1

Made possible by:

STUDENT WORKBOOK Youth Imagine a Resilient Future:

Imagine, innovate, implement and share at the Youth Resilience Expo

2

An Extraordinary Need Coastal Virginia’s Extreme Sea Level Rise

Hampton Roads is experiencing challenges from the rising seas and frequent flooding and we need YOUTH to create innovative solutions as we learn to adapt to the water and be-come resilient. • One of the highest relative sea level rise on the East Coast • More frequent storms • Increased flood risks This workbook is designed to help you • investigate the issues • imagine a project for your school • implement your ideas and take action • and showcase results at the Youth Resilience Expo at Norfolk Botanical Garden Saturday, February 29, 2020 from 9-1pm

Elizabeth River’s Lafayette Branch, Norfolk, VA

3

Norfolk’s Flooding Challenges

In Norfolk, sea level rise is not a theory but a daily reality for citizens. “Rising seas and local-ized land subsidence have led to Norfolk having the highest rate of relative rise on the East Coast. While global sea levels have risen 5-8 inches over the last century, in Norfolk, the sea level rise has risen over 14 inches since 1930,” indicates Nor-folk Resilient City (Norfolk Office of Resilience 2015). Global warming combines here with land subsidence for extreme results. Already, six out of the eleven highest water levels that affected Norfolk since 1922 oc-curred in the last 12 years and Norfolk’s most socially and economically at-risk neighborhoods are disproportionately affected, the Norfolk strat-egy continues. A tide gauge installed on a Navy pier shows an increase of about 15 inches since it was installed in 1927 (Applegate 2014). Mean-while, Virginia Institute of Marine Sciences predicts sea levels could rise another 1-2 feet by 2040 (when to-day’s students approach middle age) and 3-8 feet by 2100 (Mitchell et al 2013), flooding roads leading to the world’s largest naval base, Naval Station Norfolk, as well as shipyards and hospitals.

Most plants and animals live in areas with very specific climate con-ditions, such as temperature and rainfall patterns, that enable them to thrive. Any change in the climate of an area can affect the plants and ani-mals living there, as well as the makeup of the entire ecosystem. Some species are already responding to a warmer climate by moving to cooler locations. For example, some North American animals and plants are mov-ing farther north or to higher elevations to find suitable places to live. Cli-mate change also alters the life cycles of plants and animals. For example, as temperatures get warmer, many plants are starting to grow and bloom earlier in the spring and survive longer into the fall. Some animals are waking from hibernation sooner or migrating at different times, too. As the Earth gets warmer, plants and animals that need to live in cold places, like on mountaintops or in the Arctic, might not have a suitable place to live. If the Earth keeps getting warmer, up to one–fourth of all the plants and animals on Earth could become extinct within 100 years. Every plant and animal plays a role in the ecosystem (for example, as a source of food, a predator, a pollinator, a source of shelter), so losing one species can af-fect many others. What can people do about it? Just like people, plants and animals will have to adapt to climate change. Many types of birds in North America are

already migrating further north as the temperature warms. People can help these animals adapt by protecting and preserving their habitats.

4

How to Begin Your Project: STEP 1 Choose an investigative question to address. STEP 2 Brainstorm and choose a project to address an inves-

tigative question. STEP 3 Create a timeline, budget and supply list. STEP 4 Implement a project and measure results. STEP 5 Lead teacher, 5 students and two parents represent

your school and share results at the Youth Resilience Expo, Saturday Februay 29th at Norfolk Botanical Gardens. Norfolk, VA.

You will be recognized as a River Star School and encouraged to join Green Schools Alliance.

5

STEP 1 Choose an investigative question.

? How can our school capture and reuse rain water?

? How can our school address flooding?

? How can we encourage resilience action? ? How can our school reduce our carbon footprint?

Other: ______________________________________________________________ ____________________________________________________________________ _____________________________________________________________________

STEP 2 Brainstorm and choose a project to address

an investigative question. Teachers and students should discuss the challenges Hampton Roads is experiencing from the rising seas and frequent flooding including neighborhoods and schools. Teachers should begin a dialogue with students with questions, brainstorm and vote on a project to implement.

? Raise your hand if your neighborhood experiences flooding?

? What do you think “resilience” means?

? What does all the flood waters keep you from doing? ? Does our school experience flooding?

? Do you know any solutions that could help with flooding?

? What kind of projects could we implement at school to address flooding?

? What are ways we could recapture and/or reuse rain water? ? What could we do to educate others on actions to help create a resilient community?

? What does it mean to reduce our carbon footprint?

? What are some projects we could do to reduce our carbon footprint?

?

?

?

6

STEP 3 Create a timeline, budget and supply list

Timeline

October November

December

January February

• Attend the Youth Resilience Expo, Saturday, February 29, 2020 at Norfolk Botaical Gardens

• Share your project in 100 words online at www.elizabethriver.org on the River Star School home page.

March • Celebreate your achievements as a Resilient River Star School and receive a banner, trophy and

certificate and join Green Schools Alliance, www.greenschoolsalliance.org.

Budget & Supplies

Supplies Cost TOTAL 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

7

STEP 4 Implement project and measure results

Project ideas:

? How can our school capture and reuse rain water?

• Create a raingarden • Install rainbarrels • Install other tools to capture rain water to water gardens • Retain Your Rain and calculate runoff. http://www.norfolk.gov/index.aspx?nid=3700

? How can our school address flooding?

• Participate in WHRO’s Flood Mapping—Building Resilience in Our Communities http://education.whro.org/kingtide/application • Decrease hard surfaces and increase areas that can absorb waters • Plant trees and waterwise gardens with plants that absorb waters • Map the schoolyard and how rain travels on the site and then implement clean ups

by decreasing stormwater runoff “stormwater harvesting” • Help restore wetlands by participating in Wetlands in the Classroom • Improve schoolyard habitat • Decrease erosion

? How can we encourage resilience action?

• Create educational posters that include stewardship actions that address flood safety, conservation, restoration and a message of hope • Create art that demonstrates innovation, a resilient community, etc • Develop a video, commercial, morning announcements, puppet show, script or story to share hopeful ways for our community to be resilient and address flooding. • Hold workshops or lecture series for the school and local community and recruit students, faculty and families to commit to actions that address resilience

? How can our school reduce our carbon footprint?

• Calculate your school’s carbon foot using worksheets such as PBS’s http://meetthegreens.pbskids.org/features/carbon-calculator.html or www.youth.zerofootprint.net, • Reduce plastics including single-use plastics • Recycle and reduce waste • Reduce energy consumption • Carpool, walk, bike and don’t idle • Eat local • Use the sun and wind and reduce use of fossil fuels

8

STEP 5 Lead teacher, 5 students and two parents

represent your school and share results at the Youth Resilience Expo, Norfolk Botani-cal Garden, Norfolk, VA, February 29, 2020. 9am-1pm

Share YOUR Results and Story

• Agendas will be provided and the event will include an inspiring keynote speaker, demontsrations and an update on local Resilience Projects, opportunities

for networking, mentoring and an exhibit hall for students to share their projects and results.

• Each school will be given a table and or area in an Exhibit Hall to share your project, results and story with peers, community leaders and local Universities and/or organizations that may be interested in your ideas. • Create a way to share your project utilizing mini-models, posters, photos, graphs, charts, display boards, art, etc • Your project may be chosen to be displayed at a local library to educate the com-

munity, foster stewardship and create a more resilient community. Your school will be recognized as a Resilient River Star School and you are encouraged to join the Green School Alliance, www.greenschoolalliance.org.

9

10

Plastic World - a Global Problem

• What is marine debris? Defined as any persistent solid material that is man-ufactured or pro-cessed that is inten-tionally or uninten-tionally abandoned into a marine envi-ronment. Our oceans are filled with items that do not belong!

• Marine debris can come from both water-based and land-based sources. Water-based sources are fishing vessels, off-shore oil platforms, and commercial ships. Land-based sources are littering, dumping, or improper waste management. Trash can be blown, swept, or washed out to sea. Storm water can carry litter along streets into the storm drains to a nearby riv-er, stream, or ocean.

• Plastics, glass, and metal can be worn down into smaller and smaller fragments but they do not bio-degrade entirely. Once the items become smaller than 5mm they are called “microplastics.” These tiny plastics can easily be ingested or float over long distances.

• Wind, ocean currents, and gyres all impact how marine debris travels. A gyre is a large system of ro-tating ocean currents which can trap debris near its center into “garbage patches”. It is difficult to estimate the size of these patches as the debris is continuously moved by the wind and wave action.

• Plastic has the potential to harm fish and marine wildlife. Fish and other marine animals can become entangled or mistake floating trash as food and eat it. This can cause irritation or choke. Once the plastic enters the gut, the animal could feel full, leading to malnutrition or starvation. 90% of water birds world-wide have ingested plastic litter.

• Impacts of marine debris include wildlife entanglement and ingestion, economic loss (litter strewn beaches), habitat loss, coral damage, and invasive species transport.

• Innovations in fighting marine debris include many companies creating bio-based plastics. Corn, wheat, and algae based products use a renewable carbon source instead of fossil fuels. Packaging materials are being made from materials that break down more quickly in salt water.

• It takes 450 years for a single plastic bottle to degrade. Recycling is a way to reduce your impact. Plas-tic, glass, metal, and paper that is recycled is diverted from landfills and turned into new/usable items.

• What can you do? Participate in a local litter cleanup, reduce your plastic consumption (reusable bags, bottles, cups, straws), and spread awareness in your community.

11

Resources

BOOKS

Anderson, Lauren. Changing Tides, How Sea-Level Rise Harms Wildlife and Recreation Economies Along the US Eastern Seaboard. National Wildlife Federation: 2016.

Bloomberg, Michael and Pope, Carl. Climate of Hope. New York: St. Martin’s Press, 2017.

Broda, Herbert. Schoolyard-Enhanced Learning – Using the Outdoors as an Instruction Tool, K-8. Portland, Maine: Stenhouse Publishers, 2007.

Chiras, Dan. EcoKids. Canada: New Society Publishers, 2005.

Cornell, Joseph. Sharing Nature with Children. Nevada City, CA: Dawn Publications, 1979.

Cornell, Joseph. Sharing the Joy of Nature. Nevada City, CA: Dawn Publications, 1989.

Gershon, David and Robert Gilman. Household Eco Team Workbook: A Six-month Program to Bring Your Household into Environmental Balance. Global Action Plan for Earth, 1992.

Grant, Tim. Greening School Grounds. Canada: New Society Publishers, 2001. Hallsmith, Gwendolyn. The Key to Sustainable Cities: Meeting Human Needs, Transforming community Sys-tems. New Society Pubblishers, 2003.

Hewitt, Sally. Your Local Environment,, Crabtree Publishing Company, Canada, 2009.

Hewitt, Sally. Using Energy, Crabtree Publishing Company, Canada, 2009.

Junior Ranger Activity Book, Centennial Junior Ranger Activity Book, www.nps.gov

National Wildlife Federation. Reaching High Academic Standards on the Schoolyard. www.happeninhabitats.pwnet.org/pdf/Academic_Standards.pdf.

Louv, Richard. Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder.

MAGAZINES

Green Teacher Magazine. www.greenteacher.com

National Geographic Young Explorer (K-1). www.kids.nationalgeogrraphic.com

REPORTS

National Research Council of the National Academies. Climate Change Education Formal Settings, K-14, a Workshop Summary, 2012.

National Wildlife Federation. Sea-Level Rise and Coastal Habitats of the Chesapeake Bay: A Summary, 2008

NSTA Reports, National Science Teachers Association. Arlington, VA, www.nsta.org

Rowe, Sue. Seasons in the School Grounds. Exmouth, Devon: Learning Through Landscapes Trust, Southgate Publishers Ltd., 1992.

12

Smith, Gregory. Place-Based Education: Learning to Be Where We Are. XXXX

Sobel, David. Beyond Ecophobia – Reclaiming the Heart of Nature Education. Portsmouth, NH: Heinemann, 1998.

Sobel, David. Mapmaking with Children: Sense of Place Education for the Elementary Years. Portsmouth, NH: Heinemann, 1998. Sobel, David. Place-Based Education: connecting Classrooms and Communities.

Southeastern Forests and Climate Change~Project Learning Tree. www.plt.org

Thomas, Gill. Science in the School Grounds. Crediton, Devon: Learning Through Landscapes Trust, Southgate Publishers Ltd., 1992.

CHESAPEAKE BAY

Alliance for the Chesapeake Bay www.allianceforthebay.org

Chesapeake Bay Foundation www.cbf.org

WEBSITES

Alliance for Climate Protection www.climateprotect.org

Alliance for Climate Education www.acespace.org

CLEAN: Climate Literacy and Energy Awareness Network https://cleanet.org/index.html

Climate Action Network (CAN) International www.climatenetwork.org

Climate Care Climate care offsets your carbon dioxide by funding renewable energy and energy efficiency projects around the world. www.climatecare.org

Cool Schools Challenge http://www.nwf.org/Eco-Schools-USA/About-Eco-Schools-USA/Take-Action/Cool-School-Challenge.aspx

Cousteau Society www.cousteausociety.org

Environmental Defense Fund

www.edf.org

Global Greenhouse Gases U.S. Energy Information Administration http://tonto.eia.doe.gov/energyexplained/index.cfm?page=environment_where_ghg_come_from Global Warming Question and Answer Web Site www.ncdc.noaa.gov/oa/climate/globalwarming.html#q1

13

Greenhouse Gases and Society www.umich.edu/~gs265/society/greenhouse.htm

Kids against Climate Change - resources and teaching ideas for elementary students to learn about climate change, its impacts, and actions kids and adults can take to prepare and respond to it. The resources are research-based and the materials are

age appropriate. They are not all SLR specific but some touch on that issue. https://kidsagainstclimatechange.com/

MapCenter.com http://mapcenter.com Click on World Maps

Maps of World www.mapsofworld.com

National Marine Fisheries Service www.nefsc.nmfs.gov

National Network for ocean and Climate Change Interpretation www.climateinterpreter.org

Natural Resources Conservation Service Wwwnrcs.usda.gov

Sierra Club www.sierraclub.org

The Climate Project www.theclimateprojectus.org

The Nature Conservancy www.tnc.org

Tiki the Penguin – oneclimate.net http://tiki.oneworld.net/global_warming/climate_home.html

PLACE-BASED FIELD EXPERIENCES

Hampton Roads:

Brock Environmental Center http://www.cbf.org/about-cbf/locations/virginia/facilities/brock-environmental-center/

Chesapeake Arboretum http://www.cityofchesapeake.net/government/Boards-Commissions/full-listing/ceic.htm

Elizabeth River Project’s Dominion Energy Learning Barge http://www.elizabethriver.org/learning-barge

False Cape State Park http://www.dcr.virginia.gov/state-parks/false-cape#general_information

First Landing State Park http://first-landing-state-park.org/first_landing_activities.html

4-H Educational Center http://www.airfieldconference.com/page/4_h-camps-&-youth-programs/

14

Hunt Club Farm Field Trips http://www.huntclubfarm.com/field-trips/

The Mariners’ Museum and Park http://www.marinersmuseum.org/

Nauticus www.nauticus.org

Norfolk Botanical Gardens http://norfolkbotanicalgarden.org/events/categories/audience/children/

Paradise Creek Nature Park www.Paradisecreek.elizabethriver.org

Sandy Bottom Nature Park http://www.hampton.gov/142/Sandy-Bottom-Nature-Park

Virginia Aquarium and Marine Science Center https://www.virginiaaquarium.com/learn/field-trips

Outside of Hampton Roads:

Delaware: Delaware Nature Society http://www.delawarenaturesociety.org/ Maryland: Living Classrooms Foundation https://livingclassrooms.org

Maryland: Baltimore Aquarium www.aqua.org

Smithsonian Environmental Research Center www.sirc.si.edu

USA: National Park Service www.nps.gov

SOLAR POWER

Bernard Solar Panel Cooker http://solarcooking.org/plans/spc.htm

Dominion Energy www.dom.com

National Aeronautics and Space Administration http://stargazers.gsfc.nasa.gov/resources/sun_earth_background.htm

Solar Electric Light Fund (SELF) www.self.org

Solar Cooking Archive www.solarcooking.org/plan

Solar Energy International

15

Stormwater Runoff www.askHRgreen,org

SUPPLIES

Carolina Biological, www.carolina.com

Educational Innovations, www.TeacherSource.com

Texas Instruments, www.TI-Innovator.com

Vernier, www.vernier.com

WHRO/PBS

Carbon Calculator http://meetthegreens.pbskids.org/features/carbon-calculator.html

ACTIVITY: Be a Trash Detective http://pbskids.org/plumlanding/games/outdoor_adventures/adventure.html?m=95

ACTIVITY: Buy Green – Being an Eco Friendly Consumer http://www.pbs.org/parents/eekoworld/lessons4_1.html

ACTIVITY: Citizen Science http://pbskids.org/scigirls/citizen-science

ACTIVITY: (Young elementary) Count the Seahorses http://pbskids.org/catinthehat/games/do-you-see-my-seahorse

ACTIVITY: Don’t Flood the Fidgets http://pbskids.org/designsquad/games/dont_flood/

ACTIVITY: Follow the Wandering Water http://pbskids.org/plumlanding/games/outdoor_adventures/adventure.html?m=106

ACTIVITY: Reduce, Recycle, Reuse http://www.pbs.org/parents/eekoworld/lessonsk_1.html

ACTIVITY: The Air Around Us http://www.pbs.org/parents/eekoworld/lessons3_2.html

ACTIVITY: The Same Old Water http://www.pbs.org/parents/eekoworld/lessons2_3.html

APPS: Outdoor Exploring http://pbskids.org/apps/

VIDEO: Neighborhood Cleanup Storybook http://pbskids.org/daniel/stories/neighborhood-clean-up/#

16

WILDLIFE

Cornell www.cornell.edu

National Audubon Society www.audubon.org/educate/aa

National Wildlife Federation www.nwf.org

Oyster Reef Keepers 757-460-1200; Contact Laurie Sorabella

Project Wild Aquatic www.projectwild.org

Roots and Shoots www.rootsandshoots.org

U.S. Fish and Wildlife www.fws.gov

World Wildlife Fund Protects animals in their natural habitats www.wwf.org

WINDPOWER

EMEDCO www.emedco.com/endecasearch/result/query/?Ntt=idle&x=0&y=0

USA Wind Generators www.usawindgen.com

Climate Change Connection www.climatechangeconnection.org/

Idle Free Ontario www.idlefreeontario.ca

Environment Canada www.windatlas.ca/en/maps.php U.S. Department of Energy www.windpoweringamerica.gov/wind_maps.asp

17

18

Stewardship Actions

LIGHTS: Use lights only when you need them and turn them off when you leave the room. LIGHT BULBS: Install lightbulbs that are only as bright (wattage) as you really need. Replace the incandescent lightbulbs or LED lightbulbs and encourage your parents to do the same with other lights in your home. SUNSHINE: Open a curtain or window shade to let in sunlight, instead of turn-ing on a light. HOT WATER: Use as little hot water as possible when washing to conserve en-ergy. SHOWER: Take short showers (10 minutes or less) and install a water– saving showerhead. WASHING MACHINE: Only was clothes when there is enough for a full load. Don’t wash items unless they truly need to be washed. Use cold water if possible. COOLING: Let cool air in at night and seal it in during the day. Draw shades that are in the sun. Use fans as much as possible. If using the air conditioner turn it to 75 degrees F (24 degrees C) when home and 80 degrees (27 degrees C) when no one is in the house. HEATING: Turn the thermostat to 68 degrees F (20 degrees C) when people are awake and down to 60 degree F (16 degrees C) when they are asleep.

TRANSPORTATION: Walk, ride a bicycle, or take a bus or train. CARPOOL: Don’t drive alone and cut down on the amount of automobile ex-haust entering the atmosphere which lessens the amount of chemical nutrients entering the estuary. CARS: Drive cars that get good mileage. TREES: Planting trees helps cool the river, provide oxygen, improve air and wa-ter quality, stabilize the land and provide animal habitat.

19

Did you know Norfolk, Virginia is experiencing one of the highest sea level rises on the East Coast of the United States? You may have noticed when it rains, some streets , yards, parking lots and schools experience flooding. Did you also know there are really cool things people are innovating or “creating” to capture rain water to reuse it and help reduce the flooding? Look at the pictures below and notice how these ideas help to capture and reuse rain. It’s called “rainscaping.” Now pretend the school at the bottom of the page is your school and “rainscape” it by adding some of the ideas pictured or maybe you have different ideas? Add them too! Be innovative!

Rainscape Your School Name______________________

20

Made possible by:

Youth Imagine a Resilient Future: Imagine, innovate, implement and share at The Youth Resilience Expo

Seeking Schools to Implement Resilient Projects that address flooding and reducing carbon footprint

WHO: Student teams of any size can participate; 5 students and a teacher attend the

Youth Resilience Expo on Sat. Feb. 29, 9-1pm at Norfolk Botanical Gardens

WHAT: Choose investigative questions such as: • How can our school capture and reuse rain water? • How can our school address flooding? • How do we encourage resilience action? • What can our school do to reduce our carbon footprint?

Schools should implement their idea, measure results and share at the Youth Resilience Expo. Students are encouraged to think out-of-the box. Expo presentations may include models, posters, videos, etc. Some groups may be asked to present.

HOW:

September: A lead teacher schedules a 45 min. meeting, during their resource hour for a project overview and planning session with Elizabeth River Project’s Sarah McBride.

October 12: Attend a teacher workshop at Paradise Creek Nature Park to learn about the Elizabeth River, how to create a resilient community and more. (Limited to 25 teachers; K-12)

Oct.-February Implement a project that addresses a challenge and measures results. Limited native plants and funding for projects may be available.

Feburary 29: Each team, represented by a lead teacher and 5 students, will showcase their work at the Youth Resilience Expo on February 29th at Norfolk Botanical Gardens to share their results.

Awards: Elizabeth River Project will recognize you as a Resilient River Star School!

For more information contact:

Sarah McBride, Youth Resilience Coordinator Elizabeth River Project

smcbride@elizabethriver.org, 757-392-7132

Youth Imagine a Resilient Future: Imagine, innovate, implement and share at The Youth Resilience Expo

Hampton Roads is experiencing challenges from the rising seas and flooding and we need YOUTH to create innovative solutions as we learn to adapt to the water and become resilient. The Elizabeth River Project will showcase student’s projects addressing these issues at the Youth Resilience Expo.