Go With the Flow

Through active engagement, participants will understand the dynamics of runoff and stormwater flow in a watershed, how this can be a leading cause of non-point source water pollution, and how features of a healthily functioning ecosystem, like wetlands and riparian areas, mitigate these harmful impacts.

• Multicolored bottlecaps or other tokens that are easy to pick up

• Several buckets

  • one labeled "lake/river/ocean" (your choice based on what would be most relevant to your local watershed)

  • additional labeled "storm basin/riparian area/wetland" (your choice based on what would be most relevant to your local watershed & grade level vocabulary)

• Blue rope and stakes (optional)

*Please see attached PDF Lesson Plan for more detailed step-by-step procedure.

Set-Up, Round 1:

1.  Lay the course in an open, grassy area.  This represents the path the water (students) will take as it “goes with the flow.” 

2.  Disperse the bottle caps on the grass along the full length of the course the students will follow.

3.  Place a bucket at the end of the course to represent the body of water the runoff will reach after a storm - the bucket should visibly indicate “lake” or “river,” with a picture and/or words. For a place-based lesson, name a specific local waterbody or drinking water source to connect participants to their watershed.

In Action, Round 1:

1.  Instruct students that they are the fast moving runoff water after a storm. They must “go with the flow,” along the course.

2.  Line students up at the beginning and one by one, start them flowing through the course. As they flow, they are to pick up bottle caps with their hands while continuously moving forward like water. 

3. When they reach the end point (bucket representing waterbody) they deposit all their bottle caps inside.

4.  When everyone has completed the course, gather to examine the body of water, which is now filled with bottle caps.

Set-Up, Round 2 – same as above, in addition:

1.  Along the length of the course, place buckets at even intervals. These buckets represent feature that slow and filter water as it moves through a watershed: forests, wetlands, riparian buffers, etc - these buckets should also be labeled in some way to indicate their function.

In Action, Round 2:

1. After re-dispersing the bottle caps along the course and adding the

additional buckets, line students up to flow through a second time. Explain that

this time, the water will not flow quickly and directly into the body of water, but will pass through other features

as it goes with the flow through the watershed. These features act as buffers and filters for storm water, so as

they pass each bucket, they must deposit whatever they are carrying before continuing along the course.

2. When the last of the water from the storm has completed its course, again gather the students to examine the buckets – this time comparing how the body of water at the end of the course looks after the storm (it will contain only a small number of bottle cap “pollutants”).

3. Follow lesson with discussion of related concepts you choose to focus on.

• A physically active outdoor lesson, great for kinesthetic learners *lesson adaptable for multiple physical abilities

• A fun way to learn about watersheds, stormwater, runoff, pollution, and other important related topics in a hands-on, visually demonstrative way

• An opportunity for place-based learning connecting students to their local watershed 

• Versatile activity set-up for different ages, abilities, and concepts - can be done indoors or out!

• EPA Learn About Aquatic Trash