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TRANSCRIPT
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riCorps Watepoint source pect WET activ
Water Conher(s): Andre(s): October 5ber of Studende(s): 6th‐ Sust
art of the “Waes from (begininuing througrvoirs, to redutages). I challed them throuible. They putn. ents immediaduring the cold lead to lessan to stretch wted to include e pretty solidloach the handuct a contestbrations.
ver‐Frien
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ality Lessoantha Bernster 10 & 11 201nts: 48
rshed Ambaspollution usinity Water, Wa
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ndly Sch
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th
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t within a 6‐whe water cycletment and disnd chemicals unts to come ugn of a contessink to catch
d their usage trior to the conis student in ts to be “cleanhat you wouldwho had habted every droph but have not
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rps NJ Waters
to third gradescape. Each cere.
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to a fraction ontest one studthe long run!)n,” and also trd have to rinsbitually turnedp as semi‐pret gotten arou
tificationershed Lev
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shed Ambass
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ability course,le aspect, withnd why we shoing and distriby to increase ane must wash measured it on
of what they dent used 2.4)). There wereransferred these your handsd the faucet oecious. We weund to that ye
n: Princevel
d to completewater conserv
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, we discusseh a look at thould be wise buting water,awareness of a dirty beakence the conte
were using p4 L (as I sat the some difficue dirt to theirs clean as welon full bore were going to cet – perhaps a
eton Day
e four standavation, wildlif
ds and taughtand included
d where the the flow of storin its use (no, to prepare ff how much wer with the leestant had go
rior to this exere grimacingulties in runninr hands to gamll), but the ovwithout even tchallenge studa good item to
y School
rd actions: onfe and habitat
t them about students com
tap water at ormwater on ct to deplete lofor times of wwater we use dast amount otten the beak
xperience (theg, hoping theng this contesme the systemverall point wathinking begadents from oto include in E
l
ne for each oft
point and mpleting the
our school campus and ocal water daily, and of water ker sufficiently
e record was e experience st (students m, before we as driven an to gingerly ther classes oEarth Week
1
f
y
r
S3. WTeacDateNumGrad All 3 f
pollin
Kids F
resea
inspe
descr
the to
visit w
the P
Wildlife anher(s): Aaron(s): Septembeber of studende(s): 4th
fourth grade
nators to NJ a
Foundation, (
arch and crea
ect one or mo
ription and w
opics of this s
with the hives
PDS communi
nd Habitatn Schomburg er 21 throughnts: 48
classes learn
and the count
(www.thebee
ate a presenta
ore of the hive
work done by w
study. Fourth
s in October.
ity as well as
t Lesson
h October 1, 2
n about the PD
try. Students a
ecause.org). E
ation on an as
es on campus;
workers, dron
grade classes
Afterschool a
visits by the u
2015
DS apiary, wh
are taught us
Each student a
spect of the h
; this is done
nes, and the q
s had betwee
adult and fam
upper school b
hen it was ins
sing a power p
also worked w
honeybee. As
every fall. Be
queen, dange
en 2‐3 hours o
mily visits are a
biology and E
talled, why it
point present
with the libra
s a culminatin
ee behavior in
rs or concern
of bee lessons
also offered i
English classe
t was installed
tation and cu
arian and tech
ng activity, stu
n the different
ns about bee p
s then each vi
in both the fa
es.
d, and the imp
rriculum from
hnology teach
udents don be
t seasons, pol
populations a
isited for abo
all and spring
2
portance of
m the Whole
her to
ee veils and
llination,
are some of
out an hour
months to
2
S4. Scien DateNumGrad All th
inclu
basin
the w
impo
All fo
inclu
the fa
proce
Aaro
we p
Educationnce Fair Prese
(s): February ber of studende(s): 3rd & 4th
hird grade stu
de their defin
n and ravine s
water systems
ortant and ho
ourth grade st
de the data o
fall visit to the
ess to improv
n has shared
ut forth. The
and Outreentations
5, 2016 nts: 96 h
udents (48) pr
nition of a wa
stream, 3D w
s at PDS in an
w we can kee
tudents (48) p
on macroinver
e winter visit.
ve them. They
River‐Friendl
committee is
each
resented their
tershed, map
atershed mod
nd out of the b
ep them safe.
presented the
rtebrates coll
Students will
y will also sha
ly efforts with
s made up of s
r watershed p
ps of the PDS
dels to show r
building, and
eir pond study
lected from th
l also show th
re their Bee P
h the sustaina
students, tea
projects at the
campus show
runoff, questi
posters or iP
y work at the
he fall mudsc
heir mudscoop
Presentations
ability commi
chers and adm
e February sc
wing storm dr
ions and answ
Pad presentat
February scie
cooping projec
pers and how
s that they res
ittee and will
ministrators.
cience fair. Th
rains and flow
wers posed to
tions explainin
ence fair. The
ct and Venn d
w they used th
searched and
actually show
hese presenta
w of water to
o school “expe
ng why water
ese presentati
diagram work
he engineerin
d created on t
w the steps an
3
ations will
the retention
erts” about
rsheds are
ions will
k comparing
ng design
their iPads.
nd points tha
3
n
t
4
Advanced Stewardship Actions
Schools can work towards an advanced stewardship level by completing additional actions and receiving points. Aside from those specified in the River and Watershed levels, any combination of points may be used to accumulate points.
Watershed Level: A school working towards the Watershed level must complete projects that require additional
planning, time, and maintenance. To achieve the minimum 30 points for the Watershed level, the school must complete two 5‐point actions and four 3‐point actions.
Summary of Certification Points: Stream Monitoring Teacher Training 3 points 4th Grade Pond Study 3 points 3rd Grade Watershed Project 3 points Stream/Canal Cleanups 5 points Applied Chemistry Water Unit 3 points Nature Trail QR Codes 3 points Bird/bat houses 1 point Bicycle Rain Barrel Pump 1 point School‐wide Composting 3 points Mexico City at PDS: “Water, the Origin of Life” 3 points Rain Garden 5 points
Total: 33 points 7 3‐point actions 2 5‐point actions 2 1‐point actions
Chemical and Biological Stream Monitoring: Teacher Training and Lesson Implementation
(3 points) Date(s): October 1, 2015 & October 13, 2015 Teacher(s): Chemical: Aaron Schomburg, Kim Collura, Jane Spencer
Biological: Barbara Maloney, Andrew Lloyd, Aaron Schomburg Presenter(s): Erin Stretz, Stony Brook‐Millstone Watershed Association Teacher training hours: 6 hours Number of students: Will be taught to over 50 students Grade(s): Lower, middle and upper school
TeacDateGradNum
FourtStudestudereferinforin Dediagrmudsmacrwate Barb
repor
and c
her(s): Aaron(s): 2 days in de(s): 4th and ber of Studen
th grade students then builents were askrence guides armation will becember, to thrams were usscoopers usinro‐invertebraer is based on
ara Maloney
rt highlightin
conclusion.
n Schomburg &September, 19th grade nts: 65
dents were aslt their tools aked to search and tallied thbe used later whe pond allowsed to highlighng the Engineetes with a lenthe aquatic c
’s 9th grade B
g the followin
& Barbara Ma1 day in Decem
ked to designand in late Sefor and identeir findings wwhen discussiwed students ht the differenering Design ns towards wacreatures fou
iology class v
ng: observatio
Pond St
aloney mber
n a tool to coleptember eactify the macrowhich were lating and creatto write abounces. In the spProcess. We water quality and.
visits the pond
ons, research,
tudy (3 po
llect mud samh class spent o‐invertebrateter comparedting food chaiut the changepring, studenwill again visias students us
d in early Octo
, data, organ
ints)
mples from onan hour collees found withd to the data cins and food wes they saw tonts will be askit the pond anse a reference
ober. Through
nisms, plant sp
ne of our pondecting samplehin the samplcollected by owebs based oo the pond froked to modify nd collect same guide to det
h their visits t
pecies, water
ds on the edges. The followles. Students uother classes.on our pond. Aom fall to winy or improve tmples and seatermine how c
they create a
r testing data,
5
ge of campus. wing day used This A winter visit,nter. Venn their arch for clean the
written
, analysis,
5
TeacDateNumGrad In ordthe cschooall thschoouse ea washowvery four wstudethem
her(s): Aaron(s): October &ber of Studende(s): 3rd
der to gain a campus stormol. Then studehe water to thol and in‐schoeach month, eatershed whicwed the waterfew studentswaters trip to ents created pm safe.
n Schomburg & November 2nts: 48
better undersm drains and dents asked whhe ravine throool people weeach year, hoh later turnedr usage for ou are present othe ocean byposters and c
3rd Gra
2015
standing of thdrew arrows there the wateough two old le asked to helw much it cosd into larger wur campus oveour water usay looking at Gcomputer pres
ade Water
he PDS waterto show the fler from the rolarge pipes. Slp answer thests, and wherworking modeer a 12 monthage was betwGoogle earth psentations th
rshed Proje
rshed and thelow of water oofs of the schStudents listedese. For examre does the wels to simulath period and ween 2 and 3 tpictures from at defined wa
ect (3 poin
e importance and how it ishool goes andd questions th
mple, studentswaste water gote water runoquestioned wtimes more. Sschool to Raratershed, told
nts)
of stewardsh managed in d learned thahey had abous wanted to kno? We then moff. Students pwhy during thStudents alsoritan Bay. As d of their imp
hip, students fpaved areas at undergrounut the water wnow how mumade simple 3produced a gre 3 summer m formed quesa culminating
portance, and
6
first mapped around the nd pipes bringwithin the ch water we 3D models of raph that months whenstions about g project ways to keep
6
g
p
DateNumNumTimeYears
StreaStreaSectiParen
(s): Spring 20ber of studenber of teachee spent: 8 hous completed:
am miles: 1‐2 am targeted: ion along cannt/Child week
010, Fall 2011nts: 75 ers/admin invurs 3 years
Delaware Raal near Lake Ckend cleanup
Stre
, Spring 2015
volved: 10‐12
ritan Canal Carnegie ands‐ 2 each on a
eam/Canal
5, Spring 2016
d Kingston, seaverage 2‐3 h
l Cleanups
6
ction along Chours
s (5 points)
Canal near Po
)
rt Mercer andd Alexander R
7
Road
7
TeacDateNumGrad This fguidesectioDurindescrthey their that interEvenone avisitocamphelpigroupbencpossi
her(s): Aaron(s): 2014‐ conber of studende(s): 4th
fourth grade ed educationaon of the traing Library clariptions, chanlearn to link tr item. So a stthose walkingrest. tually, the whand rework thors to campuspus. Upper scing to line thep called PDS Sches where peible habitat d
n Schomburg ntinuing nts: >100
project is an al tour along il and with thesses studentsnges over seastheir reports udent with a g along the tr
hole trail (Lonhis section wis of this trail achool advisorye trail with falSeeds. We hoeople can sit adevelopment.
Nature
interdisciplinour long walkeir iPads takes begin to resesons, and howto QR codes wreport on blurail only inter
ng Loop) will bth new reporand have a dey groups havellen sticks. Thope in the futuand reflect an
e Trail QR
ary ongoing pking nature tre pictures of cearch their itew the item is which are cusue jays would rested in anim
be complete wts. We also hoescription of te offered to hehe trail has beure to build and also areas
Code Proje
project with trail. Studentscreatures, planem and creatrelated to locstomized by thcreate a lam
mals or trees w
with QR codeope to have athe project anelp maintain een marked wreas along thwhere anima
ect (3 Poin
this year beins, all 50, in thents, and habite reports bascal food chainhe student to
minated QR cowould easily b
es and we willa kiosk built bnd codes alonthe trails by p
with blue panthe trail that arals and birds c
nts)
g our second e fall take a witats that theysed on given cns and webs. o include the code within an be able to find
l start over wby an upper scng with returnpruning and rther paws by re designatedcan be watch
d year of devewalk along a “y might like tcriteria such aThen in Techncode within aimage of a bd just those r
ith the sectiochool studentnable maps ofremoving braa sustainabilid as quiet zoned from a dis
8
loping a self‐“new “ o study. as nology class a picture of lue jay so eports of
n from year t to inform f the trail andanches and ity parent nes with stance with
8
d
DateNumGrad MiddplaygstudeLowe Our falso moutsinear
Threeplace
(s): ber of studende(s): 1st grade
dle School Woground and suents monitor er School stud
first grade clamade in classide their roomthe meadow
e years ago aed in a higher
nts: e, lower scho
oodworking clurrounding trthe birdhousedents have als
asses have hus hanging birdms. In 2016, 6w. They will us
a bat house wr position this
Bird
ol, upper scho
lasses made aree line. Lowees closest to tso hung bird h
ung bird feeded feeding “co6th grade woose recycled an
was placed on spring.
d/Bat Hou
ool (6th)
all of the birder school studthe garden fohouses made
ers in their wiokies” with thodworking stund natural ma
the edge of t
use Lessons
d houses that dents assistedor inhabitantsfrom gourds
ndows and arhe help of ourudents will beaterials collec
the tree line n
s (1 point)
were placed d with placems throughout and monitor
re actively ider garden teace making a pocted around t
near Colross b
)
in and arounment and hangthe spring anr who inhabits
entifying the cher to feed bollinator habithe PDS camp
but this needs
d the garden,ging. Lower snd early summs those dwelli
birds that visbirds along thetat that will bpus.
s to be relocat
9
, meadow, school mer season. ings.
sit. They havee tree line be placed
ted and
9
TeacDateGrad Late organso thsugg2016they enjoy2,3,4variebuildfar isgroun
Pictu
her(s): Aaron(s): February de(s): 2nd, 3rd,
in the fall of 2nic garden. Ohat the drain cested we des6, students bedrew ideas wy the shade a4 grades as weeties of ornamd a bamboo fes working welnd water.
ures showing e
A
n Schomburg &through June4th & middle s
2015 teacherOne day in faccould not eveign and buildegan to brainswhich were sund water flowell as a middlmental grassesence to protecll and the stor
erosion from
rrows demon
Rain
& Pam Flory e 2016 school
rs at PDS noticct after a heavn be seen. Dud a rain gardestorm and desubmitted to thw were sharedle school classs, ferns, buttect the space. Arm drain seem
parking lot a
nstrate directi
n Garden In
ced that we wvy overnight ruring a visit wn to stop the sign how to bhe watershed d and plans ws helped dig oerfly bushes aAfter several ms to be well
longside play
ion of water f
nstallation
were having train, the stormwith Brittany Merosion and rbuild the rain for suggestio
were drawn. Dout the space,and other plangood rains aprotected an
yground area‐
flow
n (5 points
trouble with rm drain was cMusolino andrunoff into thgarden and ions and approDuring the moe, add 3 yardsnts, constructnd while still nd allowing th
‐ taken 2/23/
^
s)
runoff into a lcompletely cod Erin Stretz ofhe storm drainin both sciencoval. Lists of nonths of Aprils of sand for dt a walkway tyoung and grhe water to sl
/16
^Storm drain c
large storm dovered by siltof the Watershn. During the ce and gardennative plants l and May studrainage, planthrough the srowing the raow down and
covered by se
10
drain near ourt and runoff hed, they spring of ning classes that would
udents in nt several space and ain garden so d recharge as
ediment
0
r
IInfiltration tesst determined
Rain ga
d that sand m
arden location
must be added
n was mappe
d as an amen
ed out on 4/6/
dment to the
/16
e clay soils
11
Diggiing began in A
2nd gr
April with 2nd,
rader designs
, 3rd, 4th grade
s:
e & middle scchool studentts
12
2
Plantingg took place iin May with 2
2nd, 3rd, 4th gra
ade & middlee school studeents
13
3
14
Applied Chemistry‐ Water Unit (3 points) Teacher(s): Kim Collura Date(s): Spring 2016 Number of students: 15 Grade(s): Upper school
Unit 4: Water – Exploring Solutions
Summary and Rationale In this unit students explore the chemistry of water, including ionization, solubility, and pH. They relate these ideas to conservation and purification of water, and in so doing, integrate skills in writing chemical formulas and equations.
Recommended Pacing 30 days
Stage 1 – Desired Results Established Goals: Next Generation Science Standards: HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of
substances at the bulk scale to infer the strength of electrical forces between particles. HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical
reaction system depends upon the changes in total bond energy. HS-PS1-6. Refine the design of a chemical system by specifying a change in conditions that
would produce increased amounts of products at equilibrium. HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural
resources, occurrence of natural hazards, and changes in climate have influenced human activity.
HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
Chemistry Understandings:
Strong hydrogen bonds between water molecules are responsible for many of the unique physical properties of water.
Mixtures are physical combinations of two or more substances. Mixtures can be classified as homogenous or heterogeneous.
Making informed decisions about water use requires consideration of direct and indirect uses as well as global distribution of water supplies.
The polarity of water helps explain its ability to dissolve many ionic solids. Whether a molecular substance dissolves in water depends on the relative strength of solute-
water attractive forces, compared to competing solute–solute and water–water attractive forces.
In quantitative terms, the concentration of a solution expresses the relative quantities of solute and solvent in a particular solution.
In quantitative terms, the concentration of a solution expresses the relative quantities of solute and solvent in a particular solution.
The solubility of a gaseous substance in water depends on the water temperature. Mixing ionic solutions sometimes results in formation of a precipitate; evidence-based trends
allow prediction of these reactions. Chemical tests for the presence of an ion in a solution can be developed based upon formation of a precipitate.
Acids produce hydrogen (or hydronium) ions in water, and bases produce hydroxide ions. Strong acids and bases ionize completely; weak acids and bases ionize only partially.
pH is an expression of the molar concentration of hydronium ions in an aqueous solution. Acidic solutions contain a higher concentration of hydronium ions than hydroxide ions; basic
15
solutions contain a higher concentration of hydroxide ions than hydronium ions. A buffered solution is capable of neutralizing limited amounts of either added acid or base,
thus resisting changes in the solution’s pH. Mixtures can be separated by physical methods. Water purification is required because contaminants are continually added to water through
use, but the amount available in Earth’s hydrologic cycle is fixed. Water can be purified through the actions of the hydrologic cycle, municipal treatment, or
home treatment. Water for human consumption is disinfected using a variety of methods; the most common
disinfection method is chlorination. Essential Questions:
o What makes water unique? o Why do some substances readily dissolve while others do not? o How do we describe chemical behavior in aqueous solutions? o How is chemistry applied to produce safe drinking water?
Students will know:
o How to describe the effect of temperature on the solubility of gaseous substances. o How to describe and write equations for precipitation reactions. o How to describe effects of pH changes on natural systems. o How to describe the composition and chemical behavior of a buffer. o How to describe the movement of water in Earth’s hydrologic cycle including how water is
purified by natural processes. Students will be able to:
o Explain the relationship between the chemical structure of water and its unique properties. o Distinguish several types of mixtures (solutions, colloids, and suspensions). o Interpret and create models that represent mixtures at the particulate level. o Analyze personal and community uses of water, including direct and indirect uses. o Use the concepts of polarity and intermolecular forces to account for water’s ability to
dissolve many ionic and molecular substances. o Use words, pictures, and chemical equations to describe the process of dissolving ionic and
molecular substances in water. o Quantitatively describe and predict solution variables, including concentration, volume,
temperature, mass and moles of solute, and solubility. o Interpret and use solubility curves. o Use solubility rules to predict the formation of a precipitate and design tests for dissolved
ions. o Distinguish among strong and weak acids and bases. o Calculate and compare concentrations of hydronium and hydroxide ions and pH values in
acidic, basic, and neutral aqueous solutions. o Purify a sample of contaminated water. o Analyze steps of municipal water purification and identify contaminants removed by each
process. o Compare natural, municipal, and home water purification. o Assess the risks and benefits of water disinfection methods. o Evaluate the causes of and responses to the Riverwood fish kill.
16
Stage 2 – Assessment Evidence Performance Tasks:
LA: Hydrologic Cycle Concept Map LI: Get the Drop on Chemistry – Find the Volume of One Drop of Water MD: The Riverwood Water Mystery – Considering Dissolved Oxygen MD: Sources of Acidic and Basic Contamination MD: Analyzing Water Quality Data MD: Considering Contaminants in Water Supplies IM: Foul Water MD: Searching for Solutions VD: Water Purification and Treatment CC: 1 – 10
Other Evidence:
PIAT: Fish-Kill – Finding the Solution Quiz(zes), lab evaluation(s)/practical(s), test
Stage 3 – Learning Plan
Learning Activities: MD: Uses of Water GO: States of Matter IM: Properties of Water GO: Properties of Water MM: Representing Mixtures LA: Pure Substance/Mixture Concept Map MD: Water-Use Analysis MD: Riverwood Water Use IM: What Substances Dissolve in Water? MM: The Dissolving Process DS: Describing Solution Concentration IM: Measuring Solution Concentration LA: Solubility Rules Demo: Solvent Solubility DS: Solubility and Solubility Curves MM: Solubility and Concentration IM: Combining Solutions DS: Writing Net Ionic Equations IM: Water Testing DS: Acids and Bases DS: Interpreting the pH Scale MM: Strong Versus Concentrated IM: Acids, Bases, and Buffers DS: Water Purification DS: Benefits and Risks of Disinfection
4th gteach
The s
DateGrad StartPre‐Kin theare cthe cthe scompanaewast
grade studenthing garden.
system was d
(s): ~2007‐ code(s): PreK‐12
ting almost a K to fourth grae kitchen as fcarefully sepacompost site nchool year fopost is used aerobic concepte stream per
ts use our “HuThe water is c
designed and b
ontinuing
decade ago, ade. Soon, thfood is preparrated into conear the gardor a week to reas a learning tts, decomposyear.
Bicycuman Powerecollected from
built by a PDS
School‐w
students in the entire schored all compompost contaiden. Each uppeinforce the btool in sciencesition, and foo
cle Rain Baed Water Delim the roof of
S student wor
wide Comp
he lower school decided thostable materiners or wasteper school studbehavior and e and garden od chains. To
arrel Pumpivery System”our outdoor c
rking on his E
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ool decided that they wouldrials are collece containers, dent and teacinstill in themclass to teachdate the com
p (3 points” (bicycle pumclassroom an
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oject (3 po
hey would try d institute thected in buckeweighed by ucher participam a sense of oh about soil qmmunity has r
s) mp) to water tnd stored in a
adge.
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y to compost te same behavts and studenupper school sates in this duownership anquality, microremoved 15,0
the lower end450 gallon ra
their lunch scrvior and eachnt and adult fstudents anduty at least ond stewardshipobes, aerobic 000 pounds ou
17
d of the PDS ain barrel.
raps from day starting food scraps d carted out tonce during p. This and ut of the
7
o
UppUsin TeacDateNumGradAP Sp
Day 1WhaoccupDay 2TestiTwo Day 3IdentDay 4Draft
per School ng Sustain
her(s): Norin (s): Spring 20ber of studende(s): 11 & 12panish and Bi
1‐ “Water Tort makes an ecpy? 2‐ Testing theing water on cmodels of eff3‐ Go Outsidetify areas of c4‐ Drafting Pot a resolution
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18
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ents er bottles, saith jugless wans
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Low Flow Urinal Project Gallery Girls Bathroom 2 = Removed 1.6 GPF Flushometers / replaced with Dual Flush (Used same toilets) 1.6/1.2 GPF Bookstore Boys Bathroom 1 = Removed 1.5 GPF urinal / replaced with 1/4 GPF Bookstore Girls Bathroom 1 = Removed 4.5 GPF toilet / replaced with Dual Flush 1.6/1.2 GPF Sixth Grade Wing Boys Bathroom 1 = Removed 4.5 GPF toilet / replaced with Dual Flush 1.6/1.2 GPF Shepherd Commons Boys Bathroom 1 = Removed 1.5 GPF urinal / replaced with 1/4 GPF 1 = Removed 1.5 GPF urinal / replaced with 1/8 GPF 2 = Removed 4.5 GPF toilets / replaced with Dual Flush 1.6/1.2 Shepherd Commons Girls Bathroom 4 = Removed 4.5 GPF toilets / replaced with Dual Flush 1.6/1.2 GPF 10 Toilets replaced & 3 Urinals replaced