Drains are for Rain Years 1–3

Enviroschools Action Kickstarter Series
Resource 1 – Context: Stormwater
This is an Education for Sustainability resource from Enviroschools Te
Upoko o te Ika a Māui, profiling a simple way that an Enviroschool
has successfully applied the Enviroschools Action Learning Cycle to
explore and take action on a meaningful environmental issue.
Drains are for
Rain
Years 1–3
How Kākāriki School took action to care for the worlds of Tangaroa
and Hinemoana by painting messages around their drains and so
stop pollution getting into our oceans
Key words: Water cycle, Pollution, Stream and Ocean–Animal biodiversity,
Healthy water – healthy us!
Curriculum Links:
Health and P.E:
Healthy Communities and Environments
Arts:
Visual Arts
Technology:
Planning for Practice
Brief Development
Science:
Planet Earth and Beyond
Living World
1
Action Kickstarter Resource 1 – Context: Stormwater
Drains are for Rain – Years 1–3
Contents
Using This Resource
3
Information for teachers about the Environmental Issue: Stormwater Pollution
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Kākāriki School and Stormwater
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Kākāriki School’s Process
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Identify the Current Situation
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Explore Alternatives
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Take Action
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Reflect on Change
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Appendix 1: Curriculum Links
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Appendix 2: Tips for Painting around Drains
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Appendix 3: Unit Plan
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Appendix 4: Action Planner
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Appendix 5: Task Planner
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Appendix 6: Supporting Resources
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Using This Resource
Use this resource to explore and take action on an environmental issue. It gives an example from
Kākāriki School* and shows how they followed the Enviroschools Action Learning Cycle to:
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investigate stormwater pollution
explore solutions to protect the whānau of Tangaroa and Hinemoana by keeping waterways
clean
learn IN the environment (not just in the classroom)
find out ABOUT the environment
take action FOR the environment
practise decision making
take action to protect their waterways by painting messages around their stormwater
drains.
This resource contains:
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information for teachers about the environmental issue of stormwater pollution
a practical example of how a school explored and took action on stormwater pollution
a unit plan
an action planner
a task planner
practical tips for painting around drains.
This resource is for all teachers, not just those from schools registered with the Enviroschools
Programme. Although it refers to the Enviroschools Kit and Enviroschools Theme Areas, these are
used as a means of deepening understanding of Education for Sustainability processes and concepts
and it is not essential to have access to these resources to gain value from the reource. Any teachers
from schools that are not Enviroschools and would like to explore the Enviroschools resources in
more depth are invited to contact the Enviroschools Facilitator for their locality. Contact details can
be found at http://www.enviroschools.org.nz/in_your_region/wellington/our-team
* Kākāriki School is a fictional school created from a range of schools that have taken action on
stormwater pollution. In particular, thank you to St Mary’s School Carterton and Te Puna Reo o Ngā
Kākano Wellington who have supplied the photos for this resource.
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Information for teachers about the Environmental Issue:
Stormwater Pollution
Clean, healthy water is essential to protecting the mauri
of an ecosystem and to the survival of all the living
things living within that ecosystem.
We use water every day, and this can result in things
entering the water cycle that damage the mauri of the
ecosystem and harm the living things that rely on the
water.
Toilets, sinks, and washing machines collect pollutants,
such as urine, faeces, food, and cleaning products. These
are directed into special drains that lead to wastewater
plants, where the water is cleaned (or “treated”) before
being put back into the environment.
Big Idea
Whanaungatanga:
Everything is Connected
When we put something that
doesn’t belong into a natural
system like our waterways, it
affects all forms of life in the
ecosystem. Drains are for rain
and rain only.
For more about Whanaungatanga, see
Enviroschools Kit, Me in My Environment,
Background Text.
This “treatment” does not happen with stormwater.
When rain falls onto our streets, driveways, and roadside gutters, stormwater drains direct the
rainwater away from paths, roads, and buildings and straight back into the waterways of Tangaora
and Hinemoana (manga/streams, awa/rivers, roto/lakes, and the moana/oceans).
Because stormwater is not “treated”, any rubbish or pollutants that go into stormwater drains will
travel into our waterways and into the realm of Tangaroa and Hinemoana.
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Big Idea
The pollutants can degrade the water quality and
damage its mauri, killing fish and other living things,
and making the water unsafe for swimming, fishing, and
other recreational activities.
Biodiversity Keeps
Everything in Balance
For an ecosystem to protect its
mauri, it needs a wide range of
biodiversity (plants and
animals) keeping everything in
balance. If stormwater is
polluted with chemicals or
other rubbish, this can put
things out of balance.
For more about Mauri, see Enviroschools
Healthy Water Theme Area , Background
Text.
We are part of the ecosystem, and we need to
demonstrate kaitiakitanga. There are a number of things
we can do to stop stormwater pollution.
Safer options for disposing of paint, detergents, or oil
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Take leftover paint back to the shop or to the
hazardous substances section of the landfill
Wash cars on grass rather than on driveways or
roadways
Pour water with detergent in it into the sink or
into your garden
Take cooking or motor oil to a recycler.
Big Idea
Kaitiakitanga – We Have
Personal and Social
Responsibilities
We all have an effect on our
ecosystems, so we have a role in
looking after them. We need to
keep stormwater clean by not
pouring pollutants, like paint, oil,
or detergent down our drains
and not putting rubbish, like
plastic bags, into roadside
gutters and drains.
For more about Kaitiakitanga, refer to
Enviroschools Healthy Water Theme Area,
Background Text.
What you put in our water, you
may end up eating for your
dinner. (I don’t want to eat your
pollution either!)
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Kākāriki School and Stormwater
At Kākāriki School, students were working through the Me in My Environment unit from the
Enviroschools Kit. They were exploring what they liked and didn’t like in the school environment and
were thinking about what they might like to change. They had three Big Ideas up on the wall:
Whanaungatanga – Everything is connected.
Biodiversity keeps everything in balance.
Kaitiakitanga – We have personal and social responsibilities.
When they were exploring their playground, they noticed that rubbish was accumulating in the
drains. They decided to do something.
Other things you might you be investigating that could lead to action related to
stormwater drains
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Stream habitats
Ocean habitats
What happens to our waste?
Pollution
Kaitiakitanga
Signs/Messages in our Community
Seaweek
Keep NZ Beautiful
Conservation Week
Kākāriki School’s Process
Kākāriki School followed the Action Learning Cycle
from the Enviroschools Kit:
 Identify the current situation
 Explore alternatives
 Take action
 Reflect on change.
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Identify the Current Situation
Kei hea tātou inaianei? Where are we now?
What we did at Kākāriki School
 We walked around the school and noticed the
drains and the rubbish that was down them.
Everyone was amazed to find out that there were
pipes under the ground that took the water to
Tangaroa and Hinemoana in the sea.
 We read the books The Sea and Me, by local
Wellington author Bianca Begovich, and Abigale
the Happy Whale, a picture book by Peter
Farrelly. These explained how rubbish that goes
down the drain goes straight into rivers, lakes,
and the sea.
 We looked at what was in the drains. The
caretaker put on some gloves and got a long pole
and took rubbish out of the drains and laid it all
on a tarpaulin for everyone to see.
 We recorded what was in the drains and talked
about how we felt about it.
 We wrote our feelings in speech bubbles and put
them on the wall beside pictures of our local
waterways and beaches.
 We decided to do something in response to how
we felt.
 We made a plan. We recorded a vision on an Environmental Action Planner from the Take
Action section of the Enviroschools Kit (See Appendix 4). Our vision was for a world with
clean water and a happy whānau of Tangaroa and Hinemoana.
Other things we might have done if we had more time or lived somewhere different:
 Made observations about the animals in our local stream
 Made a class mural of the stormwater system, showing the pollution and rubbish we might
see, the plants and animals with speech bubbles for how they might feel, and comments
from people (kids and adults) about what they think and feel
 Built on a sustainable coastlines visit, beach clean-up, or sea week activity.
Other places to go for information and ideas:
 The DVD Guardians of the Mauri: Ngā Kaitiaki o te Mauri (Two young fish experience
pollution from our urban lifestyles as they look for Awhiorangi, a taniwha)
 Rusty’s Big Adventure! by Lauren Fletcher (The story of a native kokopu making its way
through polluted water, written by a 10 year old student at Hukanui School in Hamilton and
developed by Hamilton City Council)
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The Youtube clip Freddy the Fish Teaches about Stormwater ( where Freddy explains what
happens to the rain after it hits the ground, 4:29 mins)
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Explore Alternatives
Me ahu pēhea? What could we do?
What we did at Kākāriki School
 We brainstormed what we could do.
 One idea was to cover up the drains so the rubbish
couldn’t get down them, but we realised then the
water would have nowhere to go.
 We weren’t sure if everyone would know that the
drains went to the sea, affecting Tangaora and
Hinemoana and their whānau. So we thought we should tell people.
 We thought we could make other people in the school notice the drains more, and maybe,
that would make them more aware of where the water goes.
 We looked on the Internet for ideas. We found examples of students painting drains at
schools in Auckland. (Resene: Paint the drains – Keep water in and pollution out!
www.resene.co.nz/comn/services/paint_the_drains.htm)
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We decided that painting sea creatures was a great idea and would also be really fun and
make our school look good.
We recorded what we wanted to do on our Environmental Action Planner (Appendix 4). We
wanted to paint art on our drains to make people notice them.
Other ideas we had:
 Study local fish and incorporate them into the designs
 Make art using rubbish from the beach and display it in a public place
 Hold an auction of art made from recycled materials (similar to what Clifton Terrace Model
School had done).
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Take Action
Whakatinanatanga – Making it happen
What we did at Kākāriki School
 We filled out the rest of our Environmental Action
Planner and used a Task Planner (also from the
Enviroschools Kit, Appendix 5) to make a list of the
steps we had to take.
 We talked to the other classes in the school to see if
they liked the idea.
 We chose to paint a drain at the entrance way to our
school because we thought lots of people would see it.
 We found out that the Board of Trustees could give us permission to paint around a drain
inside the school. Kiri’s dad was on the Board, so she went along with him to a meeting and
asked the Board. They gave us permission! (If we wanted to paint around a drain outside the
school grounds, we would have to get permission from the local council.) Your Enviroschools
Facilitator can help you liaise with your local council.
 We thought the whānau of Tangaroa and Hinemoana might like a taniwha to protect them.
We had read the story of Ngake and Whataitai, the taniwha of the Wellington Harbour, so
we thought of them when we were drawing. We drew so many designs that it was hard to
decide which ones to use, so we asked parents and whānau to vote on the ones they
thought were best.
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To find out which paint would work best, we went to Resene, and they told us to use
Sureseal Pigmented Sealer as an undercoat so that the design would last.
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There was a Kids Paint Catalogue with fun colour names that we could later use for a game.
Then we selected our own colours from test pots.
We looked at the weather forecast and chose our painting day.
We set out cones around the area we were going to be working in, put a plastic cover over
the drain, and taped it down just in case any paint spilt. We also had rags on hand to wipe
up any spills.
The teacher drew the design with chalk and we painted on the sealer.
On painting day, we painted the first coat of our design in the morning and we painted a
second coat in the afternoon.
Then we invited the early childhood centre next door to see what we had done, and we
talked to them about why we thought it was important. They thought it was important too
and came to do a stream clean-up with us as another way of keeping pollutants out of our
waterways.
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Painting on the sealant
Showing our friends
Look at the finished
version!
See Appendix 2 for all
our practical tips for
painting around
drains.
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Reflect on Change
Pūmahara – Thinking back
What we did at Kākāriki School
We asked ourselves:
 How do we feel about what we have done?
The teacher notices we talked about our art a lot and
showed as many people as we could. We really liked what
we did. It looked beautiful, and we felt proud that we had done it ourselves.
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What have we learnt about stormwater drains?
We learnt that a drain is not just a drain – it is a pathway to the sea. So we don’t want
anything to go in it that upsets the ecosystem and te whānau o Tangaroa and Hinemoana.
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How much difference have we made?
Lots of people said how great our drain looked, but we were disappointed when our cleaner
poured the detergent water from cleaning the floors straight down the drain we had painted!
We realised that even though our paintings got noticed, we needed to talk to people and
explain the message as well.
We organised to meet with the cleaner to explain that the water needed to be tipped in the
garden, where the ground “treats” the dirty water, or down the caretaker’s sink where the
dirty water is “treated” at the waste water plant.
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What else could we do?
We thought we would like to be on video telling people about our art and about stormwater
drains.
We thought we would like to get permission from the council to paint messages around some
drains in the streets. Someone suggested that we could paint more drains if we used a
stencil. The Enviroschools facilitators have a stencil that we can use if we don’t have time to
design fancy artwork for all the drains we paint.
We are going to talk to people in the school when we see them dropping rubbish so they
know the rubbish might end up in the sea.
We could design a flyer to send home to ask families to adopt a stormwater drain.
We thought it would be good to hold a fundraising carwash on the grass at our school and
have banners and flyers telling people why we need to do it on the grass and not on the road
or driveway, where the water with all the oil and petrol that collects on cars will wash into
our waterways.
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Appendix 1: Curriculum Links
Health and Physical Education
Healthy Communities and Environments
Rights, responsibilities, and laws; People and the environment
Students will:
 Take individual and collective action to contribute to environments that can be enjoyed by
all.
The Arts
Visual Arts
Students will:
 Share ideas about how and why their own and other’s works are made and their purpose,
value, and context
 Investigate visual ideas in response to a variety of motivations, observation, and imagination
 Share the ideas, feelings, and stories communicated by their own and others’ objects and
images.
Science
Planet Earth and Beyond
Interacting systems
Students will:
 Describe how natural features are changed and resources are affected by natural events and
human actions.
Living World
Life processes
Students will:
 Recognise that all living things have certain requirements so that they can stay alive.
Technology
Students will:
Planning for practice
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Outline a general plan to support the development of an outcome, identifying appropriate
steps and resources.
Brief development
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Describe the outcome they are developing and identify the attributes it should have, taking
account of the need or opportunity and the resources available.
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Appendix 2: Tips for Painting around Drains
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Arrange for the drain area to be waterblasted or use scrubbing brushes and water to clean
the area of dirt or mould beforehand.
Cover the drain before you paint so that if there is any spillage you don’t end up washing
your own paint down the drain.
Painting the concrete with a primer/sealer first will help the drain art last longer. However, it
will add to the cost of the project. Also you may want the paintings to wear off so the issue
can be investigated by another class in the future.
Make sure any primer or sealer is completely dry before applying a top coat. Resene
Concrete Primer (Environmental Choice approved) requires two hours minimum drying time
before top coating.
Top coats can be applied using a range of non-toxic, waterbased, exterior paint colours (test
pots or bargin-bin mis-tints provide cheaper options). Note: Spray paints work best if you are
using stencils.
Never paint in the rain, and never paint on wet surfaces! Check the weather forecast to
ensure dry weather is expected at least for the recommended drying time of the paint.
It’s much more exciting and empowering for the students if they design the art themselves.
If you want to paint a lot of drains, you could make a stencil out of some of the students’ art
or use ready-made stencils you can borrow from the Enviroschools facilitators.
Students may need old painting clothes and sunhats.
Keep everyone safe around drains
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Teach everyone to be careful around stormwater drains, especially after rain.
Never enter a stormwater manhole or pipe.
Supervise students at all times – teach the students to use a buddy system to make sure
everyone is safe around drains.
Accidents happen – what to do in case of a spill
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Immediately turn up any overturned containers.
Use absorbent materials, such as sand, newspaper, or rags, to block the path of the spillage
to the stormwater drain.
Clean up the spill with the absorbent materials and dispose of them safely with household
rubbish.
If you discover a contaminated waterway, advise Greater Wellington Regional Council by
ringing the Environment Hotline: 0800 496 734
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Appendix 3: Unit Plan
INQUIRY TOPIC - Drains are for rain.
Unit Description:
An inquiry into how we can make a positive change to our local environment. We can make a difference.
Focus: Stormwater pollution
Big Question -
How can we make a positive change to our local environment?
Big Ideas:
Whanaungatanga – Everything is connected: what we put in our drains will influence the life of the
creatures in the sea. Drains are for rain and rain only.
Biodiversity – We need lots of different plants and animals to keep everything healthy and to protect
mauri.
Kaitiakitanga – We have responsibilities: we can help prevent stormwater pollution.
Curriculum
Area
Strand
Level
Objectives/Learning Outcomes
Health and PE
Healthy
communities and
Environments
1
Students will:
- Take individual and collective action to contribute to
environments that can be enjoyed by all.
The Arts
Visual Arts
1
Students will:
- Share ideas about how and why their own and
others’ works are made and the purpose, value and
context.
- Investigate visual ideas in response to a variety of
motivations, observation, and imagination.
- Share the ideas, feelings and stories communicated
by their own and others’ objects and images.
Science
Planet Earth and
Beyond
1
Interacting Systems
Students will:
- Describe how resources are affected by human
actions.
Science
Living World
1
Life processes
Students will:
- Recognise that all living things have certain
requirements so they can stay alive.
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Key Competencies
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thinking
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using language,
symbols, and texts
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managing self
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relating to others
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participating and
contributing
Enviroschools Key Areas
and Principles
Science Curriculum
Key Areas
People/Tangata
Practices/Tikanga
Place/Wahi
Programmes/Kaupapa Ako
Science Capabilities
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Guiding Principles
Learning for sustainability
Empowered students
Māori perspectives
Sustainable communities
Respect for diversity of people
and cultures
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Gather and interpret
data
Use evidence to support
ideas
Critique evidence
Make meaning of
scientific
representations
WALT: (We are learning to)
Make a difference to our environment.
TIB:(This is because)
We want to make our waterways and oceans healthy for the things that live there.
WILF: (What I’m looking for)
Ways we can make a difference.
Assessment:
By the end of this inquiry, students will be able to:
Share idea(s) about how what we do can have positive or negative impacts on our environment.
Lesson
Learning Experiences
Resources
Identify the Current Situation
1
Me and My Environment
- raising awareness of the health of our
environment.
Read Books
- Think pair share
- What makes Tangaroa, Hinemoana, and the
creatures that live there happy and sad?
- What do we do with our wastewater?
- Do we put anything yukky into the sea?
Walk around school
- Locate the drains and talk about where they go.
- Look at what is in the drains
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The Sea and Me by Bianca
Begovich
Abigale the Happy Whale by
Peter Farrelly
Josie (caretaker) to show
children what’s in the drains
Tarpaulin, gloves
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Record what was in the drains
Discuss how this makes us feel and how it
might make Abigail and her friends feel.
Brainstorm
- How we feel about what is in our drains.
iPad
Display – pictures of local river
and beach
Speech bubble cutouts
Explore the Alternatives
2
Brainstorm
- What can we do to make a difference?
http://www.resene.co.nz/comn/se
rvices/paint_the_drains.htm
PMI the ideas
Discuss ways to get our message across.
- Look at examples of lots of words versus
pictures and short phrases.
Take Action
3
Use Environmental Action Planner and Task Planner to pp 225 and 226 Enviroschools Kit
plan painting drains
Think about: who, what, when, where, how
4/5
Design images
paper, pencils, jovis/ crayons
Ngake and Whataitai the
Taniwha of Wellington harbour
for inspiration.
6
Display images in office
Pens and stickies for voting and
comments
7
Source paint and choose colours
Resene shop
Colour charts
8 - 10
Painting days
- Chalk outlines
- Parent to supervise small groups in half-hour
blocks
Painting clothes
Cones, plastic, tape, chalk,
brushes, undercoat, topcoats,
paper towels, rags, bucket,
newspapers
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Pass on what we have learned.
Visit from Early Birds - early childhood center
Invite Early Birds – early
childhood center
Reflect on Change
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Brainstorm and Think Pair Share
- How do we feel about what we have done?
- What have we learned about pollution and
stormwater drains?
- How much difference have we made?
- What else could we do?
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Paper for recording
Appendix 4: Action Planner
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Appendix 5: Task Planner
Task Planner for “Drains are for Rain”
Our vision is: A world with clean water and a happy whānau of Tangaroa
and Hinemoana.
Our action is: To paint visual messages around drains to make people
aware of where they go.
Task
Person
Responsible
Key Dates
Resources, People, and
Budget Required
Talk with other classes to see if
they like the idea
Ms Kaiya,
Kiri, Skye, Jake,
Anaru, Toby
Week 3
Choose drains to paint
Ms Kaiya and
Ruma Rua
Week 3
Get permission
Kiri and Sue
BOT
meeting
Week 4
Kiri and Sue to attend
meeting
Design images
Ms Kaiya and
Ruma Rua
Week 4
Examples, pencils, paper,
jovis/crayons
Vote on images
Ms Kaiya
Week 4/5
Display on wall in office
Parents and visitors tick and
write comments
Children encourage parents
to vote
Make a final decision
Ms Kaiya and
Ruma Rua
Week 5
Count up votes
Choose paint
Ms Kaiya and
Ruma Rua
Week 5
Paint chart and have session
for choosing
Purchase paint
Joe
Week 5
Money
Joe (Rihari’s dad) to go to
paint shop with Rihari, Julia,
and Sanchez.
Choose painting days
Ms Kaiya and
Ruma Rua
Week 5
Check weather forecast
Gather together equipment
Ms Kaiya
Week 5
We will need:
Painting clothes
Cones, plastic, tape, chalk,
brushes, undercoat, topcoats,
paper towels, rags, bucket,
newspapers
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Make a time to go and visit
classes
Set up area
Ms Kaiya and
Ruma Rua
Week 6
Josie (caretaker) to
waterblast area
Cone off the area and cover
drain with plastic
Stencil on design with chalk
Class photographer to take
photos
Paint
Joe and Ruma Rua
Week 6
Joe with 6 students at a time
– half hour rotations
Primer session – 1 hour
(Sureseal Pigmented Sealer)
Painting 2 sessions – 2 coats
and details
Class photographer to take
photos
Clean up
Joe and Ruma Rua
Week 6
Buckets and water to wash
brushes
Paper towels to wipe off
excess paint
Pour dirty water onto grass
outside the shed
Thank you letters to helpers
Ms Kaiya and
Ruma Rua
Week 7
iPads
Reflect
Ms Kaiya and
Ruma Rua
Week 7
Class discussion
Celebrate
Ms Kaiya and
Ruma Rua
Week 7/8
Invite Early Birds from the
early childhood center next
door and other classes to
come and look. Tell them
about the message behind
our art work.
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Appendix 5: Supporting resources
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Begovich, Bianca. 2014. The Sea and Me. Wellington: Ann Neville.
Enviroschools Kit – All Enviroschools will have one of these. If you’re not from an Enviroschool
and you would like to explore the Enviroschools resources more thoroughly please talk to your
local facilitator.
Farrelly, Peter. 2006. Abigale the Happy Whale. New York: Little, Brown Books for Young
Readers.
Fletcher, Lauren. Rusty’s Big Adventure! Hamilton: Hamilton City Council. (Downloadable at:
www.hamilton.govt.nz/ourservices/water/stormwater/Documents/Rusty%E2%80%99s%20Big%20Adventure.pdf)
Freddy the Fish Teaches about Stormwater. (YouTube clip at:
https://www.youtube.com/watch?v+jjPfLhJbdc0)
Greater Wellington Regional Council. 2011. Turning on the Tap. Wellington: Greater Wellington
Regional Council. (This guided teaching resource uses an integrated approach to teach students
about water use – download it at: www.gw.govt.nz/turning-on-the-tap/ or request a hard copy
at: [email protected])
Kahukiwa, Robin. 2009. The Forgotten Taniwha. Auckland: Penguin Books.
Wairama, Moira. 2011. The Taniwha of Wellington Harbour. Auckland. Penguin.
Waitakere City Council and Te Kawerau a Maki Trust. 2006. Guardians of the Mauri: Ngā Kaitiaki
o te Mauri (Copies of this resource are available from your Enviroschools Te Upoko o te Ika a
Maui facilitator. Information is also available from Auckland Council at:
[email protected])
General background reading
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Healthy Water (This is an Enviroschools theme-area booklet. All Enviroschools will have one of
these. If you’re not an Enviroschool, please talk to your local facilitator if you would like to
explore the Enviroschools resources more thoroughly.)
Keep It Clean: Preventing Stormwater Pollution. (An information booklet produced by Wellington
Water. Download it at: http://wellingtonwater.co.nz/about-us/publications-and-links/)
Save the Drain for Rain (General information about stormwater at: www.gw.govt.nz/save-thedrain-for-rain/)
WaiCare Book 7: Clean Up Your Act (This book takes a look at our daily activities, whether at
home, at school, or at work and points out what we can do to protect our environment.
Download it at: www.waicare.org.nz/Files/7%20-%20Clean%20Up%20Your%20Act.pdf)
WaiCare Book 8: Taking Action (This book provides practical ways to improve water quality,
including stencilling stormwater drains. Download it at: www.waicare.org.nz/Files/8%20%20Taking%20Action.pdf)
Unit plans
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Dunedin City Council. Stormwater in Dunedin (Unit Plan). Download it at:
www.dunedin.govt.nz/__data/assets/pdf_file/0019/143326/Stormwater-unit-plan.pdf
Hamilton City Council. Fish on Drains: The Kokopu Challenge. Download it at:
www.hamilton.govt.nz/our-services/environment-andhealth/smartwateruse/Documents/Curriculum%20Resource%20for%20Schools.pdf
Kāpiti Coast District Council water education units for schools (A set of water education
resources for local early childhood centres, schools, and colleges). Download them at:
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www.kapiticoast.govt.nz/services/A---Z-Council-Services-and-Facilities/Water/WaterEducation/Water-Education/
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