Dear Volunteer_

Document Sample
Dear Volunteer_ Powered By Docstoc
					 Kids For Clean Water

    Volunteer Manual

Education Outreach Program
           of the

Jersey Shore Chapter of the
   Surfrider Foundation

High School and Middle School Level Presentation
    Pollution Solutions for Our Island Earth

Table of Contents
1. Introduction to Surfrider
2. Description of Point Source and Non-Point Source Pollution
3. Pollution Solutions Presentation
4. Sample Chalkboard for Presentation
5. Pollution Solutions - Student Handouts

Surfrider Foundation

    The Surfrider Foundation is a non-profit organization dedicated to two major goals: (1)
to continually find ways to get and keep the ocean clean and (2) to keep beaches accessible
to those who wish to enjoy the many activities offered by the beach.

Pollution Solutions for Our Island Earth

This program has the following objectives:

 Students will be able to define both point source and non-point source pollution.

 Students will be able to develop solutions to minimize and/or eliminate various types of
   non-point source pollution.

 Students will be able to actively employ the three R’s: reduce, reuse, and recycle to
   their solutions.

The overall goal of this presentation is to develop within each of the students a sense that
they have the ability to make a difference in alleviating the world’s problems and that each
person’s actions are important

   Point Source and Non-Point Source Pollution Point Source Pollution

Point source pollution originates from one specific source.

       Examples of Point Source Pollution - sewage pipe, an oil tanker spill, or an
       industrial pipeline.

Non-point source pollution is pollution not originating from one location, but from many
miscellaneous, possibly unrelated, sources. This kind of pollution is responsible for at
least half of the nation’s water pollution. At one time, the Environmental Protection
Agency estimated that of over 17,000 polluted waterways, only 600 are tied directly to
point sources, pollution originating from one source, i.e. a damaged pipeline.

       Examples of Non-Point Source Pollution (“pointless” pollution) -

       Street Filth: oil and gasoline residues, spills, animal wastes, and litter. The EPA
       has found at least 67 toxic pollutants in urban runoff.

       Agricultural Runoff: from farms, lawn chemicals, pesticides, herbicides, fertilizers
       and animal wastes.

       Leachate: from landfills, leaky septic systems and improperly disposed household
       hazardous wastes. Studies have shown that landfills may discharge up to 2 million
       gallons per day of raw leachate containing lead, PCB’s, and other cancer causing
       chemicals such as cyanide, benzene, coliform, and other dangerous chemicals into
       coastal waters each day.

       Combined Sewer Overflows: CSO’s include both storm water drains and municipal
       sewage systems. When too much water enters the system, such as during a
       rainstorm, the water is diverted around the treatment plant and discharged raw into
       the nearest waterway. It takes only a quarter inch of rain to overload most
       combined sewer systems.

       Over development of Coastal Areas: A residential development of 2400 dwellings
       on 400 acres of land could generate 277 pounds a year of phosphorous and 21,300
       pounds of nitrogen. Nitrogen and phosphorous cause eutrophication (algae
       blooms) and kills fish.

                                Presentation Outline
Time          Activity

2-4 Minutes   Introduction: Presenter will introduce him/herself, and the Surfrider

14 Minutes    Show video, Keepers of the Coast or The Island. While setting up video,
              explain to students that each of them will have to come up with a type of
              pollution for a later activity and that the video is an excellent source of

4-6 Minutes   Teacher will have each student think of an example of pollution and list on
              board, grouping according to type of pollution (point source or non-point

2-4 Minutes   Teacher will define point source and non-point source pollution and circle
              the examples of non-point source pollution on the board. Students will write
              definitions down on their handouts. Presenter will emphasize the four R’s:
              reduce, reuse, recycle, and respond.

5 Minutes     In small groups (3-4 people), students will identify 3 types of pollution and
              provide a specific solution that will minimize this type of pollution. Each
              student will write responses on their handout.

5-8 Minutes   Group spokesperson will share responses with the whole class. Presenter
              will write solutions on the board next to the problem. Pass out “Educate
              Yourself” handout and discuss with entire class.

5-8 Minutes   Discuss Surfrider’s upcoming events and chapter meetings and explain how
              the students can get further involved.

If you have
extra time:   Briefly outline and discuss a local issue.

         ** Always make sure that the students are left with an action to do.**

                                         Sample Chalkboard
Point Source

Sewage leak
Toxic spill

Non-point Source

Empty cans                           recycle or use reusable container

Empty bottles                        recycle or use reusable container

Empty plastic containers             recycle or use reusable container

Paper                                recycle

Other types of trash                 trash can

Plastic bags                         recycle (but only once!) better, reduce (i.e. don’t take
                                     unless necessary)

Styrofoam                            use only when made from cornstarch better, don’t use,
                                     and use a reusable container

Oil from vehicles                    dispose of properly

Paint                                water-based and dispose of properly

Detergent                            biodegradable

Cleaning chemicals                   less hazardous types/biodegradable

Car soap                             biodegradable

Explanation of Print Format
Phase I: The regular print is what the teacher lists first on the board types of pollution.

Phase II: The underlined italicized words are the two types of pollution that the teacher defines and lists
according to type - point source or non-point source.

Phase III: The words in bold print are the solutions to the specific types of pollution.

Date:           Per:                          HANDOUT

                                    Pollution Solutions!
                                   student activity sheet


Point Source Pollution:
This is pollution from one source such as a sewage pipe or an oil tanker spill.

Non-Point Source Pollution:
This is pollution from many miscellaneous, unrelated sources. Mainly individuals cause
this type of pollution, which means that individuals can prevent it.

Small Groups:

Directions: In small groups, choose 3 specific types of non-point source pollution and
provide a solution that YOU personally can do to reduce the amount of it.

Type: cigarette butts on the beach or ground
Solution:   pick them up and throw away; don’t throw on ground

Type: aluminum cans/glass bottles
Solution:  recycle

Type: detergent from washing cars
Solution:   use biodegradable detergent or wash car at car wash that recycles water

Large Group (whole class):

Directions: Share your findings with the class. On back, write down pollution solutions
that are different from those that were discusses in your small groups.

                                  Educate Yourself!
Glossary of Terms

Biodegradable: can be broken down into organic matter.
Degradable: can be broken down into inorganic matter.
Discharge: to release polluting materials into the ocean, lakes, rivers and streams from a
Effluent: materials discharged through a pipeline.
Non-Point Source Pollution: pollution originating from many miscellaneous, unrelated
Ocean Dumping: the disposal of wastes at sea by boat or barge.
Photodegradable: can be broken down by sunlight.
Point Source Pollution: a specific pollution source, i.e. an industrial pipeline.
Recyclable: anything that can be reused.
Recycle: extract and reuse garbage waste.
Wastewater Treatment: extracting pollutants from sewage or industrial waste.

Suggestions to Help Control Non-Point Source Pollution

1. Sweep your driveway and sidewalks and put the waste in a can instead of the gutter.
2. Look for non-toxic alternatives to pesticides and herbicides.
3. Plant ground cover to minimize runoff.
4. Sweep your driveway instead of hosing it.
5. Install water saving devices into showerheads, faucets and toilets.
6. Take shorter showers.
7. Reuse as much as possible, (old spaghetti jars, etc.).
8. Don’t use styrofoam.
9. Cut rings to six pack holders before throwing away.

Household Alternative List

Drain cleaner                 Boiling water
Aerosol hair spray            Pump hair spray
Air freshener                 Baking soda, potpourri
Snail bait                    Salt, stale beer
Chemical fertilizers          Compost, peatmoss
Rust remover                  Vinegar, baking soda, borax
Carpet cleaner                Cornmeal, baking soda, and soap
Insect poison                 Citronella, red chili powder
Spot remover                  Club soda, lemon, salt
Moth balls                    Lavender
Paint thinner                 Water based paint

                           Shoreline Erosion: A Symptom

• How does a waterfall affect the sand on the beach where you play, swim, dive and surf?
Waterfalls are part of rivers that empty into the ocean. These rivers carry sediment, and
sand to the ocean through the flow of the river. Currents and waves deposit this sand on
the beach after it flows from a river or a stream.   -

• Man-made structures such as dams, roads, highways, and developments have caused the
flow of sand to be changed. Sometimes, the flow is stopped altogether. Additional
structures such as sediment basins trap sand on the way to the beach. If the basin is never
flushed, the sand doesn’t get to the beach.

• Erosion and sand transport from rivers is a natural process, but man has caused this
process to change. Sediment that should travel down the waterfalls and from the rivers is
reduced or stopped.

• The result is a sick beach! The symptom of a sick beach is shoreline erosion - the sand
near the shoreline is washing away. Lack of sand at the beach can lead to fewer places to
play, and less sandbars for surfing.

• There have been many projects to put seawalls on beaches and put jetties at rivers.
These are all being done because the beach is eroding. Houses and buildings close to the
beach are protected by these projects but the beach may suffer.

What are some things that might help?

• Sand needs to be put on the beaches that are being deprived. The best way to do this is
through a river. Projects that restore the flow and transport of sediment should be
encouraged. The next best thing would be a beach nourishment project where sand is
placed on the beach from barges. We also need to discourage projects that build structures
near the beach. This will allow the shoreline to “move” back and forth as it needs to.

           Water Pollution...”Out of Sight” is NOT “Out of Mind”

   One of the greatest resources we have in Monmouth County is our natural waterways.
Yet, every year these streams, creeks, rivers and lakes are degraded by pollution. It’s
ironic that the very things we value, we also pollute through neglect. Specifically,
stormwater pollution occurs when water rinses off streets, housing, parking lots and
businesses, into our gutters and storm drains along with yard waste, litter, trash, grease,
household cleaners and solvents, animal and human waste, lawn and garden fertilizers, and
soil erosion.

   We are all contributing to the problem and need to do our part to keep our water clean.
Many people don’t realize that the primary purpose of storm drains is to carry rainwater
away from development to prevent flooding. Storm drains are NOT connected to sanitary
sewer systems and water treatment plants. Instead, untreated stormwater and the pollutants
it carries flow into the streams, reeks, rivers, and oceans where wildlife live and children

Becoming Waterwise

   Residents of Monmouth County can make a difference. Becoming aware of stormwater
pollution and how to prevent it is the first step toward having cleaner water for drinking,
swimming, boating and fishing.

   For more information about the county’s stormwater Management Program, go to or call Barry Chalofsky at (609) 633-7021.

                              5 Steps to Cleaner Water

Dispose of Yard Waste More Frequently

By disposing of leaf, grass, shrub and other organic matter in your yard more frequently,
less will wash into storm drains. Many local trash haulers collect separated yard wastes
weekly. Another alternative is to start a compost pile with yard waste. The Monmouth
County Park System has composting demonstrations on display in some of their parks,
for more information or call 732-671-6050. They also have 49 trained “master
composters” that can provide advice or teach others. Call 732-431-7460 to reach them.

Reduce Reliance on Landscape Chemical Products

Decrease the use of lawn and garden care products such as pesticides, insecticides, weed
killers, fertilizers, herbicides, and other chemical-based soil amendments and avoid
over-irrigation when you do use them. Over irrigation carries the garden chemical into the
gutter, down the storm drain and into our local lakes, rivers and bays. When possible, use
non-toxic gardening methods.

Use a Broom

Conserve water and prevent debris from flowing into gutters and down our storm drains by
using a broom instead of a hose to clean sidewalks and parking areas. Sweep up debris
and dump it into your trashcan, and rake up yard waste and put it into your yard waste bin
or a compost pile.

Buy Non-Toxic Products

When possible, use non-toxic products for household cleaning. Contact the Clean Water
Fund for a list of non-toxic cleaners to use around the home 732-280-8988. If you must
use a household product that is toxic, buy it in small quantities, use it sparingly, and be
sure to properly dispose of unused portions. Call the Monmouth County Household
Hazardous Waste Facility at 732-922-2234 to find out what materials they accept and to
make an appointment to drop materials off.

                       Elementary School Level
                         Kids for Clean Water

A Week Before the Presentation:

 Make contact with the teacher to confirm date and time of presentation.

 Make sure they know the names of the volunteers who are going to the school, and
  remind them to inform the office of their appointment. (Otherwise, you might not be
  allowed on campus)

 Let them know you will need the following audio-visual support if available:
   TV and VCR (optional: computer with web access)

 Let the teacher know that you will be conducting group activities.
   (Many times they will want to organize the groups for you, if not then you can do it

Lesson Objectives:

Students will develop awareness of water pollution through:

 focusing on their personal experience and involvement
 realizing that they can make a difference in their coastal environment through personal
   choices and activism
 learning that working in groups is an effective way to deal with policy issues

Students will learn about or review:

   the water cycle
   the sources of marine pollution
   the paths of water pollution to the ocean
   the impact of coastal pollution on animals and human beings

                                 Outline/Main Points

Main Focus: We want to develop both empathy towards and an appreciation of marine
life. We also want students to learn ways to stop trash form entering our ocean.


I. Set-up
     Before the presentation
II. Introduction
     Your name, and Surfrider
     Kids can become a “kid for clean water”
III. Globe
     Throw to each child
     Left thumbs on water
IV. Water Cycle
     Ocean heats up (evaporates), clouds, rain, drains to ocean
V. Watershed
     Map, trace to ocean
     Show trash
     What lives in the ocean?
VI. Animals
     Ask questions, students may touch later
     Most animals mistake trash for food
VII. Activities
     Rubber band
VIII. Pollution Prevention
     Four R’s - Reduce, Reuse, Recycle, and Respond
IX. Computer Activity
     Surfrider Foundation websites
     Ways to stop trash from entering the ocean
X. Look-Touch Animals
     Let students touch animals
XI. Conclusion
     Handouts
     Newsletter
XII. Follow-up
     Upcoming events and meetings
     Follow-up activities
     Teacher evaluation
     Get address of teacher for future events

    Thank you!!


 Arrive at the school at least 15 minutes before the presentation is scheduled to begin.
  When you get to the school, go directly to the main office and check in.

 Tell them who you are, that you are a volunteer with The Surfrider Foundation and the
  name of the teacher you are supposed to be presenting for. Many times you will have to
  sign-in on a visitor’s sheet.

 Check to make sure that a TV and VCR are available. If they are, make sure tape in
  rewound and TV and VCR are ready and working.

 Ask if a computer in available with Internet access. If it is, log on to the Jersey Shore
  Chapter’s website, or National’s website:

 Have the teacher designate a space for you to write on the chalkboard or whiteboard.
  (DO NOT erase anything without asking permission first).

 Take each animal out of the box carefully.

 Unwrap them and lay them out on the towel provided. Depending on the classroom
  set-up, this can be done on the floor, or on a table in front of the class.

 Place bag of trash and bag of rubber bands off to the side, but within reach.

 Blow-up globe (you can do this or have a student help you).

Now you are ready to begin…


 Introduce yourself and why you became a member of The Surfrider Foundation.

 Introduce the Surfrider Foundation.

   Please include - The Surfrider Foundation is a non-profit organization dedicated to the
protection of the world’s waves and beaches through conservation, activism, research and
education (C.A.R.E.).
   In our 60 local chapters, we have 37,000 members in the United States. We also have
affiliates in Australia, Europe, Japan, and Brazil.
    We focus on two major goals: (1) to continually find ways to get and keep the ocean
clean and (2) to keep beaches accessible to those who wish to enjoy the many activities
offered by the beach.

Explain how students can become a “Kid for Clean Water”.

Example - Becoming a “Kid for Clean Water” is easy! By paying attention and listening to
what is said during this presentation, they will learn ways to, help keep our oceans and
beaches clean and free from pollution. Being a “Kid for Clean Water” involves taking the
information they will learn and applying it to their daily lives. A “Kid for Clean Water”
will tell their friends and families how to help prevent pollution and get involved in local
activities and events.

   Being a “Kid for Clean Water” is not something you sign up to become. Students that
want to become a “Kid for Clean Water” will do so on their own by following the practices
that we outline in this presentation

Globe Activity

 This activity involves the blow-up globe included in the box of materials.

 On the board write, create two columns titled “Water” and “Land”.

 Explain to the students that you are going to throw each of them the globe.
 They are to catch it with both hands, then tell you where their left thumb landed – on
  water or land?

 Make a tally record of the student’s responses on the chalkboard.

 After each student’s turn, either have them toss the globe to the person next to them or
  back to you so you can pass it to the next student.

 Discuss results of tally. (Water should have come up more often than land.) This is
  because water covers over 70% of the earth’s surface. This is why our planet is called
  the “Blue Planet”. Of that water, only 3% is fresh water. Fresh water is the water we

Water Cycle

 Where does the water we drink come from?

 Explain the water cycle.

       The waters of the earth move continuously from the oceans, to the air, to the land
and back to the oceans again. Moisture in the air comes mostly from evaporation. The
sun’s heat evaporates water from land, lakes, rivers, and especially the oceans. About 85
percent of the vapor in the air comes from the oceans. The water rises as invisible vapor.

         The air moving over the earth carries vapor. The moisture-filled air cools whenever
it is forced up by colder air by mountains or hills. As the air cools, the vapor condenses
into droplets of liquid water, forming clouds.

        The droplets fall to the earth as rain, snow, or some other form of moisture. If the
vapor is chilled enough, it condenses into ice crystals, and falls as snow. This moisture is
called precipitation. Most precipitation drop back directly into the oceans. The remainder
falls on the rest of the earth.

        In time, this also returns to the sea, and the cycle begins again. This unending
circulation of the earth’s water is called the water cycle or hydrologic cycle. Because of
nature’s water cycle, there is as much water on the earth today as there ever was - or ever
will be. Water changes only from one form to another, and moves form one place to

        In short, the ocean heats up (evaporates), clouds form, they condense and form
water droplets, when the droplets get too heavy it rains, this water lands mostly in the
ocean, but also on land, the sun begins the heat it again until the cycle begins again. It’s a


 Pass out the watershed maps. Have the students find the area on the map where they
   live (or where their parents, grandparents and friends live or where their school is).
   Have them put their finger on the waterway closest to their area of town. Ask them to
   tell you the name of that waterway.

 Now have them trace the waterway all the way to the ocean. Have them tell you which
  Estuary, Lagoon, Bay or Slough they end up at.

 Ask them if they ever swim, play or surf at the beaches close to these outlets.

 Take out the bag of trash. Dump it out.

 Explain to them that this is what ends up in these waterways and eventually in the
  ocean. It does not matter where you live, it all eventually ends up in the ocean.

 Would they want to swim or play in this? -NO!

An example of the watershed map is on the next page


 What lives in the ocean?
   Show students the animals you brought. Ask them what they know about these animals.
Pick the animals that the students like best, or the ones that you know most about) and
explain more about their lifestyle and their characteristics.

 Only discuss the animals right now, they may touch them later.

 Explain how pollution affects specific animals.
   Examples - Thousands of dolphins are accidentally caught in fishing nets and killed
every year. Sea otters and birds are especially affected by oil spills because they need their
fur and feathers to stay clean to keep warm and dry. Sea turtles swallow floating balloons
and plastic bags, thinking they are jellyfish. When animals swallow garbage such as
plastics, they do not digest them, so they think they’re full and don’t eat - they starve to

Rubber Band Activity

 Explain that this is what might happen to a bird if it were to get tangled up in fishing
  line, soda six-pack rings, fishing net, etc.

 Pass out one rubber band to each student.

 Have them place the rubber band around their wrist.

 Now, have them close their fingers together to make the shape of a bird’s head. (Hold
  all four fingers together like you were signaling the number four and then touch your
  thumb to your middle finger - keeping all your fingers together still.)

 Pretending that their wrist and hand is a bird, which means they cannot use any other
   part of their body, (i.e. their other hand, their teeth. their torso for rubbing, or another
   person’s body) have them try to get the rubber band off of their wrist (the bird’s neck).

 It should be difficult and most will be unsuccessful!

 The students that do accomplish getting the rubber band off should be congratulated and
  then explain how they are one of the lucky ones (or explain how they cheated). The
  ones that were unable to get the rubber bands off are in danger of dying due to
  strangulation, or getting caught or tangled up in more pollution or trees.

Pollution Prevention
Explain or review the “Four R’s” - Reduce, Reuse, Recycle, and Respond.

Reduce- Reduce the amount of waste and pollution that you contribute to the environment.

 Buy things in bulk so that there is less packaging to throw away.
 Recognize and support store managers when they stock products with no packaging or
   reduced packaging. Let clerks know when it’s not necessary to double wrap a purchase.
 At the grocery store, consider whether it is necessary to purchase items such as
   tomatoes, garlic, and mushrooms in prepackaged containers when they can be bought
 Use cloth bags for carrying groceries, this way the amount of plastic bags that you
   throw away is reduced.
 Use Tupperware instead of Styrofoam.
 Carpool so that there are less cars on the highways.
 Plant marigolds in the garden to ward off certain pests rather than using pesticides.
 Use environmentally friendly cleaners instead of toxic cleaners.

Reuse - Reuse materials and items so that they have longer life spans and don’t get thrown
away after the first use.

 A sturdy mug or cup can be washed time and time again.
 Use sturdy and washable utensils and dishes at home, while camping, and on picnics -
   use less plastic unless you wash it.
 Reuse juice bottle containers as pitchers for juice concentrates.
 Use yogurt and sour cream containers as Tupperware.
 Write on both sides of paper or use one-sided paper as scrap paper before recycling it.
 Reuse newspaper, boxes, packaging “peanuts”, and “bubble wrap” to ship packages.
 Find out if “recharged” cartridges for laser printers, copiers, and fax machines are
   available. They not only reduce waste, but also typically save money.
 Use rechargeable batteries to help reduce garbage and to keep toxic metals found in
   some batteries out of our environment.
 Cloth napkins, sponges, or dishcloths can be used around the house. These can be
   washed over and over again.
 Give all your old clothing to a charity or second hand store so that others can use them.
 Share newspapers and magazines with others to extend the lives of these items and
   reduce the generation of waste paper.
 Borrow, rent, or share items used infrequently.
 Consider conducting a food or clothing drive to help others. Where appropriate,
   encourage area merchants to donate damaged goods or food items that are edible to

   food banks, shelters, and other groups that care for the needy. CAUTION: Do not
   reuse containers that originally held products such as motor oil or pesticides. These
   containers and their potentially harmful residues should be discarded (following
   manufacturers’ instructions on the label) as soon as they are empty. When you no
   longer have a use for a full or partially full container, take it to a community household
   hazardous waste collection. Also, never store anything potentially harmful in
   containers designed for food or beverages. Always label containers and store them out
   of reach of children and pets.

Recycle - To break down materials into its basic components so that they may be used
again in other forms.

 Investigate curbside pickup schedules, determine what materials are accepted, locate
   drop-off sites, and find out when these sites are open.
 Participate in community recycling drives, curbside programs, and drop-off collections.
 Choose recyclable products and containers and recycle them.
 Select products made form recycled materials.
 Take used car batteries (“lead-acid batteries”), antifreeze, and motor oil (saved in clean
   nonbreakable containers) to participating automobile service centers and other places
   that collect these items for recycling.
 Learn how to compost yard trimmings and food scraps.
 Recyclable materials: plastic, aluminum, tin, steel, other metals, glass, paper,
   magazines, phone books, newspaper, cardboard, motor oil, etc. To learn more about
   Monmouth County’s recycling program call 732-431-7460 or visit them on the web at

Respond - Respond to the solid waste dilemma by considering waste producing activities
and by expressing preferences for less waste.

 Educate others on source reduction and recycling, and composting practices.
 Make your preferences known to manufacturers, merchants, and community leaders.
 Urge schools to provide environmental education and to teach about source reduction,
   recycling, and composting.
 Be creative - find new ways to reduce waste quantity and toxicity.

Discussion - Discuss ways to stop pollution from entering our environment.

Computer Activity

 If computer is available, show kids both local and National chapter’s website: and the Jersey Shore Chapter’s website: explain that these can be good sources for more

Look/Touch Animals

 Let students touch animals.

 This can be done all at once, or if the class is large, in small groups (4-5 at a time). You
   be the judge of which way would work best for each class (or ask the teacher).


 Discuss upcoming events they might attend with friends, family members or as a class.

 Pass out and discuss handouts.

 Tell them about the kid’s section of our newsletter. The Surfrider Report is the San
  Diego Surfrider Foundation’s newsletter that is mailed bimonthly that includes
  information about current events here in San Diego and also how they can get involved
  and help. The kid’s page is full of fun facts and activities for students to help stop
  ocean pollution and help keep our oceans and beaches clean! To have a newsletter
  mailed to them, they need to have their parents call, email or mail us a request to be on
  the mailing list

Follow- up

 Give teacher flyers for upcoming events and chapter meetings to copy and give to
  parents and/or other teachers.

 Give teacher copies of suggested follow-up activities. (See attached “Follow-up

 Have teacher fill out evaluation form. Leave self addressed-stamped envelope if there is
  not enough time for them to complete it while you are there. (Do not offer this until it
  is necessary).

 Confirm name and address of teacher and school for future events.

                       Thank both students and teacher!!

                       Know that you can make a difference
You and your family can help in the following ways:

 Recycle all materials accepted by your city or county recycling program.

 Vote with your dollars. As a consumer you have an impact on they type of products
  produced. Request more recyclable containers and less packaging.

 Dispose of household cleaners, paint products and chemicals legally and safely at
  hazardous waste collection locations.

 Recycle motor oil and antifreeze.

 Rideshare, ride a bike or the bus to reduce auto usage.

 Conserve water.

 Pick up animal wastes and dispose of in the trash or toilet.

 Prevent dirt, debris, and yard and lawn clippings from entering the storm drains.

 Rinse paint brushes in the sink.

 Reuse paint thinner.

 Use less toxic alternatives whenever possible. Buy household products labeled “non

 Use pesticides, herbicides, and fertilizers carefully and sparingly. Dispose of at
  hazardous waste disposal locations.

 Have your car maintained regularly to reduce emissions and fluid leakage.

 Write letters to your representatives about important environmental issues.

 Spread the word and inform your friends and family about non-point source pollution.

                             Sources of Marine Pollution

Offshore Production:
             Oil drilling

Maritime Transport:
            Shipping (spills, leaks, ballast washing)
            Recreational boating

               Dredging (spoils from harbor and bays)
               Direct barge/boat (solid or chemicals) *lots less these days.

               Industrial, residential and transportation emissions

Run-off and Land-based Discharges:
             Point Source (localized and identifiable)
                    - Outfall pipes
             Non-Point source
                    - Street run-off
                    - Agriculture
                    - Rivers and creeks

* Many times more oil enters the environment from streets than does from oil spills

* Everything that is on a land surface has the potential of getting into the ocean via rain or
floods etc.

              Surfrider Foundation Educational Presentation Evaluation

The Surfrider Foundation is interested in feedback regarding our presentation. We would
appreciate it if you would take a few minutes to respond to the following questions. If you
would like to elaborate further on a question, please do so in the space provided below
each question.

Name __________________________________________________________________
Grade Level _____________________________________________________________
School _________________________________________________________________
Date ___________________________________________________________________
Volunteer Who Came To Your Class _________________________________________

1. How would you rate the organization of the classroom presentation?
Very Logical        5       4       3       2      1              Confusing

2. The information presented was
Sufficient           5       4        3      2       1              Inadequate

3. The concepts and vocabulary for the class’s learning level were
Appropriate          5      4       3       2       1              Inappropriate

4. How would you rate the presentation’s sensitivity to multi-ethnic groups?
Inclusive           5       4       3      2        1              Alienating

5. The objective of the program is for students to understand the cause and effect of urban
run-off. How effectively did the presentation reach its goal?
Very           5       4      3      2       1               Not at all

6. Did your students enjoy the presentation and find it informative?
Very much so          5      4       3       2      1               Not at all

7. Were your students challenged by the presentation?
Very much so         5       4      3       2      1                Not at all

8. Are your students more motivated to pursue the subject of recycling, street litter marine
debris and/or ocean pollution in more depth now than before?
Yes            5      4       3      2       1             No

9. Do you think your students will retain the knowledge presented in this program?
Yes           5       4      3       2       1             No

10. Were your expectations of this program met?
Very much so       5      4        3      2     1                   Not at all

11. The level of knowledge and understanding of the volunteer was
Excellent           5      4     3       2       1             Poor

12. The volunteer was able to relate well to the class and keep the presentation within
their frame of reference
Very much so           5   4        3       2       1              Not at all

In the space provided below please describe the volunteers strengths and weaknesses.
(Please be specific and HONEST. We can only learn from this, and create a better
learning experience for future classes.)

Do you have any suggestions for improvement of the program?

Would you like to have this presentation repeated in future years in your classroom?
If not, please explain.

What were the presentations greatest strengths and weaknesses?

Thank you for your time and input,

Surfrider Foundation
Jersey Shore Chapter
PO Box 760
Belmar, NJ 07719