What are the different forces and drivers at play in their models?
o How do these models represent human impact?
o How do we look at ecosystem state and structure in the models?
o Did any of your treatments (paper towel, cloth or carpet) affect the flow of
the polluted runoff? How?
o Which practice was most effective and why? Which was the least
effective and why?
o What else might you try to slow or stop the flow of pollution?
o What BMP would be easiest to implement on their study site and which
BMP would be the most effective?
2. Once students have processed the information from this specific activity, have
students think about their study site and how these Best Management Practices
might be utilized to reduce or prevent storm water runoff. Also students might
consider the larger urban area in which they live.

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Teaching Strategies

When thinking about strategies to reduce or prevent such runoff you may want to go
through each BMPs and ask students if they see these in their field site or
neighborhood. Often these things are present; however, they are not recognized as
such. In addition, students can also think about what they can do individually to
alleviate this problem. Seemingly little things such as not pouring oil (from car oil
changes) down the sewer (some even have warning labels spray painted on them) or
not throwing old car batteries into backyards or abandoned lots really makes a
difference. And certainly, discussing these activities and issues with others at home
and in the community goes a long way in reducing and preventing storm water
pollution.

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Pollution, Roadways, and Heavy Metals Module 4 Lesson 8

Name: _________________________________ Date: _________ Class/Period:________

Activity 8.2: Modeling and evaluating storm water runoff and best management practices

Instructions: Construct a model of a urban area

1. Fill one third of large aluminum pan or plastic container with dirt in an irregular manner to
mimic the Earth’s surface.
2. Press a layer of aluminum foil over part of the dirt surface.
3. Using a spray bottle, spray small amounts of water on the foil and observe the flow of the
water.

What did you notice? Which direction did the water flow?

4. Cover the majority of the foil with a layer of dirt, silt, sand and gravel (in any pattern you
like until the pan or container is two thirds full) to simulate various soil textures. You should
have some loose dirt areas, some very packed areas, some areas that is combination of dirt,
gravel, sand, and some areas that are just gravel.

Predict!!! Which type of soil do you think will be best at removing or tapping pollution? Why?

5. Spray water in increasing amounts onto soil. Record their observations. Use the following
questions as a guide for your observations.
o How does the water move through this model?
o Does the water move through certain “soils” or areas more than others?
o Does the movement of the water depend on the slope of the watershed or the quantity
of water? Or both?
o Does water flow more from the foil (paved) area than the soil area?

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6. Answer the following question. Do these observations surprise you? How do these
observations match or not match your predictions?

7. Place small amounts of different food coloring drops at other places to represent liquid
pollutant sources (e.g., soap from a car wash, oil from a leaky car, etc...). Pay attention to
soil type and slope of the land. How does the pollution moves through the model as you
spray water in the same manner as Step 5 and observe the flow of the water. Think about the
movement of the pollutants. Record your observations below.

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Pollution, Roadways, and Heavy Metals Module 4 Lesson 8

8. Answer the following questions.

a. What is urban storm water pollution?

b. What does erosion have to do with urban storm water pollution? During a rainstorm, does
more water flow off the grass or the streets? Is there more grass or pavement in the city? In your
neighborhood?

Can you think of any other pollutants that flow through your neighborhood? What are their
sources?

c. What happens to this pollution as it is carried away by storm water runoff?

d. Why should we be concerned with storm water pollution?

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Pollution, Roadways, and Heavy Metals Module 4 Lesson 8

e. What are some ways that you think we can reduce or eliminate storm water pollution?

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Pollution, Roadways, and Heavy Metals Module 4 Lesson 8

Name: _________________________________ Date: _________ Class/Period:________

Activity 8.2: Modeling and evaluating storm water runoff and best management practices

Instructions: Construct a model of a urban area

1. Fill one third of large aluminum pan or plastic container with dirt in an irregular manner to
mimic the Earth’s surface.
2. Press a layer of aluminum foil over the dirt surface.
3. Using a spray bottle, spray small amounts of water on the foil and observe the flow of the
water.

What did you notice? Which direction did the water flow?

Student responses will vary; however, they will most likely see similar patterns. If the area is
flat the water ends up standing in the same areas over and over again. If the area is highly
sloped then the water will most likely run off into the water supply. They may also note that all
the water eventually begin filling the aluminum foil pan or plastic container since it an
impervious surface.

4. Cover the majority of the foil with a layer of dirt, silt, sand and gravel (in any pattern you
like until the pan or container is two thirds full) to simulate various soil textures. You should
have some loose dirt areas, some very packed areas, some areas that is combination of dirt,
gravel, sand, and some areas that are just gravel.

Predict!!! Which type of soil do you think will be best at removing or tapping pollution? Why?

Responses will vary. What you want to see here is that students are using their prior knowledge
to make a prediction and then support it with some reasoning based on what they are learning.
Students may mention the water runs quickly over the bare aluminum foil areas and hard
surfaces because it doesn't sink in as much or that the more loose material or more loosely
packed areas seem to slow the water down. They may also discuss the rate of the flow with
water flowing more quickly on areas that have a greater slope versus areas with a lower slope.

5. Spray water in increasing amounts onto soil. Record their observations. Use the following
questions as a guide for your observations.
o How does the water move through this model?
o Does the water move through certain “soils” or areas more than others?
o Does the movement of the water depend on the slope of the watershed or the quantity
of water? Or both?
o Does water flow more from the foil (paved) area than the soil area?

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Pollution, Roadways, and Heavy Metals Module 4 Lesson 8

Responses will vary but may include the ideas listed in the prediction section. Students may
also discuss their observations in light of how quickly they poured the water onto the model
or how quickly they sprayed the model.

6. Answer the following question. Do these observations surprise you? How do these
observations match or not match your predictions?

Responses again will vary. Students may or may not be surprised by what they see. Stress
the idea that they should be trying to make sense of what they see and that they are
comparing their observation to their predictions. If there is a discrepancy between the two
then they should try to explain this. Why did they think their observations did not match their
predictions?

7. Place small amounts of different food coloring drops at other places to represent liquid
pollutant sources (e.g., soap from a car wash, oil from a leaky car, etc...). Pay attention to
soil type and slope of the land. How does the pollution moves through the model as you
spray water in the same manner as Step 5 and observe the flow of the water. Think about the
movement of the pollutants. Record your observations below.

The observations will be similar to those for water in that the water will quickly run off the
impervious surfaces (bare aluminum) and the densely packed soil. The more loosely packed
materials and the loose soil will retain more of the water. Student may also note how the water
blends together in the base of the pan or container which may offer some opportunity for
conversation as well.

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8. Answer the following questions.

a. What is urban storm water pollution?

Urban storm water pollution may be defined as the water from rain or snowmelt (or other
sources) that has picked up or is carrying substances that pollute water which flow or “runs
off” the land. It usually flows into the nearest stream, river, lake, or ocean. In urban areas
much of this water flowers into storm drains and then to other bodies of water.

b. What does erosion have to do with urban storm water pollution? During a rainstorm, does
more water flow off the grass or the streets? Is there more grass or pavement in the city? In your
neighborhood?

There is a connection between the two. Runoff increases erosion. Students may answer that
water flows more off impervious surfaces such as roofs, paved driveways, etc. versus the
grass which holds the water. In general, there is more pavement in the city versus grass.
Students may need to think generally here since some may still live in more natural
landscaped areas of the city. Students should speak specifically about their own
Can you think of any other pollutants that flow through your neighborhood? What are their
neighborhoods.
sources?

c. What happens to this pollution as it is carried away by storm water runoff?

It eventually enters streams, rivers, lakes, and oceans.

d. Why should be concerned with storm water pollution?

Everyone should care since we all are affected in one way or another. Pollutants may enter
the drinking water supply or may contaminate fisheries or shellfish beds. Pollutants may also
affect swimming areas and lead to beach closures

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e. What are some ways that you think we can reduce or eliminate storm water pollution?

There is much that we as citizens can do to alleviate this problem. Here are a few:
o No littering.
o No dumping oil into storm drains.
o Wash car at a car wash or areas where the water does not run off into a storm
drain.
o Do not fertilize lawn or use pesticides on lawns.
o Place leaves at the curb to be picked up or bring them to the dump versus having
them wash down the storm drain.
o Move gutter spouts away from impervious surfaces.
o Create permeable driveways
o Create retention ponds (TBD in next activity)
o Install grates on storm drains
o Dispose of household chemicals in responsible ways (recycling centers, etc)
o Pick up pet waste
o Use salt or de-icers as little as possible.

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o
• Students should notice that soils that are packed and the impervious areas do little to slow
runoff, however, less packed soil and loose soil can absorb and trap the runoff and prevent it
from running off.

• As a whole class, you can discuss that various groups observed and how this might play out
in your field site or in an urban environment. It is a great place to tie in their observations of
their neighborhoods and what they know about dumping and sewer systems as well.

• Ask students the following questions:

o What is urban storm water pollution?
o What does erosion have to do with urban storm water pollution? During a rainstorm, does
more water flow off the grass or the streets? Is there more grass or pavement in the city?
In your neighborhood?
o Can you think of any other pollutants that flow through your neighborhood? What are
their sources?
o What happens to this pollution as it is carried away by storm water runoff?

• Let students know that in the next activity they will be looking at practices or strategies to
prevent or reduce storm water pollution.

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Pollution, Roadways, and Heavy Metals Module 4 Lesson 8

Name: _________________________________ Date: _________ Class/Period:________

Activity 8.3 Developing Controls for storm water runoff pollution

Section 2: Evaluate Best Management Practices

1. List the Best Management Practices presented by your teacher. Describe each one and draw
a diagram of each for reference during this activity. You will use several of these to model
structural quality controls that may reduce or eliminate storm water runoff pollution.

Name of Practice Description Diagram

2. Rebuild your model to how it was before you starting pouring water on your model.

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Pollution, Roadways, and Heavy Metals Module 4 Lesson 8

3. Using your model you are now going to evaluate different practices that can prevent storm
water runoff and trap heavy metals. Your group should choose several management practice
and implement it in your model. For example, if you choose to implement an erosion control
barrier you can put a paper towel over a dirt area. If you choose to implement a rain garden
you can change the landscaping of your model and build a retention pond where the water
flows off. If you choose to implement a grass buffer or vegetation buffer you can use a piece
of carpet or something similar. Perhaps a combination of best management practices may
work for you. You can be creative, just check with your teacher.

4. List the Best Management Practices that you will use in your model and explain why you
have chosen these BMPs. Also, predict what will happen when you implement this practice.

Best Management Practice Reason for Implementing Prediction of Result

5 Place the appropriate materials (given their choices of BMPs) downhill from some of the
pollutant sources to mimic structural water quality controls (or BMPs).

6. Add small amounts of different food coloring drops at certain places to represent liquid
pollutant sources (e.g., soap from a car wash, oil from a leaky car, etc...). This is the same
step that you completed in the last activity to set up sources of pollution.

7. Spray small amounts of water on the “pollutants” and observe results. Complete the chart to
record your observation and the effectiveness of your BMP. Once you complete the first
BMP, reset the model and try another BMP and record your observations, etc.

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Pollution, Roadways, and Heavy Metals Module 4 Lesson 8

Best Management Practice Observations and Effectiveness (effective or not and why)

8. Once you have finished modeling your chosen BMPs answer the following questions.

a. Given what you observed in the model from the previous activity, how do your BMPs
affect the flow of pollutants in this activity? Does it prevent the flow of the storm water
pollution? Does it reduce the flow?

b. Compare your observations with your predictions?

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c. Which one of the BMPs appeared to be most effective? Why?

d. Which one appeared to be least effective? Why?

e. What other practices can you think of that might reduce or eliminate storm water pollution?

f. Which BMP do you think would work best for your study site? Why?

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Pollution, Roadways, and Heavy Metals Module 4 Lesson 8

Name: _________________________________ Date: _________ Class/Period:________

Activity 8.3 Developing Controls for storm water runoff pollution

Section 2: Evaluate Best Management Practices

1. List the Best Management Practices presented by your teacher. Describe each one and draw
a diagram of each for reference during this activity. You will use several of these to model
structural quality controls that may reduce or eliminate storm water runoff pollution.

Name of Practice Description Diagram

Responses will vary Responses will vary depending on what Diagrams may be
depending on what you require students to complete during rough. This section is
you require students to the presentation included so that
complete during the students recall what
presentation these practices look
like and to provide a
visual for students.

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Pollution, Roadways, and Heavy Metals Module 4 Lesson 8

2. Rebuild your model to how it was before you starting pouring water on your model.

3. Using your model you are now going to evaluate different practices that can prevent storm
water runoff and trap heavy metals. Your group should choose several management practice
and implement it in your model. For example, if you choose to implement an erosion control
barrier you can put a paper towel over a dirt area. If you choose to implement a rain garden
you can change the landscaping of your model and build a retention pond where the water
flows off. If you choose to implement a grass buffer or vegetation buffer you can use a piece
of carpet or something similar. Perhaps a combination of best management practices may
work for you. You can be creative, just check with your teacher.

4. List the Best Management Practices that you will use in your model and explain why you
have chosen these BMPs. Also, predict what will happen when you implement this practice.

Best Management Practice Reason for Implementing Prediction of Result

Responses will vary Students should be able to Students should include a

include some of the prediction based on the
description of the BMP in reasoning and their prior
their reasoning knowledge

5 Place the appropriate materials (given their choices of BMPs) downhill from some of the
pollutant sources to mimic structural water quality controls (or BMPs).

Teacher note: A description of how they may go about this is included in Step 3

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Pollution, Roadways, and Heavy Metals Module 4 Lesson 8

6. Add small amounts of different food coloring drops at certain places to represent liquid
pollutant sources (e.g., soap from a car wash, oil from a leaky car, etc...). This is the same
step that you completed in the last activity to set up sources of pollution.

7. Spray small amounts of water on the “pollutants” and observe results. Complete the chart to
record your observation and the effectiveness of your BMP. Once you complete the first
BMP, reset the model and try another BMP and record your observations, etc.

Best Management Practice Observations and Effectiveness (effective or not and why)

Responses will vary
depending on student choices
of BMPs
Responses will vary but should include those similar to Activity
8.2 (more densely packed areas and impervious areas will have
high runoff whereas more loosely packed barrier, etc will reduce
the flow. Retention ponds and wetlands will hold/ slow the run
off, etc.

8. Once you have finished modeling your chosen BMPs answer the following questions.

a. Given what you observed in the model from the previous activity, how do your BMPs
affect the flow of pollutants in this activity? Does it prevent the flow of the storm water
pollution? Does it reduce the flow?

Students should see the BMPs as reducing or eliminating storm water runoff pollution.

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Pollution, Roadways, and Heavy Metals Module 4 Lesson 8

b. Compare your observations with your predictions?

Student responses will vary but they should make some comparison of the two.
You may want students to compare prediction and observations for one of the BMPs or
you may require them to compare all the BMPs that they tried.

c. Which one of the BMPs appeared to be most effective? Why?

Student responses will vary depending on which BMPs were tested. Regardless, students
should justify why they choose the one that they did.
If this question is completed after the whole group discussion, then you may narrow down
the answer since students have shared their observations with each other to create a
common set of observations.
d. Which one appeared to be least effective? Why?
Student responses will vary depending on which BMPs were tested. Regardless, students
should justify why they choose the one that they did.
If this question is completed after the whole group discussion, then you may narrow down
the answer since students have shared their observations with each other to create a
common set of observation.

e. What other practices can you think of that might reduce or eliminate storm water pollution?

The suggestion are many. Many may have been mentioned in Activity 8.2 Teacher’s
Version
o No littering.
o No dumping oil into storm drains.
o Wash car at a car wash or areas where the water does not run off into a storm
drain.
o Do not fertilize lawn or use pesticides on lawns.
o Place leaves at the curb to be picked up or bring them to the dump versus
having them wash down the storm drain.
o Move gutter spouts away from impervious surfaces.
o Create permeable driveways
o Create retention ponds (TBD in next activity)
o Install grates on storm drains
o Dispose of household chemicals in responsible ways (recycling centers, etc)
o Pick up pet waste
o Use salt or de-icers as little as possible.
o Plant trees and shrub
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Pollution, Roadways, and Heavy Metals Module 4 Lesson 8

f. Which BMP do you think would work best for your study site? Why?

Responses will vary depending on your site and location.

Students need to justify why they believe what they choose for this BMP.