[{"_1":2,"_206":-5,"_207":-5},"loaderData",{"_3":4},"pages/Activity.page",{"_5":6,"_7":8},"origin","http://www.mizzen.org","dehydratedState",{"_9":10,"_11":12},"mutations",[],"queries",[13,42],{"_14":15,"_16":17,"_36":37,"_40":41},"dehydratedAt",1755632799216,"state",{"_18":-5,"_19":20,"_21":22,"_23":-5,"_24":25,"_26":25,"_27":25,"_28":-5,"_29":-5,"_30":31,"_32":33,"_34":35},"data","dataUpdateCount",1,"dataUpdatedAt",1755632799193,"error","errorUpdateCount",0,"errorUpdatedAt","fetchFailureCount","fetchFailureReason","fetchMeta","isInvalidated",false,"status","success","fetchStatus","idle","queryKey",[38,39],"activity-collections","featured","queryHash","[\"activity-collections\",\"featured\"]",{"_14":15,"_16":43,"_36":202,"_40":205},{"_18":44,"_19":20,"_21":15,"_23":-5,"_24":25,"_26":25,"_27":25,"_28":-5,"_29":-5,"_30":31,"_32":33,"_34":35},{"_45":46,"_47":48,"_49":50,"_51":52,"_32":53,"_54":55,"_71":72,"_73":74,"_75":76,"_77":78,"_79":80,"_91":92,"_122":123,"_124":125,"_134":135,"_145":146,"_170":201,"_70":46},"id","965ddf4e-e78c-40bd-af94-43f10f1a08bf","createdAt","2025-07-28T19:34:55.461Z","updatedAt","2025-08-13T21:05:56.311Z","title","What Does the Design Tell Us?","PUBLISHED","partner",{"_45":56,"_47":57,"_49":58,"_59":60,"_61":-5,"_62":-5,"_63":64,"_65":66,"_67":31,"_68":69,"_70":69},"c00d524e-c970-4817-8c8c-6c0560a0b241","2025-07-28T19:03:44.735Z","2025-08-18T23:50:52.504Z","name","The Nature Conservancy","contact","profilePhoto","logo","59fe283c-36e4-4b24-a2da-7ccd00fb81fd","visible",true,"deleted","slug","the-nature-conservancy","slugOrId","overview","Youth test various outside areas to determine the spaces creating the most runoff.","duration",60,"gradeFrom",9,"gradeTo",12,"tags",[81,82,83,84,85,86,87,88,89,90],"STEM","environment","engineering","measurement","observation","design","design thinking","climate change","team building","sustainability","heroImage",{"_45":93,"_47":94,"_49":94,"_59":95,"_96":-5,"_32":97,"_98":99,"_100":31,"_101":102,"_103":102,"_104":105,"_106":95,"_107":108,"_109":110,"_111":112,"_113":95,"_114":97,"_115":102,"_116":-5,"_117":-5,"_118":119,"_120":121},"d404a656-e2aa-4399-835f-749ee444b61a","2025-08-05T17:34:46.798Z","hero-image-cllpnd8h8ucgn07038uzvs7d1","note","ACTIVE","type","FILE","isAttachment","fileUuid","398a5de1-9639-4fa9-aaca-3f57bb6e7382","fileS3Key","fileS3Bucket","mizzen-platform-asset-uploads-production","fileName","fileExtension","","fileMimeType","image/jpeg","fileSize",4011464,"legacyFileKey","fileAutoThumbnailStatus","fileAutoThumbnailUuid","linkUrl","thumbnailUuid","fileUrl","https://ucarecdn.com/398a5de1-9639-4fa9-aaca-3f57bb6e7382/","thumbnailUrl","https://ucarecdn.com/398a5de1-9639-4fa9-aaca-3f57bb6e7382/-/resize/1000x/","template","DEFAULT","categories",[126,130],{"_45":127,"_59":128,"_70":129},"60f1b41b-bc3e-4b54-b4c3-b9e49a519625","STEM Lab: Build, Tinker, Explore","stem",{"_45":131,"_59":132,"_70":133},"d0751edd-5459-41ca-94b0-89953c105eeb","The Natural World","natural-world","learningStandards",[136,141],{"_45":137,"_47":138,"_49":138,"_59":139,"_140":108},"16fe72be-6351-44cd-b5d5-0acdc5005d82","2025-07-28T19:03:40.574Z","Next Generation Science Standards (NGSS)","description",{"_45":142,"_47":143,"_49":143,"_59":144,"_140":108},"55b2ff53-9253-4254-9989-e3fca5ca5925","2025-07-28T19:03:40.573Z","Common Core (ELA)","collections",[147],{"_45":148,"_47":149,"_49":149,"_150":151,"_172":173,"_197":198,"_199":46,"_200":174},"170ae383-80ae-4987-ae47-023a05720e96","2025-07-28T21:53:08.832Z","activity",{"_45":46,"_47":48,"_49":50,"_51":52,"_32":53,"_54":56,"_71":72,"_73":74,"_75":76,"_77":78,"_79":152,"_153":154,"_155":156,"_157":158,"_159":160,"_161":108,"_162":163,"_164":108,"_165":108,"_166":167,"_91":93,"_122":123,"_124":168,"_134":169,"_170":171,"_70":46},[81,82,83,84,85,86,87,88,89,90],"learningObjective","

Corroborate findings with peers.
Conduct water tests on the program ground to identify areas with the highest likelihood of creating runoff.

","materials","

For the the whole group:

Small Post-it notes
Large bucket of water

For each youth:

Cup or bottle

","preparation","

Read through the activity.

Gather youths’ sketches from the previous session.

Print copies of the Discovering Stormwater Runoff on School Grounds worksheet, one for each youth.

Gather enough cups and bottles for the group.

Fill a large bucket with water and place it outside.

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Discovering Stormwater Runoff on School Grounds

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Introductory Activity (10 minutes)
- Distribute youths’ sketches from the previous activity.
- Have the youth look over their sketches and notes.
- Pair everyone.
- Together, have the partners check they’ve correctly labeled which surfaces are permeable and which are impermeable.
- Partners should support each other by making accurate identifications. If they are unsure or cannot agree, they should mark the section with a tiny Post-it Note.
Discovering Stormwater Runoff on School Grounds? (45 minutes)
- Tell the youth they will expand upon yesterday’s observations.
- Hand out Urban Runoff: Discovering Stormwater Runoff on School Grounds worksheets.
- Review the directions on the worksheet with the youth. Ensure youth understand the purpose of a legend as well as all words listed within the given legend.
- Provide each youth with a cup or bottle.
- Explain that they will have access to a large bucket of water. Youth can use the water to test how permeable or impermeable each surface is and make any necessary adjustments to their sketches. They will then continue marking the sketches according to the items listed on the worksheet.
- Tell the youth their goal is to gather sufficient information about the outside area to determine which area needs an immediate solution to eliminate runoff.
Closing Activity (5 minutes)
- Working in groups, they should discuss and identify which area creates the largest among to run-off.

","examples","versions","variations","

This activity can be facilitated on its own by changing the Introductory activity to the following:

Tell the youth they’ll be assessing the area outside the program space to determine whether it has been designed to contribute to or reduce runoff.
Distribute paper, a regular pencil, a yellow-colored pencil, and a green-colored pencil.
Once outside, give the following directions:

With the pencil, draw each area that contains a different surface material. For example, if there is a parking lot, draw a large rectangle.
Shade each zone using yellow to represent impermeable, or waterproof, surfaces and blue to represent permeable, or porous, surfaces.

Allow the youth time to sketch.
Bring them back together and lay down their sketches so everyone can see them.
Ask:

“How similar are the sketches?”
“What are the visuals telling us about how the permeability of the outside surrounding area?”
“How might such a visual support a City Planner or Landscape Architecture do their job?”

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What Does the Design Tell Us?

What Does the Design Tell Us?

What Does the Design Tell Us?

Overview