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STREAMLINE SHUFFLE


Keywords/Tags: water quality, point source pollution, non-point source pollution, civic
responsibility

Skill level: Intermediate (6-8th grade; Youth Ages 11-13)

Learner Outcomes:

   1. Understand that we all contribute to and are responsible for the water quality in the
       watershed(s) we live, work, and play in
   2. Increase our opportunities to educate others on water quality in your community


Life Skills:

       Head/Thinking: Critical Thinking and Learning to Learn
       Heart/Relating: Communication and
       Heart/Caring: Sharing
       Hands/Giving: Responsible Citizenship
       Health/Being: Self-Responsibility

National Educational Standards: 4B/M8*, 4B/M11bc*, 4C/M7, 6E/M5, 11A/M2, 11A/M3

Florida State Educational Standards:

Success Indicator: Participants will be able to identify a local issue and design a plan to educate
the community.

Time Needed: 30 minutes

Materials List:

       One index card per student
       Pencils, crayons, or makers




The development of the Florida 4-H2O Ambassadors Curriculum was funded by the University
of Florida Extension Enhancement Grant. Principal Investigator was Dr. Amy Shober with
assistance from Charlotte, Hillsborough, Bay, and Jackson Counties in the pilot. 2011-2012.
STREAMLINE SHUFFLE

Lead In Question(s) or Statement: This activity is used to guide youth in understanding how
we all contribute to pollution in a watershed.


Introduction: Everything we do in our watershed affects the soil, water, air, plants, and animals.
Whether land is used for agricultural, recreational or residential activities, it is important that
surface and groundwater within the watershed not be polluted as a result of these activities.
Residents within a watershed are often unaware of the potential to pollute water with every day
activities.

Wading In (Do the Experience):

    1. Give each student an index card and a pencil, crayons, or makers.
    2. Tell students that the card represents a piece of property that they have been given. Each
        piece of property has a stream running through it.
    3. Instruct students to draw what they would like on their property (such as buildings, barns,
        houses, roads, etc.). They may include anything; however, they must include a stream.
        Their drawing should be a plan view (aerial). Give students 5 minutes for this activity.
    4. After 5 minutes, collect the cards and stack them up. “Shuffle” the deck, then deal the
        cards out in a line, so that the stream runs through the line of cards.
    5. Have the students look “upstream” and “downstream” from their property and comment
        on what they see affecting their property. Words like water quality, point and non-point
        source pollution and civic responsibility may emerge in the discussion. Ask questions
        about the different properties and what affect might it have on the stream.




The development of the Florida 4-H2O Ambassadors Curriculum was funded by the University
of Florida Extension Enhancement Grant. Principal Investigator was Dr. Amy Shober with
assistance from Charlotte, Hillsborough, Bay, and Jackson Counties in the pilot. 2011-2012.
STREAMLINE SHUFFLE

TALKING IT OVER:

Share:
   1. How did you decide what you would put on your property?
   2. Was this activity easy to do? Or did you take some time to decide.
   3. Did any of you consult others in the class about what they were putting down?

Reflect:
   1. We all had choices in the development of our property. Did anyone think about water
         pollution and minimizing the land use affects?
   2. As you look at our watershed, are there some areas of great concern for the quality of
         water? Where and what is the concern?
   3. Can you identify a BMP for your property?

Generalize:
   1. Thinking about how we ALL are a part of a problem that is all around us - can you give
         another example where everyone's input will enhance the solution to meet the goal? In
         your family, school, activities? (e.g., Parents want a baseball park in vacant land next to a
         church, senior living center and a corner store. Looking at the needs of all involved and
         taking their concerns as a whole to compromise a decision for the whole and not a few.)

Apply:
   1. What are some other examples where visual examples help in the planning and of solving
         a problem or issue?




The development of the Florida 4-H2O Ambassadors Curriculum was funded by the University
of Florida Extension Enhancement Grant. Principal Investigator was Dr. Amy Shober with
assistance from Charlotte, Hillsborough, Bay, and Jackson Counties in the pilot. 2011-2012.

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Streamline shuffle

  • 1. STREAMLINE SHUFFLE Keywords/Tags: water quality, point source pollution, non-point source pollution, civic responsibility Skill level: Intermediate (6-8th grade; Youth Ages 11-13) Learner Outcomes: 1. Understand that we all contribute to and are responsible for the water quality in the watershed(s) we live, work, and play in 2. Increase our opportunities to educate others on water quality in your community Life Skills: Head/Thinking: Critical Thinking and Learning to Learn Heart/Relating: Communication and Heart/Caring: Sharing Hands/Giving: Responsible Citizenship Health/Being: Self-Responsibility National Educational Standards: 4B/M8*, 4B/M11bc*, 4C/M7, 6E/M5, 11A/M2, 11A/M3 Florida State Educational Standards: Success Indicator: Participants will be able to identify a local issue and design a plan to educate the community. Time Needed: 30 minutes Materials List: One index card per student Pencils, crayons, or makers The development of the Florida 4-H2O Ambassadors Curriculum was funded by the University of Florida Extension Enhancement Grant. Principal Investigator was Dr. Amy Shober with assistance from Charlotte, Hillsborough, Bay, and Jackson Counties in the pilot. 2011-2012.
  • 2. STREAMLINE SHUFFLE Lead In Question(s) or Statement: This activity is used to guide youth in understanding how we all contribute to pollution in a watershed. Introduction: Everything we do in our watershed affects the soil, water, air, plants, and animals. Whether land is used for agricultural, recreational or residential activities, it is important that surface and groundwater within the watershed not be polluted as a result of these activities. Residents within a watershed are often unaware of the potential to pollute water with every day activities. Wading In (Do the Experience): 1. Give each student an index card and a pencil, crayons, or makers. 2. Tell students that the card represents a piece of property that they have been given. Each piece of property has a stream running through it. 3. Instruct students to draw what they would like on their property (such as buildings, barns, houses, roads, etc.). They may include anything; however, they must include a stream. Their drawing should be a plan view (aerial). Give students 5 minutes for this activity. 4. After 5 minutes, collect the cards and stack them up. “Shuffle” the deck, then deal the cards out in a line, so that the stream runs through the line of cards. 5. Have the students look “upstream” and “downstream” from their property and comment on what they see affecting their property. Words like water quality, point and non-point source pollution and civic responsibility may emerge in the discussion. Ask questions about the different properties and what affect might it have on the stream. The development of the Florida 4-H2O Ambassadors Curriculum was funded by the University of Florida Extension Enhancement Grant. Principal Investigator was Dr. Amy Shober with assistance from Charlotte, Hillsborough, Bay, and Jackson Counties in the pilot. 2011-2012.
  • 3. STREAMLINE SHUFFLE TALKING IT OVER: Share: 1. How did you decide what you would put on your property? 2. Was this activity easy to do? Or did you take some time to decide. 3. Did any of you consult others in the class about what they were putting down? Reflect: 1. We all had choices in the development of our property. Did anyone think about water pollution and minimizing the land use affects? 2. As you look at our watershed, are there some areas of great concern for the quality of water? Where and what is the concern? 3. Can you identify a BMP for your property? Generalize: 1. Thinking about how we ALL are a part of a problem that is all around us - can you give another example where everyone's input will enhance the solution to meet the goal? In your family, school, activities? (e.g., Parents want a baseball park in vacant land next to a church, senior living center and a corner store. Looking at the needs of all involved and taking their concerns as a whole to compromise a decision for the whole and not a few.) Apply: 1. What are some other examples where visual examples help in the planning and of solving a problem or issue? The development of the Florida 4-H2O Ambassadors Curriculum was funded by the University of Florida Extension Enhancement Grant. Principal Investigator was Dr. Amy Shober with assistance from Charlotte, Hillsborough, Bay, and Jackson Counties in the pilot. 2011-2012.