OPEN ROAD PRODUCTIONS PRESENTS

Study Guide

Creation of this Study Guide was made possible in part by

funding from the Puget Sound Water Quality Authority. The

Study Guide was developed by Harlequin Productions and

Whitney Design.

Special thanks to these people for their advice and

consultation in creating this Study Guide: Liz Hoenig, City of

Olympia, Public Works Dept., Stream Team; Kathy Jacobson,

Environmental Educator, Thurston Community and

Environmental Programs; Michael Kent, Hazardous Waste

Specialist, Thurston County Health Dept.; Lynne Ferguson,

Director of Environmental Education, Washington Forest

Protection Association; Barbara MacGregor, Environmental

Education Specialist, One World Environmental Education

Services; Scot Whitney, Linda Whitney, Catherine Tilly,

Barbara Smith and Tor Clausen, Whitney Design; Susie

Vanderburg, Environmental Educator, Thurston County

Storm & Surface Water; Chris Maun , Director, Nisqually

River Education Project; Beth Amsbary, Seattle Public

Theater; Barbara Miller, Arkansas Department of

Environmental Quality; Bryan Willis, Willis Writing Services.

Play, Music, Lyrics & Study Guide © 1994, 2016 Harlequin

Productions. Used by permission.

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Table of Contents How to use this Study Guide ...........................................................................................................1

I. Water You Up To? ...............................................................................................................5

II. Finding Out About Watersheds ...........................................................................................7

III. Who’ll Stop the Rain? ........................................................................................................11

IV. Liar’s Club (and Glossary).................................................................................................13

V. Oil & Water Don’t Mix......................................................................................................18

VI. Astounding Facts ...............................................................................................................22

VII. What Can You Do? ............................................................................................................24

VIII. Additional Resources ......................................................................................................29

Put your hand in a running stream– touch the last of what has gone before,

and the first of what is yet to be.

Proverb

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We started fighting for the rubber tree and the life we had in the forest, then we discovered that we

were defending the whole of Amazonia. Now I have come to realize that what we are fighting for

is all of humanity. Chico Mendes

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How to use this Study Guide The Incredible Undersea Trial of Joseph P. Lawnboy Teacher's Study Guide is designed to

help teachers prepare discussions and activities both before and after performances of the

play. These activities have been compiled with the hope of encouraging students to think

about their connection and dependency on water resources and inspire them to make a

positive impact upon the environment through understanding and action. The study guide

has been grouped by general subject area:

Teaching Guidelines,

Pre-Performance Focus,

Post-Performance Discussion,

Activities for Extended Learning,

Astounding Facts,

“What Can You Do?”,

Learning More About Water,

Glossary, and

A list of resources.

The activities are designed to be used sequentially or as stand-alones. The most effective

environmental education programs emphasize student interaction with the natural

environment; we recommend extensive use of the resources and activities described in

“What Can You Do?” and Learning More About Water, which will help students to formulate

their own opinions based on personal involvement.

Water is the basis of life…our stewardship of it will determine not only the quality but the staying

power of human societies Sandra Postel, Lost Oasis

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If you have any ideas or suggestions about The Incredible Undersea Trial of Joseph P.

Lawnboy or this Study Guide, please contact us at Open Road Productions –

info@openroadproductions.biz, or 360-480-7420.

Pre-Performance Students may learn more from the play if they are familiar with its themes and characters.

Briefly, the cast list includes:

NARRATOR: narrates the play and serves as the judge of the trial.

JOE: a 34-year-old high school student who claims he's 17 because he's embarrassed for

having flunked high school algebra year after year. JOE loves to fish.

GRETA: an extraordinary fish with a penchant for opera.

FRED: a deep diving loon who serves as prosecutor for the Water World in JOE'S trial.

DARLENE: an articulate mayfly larva who serves as Joe’s defense attorney.

JOE'S passion for fishing leads him underwater, where he catches his foot in a submerged

grocery cart. Although his U.B.A. (underwater breathing apparatus) will sustain him for 15

minutes, JOE is forced to ask for help from an unlikely source: GRETA, the very fish he was

trying to catch.

GRETA laughs at JOE's request and sings a deeply moving aria (pointing out that "numm-

scullo-be-feesh-fude) , but then decides to give JOE a second chance. She calls her

underwater friends, and JOE finds himself on trial for "Crimes Against the Sea".

Will Joe be condemned by the cold, hard facts and cheap courtroom tricks of the

Prosecution? Or will he be saved by the passionate pleas of his court appointed defense

attorney? A jury (composed of members of the audience) get to decide, so anything is

possible, but here are some of the themes we'll be exploring along the way:

1. What is our connection with water, and why is it important to study?

2. What is the meaning of "stewardship" of water resources?

3. How do different people in your community value water?

4. What is a watershed?

5. What is hazardous waste?

6. What effect does the dumping of litter and hazardous waste have on your watershed?

7. What hazards can lawns and lawn maintenance present to water and aquatic species?

What impact might they have on humans?

8. How much water do you use in an average day?

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9. Explain the hydrologic cycle (water cycle).

10. What is nonpoint pollution? How do people contribute to nonpoint pollution?

11. What happens to oil if it spills on the ground? When it's thrown in the trash?

12. Can we depend on technology to solve our water resource problems?

13. How can boaters contribute to water pollution?

14. How can farming contribute to water pollution?

15. Why are reduction and reuse preferred over recycling?

16. What does it mean to "precycle"?

17. What does it mean to "vote with your pocketbook"?

18. How much of an impact (positive or negative) can a single person's actions have on

your watershed? How about the actions of your entire class?

19. What are some steps you and your class can take to help your watershed? What kind of

impact will this have on Puget Sound?

You may wish to discuss these questions as a class. We also suggest dedicating a bulletin

board to water related articles collected by you and your students. And since we're all in a

theatrical mood, consider giving your students the opportunity to dramatize their water

knowledge by conducting their own underwater trial.

Choose a student, a prosecutor (doesn't have to be a deep diving loon), a defense lawyer, a

judge (you may want to keep order in the court), and let the rest of the class be the jury. Let

us know what happens. Perhaps you can help us improve our play.

Post-Performance Discussion Depending on the day's production schedule, the cast may be available to facilitate a post-

performance discussion with your students. If not, we recommend "reviewing" the

performance as soon as possible. Try beginning with questions about the play's story and

characters, followed by the themes of the play and possible courses of action. Here are

some suggestions:

How does Joe's love of the river change during the course of the play?

Why did Greta come to Joe's rescue?

What was the best part of Fred's argument? How could he have been more convincing?

Did Darlene really want to defend Joe? What was the best part of her argument?

How did Joe rely on technology to solve his problems?

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Do you think the Narrator agreed with the "verdict"?

Did you agree with the "verdict"?

Will Joe be a different person when he returns to the surface? Do you believe he'll keep

his promise to change? Will he pass algebra?!

What is the most important change Joe could make?

How do you use water? How much water do you think you use?

Did the play address any water-related problems in your community? Which ones? If

you don't think there's a problem, why do you think some people are so concerned?

Have you seen any examples of land use activities that pollute the water in your

community?

Do you see any potential sources for hazardous waste in your classroom? In your

school?

How are landfills connected to water quality?

How much impact (positive or negative) can a single person’s actions have on your

watershed? How about the actions of your entire class?

What are some of the ways people in your community are working to improve water

quality? In what ways are you already involved?

What would happen if we all ignored problems with our water?

What could you or your classmates do to improve water quality?

Activities for Extended Learning The following activities can be used to prepare students for the play or as a follow-up to

support and deepen their understanding of water-related issues. Although these activities

are designed to work easily in and around the classroom, many students will experience a

greater sense of place and a connectedness to water if they have the opportunity to get

outside and splash around a bit.

Please refer to What Can You Do? (Page 24) and Additional Resources and References

(page 29) for more ideas to encourage your students to be directly involved with the

natural environment.

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I. Water You Up To? Learning Outcome: Students will identify ways in which they depend on water.

Grade Level: 4-12.

Subject Areas: Social Studies, Sciences. Materials: Paper and pencil for each student.

Learning Procedure: Begin by asking each student to spend a few minutes to list the

different ways people use and depend on water. Suggest general subject headings: personal

use, recreation, jobs, natural benefits, and products. Next, have each student read aloud

three of the items on his or her list. Compile a list on the blackboard. Take this opportunity

to reveal to the students some items that might be missing from the list:

clean air,

clean groundwater,

habitat,

scuba-diving,

sailing,

snowboarding,

school desks,

books,

basketball courts,

farming,

paper mill worker,

fisheries biologist,

Water is a living thing.

Clarence Alexander,

Gwichin Tribal Chief

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More Ideas: The average person in the United States uses three times as much water a day

as the average European, and astronomically more water than most people living in

developing nations. Discuss what would happen if we had less water to use. How would

your community adjust? What difference would this make in your life? Have you ever lived

in a community facing a shortage of usable water? What changes were made? What is the

likelihood of this ever happening in your community?

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II. Finding Out About Watersheds Learning Outcome: Students will be able to define the term "watershed" and identify the

natural and human components of a typical watershed.

Grade Level: 4-9.

Subject Areas: Science, Social Studies, Geography.

Materials: Large plastic garbage bag, spray bottle, 2' x 3' board (optional), newspaper,

Watershed illustration (download from http://openroadproductions.biz/lawnboy-

resources/), drawing supplies, butcher paper (optional) 3" x 5" cards (variation optional).

Learning Procedure What Is a Watershed, Anyway? Introduce watersheds by explaining that we all live in a

watershed: By studying one we can learn what the natural and human parts of a watershed

are and how important and valuable all the resources are to us.

Build a Watershed: Use a large plastic garbage bag and drape it over some loosely

crumpled newspaper. (Use a slope outside your room or slightly slanted board inside.) The

idea is to create a hilly contour with a valley in the middle, sloping "to the sea." Using a

spray bottle, spray "rain" on the mountains to observe how the water forms streams and

tributaries and flows downhill. (If you're doing this inside, use a towel to catch the runoff!)

Many "lakes will be formed along the way to the sea. Explain that the region that drains into

a body of water is the watershed for that body of water. Discuss what another source of

water might be, i.e., snow, and how, in a real watershed, the ground is permeable, causing

much of the water to seep down and flow underground. This is the source of well water and

springs. (Try using 8 layers of paper napkins or tissues to simulate absorption.) Rivers,

wetlands and lakes also are connected to the groundwater.

Conservation is something perceived as stopping everything cold…The choice is not between wild

places or people. Rather, it is between a rich or an impoverished existence.

Thomas Lovejoy

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What Do We Find in a Watershed? In the classroom, divide students into pairs. Pass out

the watershed illustration (with this lesson) to each pair. Redefine and discuss the term

"watershed" (the region that drains into a body of water). The illustration depicts a

watershed for a river. If the river were named Crooked River, this would be the Crooked

River watershed. On the watershed illustrations, locate and discuss some of the elements of

a typical watershed. Use the following terms:

Forest: a group of trees that includes all plants and animals above and below ground;

River: a large body of water that runs into a lake, ocean or other river;

Tributary: a stream which joins a larger body of water);

Wetland: low area covered by shallow water most of the time, where plants that "like to

have their feet wet" grow;

Variation: Print the watershed elements on 3" x 5" cards and have students place the cards

on the watershed they created in the Build a Watershed activity.

What Are Some Human and Ecosystem Interactions? Ask students to think about

functions and interactions of a watershed's natural environment. List their ideas on the

board or butcher paper. Possible ideas include:

1. Trees and other plants stabilize the soil with their roots.

2. Trees and other plants provide oxygen.

3. Trees and other plants help clean the air by absorbing polluted air through their leaves

and releasing clean air.

4. Forests filter and clean run-off water so tributaries are clear.

5. Forests provide havens of beauty and tranquility.

6. Trees on streambanks keep water cool and healthy for fish.

7. Forests provide habitat for wildlife.

8. Wetlands and forests prevent flooding by soaking up extra water.

9. Wetland plants filter sediments and pollution, keeping rivers clean.

10. Estuaries/saltmarshes produce a huge amount of food (because of their shallow, warm,

high nutrient conditions) and provide "nurseries" for the young of many species. Much

of our food (clams, crabs, salmon and other fish) depends on estuary food webs.

Next, ask them to brainstorm human activities that take place in a watershed (how do

people use forests, springs, wetlands, flat land, estuaries!). Possible ideas include:

camping

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logging

dam building

fishing

building towns (stores, houses and roads)

skiing

farming

shipping

working in factories.

Instruct students to draw elements of human civilization on their watershed

illustrations. Discuss ideas for pictures:

logging trucks and campers on the mountains

a hydroelectric dam on the main river

barges in the estuary

paper mills and factories on the shores

farms inland

homes

How might these elements be detrimental to the watershed? What precautions could

people take to eliminate or minimalize our impact on a watershed? Partners will need to

plan their watershed together. When finished, students can share their ideas and

illustrations with the class.

More ldeas 1. Use a local map to identify some of the towns, rivers, lakes, mountains, glaciers, dams,

etc., in your watershed. Compare and contrast your watershed to the watershed

illustration, discussing how your watershed is the same as and/or different from the

typical watershed portrayed on the student illustration. Discuss:

Are there forests in your watershed?

Is there a dam? Are there farms, ranches or orchards?

Does a river flow directly into the sea?

Is logging or shipping done in your watershed?

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Divide the class into five groups to do homework research on the topics below, one topic

per group. After information is gathered, each team is to create a visual aid (a map of the

watershed illustrating the researched topic) and give a group oral report or video

presentation. Be sure to have the students research ways in which people working in each

category are striving to improve water quality.

Subjects are:

Farms, ranches, orchards, dairies: How many? What products? How many acres?

Where located? What markets?

Timber operations: What companies? What type of operations (sawmill, harvesting,

recreation, etc.)? How many acres? Where located? Destination of products?

Recreation: What activities? What lands are used? How many sporting

goods/outdoor stores? How many tourists?

Industries: What kinds? Where located? Where/how products are transported?

Waste products? (If any, how eliminated or recycled?) Number of people

employed?

Population: How many people? Where located? What growth trends? What

problems because of growth (i.e., utilities, schools?)

2. Outside, find a small slope covered with vegetation and another that is relatively free of

plants. Slowly pour a bucket of water from the top of each slope. Tell students to

observe how long it takes the water to reach the bottom and to look for signs of pooling,

erosion, etc. Discuss observed differences between the two slopes.

Adapted from Forests of Washington: Forest Ecosystems and People, Environmental Education About Forests.

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III. Who’ll Stop the Rain? Learning Outcome: Students will demonstrate an understanding of the complex

interaction between people and watersheds.

Grade Level: 4-9

Subject Areas: Science, language arts, art.

If More Ideas section is used: Drama.

Materials: Baggies (one per student), Small paper cups (one per student), tape, writing and

illustration paper.

Background Information for Teachers: The water in a watershed is always being

recycled. It has travelled through forests, down hills and under the ground before and it

will do so again many times.

This is due to the cycle of evaporation, condensation and precipitation we call the water

cycle. As the sun heats the ocean surface, water evaporates. Winds carry the water vapor

toward the land. On the way, the vapor cools enough for tiny droplets to condense into

clouds. When the clouds bump into mountains and are forced to rise higher, more cooling

occurs. The cooled water droplets now form true drops and fall as rain or turn into snow

crystals. This precipitation falls on watersheds everywhere, and the water begins its

journey back to the ocean.

Along the way, a water droplet may encounter any number of events. It may be absorbed

by a tree root, a natural occurrence, or be used to wash dishes, a human-caused event. By

developing their own studies of a water drop's journey through a watershed, students will

be led to consider the complex interactions between people and watersheds.

The only way to make progress is to have everybody be a part of it.

Jerry Schoen,

Massachusetts Water Partnership

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Learning Procedure

More Ideas 1. Students dramatize their journeys for the rest of the class. The teacher, parent helper or

students videotape dramas. The video will be a "live" version of the class book. Have a

student read the opening paragraph at the beginning of the video and the closing one at

the end. Share the video with other classes in your school.

2. Perform the same baggie cup experiment with salt water. Discuss desalination. Try it

again with colored water. Imagine that the food coloring is a pollutant. What happens to

pollutants during the water cycle?

3. Design a cartoon strip explaining the journey of the raindrop.

Adapted from Forests of Washington: Forest Ecosystems and People, Environmental Education About Forests.

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IV. Liar’s Club (and Glossary) Learning Outcome: Students will learn water-related vocabulary.

Grade Level: 4-12.

Subject Areas: Social Studies, Science, Language Arts.

Materials: Glossary (attached), pencil and paper for each student.

Learning procedure Students may be divided into teams, with individual members competing in a head-to-head

contest. One student reads four definitions from the glossary (including the correct one),

and the opponent(s) must guess the correct definition.

Variation 1. The game can also be played as "fictionary," with each player taking a turn

being "it." The other players pick a word from the glossary, read the correct definition and

invent three false ones. The player who is "it" scores points by picking the correct

definition.

Variation 2. You might also try a game of "depictionary." One student from each team

views the word shown by the teacher and draws illustrations of the word on the board.

Teams have 60 seconds to guess the word illustrated by the drawing. The first team to

guess the word gets a point. That team can earn an additional point by giving the correct

definition of the word. If neither team is able to guess the word, reveal the answer.

Everything is hitched to everything else.

John Muir

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Glossary Algae: Aquatic, nonflowering plants that lack roots and use light energy to convert carbon

dioxide and inorganic nutrients such as nitrogen and phosphorus into organic matter by

photosynthesis. Common algae include dinoflagellates, diatoms, seaweeds and kelp. An

algal bloom can occur when excessive nutrient levels and other physical and chemical

conditions enable the algae to reproduce rapidly.

Aquatic Insect: Insect species whose larval and juvenile forms inhabit streams or lakes.

They are a source of food for a variety of fish, birds and reptiles. They also break down

organic matter such as leaves and needles that fall from trees into the water. Aquatic

insects provide valuable insights about the water quality of creeks and streams. Some

insects can only survive in clean water, while others are tolerant to pollution. Observing

bug populations in our local waters gives us clues to water quality.

Aquifer: The underground layer of rock or soil in which groundwater resides. Aquifers are

replenished or recharged by surface water percolating through soil. Wells are drilled into

aquifers to extract water for human use.

Bioaccumulation: The process by which a contaminant accumulates in the tissues of an

organism. For example, certain chemicals in food eaten by a fish tend to accumulate in its

liver and other tissues.

Community: The plants and animals that interact in a habitat. Usually restricted (stream

community, pool community, riparian community, fish community, etc.) Also, the

community of people who influence a habitat.

Compost: A mixture of dead leaves, grass, and other organic materials, which when

partially decomposed, is used as soil conditioner.

Cumulative Effects: The combined environmental impacts that accrue over time and space

from a series of similar or related individual actions, contaminants, or projects. Although

each action may seem to have a negligible impact, the combined effect can be severe.

Disposable: Items designed to be thrown away after single or short term use.

Ecosystem: A community of living organism interacting with one another and with their

physical environment, such as a rain forest, pond or estuary. Damage to any part of a

complex system, such as Puget Sound, may affect the whole. A system such as Puget Sound

can also be thought of as the sum of many interconnected ecosystems such as the rivers,

wetlands and bays. Ecosystem is thus a concept applied to communities of different scale,

signifying the interrelationships that must be considered.

Erosion: Detachment of soil particles by water, wind, ice, gravity or organisms.

Estuary: A coastal water body where ocean water is diluted by out: flowing fresh water.

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Evaporation: Changing a liquid to a gas, such as when liquid water changes to water vapor.

Groundwater: Picture all the water in all the rivers, lakes and streams throughout the

country. Now try to imagine 20 times that much water stored out of sight but for the most

part available for use. This hidden supply of water is groundwater. Stored underground in

spaces between soil particles and rocks are 30 to 60 quadrillion (that's a six with 16 zeros

after it!) gallons of usable fresh water, representing 95 percent of our country's entire fresh

water supply. This water is found everywhere, but at different levels below the surface. A

zone with enough groundwater to withdraw and use for drinking water or other purposes

is called an aquifer.

Habitat: The specific environment in which an organism lives and on which it depends for

food and shelter.

Hazardous Waste: Wastes containing hazardous chemicals. Those wastes which provide

special problems to living creatures or to the environment because they are poisonous,

explosive, corrosive or flammable.

Herbicide: A substance used to destroy or inhibit growth of vegetation.

Impervious: A surface, such a pavement, that rain cannot penetrate.

Insecticide: A substance, usually a chemical that is used to kill insects.

Larva: Immature insect of the type that pupates into adult form.

Leachate: Water or other liquid that has washed (leached) from a solid material, such a

layer of soil or debris. Rainwater that percolates through a sanitary landfill and picks up

contaminants is called the leachate from the landfill.

Marsh: A wetland where the dominant vegetation is non-woody plants such as grasses and

sedges, as opposed to swamp where the dominant vegetation is woody plants like trees.

Monitor: To track a characteristic, such as dissolved oxygen, nitrate level or fish

population, over a period of time using uniform methods to evaluate change.

Nonpoint Pollution: Pollution that enters water from scattered and uncontrolled sources

rather than through pipes. Nonpoint pollution can come from agricultural and livestock

practices, forestry practices, leakage from septic tanks, recreational boats, and runoff from

roads. This pollution contains fecal matter, suspended solids, oil, grease, heavy metals, and

other toxins. It is hard to treat nonpoint sources because they are widespread and don't

come from a single point. Most people unknowingly and unintentionally contribute to

nonpoint source pollution.

Nutrients: Essential chemicals needed by plants or animals for growth. If other physical

and chemical conditions are optimal, excessive amounts of nutrients can lead to

degradation of water quality by promoting excessive growth, accumulation, and

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subsequent decay of plants, especially algae. Some nutrients can be toxic to animals at high

concentrations.

Percolate: To pass through a permeable substance. For instance, septic effluent and

rainfall percolates through soil.

Pesticide: A general term used to describe chemical substances that are used to destroy or

control pest organisms. Pesticides include herbicides, insecticides, algaecides, fungicides,

and others. Many of these substances are manufactured and are not naturally found in the

environment. Others, such as pyrethrum, are toxins which are extracted from plants and

animals.

Point Source: A source of pollutants from a single point of conveyance such as a pipe. For

example, the discharge from a sewage treatment plant or a factory is a point source.

Pollutant: A contaminant that adversely alters the physical, chemical, or biological

properties of the environment. The term includes pathogens, toxic metals, carcinogens,

oxygen-demanding materials, and all other harmful substances. With reference to nonpoint

sources, the term is sometimes used to apply to contaminants released in low

concentrations from many activities which collectively degrade water quality. As defined in

the federal Clean Water Act, pollutant means dredged soil, solid waste, incinerator residue,

sewage, garbage, sewage sludge, munitions, chemical wastes, biological materials,

radioactive materials, heat, wrecked or discarded equipment, rock, sand, cellar dirt, and

industrial, municipal, and agricultural waste discharged into water.

Precycle: To select products that make the least amount of garbage.

Recharge is the process by which water percolates from the earth's surface down through

the soil to become groundwater.

Recycle: The collection and reprocessing of manufactured materials for reuse either in the

same form or as part of a different product.

Riparian Zone: The border of a stream or river above its banks; affects the stream and is

affected by it.

Shellfish: An aquatic animal, such as a mollusk (clams and snails) or crustacean (crabs and

shrimp), having a shell or shell-like exoskeleton.

Shellfish Contamination: The contamination of certain bivalves (clams, mussels, oysters)

which filter water to feed and tend to collect or concentrate waterborne contaminants in

their tissues.

Siltation: The process of becoming clogged with fine sediments.

Spawn: To deposit and fertilize fish eggs.

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Storm Drain: A system of gutters, pipes, or ditches used to carry stormwater runoff into

sewers or streams.

Stormwater Runoff: Surface water that washes off land after a rainstorm. In developed

watersheds it flows off roofs and pavement into storm drains which may feed directly into

the stream; often carries concentrated pollutants.

Toxic: Poisonous, carcinogenic, or otherwise harmful to life.

Water Cycle (Hydrologic Cycle): In a watershed, the rain, the rivers, the lakes and

wetlands, even our drinking water are all parts of an intricate cycle. Rain falling on the land

soaks into the earth; some runs off to streams; some evaporates before it ever reaches the

earth. The water that soaks into the ground becomes part of the groundwater and feeds

streams and wetlands and supplies much of our drinking water. Surface runoff forms

streams, the rivers that eventually empty to Puget Sound. Rivers are the sign that the cycle

is working - returning water to the oceans where it evaporates, forms clouds and falls

again.

Water Table: The upper surface of the groundwater; the level below which the soil is

saturated with water. Its depth is influenced by rainfall and by human development (wells,

drainage ditches, loss of wetlands, etc.).

Watershed: The entire drainage area or basin feeding a stream or river. Includes surface

water, groundwater, vegetation, and human structures.

Wetlands: Habitats flooded with shallow water all or part of the year. They provide habitat

and food for a wide variety of insects, reptiles, mammals, fish and shellfish. Wetlands are

beneficial to humans because they control flooding, improve water quality, and play an

important role in replenishing our groundwater supplies.

Adapted from Forest Fictionary, Timber Study Guide, Seattle Public Theater, and "Depictionary," Waste Reduction and Recycling, Integrated Waste Management Guide, Thurston County Solid Waste Programs.

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V. Oil & Water Don’t Mix Learning Outcome: Students will learn how and why we recycle oil.

Grade Level: Middle School, High School.

Subject Areas: Science, Chemistry, Auto Shop, Driver's Education.

Materials:

A small container of cooking oil (olive oil works well)

Red tempera poster paint (water based)

One glass bowl

One eye dropper

One funnel

Very fine aquarium gravel or sand

One quart or gallon jar

One measuring cup

Water

Small screen

Background information Oil can have serious effects on the environment because it contains hydrocarbons and

heavy metals (worn away from engine areas). Students should learn that oil can be

recycled, and should not be accidentally mixed with water or other auto products, or

allowed to contaminate plants, animals or soil.

I don't want to tell my great grandchildren, "This is a picture of a salmon!" We have to be on record

that this is not our way. Oliver Mason,

Quinault

-19-

Although the effects on environmental pollution often are difficult to see, a major oil spill

gives dramatic evidence of environmental impact on wildlife. Feathers are damaged,

embryos in eggs are killed, fish suffocate because their gills become clogged, and marine

and land animals die from ingesting oil-contaminated food and water.

People attempt to clean up after oil spills, but their actions are sometimes unsuccessful and

do more harm than good. Using detergents to clean oil form bird feathers, for instance, can

damage the birds' feather structure and arrangement (the birds' waterproofing). Birds may

also become weakened and more susceptible to disease, making it more difficult for them

to find food and water. The quality of food and water also may be affected.

Many of us are impressed by the damage done when a supertanker causes an oil spill, but

few realize that these large scale events are a small portion of the oil pollution in the United

States.

What Can You Do? 1. Monitor vehicles for oil and other fluid leaks (most automotive fluids are petroleum

based.)

• Every three weeks, more oil is spilled in the nation’s streets and driveways than

during the Exxon Valdez oil disaster back in 1989!

2. If you change your oil yourself, be careful, and dispose of the oil in an environmentally

friendly manner.

• While an engine is in use, oil picks up toxic contaminants, carcinogens and heavy

metals (lead, zinc, arsenic, chromium and cadmium).

• Throwing used oil in the garbage (sending it to a landfill), or dumping it down a

storm drain (leading to streams, lakes or the ocean) is illegal, not to mention

harmful to the environment.

• One quart of motor oil can pollute 250,000 gallons of fresh water, or create a surface

water slick of one acre.

• Fish, waterfowl, insects and aquatic life are threatened by used oil in waterways.

Floating plankton and algae (a basic food source) are killed by oil.

• Tiny amounts of oil rinsed over shellfish beds can ruin the taste of clams and

oysters.

• Less than 300 parts per million of oil can spoil the taste of fish.

3. Used oil can be re-refined into good-as-new lubricating oil (oil never wears out, it just

gets dirty.) To recycle used automotive oil, take it in a clean, sealed container, such as a

milk jug, to the nearest participating recycling center or service station accepting

uncontaminated used oil.

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• Used oil should never be mixed with antifreeze, gasoline, paint thinner, solvents,

cooking oil, or other contaminants since these interfere with reprocessing and may

make the used oil a hazardous waste.

Learning Procedure Familiarize students with the background information and conduct the following

demonstration.

Surface Water: Fill the glass bowl with water. Place several drops of oil on the surface.

Note how the oil spreads across the surface in a thin film. Ask:

What would happen to surface organisms like plankton and insect larvae in this water? (Oil

interferes with the life cycle of organisms which use the surface layer as a nursery ground.)

Can you get the oil out of the water?

(Mix the solution.) Could the oil and water be separated now?

Would you drink the water?

Could fish thrive in this water?

What would happen if the oil coated their gills? (They would suffocate.)

What would happen if they absorbed or ingested the toxic contaminants in the oil?

(They could develop skin or liver cancer.)

Groundwater: Many people in the United States rely on groundwater for drinking.

Groundwater is not usually in underground streams and lakes. It's usually stored in pores

between rocks and gravel. These water bearing layers are called aquifers.

Put a small screen at the bottom of the funnel and pour in 1/2 cup of the fine aquarium

gravel or sand.

Place the funnel over a jar.

Measure out 1/2 cup of water and pour it into the gravel.

Measure how much flows into the jar.

Ask: Where is the rest of the water? (Held in the spaces between particles of gravel.)

When oil is dumped on the ground it can seep into this groundwater. You can taste as

little as one part per million. (One ppm = one gallon of used oil in one million gallons of

water or one minute in the life of a 12year old.)

Drop two or three drops of red water-based paint onto the water soaked gravel in the

funnel. (Do not use oil based paints; they bond to the epoxy coating on some aquarium

gravels.)

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Pour 1/2 cup of water through the funnel (rainfall).

Note how much oil or paint flushes through and how much remains in the gravel.

Pour additional cupfuls of water over the gravel. Note how many volumes of water are

needed to rinse the gravel clean.

Ask: would you want to drink this water?

Ask: How can we keep used oil out of surface and groundwater? (Used oil should be

recycled.) Call 1-800- RECYCLE for used oil recycling opportunities.

Discussion Questions:

When you change motor oil in your car, truck motorcycle or boat, what should you do

with it?

What should you not do with it? Why?

How large an oil slick can one pint of oil produce?

What is groundwater?

What is the difference between surface water and groundwater?

Adapted from Waste Reduction an<l Recycling, Integrated Waste Management Guide, Thurston County Solid Waste

Programs, and A-Way with Waste, Washington Dept. of Ecology.

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VI. Astounding Facts Learning Outcome: Students will evaluate human impact on water resources.

Grade Level: Middle School, High School.

Subject Areas: Social Studies, Science, Language Arts.

Materials: Astounding Facts list (attached), pencil and paper for each student.

Learning Procedure Divide the class into small groups. Give each group a copy of Astounding Facts. Have each

group make a list of the ten most important facts, then present their findings to the class.

Why did they choose their Astounding Facts? After the last presentation, facilitate a

discussion with the goal of reaching a class consensus. We'd like to hear your verdict – send

your results to info@openroadproductions.biz.

Astounding Facts! There is the same amount of water on Earth as there was when the Earth was formed.

The water from your faucet could contain molecules that dinosaurs drank.

Nearly 97% of the world’s water is salty or otherwise undrinkable. Another 2% is

locked in ice caps and glaciers. That leaves just 1% for all of humanity’s needs — all its

agricultural, residential, manufacturing, community, and personal needs.

We save enough energy by recycling one aluminum beverage can to run to run a 14

watt CFL bulb (60 watt incandescent equivalent) for 20 hours, a computer for 3 hours,

or a TV for 2 hours.

About 50 percent of the water we use in our homes is used in the bathroom.

A leaky faucet that drips at the rate of one drip per second can waste more than 3,000

gallons per year. That's the amount of water needed to take more than 180 showers!

When the well's dry, we know the worth of water. Benjamin Franklin

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Sources of water pollution like industrial wastes from factories have been greatly

reduced in recent years. Now, more than 60% of water pollution comes from things like

trash and litter, excess fertilizer, and pet waste!

While there have been significant improvements in the recycling of packaging materials

over the last 20 years, packaging still accounts for an estimated 30% of all trash, or

about 2,000 lbs. a year for every man, woman and child.

The average total home water use for each person in the U.S. is about 50 gallons a day.

In order to maintain good health, a person needs to consume 2.5 quarts of water per

day (includes water from food).

For most of history, wetlands were looked upon as wastelands. They do not easily

support development. The soil is wet, spongy, and difficult to build on. As a result,

almost half of U.S. wetlands have been destroyed.

More than 75% of the fish and shellfish that are commercially harvested worldwide are

linked with wetlands.

Global water use has tripled since 1950.

For millions of people around the globe, water, sanitation and hygiene conditions have

improved. Still, in 2015, UNICEF reported that 663 million people are using unsafe

drinking water.

Used oil is the largest single source of oil pollution (more than 40% of total oil

pollution) in our nation's waterways.

Worms eat their own weight in soil and organic matter each day. They will eat any

organic food scraps, and worm castings (what they leave behind after they mulch) are

the richest, most productive compost known and are terrific for growing plants,

vegetables and flowers.

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VII. What Can You Do? Learning Outcome: Students will make decisions concerning future actions affecting

water.

Grade Level: Middle School, High School.

Subject Areas: Social Studies, Science. Materials: What Can You Do? list (below).

Learning Procedure Ask each student to choose and practice two items from the What Can You Do? list.

Students may work with one or more partners for several of the items.

At the end of two weeks, ask students to report their progress to the class. Was it easy, time

consuming, boring, worthwhile? What was the reaction from the students' family and

friends? Is this something they could continue doing as a regular routine? Would it make a

difference in the water quality of your community? How could they persuade other people

to incorporate these practices in their lives?

What Can You Do? Be aware of the water cost of what you do. Often simple awareness is the greatest single

factor in bringing about change. ·

Organize a field trip to a creek or river near the school building.

Look for sources of water pollution along the shoreline and litter in the creek from

stormwater runoff. Mobilize your school clubs (or consider starting one) to conduct

a litter cleanup project on the creek.

Get your school involved! Tell your teacher you'd like to get your class and school

involved in monitoring local water quality.

Nobody made a greater mistake than he who did nothing because he could only do a little.

Edmund Burke

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Your teacher can visit the Washington State Project WET (Water Education for

Teachers) webpage at http://www.projectwet.org/ for workshops, lesson plans,

and other resources for teachers and students.

Keep our stormdrains clean!

Stormdrains are not sewers. Typically the water that stormdrains carry is not

treated before being directed to surface or groundwater. That's why it's so

important to eliminate pollutants at the source. So keep soap suds, pet wastes, paint

rinse water, pesticides and herbicides out of the stormdrains. Never dump anything

you wouldn't want to drink or swim in down the stormdrain-especially used motor

oil.

Invite a guest speaker.

Many community groups have already organized activities and projects designed to

improve water quality. Garden clubs, church and social groups, civic associations

and service organizations, environmental and business groups - all have a stake in

improving local water quality. If you belong to one of these groups, consider

devoting one or more meetings to learning about water quality issues in your local

area and in the region. You could feature a knowledgeable speaker, show a film

organize a panel discussion with local officials, or sponsor a half-day workshop on

water quality issues.

Reuse containers and products as often as possible.

Use real dishes, dish towels, and lids instead of foil and plastic wrap.

Wash your car at a professional car wash-and ask if they're hooked up to the city sewer.

If you wash your car at home, use non-phosphate soap and park in your yard

(otherwise the run-off may drain directly into a storm drain).

When your family purchases a new faucet, showerhead or toilet, look for models with

the “WaterSense” label, which means they’ve been tested to meet government

standards for efficiency and performance.

Carpool, walk, bike, use public transportation.

Many pollutants in urban runoff come from motorized vehicles. Fuel, oil, tire dust,

anti-freeze, exhaust emissions, and heavy metals from brake linings can

contaminate water and air. Exhaust contributes to smog, the greenhouse effect and

acid rain. Air pollution caused by vehicles costs us in terms of money, our health,

and our quality of life.

If your parents own a car, remind them to keep it well-tuned and leak free.

Remember to carpool and combine trips. Better yet, walk, bike or ride the bus.

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Take shorter showers!

A five-minute shower, using a standard showerhead, can use up to 35 gallons of

water as well as the energy to heat it. An energy saving showerhead can cut that by

half.

You'll save even more water by turning off the water flow when lathering up, and

tum it back on to rinse.

In the average American home, the water heater is the second largest energy user.

Insulate the water heater tank!

It’s energy efficient and saves money (the Department of Energy estimates energy

savings of 7-16% annually from insulating the tank).

Look for leaks and repair them.

A small drip from a worn washer can waste 20 or more gallons a day. Larger leaks

waste even more.

The Fix-it-Yourself Manual from Reader's Digest can give you information needed to

decide whether the repairs necessary to fix household leaks are for you or a

plumber. (In any case, be sure to check with your parents before breaking out the

wrenches!)

Sweep the sidewalk instead of hosing it.

Replace your lawn.

That's right - DIG IT UP, and replace it with natural landscaping using native plants

(be sure to ask your parents first). Water consumption for lawn use can be as much

as 500 to 1,000 gallons per day during the summer months.

Washington State University Extension maintains a webpage on natural

landscaping, with videos and guides to get started – all for free!

http://ext100.wsu.edu/water/landscaping/

Recycle papers, bottles and cans.

Plant trees.

Trees tum CO2 into oxygen. Well-placed trees around a house can lower air-

conditioning needs by 10 to 50 percent.

Use a mesh, string or canvas bag for shopping.

Shop smart and reduce waste.

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Becoming a smart shopper means that you'll reduce waste by not bringing it into

your home in the first place. You'll save money, too. Good ecology is usually good

economics!

Reject disposable products. Buy a pen with a replaceable cartridge or one that is

refillable. Use razors with replaceable blades instead of totally disposable ones. Use

cloth diapers (terrycloth works best and Velcro can replace pins). Using

rechargeable batteries saves money and prevents dangerous metals like mercury,

cadmium and lithium from polluting our waters.

You can also buy fresh ingredients (usually more nutritious and less enveloped in

packaging).

Buy recycled products.

Nothing recyclable is really conserved until it's been used once, recycled, and then

used again. So.to close the recycling loop, buy recycled products and products with

recycled packaging. Look for the recycled content symbol and label information

when you shop. Also, cardboard that's gray on the inside is made with recycled

material. So are most glass jars, tin and aluminum cans.

You'll also find recycled paper products, including toilet paper and notecards, in

many stores.

Earth 911 maintains an online database of recycling solutions, and produces search

results based on your location. http://earth911.com.

Tell the stores where you shop what you think!

If you can't find recyclable packaging, let the manager know you want the choice.

Also request that your store identify products that are environmentally friendly,

with labels and promotions.

Write to company executives and tell them what you like (or don't like) about their

policies.

While many changes have to be made at the government (policy) level, it's clear that

companies and the government are responding to consumer pressure about

environmental issues.

Choose personal and paper products that have no artificial scent or color, as these are

often toxic.

Start a compost pile.

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Composting is a great way to turn yard clippings into a rich soil conditioner for your

garden while saving money, energy and important natural resources. That's much

better than using up space in the garbage can and at the landfill.

Shop to reduce toxic waste.

Did you know that many household products contain toxic chemicals? Through

improper use or disposal, these toxins can enter our ground and surface waters.

Fortunately you can easily minimize or eliminate household hazardous wastes by

finding substitutes for the hazardous chemicals you may be using. Before you

purchase any household hazardous chemical products-that's anything with a

caution, warning, poison or danger label-ask yourself if you really need it. After all,

there's probably a safer and cheaper way to do the job that won't hurt the planet.

If you decide you absolutely need a toxic product, only buy the exact amount

necessary. No more. And be sure to follow the label directions carefully.

When it comes to all those designer cleaners on the market, you can skip them all.

Use simple soap and water. Also, baking soda, vinegar and good old-fashioned elbow

grease will clean just about anything without harming you or the environment.

Change oil (and filter) carefully so it doesn't end up on the ground. Dispose of waste oil

at local recycling centers. Many gas stations and tune-up services collect waste oil.

Routinely check tire pressure and properly inflate tires. Under-inflated tires cause poor rides, premature wear and increase pollution. Under-inflated tires can waste up to five percent of your gas! As many as half the cars on the road have under-inflated tires, wasting 4.75 billion dollars of gasoline every year!

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VIII. Additional Resources This is far from a comprehensive list of available online resources for teachers, but is a

good starting point. If you are aware of additional resources that should be included, please

let us know at info@openroadproductions.biz.

Environmental Protection Agency (EPA) - Lesson Plans, Teacher Guides and

Online Resources for Educators: An array of environmental and science based

lesson plans, activities and ideas, including a section on water.

https://www.epa.gov/students/lesson-plans-teacher-guides-and-online-resources-

educators

National Geographic - Watershed: Useful general definitions, activities and

multimedia resources for grades 4-12.

http://nationalgeographic.org/encyclopedia/watershed/

Nature Bridge – Watershed Studies: Lesson plans, online resources and

recommended reading. https://naturebridge.org/training-

tools/teachers/watershed-studies

Project WET (Water Education for Teachers): Water education resources, special

events and advocacy for the world’s most pressing water issues.

http://www.projectwet.org/

WET Science Center – Education Program: Includes materials developed by LOTT

Cleanwater Alliance, as well as links to other sites. Also includes information on

WET Science Center in Olympia, WA, which provides hands-on exhibits and

programs focused on water.

http://www.wetsciencecenter.org/educationprogram/teacher-resources/