5. Sources of stormwater pollutants
HSIE Stage 2 Outcomes | The activities associated with this topic meet the following syllabus outcomes:
Relationships with Places ENS 2.6 The activities also have links to
ENS 2.5 Patterns of place and location |
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Geography Stage 5 Outcomes | The activities associated with this topic meet the following syllabus outcomes in focus areas 5A2 and 5A3: 5.9 Applies geographical knowledge, understanding and skills to demonstrate active and informed citizenship |
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Science and Technology K-6 Outcomes | The activities associated with this topic contribute to achievement of the following Stage 2 outcomes:
BE S2.1 creates, models and evaluates built environments reflecting consideration of functional and aesthetic factors.
PS S2.5 creates and evaluates products and services considering aesthetic and functional factors.
INV S2.7 conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data, and drawing conclusions. The activities also have links to the following Stage 3 outcomes:
BE S3.1 creates and evaluates built environments demonstrating consideration of sustainability and aesthetic, cultural, safety and functional issues.
PS S3.5 creates and evaluates products and services, demonstrating consideration of sustainability, aesthetic, cultural, safety and functional issues.
INV S3.7 conducts their own investigations and makes judgements based on the results of observing, questioning, planning, predicting, testing, collecting, recording and analysing data and drawing conclusions. |
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Background information
Background information compiled from:Who Cares about the Environment? A Benchmark Survey of the Environmental Knowledge, Skills, Attitudes and Behaviour of the People of NSW, NSW EPA, 1994. Who Cares about the Environment? Environmental Knowledge, Attitudes, Skills and Behaviours in NSW, EPA Social Research Series, NSW EPA, 1997, 2000. The Environment and Ethnic Communities, EPA Social Research Series, NSW EPA, 1997. Who Cares about the Environment? A Teaching and Learning Unit on Environmental Issues (English Years 9 to 11), NSW EPA, 1997. Who Cares about the Environment? A Teaching and Learning Unit on Environmental Issues (Mathematics Years 9 to 11), NSW EPA, 1997. The Easy Guide to Natural Home Cleaning is Easy, Northern Sydney Waste Board flyer, www.northwaste.nsw.gov.au Stormwater Action Project Resource Booklet, Oz GREEN, Warringah Council (Assisted by the NSW Government Stormwater Trust), 1999. Available from www.ozgreen.org.au Wake Up Call pollution prevention video, Oz GREEN, Warringah Council (Assisted by the NSW Government Stormwater Trust), 1999. Available from www.ozgreen.org.au Wake Up Call pollution prevention video, Oz GREEN, Sutherland Shire Council. Aavailable from www.ozgreen.org.au |
Previous activities have involved students in investigating the health of their local waterways. This section involves students in identifying where pollutants may be coming from.
There are many sources of pollution of our waterways, but human behaviour is the cause of most pollution.
The process of restoring our waterways to health begins by identifying the ways in which our current ways of living can cause stormwater pollution - at home, at school and in the community. The next step is then to identify ways of minimising polluting behaviours.
The activities in this section will involve students in identifying potential sources of stormwater pollution at home, at school and in the local community by conducting a survey. Students could design their own survey or adapt some of the surveys included in this section to suit local conditions.
Designing a Survey
When designing a survey, it is worthwhile for students to keep the following points in mind:
- Why conduct a survey? The answer to this question determines who you interview, what you ask and how you use the findings.
- What do we already know? What do we need to know? Use desk research to gather existing information, and the survey to gather new information from the target group.
- Who decides what questions should be asked? If you want to use the findings to influence what people know, think and do, then it is a good idea to obtain input about what questions to ask from potential respondents and other stakeholders.
The types of questions you might develop will fall into one or more of the following categories: - Knowledge - what people know or understand about the environment.
- Attitude - their feelings, priorities and values.
- Behaviour - what people are actually doing.
- How to design, implement, analyse and present your survey (research method) is a skill and it is worthwhile consulting a guide to conducting surveys before proceeding.
The EPA booklet Who Cares about the Environment? - A teaching and Learning Unit on Environmental Issues is a valuable resource for this section.
Page last updated: 11 June 2008
