# Stormwater Diversion and Management

Stormwater Module Overview

Essential Question:

How might you manage stormwater runoff?

• How might you reduce stormwater runoff from driveways/parking lots or rooftops?

Overview:

Students will follow a Fermi Problem process to investigate stormwater diversion and management.  Students will investigate the following research questions:

• How much water falls on our campus each year?
• How much water goes into storm drains on our campus?
• How much water could potentially be diverted on our campus?

Students work in groups to:

• Estimate amounts that answer the research questions
• Brainstorm what information is needed to solve the problem
• Research online to gather information
• Collect data from certain parts of campus
• Research possible solutions
• Develop a plan to manage stormwater run-off
• Present plan to the class.

Day 1:  Introduction and Pre-Test (Stormwater Lesson 1 outline)

Warm-Up: Stormwater Pre_Post Assessment

Watch videos on effects of run off in storm drains;  where does run off go

• Establish purpose:
• To understand what stormwater runoff is, its effects, and ways to reduce it
• Graphic organizer:

• Purpose:
• To understand what stormwater runoff is, its effects, and ways to reduce it
• Annotation: http://www.cwp.org/2013-04-05-16-15-03/stormwater-management
• Underline definitions and effects of stormwater
• Put a “?” next to things that are confusing, that you disagree with, or that you question the validity of.
• Annotate first two paragraphs together. Continue to revisit purpose as we annotate, looking for definition, effects, and management

Make a prediction (no calculators, no research)

• How much water falls on our campus each year?
• How much water goes into storm drains on our campus?
• How much water could potentially be diverted on our campus?

Day 2:  Brainstorming (Storm water Lesson 2 outline)

Warm Up:  Share notes from reading and discuss article (whiparound)

Research and pose question:

• How might you manage stormwater runoff?
• How might you reduce stormwater runoff from driveways/parking lots or rooftops?

Brainstorm Solutions:

• Provide Post-its: All students write ideas, regardless of feasibility and whether correct or incorrect.  Put on central white-board/large paper.
• Read and organize into subtopics on whiteboard/paper and label categoriesd

Brainstorm all the elements that will be going into this:

• Average total rainfall on campus (volume in cubic meters)
• Surface area of campus
• Surface area of driveways/paved regions
• Surface area of rooftops

Day 3:  Research

Work day:  Research Lab

• Research Questions (have handout): Gather one sentence of explaining process as a group before giving them access to chromebooks for data collection.
• How might one determine the volume of water that falls on campus?
• How might one determine the volume of water that falls on rooftops?
• How might one determine the volume of water that falls on driveways/parkinglots?
• Research annual rainfall:
• Eureka: 45 inches/year (≈ 1.00203 meters/year) from Eureka WFO Woodley Island National Weather Service
• Arcata: 39 inches/year (≈ 0.9906 meters/year) from Sperling’s Best Places (google response #1)
• Provide aerial map of campus
• Determine area of campus
• Choose units
• Show dissected figures and label on
• Determine the volume of water that would fall on this scale figure
• Determine areas of rooftops
• Choose units
• Show dissected figures and label on map
• Determine the volume of water that would fall on this scale figure
• Determine area of driveways/parking lots
• Choose units
• Show dissected figures and label on map
• Determine the volume of water that would fall on this scale figure
• Find a figure to measure to create scale
• Determine the linear scale factor (1cm = 10.5m)
• Determine the actual surface area
• Determine the actual volume of water that falls on that area.

• Lesson Overview: HISI_Lesson4_outline
• Google earth tutorial on chromebooks:
• Go to Google Maps and click on Earth View
• Zoom in to AHS
• Double click mouse pad and use “measure distance” to determine the area of composite figures.
• The closer you are zoomed in, the more accurate the figures.

Day 5:  Solution Development

• The 4 different elements of LID (focus on rooftops and driveways)
• Each Group Reads and Annotates as a group one article
• Circle Information that is useful
• Cross out extraneous info
• Write any questions you have as you read.
• Comment on sections with your thoughts: link to definition, benefits, drawbacks