A duck wades through an algae bloom in Florida. (Source: Justin Henry via Flickr)

Overview:

Students will explore the types of pollution we find in water and the consequences of that pollution for aquatic life and humans.

Objective:

Students will identify common types of non-point source pollution.

Materials:

Photo: Algal Bloom

Video: "What is Eutrophication?"

Article: "Freshwater Harmful Algal Blooms 101"

Podcast: Harmful Algal Blooms

Worksheet: Types of Non_Point Source Pollution

Reference Material: Types of Non-Point Source Pollution

En Español: "Contaminacion por Nutrientes"

Online Tool: EPA EnviroAtlas

Tutorial: EPA EnviroAtlas

Instructions: EPA EnviroAtlas PDF

Procedure:

Ask students to look at the photo of the Algal Bloom (don't tell them that is an algal bloom).  Tell them that this picture represents a mystery that they are going to solve.  What do they notice about the photo?  What are the green areas?  Are they natural?  Where did they come from?  Is this water safe?  How do they know?

Explain that they are going to solve the mystery of what this pollution is, how it got there, and where it may have come from.   Review the concepts of a watershed and point vs. non-point source pollution, as needed.

View and Discuss the video "What is Eutrophication?"  Where might these nutrients be coming from?  What are the specific nutrients that are causing the algal blooms?

Pair up and Read "Freshwater Harmful Algal Blooms 101" or listen to the Harmful Algal Blooms podcast.  What stood out from these resources?  Look back at the photo of the Algal Bloom. Is this a HAB?  How do they know?  What is most likely happening to the wildlife in the water?  How might this be impacting humans?

Complete the Types of Non-Point Source Pollution worksheet.  Have students use Types of Non-Point Source Pollution or "Contaminacion por Nutrientes" to determine the most likely type of non-point source pollution that is causing the algal bloom.

Extend the Learning by allowing students to compare locations on the Northshore of Lake Pontchartrain by using the EPA EnviroAtlas. Use the following resources to train students how to use this tool: EPA EnviroAtlas and EPA EnviroAtlas PDF.  Be sure to use the "Pollution: Nutrients" layer and focus in on Phosphorus and Nitrogen pollution from agricultural areas.  How might these areas be related to a HAB on the Northshore?

Assessment: Completed worksheets and observation during discussions.

A water quality researcher takes samples of a toxic blue-green algae bloom in the Copco Reservoir in California.
(Source: David McLain/Alamy)

Overview:

Students will collect and analyze water quality data from water samples or by identifying aquatic macro-invertebrates.

Objective:

Students will use appropriate tools and techniques to investigate the quality of a nearby waterway.

Materials:

Online Tool: EPA Waters GeoViewer

Tutorial: EPA Waters Geoviewer

Video: "Nutrient Pollution"

DIY Water Quality Testing Option: Earthforce Low Cost Water Monitoring Kit

Aquatic Macro-Invertebrate Sampling Option: Creek Critters App

Reference Material: Instructions for Earth Force Low Cost Water Monitoring Kit and Stroud Water Research Center (another aquatic macro-invertebrate option)

Reference Material: Water Quality Field Testing Example

Worksheet: Reviewing the Data for Possible Non-Point Source Pollution

Extend the Learning: EPA's Estuary Data Mapper (EDM) NOTE - Must be downloaded

Procedure:

Pair-up and Locate a nearby waterway using EPA Waters GeoViewer.  Use the tutorial for the EPA Waters Geoviewer to familiarize students with how to use this tool.  Have students try different layers to locate streams and canals.  Try different "Base Maps" to see where urban areas are and how near they are to the water.  Add data on nitrogen and phosphorus.

Ask students what they know about this waterway?  Is it close enough to walk to?  Where is the water coming from? Which direction does the water flow?  Turn on the "Flow Direction" layer to see.  Where is the water headed?  Could there be pollution in the water?  How do they know? Look at the satellite base map and have students identify any possible sources of pollution along the body of water.  Be sure to have them explain what type of non-point source pollution might be coming from these areas.

Share the short video "Nutrient Pollution."  How could they find out if the nearby waterway has nutrient pollution that could lead to an algal bloom?  What could they look for in the water?  What tools would they need?

Explain the method you will be using to collect water quality data at the nearby stream.  Here are two options that come with instructions: 1) DIY Water Quality Testing Option: Earthforce Low Cost Water Monitoring Kit tests for nitrates, phosphates, dissolved oxygen, and more or 2) Aquatic Macro-Invertebrate Sampling Option: Creek Critters App utilizes the presence of aquatic macro-vertebrates to infer whether pollution could be present.  There are many other options to collect data for water quality.

Pair up and test the water or collect  aquatic macro-invertebrates. Please review the Water Quality Field Testing Example to design your collecting field day.* These methods give different data, but both can be used to make inferences about whether pollution is present in the water sample.  Please visit these links to learn more about these methods: Instructions for Earth Force Low Cost Water Monitoring Kit and Stroud Water Research Center.  Whenever students are on-site working near water, please give detailed water and wildlife safety briefings for all participants.  Here is some general guidance.  For those of us near alligators, here is some advice.

*Allow for pre-fieldwork practice using tools and techniques that you choose to collect the water quality data.

Complete and Discuss Reviewing the Data for Possible Non-Point Source Pollution.

Extend the Learning with the EPA's Estuary Data Mapper (EDM) NOTE - Must be downloaded.  This tool allows students to delve deeper into a variety of water quality issues affecting estuaries such as Lake Pontchartrain.

Assessment:

Completed worksheets and observation during discussions and activities.

Source: Wheatly River Improvement Group

Overview:

Students will use data from a variety of tools to investigate possible sources of water pollution.

Objective:

Students will use data to uncover the probable source of water pollution.

Materials:

Video: "After the Storm" (Gulf of Mexico section at 7:30-13:29)

Computer and Internet

Data: Cyanobacteria Algal Bloom from Satellite in Lake Pontchartrain

Online Tool: EPA's NEPAssist

Worksheet: Possible Nutrient Pollution Sources

Article: "Nitrates and Their Effect on Water Quality - a Quick Study"

Reference Material: EPA's Sources and Solutions

Extend the Learning: Weekly Water Quality Results from Pontchartrain Conservancy(Data)

Procedure:

Reflect on the previous two sessions.  What do they know about non-point source pollution?  How do they know?  Think back to the photo of the algal bloom.  How large can these blooms get?

View "After the Storm" (Gulf of Mexico section at 7:30-13:29).  Remind them that all the excess nutrients can lead to algal blooms.

Share and discuss the Cyanobacteria Algal Bloom from Satellite in Lake Pontchartrain.  Put the animation in motion by pressing the play button.  What does the scale tell us about the data we are seeing as we let the animation for the summer months play?  Where are the highest concentrations of cyanobacteria in June?  July?  Why do they shift?  What was happening on the West side of the lake that could have increased the nutrient load in Lake Pontchartrain?  Stop on the July 14th or 17th images (use the arrow keys to navigate to the specific date).  How is this image different from the images in June?

Explain that they are going to use some data and tools to try to figure out possible reasons for the July algal bloom near Mandeville that they see in this image.

Explore the EPA's NEPAssist online tool. Locate "Base Maps" and use the  "Imagery Hybrid" base map.  Have students zoom into the Madisonville-Mandeville area.  Under "Water Features" check the box for "Impaired Waterways" and "Streams."   Which river is impaired?  Does it empty to the area where the algal bloom was located?  Have students zoom in and identify locations along the impaired river that may be contributing to non-point source, nutrient pollution (i.e. several country clubs, housing developments).  Google maps can be used for additional labeling information (be sure to follow the river).  Under the EPA Facilities tab, add "Hazardous Waste" and "Water Dischargers" locations (click on the small information symbol for an explanation of each item).  Have students investigate some of the locations by clicking on the icons.  How might they be contributing to nutrient pollution?  (many sites list the kinds of pollutants, including nitrates and phosphates).  Finally, under the "Water Monitoring Stations" tab, add "USGS Water Monitors" and "EPA Water Monitors."  Compare their locations to the locations from the "Hazardous Waste" and "Water Dischargers" locations.  Are they located near each other?  Why might that be?

Pair up and complete the Possible Nutrient Pollution Sources worksheet.  Have students use information from the article "Nitrates and Their Effect on Water Quality - a Quick Study"  and the EPA's Sources and Solutions to locate possible sources for pollution near the waterways that are flowing into the Lake near the algal bloom pictured in the satellite image. 

Extend the Learning by visiting the Weekly Water Quality Results from Pontchartrain Conservancy and tracking data on a regular basis from a specific Northshore site.  How can you use this data to predict possible algal blooms?

Assessment:

Completed worksheets and observation during discussions and activities.

Source: Garry Black/Radius Images/Masterfile

Overview:

Students will identify action steps they can take to reduce water pollution.

Objective:

Students will priortize actions that they can take to reduce water pollution.

Materials:

Reference Material: EPA's "The Effects"

Worksheet: Prioritizing Individual Action

Reference Material: EPA's "What You Can Do"

en Español: "Lo Que Usted Puede Hacer Para Combatir la Contaminación por Nutrientes"

Procedure:

Reflect on the previous sessions.  What do they now know about water pollution?  Where is it coming from?  Where are we finding it?  What impacts is it having on wildlife?  On humans?

Share and discuss EPA's "The Effects."  What can be done to mitigate the effects of non-point source, nutrient pollution in our waterways.  Ask students to chat with a partner and generate a list of ideas that seem plausible.  When students have created a list of ideas, ask them to consider the costs and difficulties for each of the ideas they identified.  Have students rank their ideas on a scale of 1-10 on ease of implementation (1 being the easiest to implement and 10 being the most challenging to implement).

Explain that ideas are abundant but that implementing the ideas can be challenging.  What challenges might each of their ideas face?  Why is non-point source pollution particularly difficult to regulate via laws and penalties?

Pair up and complete Prioritizing Individual Action.  Use the EPA's "What You Can Do" and "Lo Que Usted Puede Hacer Para Combatir la Contaminación por Nutrientes" to ask students to choose an action and explain how they will incorporate this action into their daily lives.

Assessment:

Completed worksheets and observation during discussions and activities.

Water pulled from Lake Erie near Toledo, Ohio, after a 2014 toxic algal bloom overwhelmed the lake
(Source: Haraz N. Ghanbari/AP Photo)

Overview:

Students will reflect on how their knowledge of water pollution has shifted during this exploration.  They will also examine this new knowledge as it relates to environmental justice.

Objective:

Students will organize and communicate the take-aways from this exploration.

Materials:

Online Resource: EPA's "How's My Waterway?"

Computer and Internet

Demographic Information: Plaquemine, LA

Demographic Information: Maringouin, LA

Demographic Information: White Castle, LA

Demographic Information: Rosedale, LA

Demographic Information: Grosse Tête, LA

Worksheet: Water Pollution on the Northshore

Procedure:

Share EPA's "How's My Waterway?" Have students type in Louisiana in the "Let's Get Started" bar.  What do they think all the red means? (impaired waterway) Have them click on the layers and choose the "Streets" Base Map.  Click on the "Identified Issues" tab.  What are the impairments?  Click on the "Restore" tab.  What is being done?  Are any communities in the impacted area?  Click the "Drinking Water" tab on the right panel.  Zoom in to see the names of communities who are in the impacted areas.

Explain that environmental justice is a factor that is central to communities that have been historically marginalized.  Is water pollution an issue that can impact marginalized communities differently?  Why?  What resources need to be available for a community to manage water pollution?  Are the proposed solutions accessible to all? Does data support the idea that water pollution affects economically disadvantaged towns differently?

Explore and Compare the towns listed on the "Drinking Water" tab.  Which towns have drinking water health-based violations?  (Click on the town listed in the panel to see more information). Have students look at the demographic information for the towns and compare it to the violations. Plaquemine, LA, Maringouin, LA, White Castle, LA, Rosedale, LA, Grosse Tête, LA.  Do any of these towns have groups that have been historically marginalized?  Is it significant that there are no plans to restore this impaired waterway?

Ask students to share the items that were of most interest.  Discuss why they found those items interesting.  Ask students to reflect on what they knew about water pollution before this exploration.  How has their knowledge changed?

Complete Water Pollution on the Northshore.  Ask students to reflect on what they have learned.

Share and discuss student's answers.  Where can they find out more about this topic?  What aspects of this exploration had the most impact on their thinking about this topic?

Assessment:

Completed worksheets and observation during discussions.