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Part A: Action Plans

Activity Objective: Students learn how action plans using Best Management Practices and other pollution control  measures support solutions to their possible watershed problem.

Estuary-Net Outcome Connection:

High schools will form a partnership with their local officials, state Coastal Zone Management programs and National Estuarine Research Reserves to work collaboratively in solving non-point source pollution problems in  estuaries and watersheds.

Students learn how to play a meaningful role in solving local water  quality problems.

Students are able to use the scientific process to test a hypothesis and understand how science and the process of science contributes to  decision-making.

Students understand their connection to and the importance of  estuaries, and the impact upland activities have on these  systems.

Time Needed: 2 class periods, plus homework.

Materials: EPA, Coastal Non-point Pollution Management Measures Guidance (See Guidance Specifying Management Measures For Sources Of Non-point Pollution In Coastal Waters.).

Procedure:

1. Ask pairs of students to research Best Management Practices and other  pollution control measures that will support a solution to their watershed problem.
2. Each pair prepares an action plan keeping in mind:
• What is their goal?
• What makes sense ecologically?
• What makes sense socially (community relations)?
• What education measures are needed?
• How will they measure goal achievement?
3. Students send their action plans to their watershed coordinator, NERRS manager, and CZM manager for review.

 

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PART B: REMEDIATION

Activity Objective: The class will present an  action plan to a community planner.

Estuary-Net Outcome Connection:

High schools form a partnership with their local officials, state  Coastal Zone Management programs, and National Estuarine Research Reserves to  work collaboratively in solving non-point source pollution problems in estuaries and watersheds.

Students learn how to play a meaningful role in solving local water  quality problems.

Students understand the importance of gathering long-term accurate data; learn how to display the data; and learn methods of analyzing the data to determine relationships.

Time Needed: 3 class periods, plus homework and presentation time.

Materials: Action plans developed in Part A.

Procedure:

1. Students present their action plans to the class.
2. The class synthesizes the presented plans, including review comments, and  creates by consensus one action plan.
3. The class brainstorms whom to present the action plan to, how to contact that person/group, and the form the presentation takes.
4. Students then create that presentation.

ex. written report
media presentation
skit
educational materials
 

5. Present Action Plan!

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