The raindrop's journey: A stormwater trail through the Arboretum's west watershed

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by David S. Liebl, Chair, UW-Madison
Arboretum Storm Water Committee
Reprinted from NewsLeaf, Dec. 2007

Two and a half miles northwest of Nakoma Road & Manitou Way, the landscape rises to a small hill just west of Research Park Blvd. From this vantage (43°03.382’N, 89°29.149’W), 272 feet above Lake Wingra, the far horizon features the State Capitol to the east and the driftless area to the west. Low in the landscape, the UW-Arboretum is hidden from view, as is the path of storm water runoff draining from this most western interfluve [divide] between the Mendota and Wingra watersheds.

Monitoring site #6. Pollution from business along Kickerbocker

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There are dumpsters next to the parking lots at Bluephie's, and at the Indian Restaurant across the street.

Bluephie's

East side of Kickerbocker

Do you see any evidence that dirty water or litter is escaping the dumpster enclosures?
Do you see any evidence that animals are getting into the garbage?  (Scats, footprints, torn bags?)
Does any food waste go into these dumpsters?
What other problems could result?
Are there other problems in the parking lots, such as spills of oil or antifreeze?

Activities

• Observe once a week.
• Take photos weekly.
• Take systematic observations.  How many dumpsters, out of the total of N, are left open?
• Systematic observations of animal signs or leakage.
• What is the law about covering dumpsters?
• Can you get these businesses to close their dumpsters?
• Are other dumpsters in the area, or in your neighborhood, left open?
• Record de-icing salt use in these two parking areas (and sidewalks).  Do they use too much?

Monitoring site #5. Construction site at Arbor and Knickerbocker

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Do all your observations from the sidewalk or street.  Do not step onto the site, or get in the way of trucks or equipment.  It's best to observe after work stops for the day.  Weekends are best.

Do you see any evidence that mud or dust is escaping from the edge of this area?
Do you see any pumping from a blue hose, after rain?  Is the water clean or muddy?
Do you see tracks on the street?  Is there any evidence that they are sweeping up the mud?
Are the stormsewer inlets (and filters) kept clean?
Which measures to stop mud escaping work best?  Which don't seem to work well?
Do you see any evidence that liquid concrete is getting into the gutter (or inlet)?

Activities

• Visit the site once a week on the weekend.
• Look for escaping mud, concrete, dust, or litter.
• Take a photo weekly of the problem areas, and publish on this page.
• Ask the City for the erosion control plan, and compare it to what you see.
• Role playing:  Children form two groups, of two students each.  One group represents people who live in the neighborhood.  The other group represents the builder.  The two groups discuss what the  photos show, and argue for their viewpoint.  The neighbors want a clean neighborhood.  The builders want to save money, and make their job easier.  The rest of the class is the audience.
• On a map, mark other construction sites you can find in the city.  Which ones seem to be a problem for the lakes?

Monitoring site #4. Pickford St. stormsewer outfall

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What happens to vegetation on the "delta" during winter?
Does the water remain open at the outfall?  If so, why?
Any signs of animal use of this area?
Do you see any mud or debris coming out or deposited nearby?

Activities

• Draw a map of the watershed of this sewer.
• Photograph the water just beyond the outfall each week, and publish it here.
• If possible, observe this location when it rains.
• Observe the location after a rain and look for changes.
• Ask City engineers how much water comes out, in different kinds of storms. Are there any traps for leaves inside?  How often do they clean them out?

Monitoring site #3. Bare terrace on Gilmore near Cross

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Grass is missing from a portion of this terrace.  Also, from the terrace where the concrete work was done.  Also, on the little mounds where the playground borders Cross Street.

Does this bare area create problems for the watershed?
Do you have any evidence that mud is escaping from this site?
How could you correct this problem?
Do you see other places like this in your neighborhood?
How does erosion work?  What causes it?

Activities

• Photograph once a week and publish photo on this page.
• Can you figure out any way to measure soil loss?
• If possible, observe this spot during rain.
• Make a map of erosion locations in your neighborhood.
• Can you get someone to solve this problem, come springtime?

Monitoring site #2. Concrete spill (corner of Gilmore & Cross)

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We have reported this site to the Health Department.

Will it be cleaned up?
What other problems or pollution may occur at this site?
Can you find other places like this in your neighborhood?
What other things does the builder do here that causes (or prevents) pollution?
How does snow complicate things for the builder (and preventing pollution)?

Activities

• Watch what gets into the gutter here.  Take samples.
• Does it go all the way to the stormsewer inlet?
• Photograph the spot weekly.
• Observe, if possible, when it rains.

Monitoring site #1. Council Spring

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What happens to springs in winter?
Do animals use the spring?
Are there any animals alive in the water?
What is the temperature of the water?  Why?

Activities (weekly):

• Take the water temperature
• Look for signs of animals
• Take a photo of anything important you see. 
• Publish a photo each week here.

Activities for future field trips

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I'll post here plans for future field trips, as I develop them...

You can leave feedback as comments below.

November 25th--Mapping the watershed on our playground

#1. Mapping the playground watershed.

Purpose

• Develop powers of observation and experimentation
• Find out where a rain garden can be effective
• Children can apply these same methods to their neighborhoods
• The playground will serve as a small model for the entire Wingra watershed.

By pouring water at various places in the garden,  children can observe which way the water runs. By repeating the process in many places, they will be able to find the "divides" between basins on the playground.

When children find a divide, they will mark it with small flags held by blocks of wood.  Then the flags will be connected by some kind of line made by chalk, rope, or tape (to be decided).  The lines will surround and define each basin. 

Finally, children draw a map of the playground showing it's several watersheds, bare and paved ground, drains, and possible locations for rain gardens.

Optional: Older children can measure the square feet of each basin.  This helps determine how large a rain garden should be.

Optional:  Student goes out in rain, and makes video to show if basins have been correctly marked.

#2. How soil and plants in a rain garden help to filter stormwater

Materials:

1. Hose as a source for water.
2. Numerous water cans with spouts
3. Flags anchored on blocks of wood.  N=40???
4. Line markers--rope, surveyor's tape, and chalk (for pavement)??
5. Large sheets of graph paper, for maps.
6. Tape measures (students can use the tape to determine their pace length, then pace the playground as a rapid way to measure it).
7. Colored markers to mark various areas of maps.

#2. How well do rain garden plants filter the runoff?

Identical plastic pots will be filled with different materials or plants...

1. Rubber tire chips.
2. Sand
3. Bare soil
4. Silt fence cloth
5. Silt sock cloth (and mulch stuffing)
6. Growing lawn grass (turf)
7. A larger plant (hopefully a native prairie plant)

• A clear plastic saucer is placed under each pot.
• Muddy water is prepared in a large storage container, then poured into 6 watering cans.
• At the same time, 7 students pour muddy water into each pot.
• Students observe the water coming through.  They measure how fast, how much, and is it clear or still muddy?
• Some of the filtered water from each pot is poured into a jar, and all 7 jars are photographed against a white background.  This shows, comparatively, how clear each sample is.

It's expected that some muddy water will pass through 1-3.  The contents of pots 4-5 may reduce the mud somewhat.  Pots 6-7 are expected to pass the clearest water.  Pots 5-7 will also soak up a good deal of water, so less water will come through.  This shows how rain gardens can help reduce flooding.

It's possible that only #1 will pass muddy water, and all the rest will be clear.  However, mud is relatively easy to filter.  Other pollutants are harder to filter, so we'd still expect 7 to do the best job, even if the student's can't see the difference.

Field trip Oct. 38--A walk to Lake Wingra

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Themes

• How our stormwater gets to the lake
• Changes in the next few months
• How animals and plants prepare for the winter

Equipment needed

• No cameras (will slow us down too much)
• Thermometer to take temperature of springwater
• Notebook
• Several gallons of water (DT will bring)
• Walking shoes and warm clothes !

Along the way, we're going to pour water from time to time, to see where it goes.  Water always runs downhill! 

That's why many things on the ground, and on the pavement, end up in the lake.  

The lake is a mirror to how we live.  If our surroundings are dirty-- then the lake is dirty.

Our route (click photos to enlarge)...

Our goal is to see how stormwater gets to the lake from Wingra School... and what it might pick up along the way.  Here's what you'll see and learn at our 18 stops along the way.