Indigenous STEM

Lesson Plan 2
(High School)

Topic: Stormwater Engineer

Purpose: To help students understand the interrelatedness of First Peoples’ traditional
knowledge on water and construct a practical solution to protecting the aquatic ecosystem in
their community by addressing stormwater runoff.
Specific Learning Outcomes
- Mechanisms for the diversity of life
- First Peoples understandings of interrelationships between organisms
- First Peoples knowledge and perspectives of water resources and processes
- Ecosystem complexity (roles, relationships, population dynamics)
- First Peoples ways of knowing and doing
- Restoration practices and stewardship
- Human action and their impact on ecosystem integrity
- Water quality parameters and bioindicators
- Availability and water use impacts
- Personal choices and sustainable living
- Make observations aimed at identifying their own questions
- Collaboratively and individually plan, select and use appropriate investigation methods
to collect reliable data
- Experience and interpret the local environment
- Apply First Peoples perspectives and knowledge, other ways of knowing and local
knowledge as sources of information
- Consider social, ethical, and environmental implications of the findings from their own
and others’ investigations
- Contribute to finding solutions to problems at a local and/or global level through inquiry
- Express and reflect on a variety of experiences, perspectives, and worldviews thorough
place.
Guiding Questions
- What is the role of the Stormwater Engineer and how do they solve problems?
- What issues do we face as both a school and local community with stormwater runoff
and pollution?
- What is the significance of water and water quality? What does Indigenous knowledge
teach us about water?
- What plan will we provide to address stormwater runoff and pollution in our community?
- How might the implementation of our plan be monitored and evaluated over time?
- Who are the stakeholders in managing stormwater runoff and pollution and what are
their interests?
- What is the First Peoples’ relationship with water?
- How well are freshwater resources used in our community?
- How can water resources be understood from the perspective of Indigenous knowledge
and Indigenous Science?
 - What are some critical issues around the ways we use water?
Major Concepts
- Methods used by engineers to ensure structural safety
- Identify the magnitude, direction, point of application, and plane of application of the
forces applied to a structure
- Distinguish between external forces and internal forces acting on a structure
- Describe the role of symmetry in structures
- Identify and describe factors that can cause a structure to fail
Materials
- Blackline Masters (at the bottom of the document)
- https://www.youtube.com/watch?v=FbGEleRlYCc&ab_channel=SalishSeaSentinel
- https://www.youtube.com/watch?
v=cOibh361yUs&t=2s&ab_channel=NCSAVideoChannel
- Local topographical maps. This website can be used to retrieve them online, if
necessary
Prior Knowledge
- Watershed components
- Factors that affect water quality (temperature, water depth, stream flow rate, pH,
dissolved oxygen, nitrate, ammonia, nitrites, turbidity, biological indicators)
- Diversity and ecosystems
Instructional Activities
Introduction
1. Local watershed and freshwater
- How well do you know your local rivers and lakes? Discuss what streams, rivers,
ponds and lakes occur around your community or region. Students can suggest
water features they are familiar with and discuss ways they may have
experienced or interacted with them.
Q: What is the closest stream or river to our school? What is the biggest river in
our region? What body of water does it empty into?
- Draw a watershed map that illustrates the local freshwater bodies.
2. Water Walk
- Take students outside to observe local water systems.
- Provide students with an opportunity to locate water features on a map of the
local area
3. WAHKOTOWIN (doctrine of relationships, rules that are in place to keep relationships
health, rules are guidelines for all relationships with family, community, and nature)
- Learn the First Nations names of some local water features. The local Aboriginal
Education department or First Nations community offices may be able to provide
maps with some local place names.
- If possible, it is encouraged to invite an Elder or a Indigenous community
member into the classroom to discuss and share the local stories related to
water with students.
- Watch the video, The H Factor and discuss the following questions with a
partner
Q: Discuss the local water infrastructures that service your community.
 What is the relationship between water and your community? Why is it important
to think about the local watershed?
Activities
What is Stormwater and Stormwater Pollution?
Students will learn and discuss the role of the stormwater engineer.
1. Intro video (2 options): https://www.youtube.com/watch?
v=eozVMJCYHCM&ab_channel=NRDCflix
https://www.youtube.com/watch?v=_jJGblbKm5U&ab_channel=CAREERwise
2. Use Blackline Master 1-1 to answer the essential questions (individually or with a
partner) on stormwater and stormwater pollution.
3. Discuss and review the answers as a class.

Stormwater Engineer Design

1. Scenario: You have been asked by an Elder of your community to design and propose a
solution for addressing stormwater pollution in the town (or city). Please consider the
following guiding questions:
- What problems do we face from stormwater pollution?
- What is the role of the engineer in solving this problem?
- What important qualities and steps does a stormwater engineer need to develop
to be successful in the job?
- How would you present this information to the Elder in a way that is respectful
and mindful?
2. Ask students to get into groups of 3-4 and use Blackline Master 2-1 to construct an
engineering design.
3. Students can choose how they would like to present their information. Suggestions for
technologies that can be used for presentation are:
- Canva (various formats available)
- Google Slides (presentation)
- Adobe Spark (video)
- Weebly or Wix (website)
4. For higher grades, this step can be facilitate to help students further elaborate on their
project design by investigating feasibility and constraints. Please use Blackline Master
2-2.
Closing
- Each group will share their engineer design presentation with the class
(It is suggested that community members and Indigenous members are invited for the
presentation)
Assessment
Assessment focus should be on student’s understanding of highly valued, well-structured
knowledge; skill development and reasoning; and ability to apply knowledge to the real world.
Allow students to demonstrate their knowledge in various ways.
1. Self-reflection
2. Peer assessment
3. Use Blackline 3-1 to assess completed projects
Blackline Masters
Blackline Master 1-1
What is Stormwater and Stormwater Pollution?
Blackline Master 2-1
Stormwater Pollution Engineering Design
Blackline Master 2-2
Improving Stormwater Quality Solutions
Blackline Master 3-1
Assessment Rubric