Kids! Educators! Communities! Here’s a way to help reduce pollution in your community

and have fun too...A do-it-yourself guide for building

an interactive pollution model

A Georgia Basin Ecosystem Initiative

Learn where pollution comes from, some of its effects, and where it ends up.

Get the message out to your friends and neighbours...

“It all adds up” and “Every little bit helps”

Imagine if every community in B.C. cleaned up all the little bits.

EnvironmentCanada

EnvironnementCanada

Working Together for the Georgia Basin

Au travail pour le Bassin De Georgia

It’s pretty easy for us tounderstand the pollu-tion that comes from aparticular place like apulp mill or a sewagesystem. We can see it...and sometimes smell it!Because the pollution iscoming from a singlesource, it also meansthat we can measure itand find ways to reduceit. Scientists call this kind of pollution pointsource pollution because the source of the pollu-tion is at a particular point. You could think of itas pollution where you can point to thesource.

Scientists from Environment Canada, working withthe Fraser River Action Plan, have been studyingpollution in the Fraser River watershed for severalyears. During the time they have been measuringwater quality in the watershed, they have seen manyimprovements in places like pulp mills and sewageplants where point source pollution has been moni-tored and the pollution controlled. But the scientistsknew they had another less obvious but equallyimportant pollution problem. They could still meas-ure pollution in the water, but they couldn’t point tothe source. You see there were as many sources asthere were people, cars, buildings and develop-ments. This is called nonpoint source pollutionbecause—you guessed it—you can’t point to thesource. It comes from everywhere!

Nonpoint source pollution sneaks up on you.You think that a few drops of oil leaking from themotor of your car or a little weed-killer on yourlawn won’t be harmful. Or that if your dog poops inthe woods or the park, Nature will take care of it.Well, Nature could if it were just you—but there

are almost four millionof us living in BritishColumbia with our carsand lawns and dogs. Itall adds up.

It’s hard for us to under-stand how the little bitof pollution each of usproduces makes a dif-ference in a whole bigwatershed. If we don’tunderstand it we proba-

bly won’t work to fix it. So the EnvironmentCanada scientists had to figure out a way to showus just how nonpoint source pollution affects thequality of our water, our air, and the plants and ani-mals that live here.

First they built a model of the Lower Fraser Riverwatershed on a sheet of plywood, complete withhills, mountains, streams and rivers. Then they pop-ulated this world with toy buildings, animals andvehicles. They took their model to schools and fes-tivals and teacher conferences. Kids, parents andteachers sprinkled and squirted colourful sub-stances on the model. These substances represent-ed pollutants. For example, cocoa powder repre-sented car exhaust; fruit drink crystals representedpesticides, paints and other household chemicals;and chocolate syrup represented motor oil. Theythen rained on this miniature world with water fromsmall watering cans. The rain created streamswhich flowed down the hills and waterways.Participants could see for themselves how pollu-tants moved through the system. Once they under-stood just how the system worked, they could talkabout ways each of us in our daily lives can helpreduce pollution.

Pinpointing nonpoint source pollution

The Lower Fraser River model, shown here, representsone option. The Environment Canada team has alsobuilt a smaller, folding version, with an inset plastic col-lection container to represent the Georgia Basin.Sometimes they use the miniature model shown on theother side of this poster for interactive demonstrations.Customize your model to your own needs, and use yourimagination!

The model shown below is the size of a sheet of ply-wood, four feet wide and eight feet long (122 x 244 cm).It is big enough for 15 to 20 people to participate and geta good view of all the action. The model loosely repre-sents the Lower Fraser Valley, Greater Vancouver, theFraser River Estuary, and the Strait of Georgia (which ispart of the Pacific Ocean.)

This model even has underground water systems thatwork. Groundwater seeps through holes in a field, iscaught in a plastic container, and can be pumped up todemonstrate drinking-well water. Sewage treatment isrepresented by a container with tubing that carries treat-ed waste into the Strait of Georgia. A big sponge sus-pended from a desk lamp frame represents a rain cloud.

A bird’s-eye view of the Lower Fraser River

Building materials recommended hereYou may come up with materials more appropriate for your own situation, or the ones recommended here maynot be available in your community. The physical features of the model can be created with materials other thancorrugated plastic—but if they are not waterproof, everything will have to be coated; and if the material is veryhard, you'll need a special saw to cut natural shapes. Sheets of corrugated plastic can be found at large storesselling home/building supplies or art/architects' supplies; or a local sign-making company may be able to ordersome for you.

The Model

The model built by the Environment Canada team canbe carried by two people but needs a pickup size truckto transport it.

Frame. The base of the model is two sheets of 4’ x 8’plywood joined by dimension lumber and supported bytwo folding sawhorse-style supports. The plywood topslants so that water runs from the top of the model tothe bottom. Strips were cut from sheets of corrugatedplastic* and glued around the edges to extend abovethe model. The strips form a barrier that preventswater from spilling over the edges of the model.

* Corrugated plastic is sold as a product called“Coroplast” in many lumber stores.

Rivers, urban areas, green areas. These wereformed by stacking three large sheets of coloured cor-rugated plastic: blue on bottom, black in the middle,green on top. Outlines of rivers and streams, urbanareas and natural areas were drawn on the green layerusing markers and paint. Locations of rivers and tribu-taries were shown by cutting through both the greenand black layers, leaving only the blue. Urban areaswere shown by cutting through only the green layer,thus exposing the black. This cutting allowed runoffwater to flow from green areas onto urban areas, thenfinally into the rivers. All the cut plastic edges weresealed with clear caulking.

Asphalt shingle pieces were used for the estuary. TheStrait of Georgia was represented by a plastic planterbox supported by a metal frame hooked onto the ply-wood frame to catch water.

Mountains and hills were created by covering chick-en wire with aluminum foil and then painting them.Bridges were also constructed with chicken wire.

Buildings were cut from pink Styrofoam (the kindused for insulating). Golf courses were made fromgreen scouring pads, with real golf tees and plasticballs stuck into the greens.

For groundwater, holes were drilled through the topso water could collect in a plastic container attachedwith metal brackets underneath. A hand lotion pumpset into the top represented a well where water couldbe pumped up from the plastic “reservoir” or “aquifer”to represent drinking water.

Clouds were created by attaching a large, poroussponge to a desk lamp frame. The sponge was kept wetthen squeezed for rain.

They visited lots of loonie stores and garage sales tocollect cars, trucks, trains, farms, animals,dinosaurs and people.

Sponges were used for wetlands and decorated withfrogs, ducks and plants.

All pieces were caulked to the plastic model top so theycould not be removed.

How the Lower Fraser model was built

Your own model could be large orsmall, and you can have funchoosing which details of yourcommunity you want to represent.

The main thing to remember isthat there has to be a watersource nearby so you can fill thewatering cans, and there willprobably be drips and drops anda bit of mess. Consider doingdemonstrations outdoors, or usea large tarp under the model ifyou are indoors.

When deciding on size and build-ing details, think about the audi-ence you are trying to reach.Does the model have to be small and light enough totransport to various places, or can you keep it in oneplace and bring the audience to the model?

A high-school science project

Grade 9 students Emily Shemko and Sophia Philionlive in the Squamish River watershed at the northend of Howe Sound, where water drains from theSquamish Valley, Whistler Mountain and other steepmountains, and ends up in the Squamish Estuary.

They heard about the Lower Fraser River model anddecided to build a model of their own community as ascience project.

Emily and Sophia gathered information about pollu-tion sources from posters and pamphlets. Then to find

out what was going on locally theyphoned the two local sewage treat-ment plants, a local radio station,the dump and the municipal hall.

To build the model they got helpfrom Emily’s dad. They includeddetails like a hiker with his feetsticking out of a little tent on theside of Mount Garibaldi, a carcrash on Highway 99 and an air-plane suspended on a wire abovethe model with an eagle chasingit. They had a bucket on the floorat the bottom of their model tocatch the water. They learned onelesson the hard way, after theirplaster mountains got soggy in

the first demonstration. As Emily puts it, “You have toremember to shellac everything because all of it willbe getting wet”.

They ran demonstrations with their science class,with a group working on watershed restoration, andat their local Rivers Day community event.

Sophia reports that “what really interests kids, oranyone, is when you let them interact with the model.That really motivates them to ask questions”. Shesays kids always noticed the “dog poo” (chocolatechips) first, and that the colour of the water mixedwith pollutants (represented by cocoa powder andfruit drink crystals) always got a reaction.

Build your community in miniature—andshow what happens when you rain on it

A school-district/community project

Teachers Lenny Ross and Angus Stewart have beenconducting watershed stewardship activities withhundreds of elementary students living on southernVancouver Island. At one of these events a demon-stration of the Lower Fraser River model was such asuccess they wanted to build a model of a localstream in their own community.

Angus worked with local Streamkeepers coordinatorJennifer Sutherst to build a model that would bedemonstrated by high school students to teach ele-mentary students and community groups about non-point source pollution in local streams.

The Stream Team, a local high school action grouptrained as Streamkeepers, took on the project. The

students constructed a 4' x 8' plywood model of theColquitz watershed, from its source at Beaver Lake tothe Colquitz Estuary and Portage Inlet on the GorgeWaterway in Victoria. It is a working model withfarms, wetlands, highways, malls, storm drains,groundwater and subdivisions.

The Stream Team has conducted demonstrations at alocal shopping mall and is available for bookings byschools throughout southern Vancouver Island. Theyfound they needed at least four people working atonce to help with the pollution and water, to answerquestions and to keep everyone occupied.

An introductory brochure includes some key advice:“The model should be located outside the schoolwhenever possible. Model facilitators will need easyaccess to water and a sink or storm drain close towhere the model is located. Participants are ingroups of 15 and can range in age from kindergartento adult.”

Stream Team students ready for a demonstration of theColquitz River model

Passers-by at the shopping mall look on as kids learn aboutnonpoint source pollution

Here’s a plan for a 20-minute demonstration that allows15-20 kids and adults to interact with a model the size ofthe Lower Fraser River model.

If you are running several demonstrations one after theother, remember to leave enough time between sessionsto clean up the model, dispose of the dirty water andrefill pollution containers and watering cans.

It’s a good idea to have a number of presenters andhelpers for everything from handing out the pollution tohelping keep everyone on task.

A model with lots of details is guaranteed to attract kids.They’ll learn best if they get physically involved in pol-luting or raining and if they can share their ideas withthe group.Here’s a plan for a 20-minute demonstration

that allows 15-20 kids and adults to interact with a modelthe size of the Lower Fraser River model.

If you are running several demonstrations one after theother, remember to leave enough time between sessionsto clean up the model, dispose of the dirty water andrefill pollution containers and watering cans.

It’s a good idea to have a number of presenters andhelpers for everything from handing out the pollution tohelping keep everyone on task.

A model with lots of details is guaranteed to attract kids.They’ll learn best if they get physically involved in pol-luting or raining and if they can share their ideas withthe group.

Kids learn by getting fully involved

Skits, humour and fun are helpful!

The team from Environ-mentCanada developed a series of skitsand characters to get across con-cepts and involve kids in thinkingabout pollution.

One skit began with one of thepresenters (named Suzie) taking awalk with her dog (with plasticbag in hand) to the creek. Suzienoticed a neighbour washing hiscar on the driveway and that thesoap suds, mud and grease werebeing washed down the street intoa nearby storm drain, the onemarked with a painted fish (presenter demonstrates withsoap suds, cocoa syrup, etc. running onto street and intothe storm drain). As she continued walking along thecreek she noticed soap suds were floating down thecreek. The next day on her favorite walk to the creek shenoticed some dead fish along the bank of the creek. Thepresenter then asked the kids what may have killed thefish and how they could raise awareness in their neigh-

bourhoods about problems withthings flowing down and beingdumped in storm drains, andabout using environmentally safecleaning products.

Another skit began with a presen-ter asking the kids around themodel, “Who wants to build big,strong biceps?” (making a fist andshowing her bulging biceps toeveryone).

The presenter then held up a tinof baking soda and demonstrated

how you can build up muscles by using safer cleanerssuch as baking soda. Scrubbing the tub with toxic chemi-cals may be easier but they contaminate our water supply.

Presenters got their ideas from reading pamphlets andbrainstorming. They had as much fun as the kids as theskits evolved from demonstration to demonstration.

1. Show realphotograph

or map

Have participants identifyphysical features and land-marks on a photo or map ofthe area represented by themodel. Point out wetlandsand other homes for plantsand animals, including any

that have been lost to urban or industrial develop-ment. Note the location of the river, which way itflows and its tributaries.

Important note! It’s best to start with this activitybefore you invite everyone to gather around the model.The messages can be lost if the kids get excited too soon.

2. Point out landmarks on the model

Invite the group to gather around the model. Make sure every-one can see andpoint out majorlandmarks andphysical features.Have kids see ifthey can locatetheir school andtheir home.

3. Discuss pollution sourcesshown on the model

Have participants point to as many pollution sourceson the model as they can find. Emphasize nonpointsource pollution to which we all contribute. Showthat waste from urban household toilets and drains istreated in the sewage treatment plant before beingreleased into waterways. But also point out that manyharmful substances we pour down household drains,such as laundry detergents, household cleaners andpaint, still get into the waterways.

Pour a toxic substance such asantifreeze (strawberry syrup) downa storm drain and show how rainwashes the toxic substance directlyinto waterways where it can harmfish and other aquatic life. Point outother pollution sources such asuncovered manure piles, autoexhaust and residues from boatoperation. Point out the cloud andshow how airborne contaminantsgather in clouds and rain backdown on the land.

Step by Step

4. Separate participants intoPolluters, Rainers andRivermakers

5. Polluters sprinkle and squirtsubstances onto the model

At your signal, polluters are encouraged to sprinkleand squirt anywhere on the model. Make sure thereis enough pollution to make a visible “blob” when thepollution is mixed with water.

6. Rainers and Rivermakers apply water

Have Rainers rain down everywhere on the model,showing how rain plays an important part in movingnonpoint source pollution into waterways.Rivermakers add water to the rivers.

7. The Blob flows from every-where and ends up in theocean

The water mixed with the pollutants flows fromeverywhere—including farms, forests, cities, the air,home gardens, urban streets and highways—andends up in streams, groundwater, the Fraser Riverand finally in the Strait of Georgia.

Participants see dramatic evidence of how our every-day activities contribute to pollution.

8. Debriefing: Pollution and you—What can you do?

Be sure to ask participants what each of us can do tohelp reduce pollution in our own community.

Tips for debriefing: what can you do?

Have participants suggest ways to reduce pollution.Make sure the main points come up, such as:

• Reduce car exhaust: take transit, ride a bike,skateboard or walk.

• Clean up after your dog and cat.

• Don’t pour motor oil, paints, gasoline, antifreezeor other chemicals down household drains, toi-lets or storm drains.

• Use recycled or re-refined motor oil in your carand recycle your old oil and antifreeze.

Recycling Hotline: (604) 732-9253 or1-800-607-4321

• Wash your car on the lawn instead of the drive-way, or take it to a car wash facility that treatswaste water.

• Adopt a wetland! Preserving wetlands not onlyprovides homes for wild plants and animals but italso helps to keep our water clean by filteringand removing harmful pollutants.

• Try a safe insecticide in your garden: add 30 ml(2 tablespoons) of biodegradable soap to onelitre of water and apply with a watering can—instead of pesticides and other harmful chemi-cals for spraying pests in your garden.

• Build a compost pile for a chemical-free sourceof fertilizer.

• Replace laundry detergent with pure soap flakes;add 1 tablespoon of vinegar to the rinse to keepcolours bright.

• Use baking soda or diluted vinegar instead ofharmful household cleaners.

• Help spread the word in your community: we canreduce nonpoint source pollution if we all worktogether!

Preparing the pollutionUse non-toxic substances, for example:

• chocolate or strawberry syrup for motor oil (mix syrup with water inmedium-sized, red plastic oil cans and squeeze from bottom of can tomake it work);

• cocoa powder for car exhaust and manure:

• chocolate chips for dog and cat poo; and

• fruit drink crystals (unsweetened) for paints, pesticides and otherchemicals.

Use your creativity and have fun designing your ownmodel. You learn by experimenting. For instance, whenEnvironment Canada built their second large model,

they designed it to fold in two for easier transportation;and they inset the Georgia Strait right into the frame to

make it neater and more waterproof.

Be Imaginative!

The scientists at Environment Canada also built a smallmodel of the Lower Fraser River that is about 60 x 60cm and uses a transparent plastic container as itsframe.

This simplified version can be quite effective fordemonstrating the basic concepts of nonpoint sourcepollution. It may not be as detailed or as exciting as thelarge model—and there’s only room for a handful ofparticipants at once—but it can be built quite quicklyand the cost of materials is much lower.

Sheets of coloured corrugated plastic are cut to makegreen areas, urban areas and waterways—just like inthe large model—but the plastic base is rigid enoughto act as the main support.

A plastic bin with a ridge on the inside is used to holdthe plastic base in place. The “up-river” section has tobe wedged or supported so the water runs from thetop to the bottom of the model. A space is left at thebottom of the bin and a smaller tray is put in place torepresent the Strait of Georgia.

The model and the shallow tray can be removed fromthe plastic container to be rinsed off in a sink. This is ahandy way to remove leftover “pollution” after eachdemonstration.

One way of using the plastic container method is tohave kids working individually or in groups to createtheir own model on a separate removable plastic base.They could take turns using the large container fortheir demonstrations.

A small model that is easy to build and store

Teachers, parents and community groups whoare thinking of developing a local pollution-modelproject will find numerous opportunities for elemen-tary and high school student activities at the variousproject phases, including:

• Researching pollution in your local community;

• Researching and mapping key landscape, waterand ecological features of your neighbourhood;

• Identifying both point and nonpoint sources ofpollution in your community;

• Building a model;

• Communicating findings and ideas by conduct-ing demonstrations of the model at school and inthe community; and

• Conducting follow-up studies.

Here are a few examples from the current BritishColumbia Instructional Resources Packages:

ScienceFour Major Processes Kindergarten to Grade 12—

Students develop the knowledge, skills, and attitudesnecessary for scientific literacy through:• Working scientifically• Communicating scientifically• Using science • Acting responsibly

Life Science

Grades 2 & 3— Plants and animals in the environmentGrade 4— Adaptations of organismsGrade 5— B.C.’s living resourcesGrade 7— EcologyGrade 8— Social issues: resources, pollution, globalecosystems

Physical Science

Grade 7— Environmental chemistry

Earth and Space Science

Grade 4— WaterGrade 5— B.C.’s non-living resources

Environmental Education

Cross-curricular integration(“Appendix C” in Science and all other IRP documents)

Kindergarten to Grade 12— • Environment theme• Sustainability theme

Science & Technology 11• Resource management and environmental

planning• Pollution• Energy and environmental trade-offs

Earth Science 11Resources and environment

Social Studies

Applications of Social StudiesKindergarten to Grade 12—

• Identify a problem or issue

• Gather information

• Interpret information

• Analyse information

• Present information

• Practice active citizenship

Politics and LawGrades 2 & 3— Roles, rights, and responsibilities inthe community

Grade 6— Global citizenship

Curriculum Connections

Economy and TechnologyGrades 2 & 3—Natural resources and related occupa-tions

Grade 5— Communities and their relationships topopulation, resources, transportation, and technology

EnvironmentGrade 4— Interactions of people with their environ-ments, past and present

Grade 5— Natural resources in Canada; sustainabilityand stewardship; effect of lifestyles and industry onthe environment

Grade 7— Impact of human-induced changes oncommunities

Career and Personal PlanningKindergarten to Grade 12—

• Career and career skills awareness• Career exploration• Career preparation

Environment Canada has produceda number of publications on non-point source pollution and what wecan do about it. Call the InquiryCentre at 1-800-668-6767 or visitwww.ec.gc.ca and click on thePublications button.

The B.C. Ministry of Water, Landand Air Protection has made anumber of their publications avail-able at their website. One seriesof fact sheets, “Clean water, itstarts with you”, offers suc-cinct background information on nonpoint sourcepollution, and tips for reducing or preventing it. Go tohttp://wlapwww.gov.bc.ca/wat/wq/NPS_web_page/General_Info/NPS_Resources.htm#Ed andclick on the Water Quality Section button to send anemail to ask for information or order materials.

You can buy posters of satellite images (theGeorgia Basin, the Fraser Valley, Victoria area,Greater Vancouver, and others) from a map store.Check the Telus Yellow Pages under Maps.

BC Eco Education is an environmental educationprovider initiated by the B.C. Ministry ofEnvironment, Lands and Parks. They offer full-dayand interactive workshops across B.C. for students ingrades 4-6, independent learning resources, and aneducational website—www.bccf.com/ecoed Formore information, call their office in Vancouver at604-683-0127.

You’ll find curriculum-based activities in theB.C. Ministry of Environment’s Eco

Education Program HouseholdHazardous Products binderwhich was distributed to ele-mentary schools throughoutB.C. Activities include “Pollutedradish seeds”, “Make greenercleaners” and “Community haz-ardous products”.

A number of excellent publicationson stream stewardship are avail-able free of charge from Fisheriesand Oceans Canada. Contact theInformation Coordinator, Habitatand Enhancement Branch, 555 West

Hastings Street, Vancouver, B.C., V6B 5G3; phone604-666-6614. Publications include the Lost Streamsof the Lower Fraser River map which shows themany streams and wildlife habitat areas that havebeen lost to urban development. The InformationCoordinator also has books and brochures on theStorm Drain Marking Program. Storm drainmarking materials are available from your localSalmonid Enhancement Program CommunityAdvisor or Education Coordinator.

Several curriculum-based publications on waterand pollution are available, free of charge, from theGreater Vancouver Regional District (GVRD)Communications and Education Department. Phone604-432-6339 in Burnaby. Check out the GVRD website for more information: http://www.gvrd.bc.ca

Another website to visit for nonpoint source pollutioninformation is: www.epa.gov/owow/nps

Resources

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FOR MORE INFO

CALL 604-666-6614

EnvironmentCanada

EnvironnementCanada

Working Together for the Georgia Basin

Au travail pour le Bassin De Georgia

If you have any questions or wouldlike to learn more about whatEnvironment Canada is doing in the Pacific & Yukon Region, please contact 604-664-9100.

Website: www.pyr.ec.gc.ca

Contacts

RESEARCH & WRITING: Merrill Fearon Communications

GRAPHIC DESIGN & ILLUSTRATION: Nola Johnston

EDITOR & COORDINATOR: Gail Moyle REVIEWERS: Barbara Ann Desrochers, Cecelia Wong, Stephanie

Sylvestre, Taina Tuominen, Mark Sekela & Marielou Verge

First edition printed in Canada by Franzen Print Communications Ltd.

© 1999 Environment Canada