WATER POLLUTION

PREVENTION
P r o j e c t To o l k i t
 Water Pollution Prevention

Generation Earth Program

Generation Earth is an environmental education program from the Los Angeles County Department of Public Works
presented by TreePeople. Our goal is to educate and empower teens in Los Angeles County to be an active part of the
solution to environmental concerns in their community. We offer do-it-yourself environmental projects that help youth
make a positive difference at school, at home, and out in the world. Our programs are built to support the needs of
teachers, students, schools and community youth groups.

Generation Earth Project Toolkits

Generation Earth Project Toolkits are designed to assist teachers and students in the completion of an environmental
project. These Guides provide the instructions, tools and support materials needed for students to learn about the
subject, conduct an audit, and take steps to complete a project that positively impacts their school community.

The Hydrologic Cycle

The cycle begins when rainwater from clouds falls onto the earth during a storm. The water then percolates down
into the soil and rock or becomes runoff. The soil and rock acts as a natural filter cleaning the water that collects in
aquifers (underground layers of rock that store water). This underground water is called ground water and supplies
water to wells and natural springs. When it rains water that did not percolate into the ground travels over land as
runoff flowing downhill and collecting in streams and rivers which then
outlets into lakes and oceans. Evaporation occurs when the sun heats water
in the lakes, rivers and oceans creating and drawing tiny water vapors into
the atmosphere to form rain clouds, thus completing the hydrologic cycle.
The Cycle in an Urban Environment
As cities grow, more land is developed creating miles of impervious surfaces
(hardscape such as streets and parking lots where water cannot percolate),
buildings and houses. Since rain water cannot percolate into the ground,
there is more runoff at the surface level which increases the risk of a flood. To
prevent floods, engineers created a floods control system. The flood control
system consists of catch basins, large underground pipes and open channels
designed to quickly convey runoff straight to lakes or ocean. Although the
flood control system is necessary to prevent flooding, it interrupts with the
natural hydrologic cycle by minimizing the opportunity for percolation. Without
this natural system of percolation and filtration, runoff reaches the ocean
directly, carrying with it any pollutants it may have picked up along the way.

Generation Earth •Stormwater Pollution Prevention Project Toolkit 2

 The Steps!
1. Check This Out
Students explore the subject of water
pollution by working in teams to learn
a specific topic related to water and
share what they have learned through
Why Urban Runoff is Dangerous the creation of an infographic.
Urban runoff from rainwater and water from garden 2. Water Audit
hoses, sprinklers, and other outdoor sources, travels
over concrete and asphalt picking up pollutants Using a map of the site, students
(cigarette butts, automotive fluids, trash, pesticides, indicate where there are specific
and pet waste) and carrying them straight to the water-related elements. They continue
ocean. At the ocean, the Los Angeles County Health the process by showing the direction
Department may close off beaches to the public after water takes and identifying any areas
a storm due to high levels of pollutants and toxics. of concern. Finally, students conduct
an interview with the Facilities/Plant
The School Campus Manager to learn more.
The school campus may generate urban runoff that 3. Choose a Project
ends up at the ocean. The land area of the school Using the water audits and interview
directs water from rain, sprinklers, faucets and garden information, students work as a group
hoses across the campus and into the storm drain to determine what they would like to
system. As the runoff makes its way to a storm drain, achieve by asking specific questions
trash and other pollutants are picked up and carried that lead to project suggestions. This
into the storm drain system, negatively impacting the either leads them to the Resource
environment beyond the campus. Students, teachers, section for specific project guidelines
administrators, and maintenance staff are responsible or to conduct a Campus/Community
for what flows off the campus, into the storm drains Cleanup Event.
and to the ocean.
4. Campus/Community Cleanup Event
The Effects of Drought and
Using a Cleanup Preparation Checklist
Stormwater as a Resource and Cleanup Event Timeline, students
Now more than ever conserving water and preventing take the first steps needed to plan and
stormwater runoff is important. Stormwater is runoff run a cleanup event.
that is generated by the rain or melted snow as • Promotion Plan: Guidelines are
opposed to runoff caused by human. Due to a historic provided to promote the event.
drought, California’s water supplies continue to be
• Cleanup Event Team: Suggested
severely depleted. Taking steps to reduce potable
roles are provided.
water use – indoor and outdoor – and percolating
stormwater runoff into the ground and not into streets • Event Day Set-up: A list of the
helps to increase local water supply, decrease the need different stations is provided.
for imported water, and reduce stormwater pollution. • Event Day Management: Helpful
hints for managing before, during,
Water Pollution Prevention Project and after the event.
Toolkit
5. Evaluation
This toolkit explores the water pollution potential on
Students answer questions that serve
a typical school campus or in the community – where
to evaluate the process and offer
water flows and what it picks up. This exploration
next steps for potentially taking on
will help your group reduce the source of pollution
additional water pollution prevention
by learning about the issue, auditing the site, and
projects.
choosing from a variety of options to reduce water
waste and pollution on campus and in the community, 6. Resources
including a trash cleanup event. Resources are provided for additional
support.

Generation Earth •Stormwater Pollution Prevention Project Toolkit 3

CHECK THIS OUT
Students explore the subject of water pollution by working in
teams to learn a specific topic related to water and share what
they have learned through the creation of an infographic.
Materials
Procedure • Topic Sheets (pages 5 - 9)
1. Divide students into four working groups. Groups should be • Poster paper or dry erase
as close to equal in size as possible. board – 1 per group
2. Pass out a different topic sheet to each group. • Markers – 1 set per group
3. Each group has 15 minutes to:
• Learn and discuss the topic
• Use poster paper and markers to create an infographic
answering the questions listed on the topic sheet.
4. Each group shares and explains their infographic with the
rest of the class.
5. As a class, discuss the need for water pollution prevention, at
school and in the community.

Generation Earth • Stormwater Pollution Prevention Project Toolkit 4

 Moving Water

Start Here!
In thinking about the County
of Los Angeles, it is hard to
believe that there are seven
major watersheds in our
County – five of which are
located near metropolitan
Los Angeles. These land
areas collect and drain
water runoff into a common
body of water. For most of
these watersheds that is
the Pacific Ocean. As water
moves through the urban
watershed, it picks up
everything in its path! • A watershed is the land area that “sheds” water to a drainage
system or river. It helps supply us with water by feeding
underground aquifers or channeling water into rivers and
other waterways. Gravity moves water through the watershed
Create an Infographic from higher to lower areas. Every land is part of some
that answers the watershed – including your campus and your neighborhood.
following questions:
• A watershed functions best when the land area is more
• What is a watershed? pervious allowing water to percolate into the aquifer. As rain
• How does water move falls on to land, it percolates through the soil and is filtered
through a watershed? of pollutants before it reaches the water table below where it
is stored. These underground spaces are called aquifers.
• Why can this be an issue?
• A watershed’s headwater begins at the mountains and
• What is something that foothills; flows across the valley floor and eventually into a
can be done to support a body of water (lakes and ocean). In the County of Los Angeles,
healthy watershed? the Antelope Valley Watershed flows into dry lakes. Other
watersheds are the Santa Clara River, Los Angeles River, San
Gabriel River, Ballona Creek, Santa Monica Bay and Dominguez
Channel watersheds outlets into the Pacific Ocean.
• When the land becomes developed and less pervious, rainfall
is unable to percolate into the ground, disrupting the natural
infiltration of water. Water moves across the hardened
landscape and is channeled into streets and gutters, then into
the storm drain system picking up litter and other pollutants
along the way.
• Supporting a healthy watershed by minimalizing impervious
areas when possible, placing mulch (ground up branches/
wood chips) on bare ground to help absorb and allow water
to sink into the ground, and picking up litter are important
actions to take.

Generation Earth • Stormwater Pollution Prevention Project Toolkit 5

 Open the Flood
Gates
Start Here!
Many of the waterways in
Los Angeles County have
been covered in concrete to
provide for flood protection
during major storm events.

Los Angeles River Bridge B&W by Downtowngal

Now connected to city
streets by gutters and catch
basins, this flood control
system provides a quick and
direct path for everything
draining from our city
straight to the ocean.

Create an Infographic • The County of Los Angeles is part of the Mediterranean climate
zone of California meaning that our climate is subject to short
that answers the wet winters and long dry summers. This includes occasional
following questions: heavy rains over short periods of time. When this happens, it
• What is the typical can result in moderate flooding with severe damage.1
climate of Los Angeles? • Historically, the flood event in 1938 saw over 10 inches
• Historically, why is that an of rain over 5 days, leaving a third of Los Angeles flooded
issue? and caused 115 deaths. This, and after smaller yet still
devastating floods in 1914 and 1934 resulted in the decision
• What is channelization to channelize the river. 2
and how does it affect
water health? • Channelization is the process of engineering waterways to
provide for flood control and improved drainage. For the
• What is something that Los Angeles River, channelization began in 1938 and when
can be done to prevent completed in 1960, formed a fifty-one mile engineered
water pollution? channel mostly lined with concrete.3
• Today, the entire Los Angeles County Flood Control District
encompasses more than 3,000 square miles and 85 cities. It
includes a drainage system in every watershed, including 500
miles of open channel, 2,800 miles of underground storm
drain, and an estimated 120,000 catch basins.4
• These drainage systems were designed to move water swiftly
and efficiently through the watershed. Unfortunately, it also
carries litter, debris, and other pollutants that may adversely
affect water quality.
• Reducing pollutants or picking up trash are some of the ways
to prevent them from entering and flowing through the flood
control channels and reaching the lakes and ocean.

Generation Earth • Stormwater Pollution Prevention Project Toolkit 6

 The Source of the
Issue
Start Here!
Not all pollution is the
same! Different types of
pollution are regulated
by the Environmental
Protection Agency in
different ways through the
Clean Water Act. Identifying
the type of pollutants
and their source, helps
government agencies
address the pollutants
impacts on our environment.

Create an Infographic • Water pollution is categorized by where it originates or its

“source.” It is either “point source” or “nonpoint source”.
that answers the
following questions: • Point source pollution is discharged from a single,
identifiable source such as pipes, factories, or ships.
• How is water pollution
categorized? • Nonpoint source pollution is caused by rainfall moving over
the ground as runoff picking up pollutants and depositing
• What is nonpoint source them into rivers or other bodies of water.7 It can include
pollution? fertilizers, insecticides, car oil, pet waste, bacteria, and trash.
• What is a TMDL? • When these pollutants enter water bodies such as our lakes
• What is something and ocean, whether it is point or non-point, it becomes a
that can be done to huge issue. As a result, the State of California established
prevent nonpoint source TMDL’s (Total Maximum Daily Load) which are scientifically
pollution? established maximum amount of a particular pollutant that a
specific body of water can receive and still meet water quality
standards. For example, the Los Angeles River can only have a
certain amount of metals in it and still meet the TMDL.
• Eliminating the use of harmful pesticides and fertilizers on
plants that will be washed into the street, recycling motor
oil, and picking up trash are just some of the ways to prevent
these pollutants from entering waterways.

Generation Earth • Stormwater Pollution Prevention Project Toolkit 7

 Pollution Going
Down the Drain
Start Here!
The rectangular openings
or “catch basins” located
between the curbs and
gutters of your street are
more important than you
may realize. Street gutters
help carry runoff into the
catch basins and storm
drains. These openings lead
to flood control channels
that, in turn, carry the water
directly to the ocean. With
it goes everything that the
water picks up as it travels
through streets and into the • In urban environments, most rain falls onto impervious
ocean. surfaces and runs across pavement, through gutters and into
the storm drains. This water is called stormwater.
• Storm drains help prevent urban flooding by carrying large
Create an Infographic volumes of stormwater to concrete flood channels and into
that answers the the ocean. This water is carried directly to the ocean without
following questions: treatment creating urban runoff.
• What is urban runoff? • Urban runoff is a significant source of ocean pollution.
• Why is it an issue? Litter, pet waste, cigarette butts, fast food packaging, plastic
shopping bags, pesticides, leaking motor oil – anything on the
• How is motor oil part of ground – can end up washed into gutters and carried to the
the issue? ocean.
• What is something that • One gallon of used motor oil, poured into the gutter or
can be done to reduce the dripping from a car, can potentially contaminate up to one
effect of urban runoff? million gallons of ocean water.5 About 115 million gallons of
motor oil are sold in California each year. Of that, about half
is collected and recycled. That means the rest may wind up in
our waste and water streams, or burned off and polluting our
air.6
• Eliminating the use of harmful pesticides and fertilizers on
plants that will be washed into the street, recycling motor
oil, and picking up trash are just some of the ways to prevent
polluted urban runoff from reaching the ocean.

Generation Earth • Stormwater Pollution Prevention Project Toolkit 8

 Every Drop Counts

Start Here!
The average person in
California uses 196 gallons
of water per day. More
significantly, up to 70% of
that water is used outdoors
for watering plants and
lawns. Los Angeles County
residents can make a huge
difference in protecting our
valuable water resources by
taking steps to reduce water
usage and ensuring that
every drop counts!

Create an Infographic • During the founding of the pueblo of Los Angeles in 1781,
local groundwater wells and waterways, including the Los
that answers the Angeles River, provided all of the water necessary to meet the
following questions: needs of the people and surrounding region.8
• Historically where did • Local water supply such as ground water was not enough to
most of the water for Los satisfy the demand for water as the population grew, creating
Angeles come from? a need to import water from other sources. Beginning in
• Where does it come from 1913, the Los Angeles Aqueduct began bringing water to the
now? city of Los Angeles, diverting water from the Owens Valley
and Mono Lake.9 This has grown to include waters from the
• Why is importing water Colorado River and the Sacramento-San Joaquin River Delta.
a problem during a
drought? • Due to recent historic droughts, California’s water supplies
continue to be severely depleted with record low snowpack in
• What can be done locally the Sierra Nevada Mountains, decreased water levels in most
to conserve water? of California’s reservoirs, reduced flows in the state’s rivers
and shrinking supplies in underground aquifers.10
• Capturing rainwater in rain barrels can provide water for
gardens and reduce the need to use imported water.
• Allowing rainwater to infiltrate into the ground, such
as through rain gardens, mulching and directing roof
downspouts into gardens, helps to recharge groundwater,
replenishing local water supplies and decrease the need for
imported water.

Generation Earth • Stormwater Pollution Prevention Project Toolkit 9

WATER AUDIT
Using a map of the site, students indicate where there are
specific water-related elements on campus. They continue the
process by showing the direction water takes and identifying any
areas of concern. Finally, students conduct an interview with
the Facilities/Plant Manager to learn more. Materials
• Water Audit Guidelines
Procedure (page 11)
1. Plan to divide into working groups when mapping and • Colored Pencils/Markers
auditing the site. (red, blue, green, purple,
black) - 1 per group
2. Create a map of the site doing the following:
• Map of site
• Use an existing map, removing any unnecessary
information. • Interview Questionnaire
(page 12)
• Download a map of the site from on-line.
• Create your own map using a large sheet of paper.
3. Make sure each group has a map, Water Audit Guidelines
sheet, and specific colored pencils or markers.
4. Have students follow the instructions to locate specific Helpful Hints
water-related elements and mark them on the map. Then,
continue the process by using arrows to show the direction • Break the site maps into
water takes and identifying any areas of concern. different parts of the
campus for each group.
5. Familiarize students with the areas they are observing and
demonstrate how to gather the data, if necessary. • If possible, plan to
6. Back in the classroom, have groups report on their findings. conduct the audit
during a rainy day, when
7. Create a combined map of all that was found, representing irrigation is being used,
the site as a whole. or suggest using buckets
8. Have students conduct an interview with the campus of water to see and
Facilities/Plant Manager using the Interview Questionnaire. understand the flow of
water across the site.

Generation Earth • Stormwater Pollution Prevention Project Toolkit 10

Water Audit Guidelines
Walk around the entire assigned area looking for the items listed below and mark them on
the map:

LOOK FOR:

• Places where water can get into the ground (grass, bare dirt,
garden, etc.)
Use GREEN to show these places on your map

• Sources of water (faucets, drinking fountains, sprinkler, hose, etc.)

Use BLUE to show these places on your map

• Places where water travels (gutters, down spout, drain, etc.)

Use PURPLE to show these places on your map

• Trash and other things that could be harmful to water (food,

trash, oil, etc.)
Use a RED X to show these items on your map

ALSO INDICATE:

• The direction water would travel. Use arrows to show the direction. Remember,
water flows from higher points to low ones.
• Leaky water faucets or sprinklers.
• Where you found a lot of trash and other areas of concern.
• What type of trash was found and a possible source for where it came from.

Generation Earth • Stormwater Pollution Prevention Project Toolkit 11

 Interview Questionnaire
Name(s) Date

Facilities / Plant Manager

1. Is there a need for any waste or pollution management or awareness on campus?

• If yes, What is needed?

2. Are there fertilizers currently being used to maintain the grass or other planted areas?
• If yes, What products are used?

Are they made with toxic chemicals that are potentially harmful to local water?

Are you willing to use non-toxic options?

3. Are sprinklers used to water the grass or other planted areas?
• If yes, Does the water spray out onto concrete and /or asphalt?

• If yes, Would you be willing to adjust or switch out the sprinkler heads?

4. If there are any identified sprinkler, faucet or other water leaks would you be willing to have
them fixed?

Generation Earth • Stormwater Pollution Prevention Project Toolkit 12

CHOOSE A PROJECT
Using the water audits, maps, and interview answers, determine
with the group what they would like to achieve at their site by
asking specific questions that lead to project suggestions. Materials
• Water Audits and maps
Procedure • Interview answers
1. Share with the class that they can help prevent water
pollution, conserve water, and raise awareness on their • Project Selection sheet
campus through a variety of projects to choose from. They (pages 14 - 15)
include:
• Campus/Community Cleanup Event
• Storm Drain Stenciling
• Mulching
Helpful Hints
• Installing a Downspout Extension Review the Project Selection
sheet ahead of time to
• Adjusting sprinklers understand how it works.
• Beach Clean-up
2. Explain to the group that choosing the right project requires
using what was learned from the water audit and interview
to answer questions. Use the Project Selection sheet to
answer specific questions.
3. Once complete, work with the students to go through all the
“YES” answers and options to determine a project.

Generation Earth • Stormwater Pollution Prevention Project Toolkit 13

Project Selection
STEP 1
Using the completed map:

• Look at areas indicated by GREEN

Could these areas use mulch to help slow the NO YES
flow of water and allow it to seep into the Go to the Resource
ground? Section for mulching
options

• Look at sources of water indicated by BLUE

Are there leaks that need to be fixed? NO YES
Work with the Plant
Manager and offer
to assist and learn
how to fix leaks
• Look at places indicated by PURPLE
Are there drains and/or gutters filled with NO YES
trash? Use this Project
Toolkit to run a
cleanup event

Do any of these drains lead to the storm drain NO YES

system and if so, could they be stenciled to Go to the Resource
raise awareness? Section for stenciling

Are there downspouts that direct water NO YES

to concrete and/or asphalt that could be Go to the Resource
redirected into a garden, planter or other Section for
landscape? downspout extension
installation

Generation Earth • Stormwater Pollution Prevention Project Toolkit 14

• Look at the items indicated by a RED X
Is there a lot of trash that could be reduced NO YES
through a cleanup event? Use this Project
Toolkit to run a
clean-up event

Is there a specific type of trash that has a clear

source? NO YES
Go to the Resource
Section for
guidelines on how to
address specific trash
STEP 2 at its source
Using the completed interview questionnaire:
Is there need for any waste or pollution
management on campus? NO YES
Use this Project
Toolkit to run a
cleanup event
Are there toxic fertilizers or chemicals
being used for outdoor cleaning or plant
maintenance? NO YES
Go to the Resource
Section for options
to share with the
Plant Manager

Are there sprinklers spraying onto concrete

and/or asphalt and is the Maintenance/Plant NO YES
Manager willing to adjust them? Work with the Plant
Manager and offer
to assist and learn
STEP 3 how to adjust the
When thinking about what can be done to eliminate sprinklers
potential water pollution at the source, also consider
understanding the impact at the beach/river:

Does the class have the ability to go on a field NO YES

trip?
Go to the Resource
Section for cleanup
resources

Generation Earth • Stormwater Pollution Prevention Project Toolkit 15

CAMPUS/COMMUNITY
CLEANUP EVENT
A student-run campus or community cleanup event is an
opportunity for students to address trash accumulation problems Materials
in areas that might contribute to water pollution problems on
campus and/or in their local neighborhood and environment. • Water Audits and maps
• Cleanup Preparation
Checklist (pages 17 - 18)
How It Works
• Event Timeline (pages
• Students identify pollution hot spots in their campus 19- 21)
or community watershed, where trash debris regularly
accumulates, using their completed Waste Audit and maps as
a guide.
• Students gather the supplies necessary to remove that trash
and debris, and outreach with the campus or community to
Helpful Hints
recruit volunteers for their cleanup event. Review the Preparation
• During the event, students provide their volunteers with Checklist and Timeline
background information on the impact of trash and debris on ahead of time to understand
local waterways and the ocean, directions for the area to be what will be required.
cleaned, and safety instructions for safe participation.
• If possible, volunteers sort trash that’s collected during the
cleanup into separate areas for recycling.
• Once complete, the students design and implement
strategies to prevent further trash accumulation.

Procedure
1. Have students use the Cleanup Preparation Checklist to plan
and complete the first steps.
2. Once a date is set, use the Timeline to complete the
necessary tasks needed to ensure a successful event.

Generation Earth • Stormwater Pollution Prevention Project Toolkit 16

Cleanup Preparation
Checklist
Choose a Location
• Identify an area where trash has accumulated or regularly accumulates.
Consider an area:
— Adjacent to large open area for staging cleanup supplies and gathering
volunteers.
— Adjacent to an area where collected trash can be picked up for disposal
— Easily accessible for volunteers.
— Free of potential trip and fall hazards (if unavoidable, make sure to
identify for volunteers).

Choose a Date
• If on campus, select a day during the school week, or if in the community,
select a day during the weekend to ensure the greatest number of
volunteers. Remember to:
— Check with school administration to ensure the date is available and can
be reserved, if the event is on campus. If held in the community, check
with local residents or businesses to ensure minimal impact.
— Avoid local holidays or religious observances.
— Check the school calendar or local community to see if there are other
events that the cleanup might coincide with (cleanups are great opening
and closing activities for related community events or celebrations).

Choose a Time
• Select a time of day appropriate to seasonal weather conditions (warm
weather cleanups should be held in the morning to avoid midday heat).
Remember to:
— Plan to have volunteers cleaning for 2 to 3 hours.
— Plan for a total commitment of to 4 to 5 hours total, which includes an
hour for set-up and an hour for breakdown.
• Plan for a total commitment of to 4 to 5 hours total, which includes an
hour for set-up and an hour for breakdown.

Generation Earth • Stormwater Pollution Prevention Project Toolkit 17

 Get Permission
• If cleaning on campus, make sure you have permission from the principal
and plant manager. If cleaning in the community, check in with local
residents and business to minimize impact. Remember to:
— Check with school administration about whether safety waivers for
volunteers are required, if on campus.

Secure Supplies
• A variety of materials will need to be secured for use during the event.
See Supply Checklist on page 24 for full list of supplies needed. When
securing supplies consider that:
— Several large tables are needed, for staging cleanup supplies and any
event materials.
— At a minimum, trash bags and protective gloves are required for the
cleanup. Brooms, rakes, shovels, wheelbarrows, and other cleaning
supplies may be needed depending on the area and trash to be removed.
— Garbage and recycling collection bins will need to be available.
Depending on the size and amount of trash to be collected, will help
determine the size and number needed. If necessary, consider renting
or getting a large dumpster sponsored for use by the school or local
Councilmember’s office.
— Reusable items, such as buckets for trash and garden gloves, are
encouraged to minimize additional waste.
— Cleanup volunteers will need water, snacks, sunscreen, and a shade tent.
— Giveaway items for a volunteer raffle at the end of the cleanup, is a nice
way to reward and encourage participation throughout the event.

Determine Number of Volunteers Needed

• To ensure enough volunteers and supplies, consider the following:
— Small clean-up areas, such as lunch eating areas or small alleys, can
support 10 to 20 volunteers; while large areas, such as campus fields or
several streets within the community, can support 100 or more.
— More hands working to remove trash can support community building
and stewardship, but too many volunteers can overcrowd a small area.

Generation Earth • Stormwater Pollution Prevention Project Toolkit 18

Cleanup Event Timeline
It takes approximately 2 months to plan and execute a campus or community
cleanup event.

2 Months Before the Event

❏ Identify and secure a location for the cleanup.
• Evaluate the desired site so that cleanup needs can be supported
appropriately. This includes a space for volunteer check in, a staging area for
supplies and an area for trash collected during cleanup.

❏ Prepare a cleanup event plan for the event day including time (event set-up
through take down), location, and desired participants.
• Use the details determined in the Cleanup Event Preparation Checklist.

❏ Present the cleanup event plan to key stakeholders to obtain permission.

• This includes the need for volunteer safety waivers.

❏ Create a promotion plan (see page 22).

• Be sure to designate the Cleanup Event Manager (see page 23) for any
questions or concerns regarding the event.

1 Month Before the Event

❏ Begin the Promotion Plan.
• Make, distribute, post fliers, ads, etc.

❏ Begin to arrange and gather the needed supplies (use the Supply list on
page 24).
• If there is a large amount of trash to be removed, arrange to have a large
dumpster for the event.
• Seek out donations or sponsorships for the dumpster from school or local
Council office, if necessary.

❏ Confirm that there are no campus or community calendar conflicts. Check for
any potential opportunities for collaboration.

❏ Create information sheets and/or talking points to share with participants

about stormwater pollution prevention (see page 25).

Generation Earth • Stormwater Pollution Prevention Project Toolkit 19

2 Weeks Before the Event
Create A Larger Event
❏ Continue Promotion Plan. A cleanup event can be a
• Begin in-person outreach. great platform to invite
others to share what they
❏ Continue to gather supplies. do by providing outreach
tables.
• Invite local
❏ Assign team roles for event day (see Cleanup non-profits and
Event Team, page 23). community
organizations to share
❏ Solicit other student groups or local community their materials.
organizations to have an outreach booth at the • Invite other schools
event, if desired. or nearby campus
clubs to pass out
information.
❏ Verify clean-up site layout with key stakeholders, • Highlight or
including: parking, staging area, trash collection advertise other
bins, and any potential site hazards (see Event sustainability projects
Day Set-up, page 24). happening on
campus.

1 Week Before the Event

❏ Confirm space and access with key stakeholders.
• Verify nearby restrooms for volunteer use.

❏ Arrange a place for volunteers to store their personal items during the event.

❏ Arrange for water and snacks for volunteers.

❏ Confirm cleanup team roles and team members to support them.

❏ Go over last minute preparation and tasks for Event Day Management (see
page 25).
❏ Continue promotion.

1 Day Before the Event

❏ Store supplies near cleanup site for quick setup on event day.

❏ Pick up water and refreshments.

Event Day!
❏ Have fun and be safe!
❏ Take pictures.

Generation Earth • Stormwater Pollution Prevention Project Toolkit 20

Event Day!
❏ Have fun and be safe!

❏ Take pictures.

After the Event

❏ Return any unused or reusable supplies (see Event Day Management on
page 25).

❏ Send thank you notes to the volunteers.

❏ Send thank you notes to the site host.

❏ Send thank you to any partners, non-profits and clubs that participated.

❏ Complete an evaluation (see page 26).

Generation Earth • Stormwater Pollution Prevention Project Toolkit 21

PROMOTION PLAN

Create a promotion plan for reaching the largest audience

possible for the cleanup event. Consider the following:

Who do you want to reach in the community?

• Who is your audience? Posters
• Will some materials need to be in another language?
• Create posters that
are appealing to your
What do you want to communicate? audience.
• The reasons for the cleanup. • Present information in
• Date, time and location. a way that it is easily
understandable.
• Free for all participants.
• Details for involvement. • Information should be as
concise as possible, and
• Items for volunteers to wear/bring (closed toed shoes,
clothes that can get dirty, reusable water bottle, sunscreen, include the important
etc.). details (why, when, where,
what, who).
• Any additional activities happening or organizations
attending. • Make sure the title and
• Phone number or email for more information. subheadings can be
noticed from a distance
and are eye-catching.
How do you want to communicate?
• Include appropriate
• Create and send ads
graphics and/or photos.
— School PTA newsletter
— Local newspapers
— Radio stations
• Create and distribute fliers
— Community centers
— Local businesses
• Social media
— Online blogs
— Facebook Event
• Face to Face
— Door Knocking
— Classroom Announcements

Generation Earth • Stormwater Pollution Prevention Project Toolkit 22

CLEANUP EVENT TEAM
The Cleanup Event day will take a team effort. Below are
suggested roles. Additional team members or assigned
volunteers will be needed to support the various roles below.

Cleanup Event Manager

• Oversees the set-up and event needs of the various stations.
• Serves as the point person for any issues or questions that
arise during the cleanup, including event partners, safety
concerns or issues, or any questions.

Volunteer Greeter
• Greets and signs-in the event volunteers.
• Directs volunteers to the Safety and Cleanup Instruction
Station.

Volunteer Coordinator
• Provides instruction on where and how to clean, and any
safety hazards to avoid.
• Makes sure volunteers are already signed-in and have
completed any waivers, if necessary.
• Directs volunteers to the Cleanup Supplies Station.

Supplies Coordinator
• Manages and distributes supplies to volunteers.

Collection Coordinator
• Manages the trash as it is brought by the volunteers.
• Manages the sharps container for any sharp items that are
brought by volunteers.
• Manages the sorting of any recyclable materials and bagging
for recycling.

Generation Earth • Stormwater Pollution Prevention Project Toolkit 23

EVENT DAY SET-UP
Use the list below to plan out the locations for each Cleanup
Event station and how they will be managed.
Supplies
Volunteer Check-in
Volunteer Check-In and Staging Station • Shade tent (if available)
• Located in front of the event area with space for volunteers
to gather. • 3-4 large tables (3’x6’)
• Run by the assigned Volunteer Greeter with support of 1 - 2 • Sign-in sheets
team members. • Pens/pencils
• Serves as volunteer sign-in, refreshment/break area, first aid • Name tags
and for any questions.
• Blank safety waivers
• Hand-sanitizer
Safety and Cleanup Instructions Station
• First-aid kit
• Located immediately outside the cleanup area.
• Refreshments/snacks/water
• Run by the assigned Volunteer Coordinator with support of
1 - 2 team members. Cleanup Instructions Station
• Serves to verify that volunteers have signed in, signed any • Safety guidelines (see
necessary safety waivers, provide directions on what and Resources page 27)
where to clean and any hazards to avoid.
Cleanup Supplies Station

Cleanup Supplies Station • Large, thick garbage bags

(50+)
• Located next to the Cleanup Instructions Station.
• Protective latex and work
• Run by the assigned Supplies Coordinator with support of
1 - 2 team members. gloves
• Serves as supply management and distribution. • Face masks
— Any reusable materials should be separated and set up so • Medium-sized buckets for
they can be easily accessed and distributed. trash collection (50+)
— Cleanup volunteers will return any unused supplies or Trash Collection Area
reusable items here.
• Signs for where trash is to
be left
Trash Collection and Recyclables Sorting Station
• Large dumpster (if needed)
• Located in the area designated by clean-up stakeholders.
• Sharps container or sturdy
• Run by the Collection Coordinator with support of 1 - 2 team plastic jug
members.
• Serves as the area to place the trash dumpster (if used), or to Recyclables Sorting Station
place trash collected during the clean-up for removal later, • Large tarp for sorting trash
and the Sharps Station for any sharp items found.
• Signs showing where
• If sorting out recyclable materials from collected trash, recyclable materials can be
designate a large area for material to be spread out and
marked off for where sorted items will go. placed for separate bagging
• Clear bags for recycling
collection (25+)
Generation Earth • Stormwater Pollution Prevention Project Toolkit 24
EVENT DAY MANAGEMENT
Below are helpful hints for event day management.

BEFORE
• The Cleanup Event Team should arrive at least 1 hour before
the event.
• Verify any concerns regarding access and potential safety
issues.
Community
• Review assigned responsibilities. Awareness
• Set up the various stations. Share what you have
learned about stormwater
DURING pollution prevention with the
community.
• Be sure to include in the volunteer briefing the location of
the various stations, available restrooms, if recyclable items • Create information sheets
are to be separated, and the cleanup end time. to pass out to volunteers.
• The Volunteer Coordinator should ensure that volunteers • Create talking points for
take breaks for snacks and water, and use the restroom. the team to use when
• Plan to keep count of how many participants come to the sharing information with
cleanup. volunteers.
— Use a sign-in sheet, or assign an additional volunteer at • Use the Check This Out
the Check-In Station to count the number of volunteers information as a resource
entering. (pages 5 - 9).
• If there are any safety issues that occur during the event,
have the Cleanup Event Manager address the situation and
contact the necessary officials.
— Write down the person(s) involved, time and location of
the incident, and a brief summary of what happened for
reference later.
• If there are any concerns that arise regarding access to
various spaces or volunteer activities, direct any interested
individuals or questions to the Cleanup Event Manager.

AFTER
• Remove any additional trash from the event and place in the
Trash Collection Station area.
• Pack or put away any supplies brought to event (tables, tent,
clean-up supplies, etc.)
• Take any leftover refreshments home or donate to a local
food shelter.
• Thank the volunteers, location partners, and any other groups
participating.

Generation Earth • Stormwater Pollution Prevention Project Toolkit 25

EVALUATION
Once students have completed their campus/community cleanup
event, have them answer the following questions to evaluate
their project and introduce some possible next steps.

QUESTIONS What’s Next?

1. What was the most successful part of the project? Another Project Toolkit
Are you interested in another
project toolkit? Consider:
• Waste Reduction
Project Toolkit
2. What was the least successful?

Battle of the Schools

Now that you have
conducted a cleanup event,
3. What would you do differently next time? consider competing in the
Generation Earth Battle of
the Schools competition
and really reduce litter on
campus
4. What can be done to prevent further trash accumulation? • Talk to your Generation
Earth Facilitator for
more information.

Generation Earth • Stormwater Pollution Prevention Project Toolkit 26

RESOURCES
SAMPLE VOLUNTEER SAFETY GUIDELINES
ADDRESSING TRASH AT
The following is a sample of guidelines to be shared with event
participants. Add additional guidelines as appropriate. ITS SOURCE
Volunteer Safety Guidelines For the Waste Reduction
and Recycling Project
The following guidelines are intended to keep the event safe
and enjoyable. Toolkit, contact:
• Stay in the designated clean-up area. Alyson Schill
• Take breaks as needed. Waste Reduction &
• Wear gloves when handling any trash. Gloves are located at Recycling Specialist
the Clean-up Supplies Station. 818 623 4853
• Drink plenty of water. Water is located at the Volunteer [email protected]
Check-In Station
• Use sunscreen, as needed.
• Handle any sharp objects carefully. A container for sharp
objects is located at the Trash Collection Station
• A first aid kit is located at the Volunteer Check-In Station

OUTDOOR CLEANING AND PLANT MAINTENANCE ALTERNATIVES

• LAUSD Office of Environment Health & Services
333 South Beaudry Avenue, 28th FloorLos Angeles, CA 90017
Phone: (213) 241-3199
http://achieve.lausd.net/oehs

• Integrated Pest Management

http://www.laschools.org/employee/mo/ipm/docs/ipmpolicyretype.pdf

• Statewide Integrated Pest Management Program

http://www.ipm.ucdavis.edu/
University of California, Agriculture & Natural Resources

• Beyond Pesticides
Alternatives to Using Pesticides in Schools
http://www.beyondpesticides.org/programs/children-and-schools/alternatives-at-schools

Generation Earth • Stormwater Pollution Prevention Project Toolkit 27

TO LEARN MORE ABOUT THE COUNTY’S STORMWATER PROGRAMS VISIT
• http://dpw.lacounty.gov/prg/stormwater/
• http://dpw.lacounty.gov/epd/cleanla/

STORMDRAIN STENCILING
http://dpw.lacounty.gov/prg/stormwater/
For information on storm drain pollution in your neighborhood, or to request a Storm Drain
Stenciling Toolkit, contact Heal the Bay’s Community Advocacy Program
Lily Ledesma
310-451-1500 Ext. 145
[email protected]

DOWNSPOUT EXTENSION INSTALLATION

• http://bit.ly/1KLYaXn

BEACH AND RIVER CLEANUPS

• Los Angeles County Beaches: Heal the Bay
http://www.healthebay.org/get-involved/volunteer/cleanups
— Nothin’ But Sand
Third Saturdays of the month, 10am – Noon
Various Beaches, see calendar
— Adopt a Beach
Support for large group beach cleanup (must commit to three cleanups within a year)
Submit request online using form
— Coastal Cleanup Day
Third Saturday in September
Locations throughout County
http://www.healthebay.org/volunteer/calendar/coastal-cleanup-day

• Los Angeles River: Friends of the Los Angeles River

https://folar.org/cleanup/
— La Gran Limpieza
Three weekends during April and May
Multiple locations down entire length of river

Generation Earth • Stormwater Pollution Prevention Project Toolkit 28

MULCHING GUIDELINES
How-to Mulch
http://bit.ly/1L1dqUU

DO NOT PAY for mulch! Many free options exist:

— LAUSD
Contact Mahmud Shieikh-Ali at [email protected]

— Los Angeles City Recreation and Parks

Work with a TreePeople mentor to arrange for mulch.

— For a large amount, contact a local tree trimmer

Let them know:
• It will be used around trees and plants
• No chips from a palm or diseased tree
• They can deliver it to the site

REFERENCES
1. http://www.wrcc.dri.edu/narratives/CALIFORNIA.htm
2. http://www.kcet.org/socal/departures/columns/la-river/los-angeles-flood-of-1938-
channelization.html
3. http://ladpw.org/wmd/watershed/LA/history.cfm
4. http://dpw.lacounty.gov/lacfcd/
5. http://nasdonline.org/document/1442/d001236/disposal-of-hazardous-household-waste.html
6. http://focus.senate.ca.gov/sites/focus.senate.ca.gov/files/climate/SB_778_Fact_Sheet.pdf
7. http://water.epa.gov/polwaste/nps/whatis.cfm
8. http://www.environment.ucla.edu/perch/resources/report-card-2015-water.pdf
9. http://wsoweb.ladwp.com/Aqueduct/historyoflaa/index.htm
10. http://www.gov.ca.gov/docs/4.1.15_Executive_Order.pdf

Generation Earth • Stormwater Pollution Prevention Project Toolkit 29