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Home My WebLink AboutMWMC Agenda Packet ……..………………... AGENDA IIa. • o o o o o • o o o ▪ ▪ o o • • • ______________________________________________________________________________ AGENDA IV. Supplemental Budget # 2 Description Funding Request Van - Pretreatment Program 55,000$ Small SUV - Springfield Administration 30,000 Net reduction to operating reserve 85,000$ Description Funding Request HVAC Replacement for MWMC Trailer 18,000$ P80115 Switchgear and Transformer Replacement 19,945,000 Net reduction to operating reserve 19,963,000$ Supplemental Budget #2 Attachment 1 Resolution 23-01 Digital Signature: Digital Signature: Digital Signature: Attachment 1 Resolution 23-01 ______________________________________________________________________________ AGENDA V. Metropolitan Wastewater Management Commission Overview Page 5 FY 23-24 BUDGET AND CIP REGIONAL WASTEWATER PROGRAM OVERVIEW The Metropolitan Wastewater Management Commission The Metropolitan Wastewater Management Commission (MWMC) was formed by Eugene, Springfield, and Lane County through an intergovernmental agreement (IGA) in 1977 to provide wastewater collection and treatment services for the Eugene-Springfield metropolitan area. The seven-member Commission is composed of members appointed by the City Councils of Eugene (3 representatives), Springfield (2 representatives) and the Lane County Board of Commissioners (2 representatives). Since its inception, the Commission, in accordance with the IGA, has been responsible for oversight of the Regional Wastewater Program (RWP) including: construction, maintenance, and operation of the regional sewerage facilities; adoption of financing plans; adoption of budgets, user fees and connection fees; adoption of minimum standards for industrial pretreatment and local sewage collection systems; and recommendations for the expansion of regional facilities to meet future community growth. Staffing and services have been provided in various ways over the 46 years of MWMC’s existence. Since 1983, the Commission has contracted with the Cities of Springfield and Eugene for all staffing and services necessary to maintain and support the RWP. Lane County’s partnership has involved participation on the Commission and support for customers that are served by the MWMC in the Santa Clara unincorporated area. Regional Wastewater Program Purpose and Key Outcomes The purpose of the RWP is to protect public health and safety and the environment by providing high quality wastewater management services to the Eugene-Springfield metropolitan area. The MWMC and the regional partners are committed to providing these services in a manner that will achieve, sustain, and promote balance between community, environmental, and economic needs while meeting customer service expectations. Since the mid-1990s, the Commission and RWP staff have worked together to identify key outcome areas within which to focus annual work plan and budget priorities. The FY 23-24 RWP work plans and budget reflect a focus on the following key outcomes or goals. In carrying out the daily activities of managing the regional wastewater system, we will strive to achieve and maintain: 1. High environmental standards; 2. Fiscal management that is effective and efficient; 3. A successful intergovernmental partnership; 4. Maximum reliability and useful life of regional assets and infrastructure; 5. Public awareness and understanding of MWMC, the regional wastewater system, and MWMC’s objectives of maintaining water quality and a sustainable environment. The Commission believes that these outcomes, if achieved in the long term, will demonstrate success of the RWP in carrying out its purpose. In order to help determine whether we are successful, indicators of performance and targets have been identified for each key outcome. Tracking performance relative to identified targets over time assists in managing the RWP to achieve desired results. The following indicators and performance targets provide an important framework for the development of the FY 23-24 RWP Operating Budget, Capital Improvements Program, and associated work plans. Attachment 1 Page 1 of 9 Metropolitan Wastewater Management Commission Overview Page 6 FY 23-24 BUDGET AND CIP Outcome 1: Achieve and maintain high environmental standards. Indicators: Performance: FY 21-22 Actual FY 22-23 Estimated Actual FY 23-24 Target • Average removal efficiency of carbonaceous biochemical oxygen demand (CBOD) and total suspended solids (TSS) (permit limit 85%) 97% 97% 95% • High quality biosolids (pollutant concentrations less than 50% of EPA exceptional quality criteria) Arsenic 12% Cadmium 18% Copper 30% Lead 9% Mercury 7% Nickel 4% Selenium 6% Zinc 35% Arsenic 25% Cadmium 20% Copper 30% Lead 10% Mercury 10% Nickel 10% Selenium 10% Zinc 35% Arsenic <50% Cadmium <50% Copper <50% Lead <50% Mercury <50% Nickel <50% Selenium <50% Zinc <50% • ISO14001 Environmental Management System – Continual Improvement of Environmental Performance All objectives met and no major nonconformaties; Reduced waste gas flaring; Produce gas for use as renewable fuel; Installed new laboratory information management system All objectives met and no major nonconformaties All objectives met and no major nonconformaties • Climate Action Planning Completed FY 2019-20 Greenhouse Gas Emissions Inventory; presented to Commission Complete FY 2021-22 Greenhouse Gas Inventory to include RNG facility impact Attachment 1 Page 2 of 9 Metropolitan Wastewater Management Commission Overview Page 7 FY 23-24 BUDGET AND CIP Outcome 1: Achieve and maintain high environmental standards (continued) Indicators: Performance: FY 21-22 Actual FY 22-23 Estimated Actual FY 23-24 Target • Urban Waters & Wildlife Partnership Signed onto UWWP MOU Explore partnership opportunities Identify MWMC project roles and outcomes • Resource Recovery Completed construction of RNG and implemented full scale production of RNG Begin design of UV Disinfection for Recycled Water Construction of Class A Disinfection Facilities Outcome 2: Achieve and maintain fiscal management that is effective and efficient. Indicators: Performance: FY 21-22 Actual FY 22-23 Estimated Actual FY 23-24 Target • Annual budget and rates align with the MWMC Financial Plan Policies met Policies met Policies met • Annual audited financial statements Clean audit Clean audit Clean audit • Uninsured bond rating AA AA AA • Reserves funded at target levels Yes Yes Yes • Maintain Sound Financial Practices per the MWMC Financial Plan Yes Yes Review and update the Financial Plan • Ensure rates and rate changes are planned, moderate and incremental to avoid rate hikes 3.5% 3.5% ≤ 4.5% • MWMC utility billing collection rate at or above 98% --- > 98% > 98% Attachment 1 Page 3 of 9 Metropolitan Wastewater Management Commission Overview Page 8 FY 23-24 BUDGET AND CIP Outcome 3: Achieve and maintain a successful intergovernmental partnership. Indicators: Performance: FY 21-22 Actual FY 22-23 Estimated Actual FY 23-24 Target • Update MWMC Facilities Plan (Project P80101) --- Begin Project (NPDES permit effective 11/1/22) Complete by January 2025 • Implement and approve revised local limits and an updated MWMC pretreatment model ordinance; Implement model ordinance into Eugene and Springfield Codes Conducted system sampling; revised limits and updated model ordinance to reflect current CFRs Preliminary approval from DEQ; Initiate public notice and Commission approval Adopt local ordinances in Eugene and Springfield; Begin implementation • Partnership Assessment Tool --- Scope assessment tool options; present concepts/options for Commission consideration; Create RFP and select consultant Begin implementation and data collection; report first round results to Commission • Community presentations regarding MWMC partnership, services and outcomes delivered jointly 2 community presentations delivered by staff to groups in the service area 4 community presentations delivered by staff to groups in the service area 2 community presentations delivered by staff to groups in the service area Attachment 1 Page 4 of 9 Metropolitan Wastewater Management Commission Overview Page 9 FY 23-24 BUDGET AND CIP Outcome 4: Maximize reliability and useful life of regional assets and infrastructure. Indicators: Performance: FY 21-22 Actual FY 22-23 Estimated Actual FY 23-24 Target • Preventive maintenance completed on time (best practices benchmark is 90%) 96% 96% > 90% • Preventive maintenance to corrective maintenance ratio (benchmark 4:1-6:1) 5.5:1 5.6:1 5:1 • Emergency maintenance required (best practices benchmark is less than 2% of labor hours) 1% 1% < 2% • Asset management (AM) processes and practices review and development Annual update to AM plan completed Implemented tasks from the Improvement Plan Implement additional tasks from Improvement Plan • MWMC Resiliency Plan Plan implementation Pump Station to conveyance pipe repair kits Design building seismic upgrades • Strategic Projects Develop assessment plan Develop assessment plan Begin assessment of highest priority pipes Attachment 1 Page 5 of 9 Metropolitan Wastewater Management Commission Overview Page 10 FY 23-24 BUDGET AND CIP Outcome 5: Achieve and maintain public awareness and understanding of MWMC, the regional wastewater system, and MWMC’s objectives of maintaining water quality and a sustainable environment. Indicators: Performance: FY 21-22 Actual FY 22-23 Estimated Actual FY 23-24 Target • Communications Plan Continued implemented 2021 Communications Plan Update 2021 Plan as needed based on market trends Update 2021 Plan as needed based on market trends • Promote MWMC social media channels and website Grew Facebook followers to 1,000, Twitter to 215 and Instagram to 650; no website analytics available Implement strategies to grow Facebook/Meta followers to 1,200, Twitter to 230 and Instagram to 850; and website visitors to 5,000 with 14,000 pageviews Implement strategies to grow Facebook/Meta followers to 1,500, Twitter to 275 and Instagram to 1,100 and website visitors to 5,000 with 14,000 pageviews • Create and distribute MWMC e-newsletters Distributed monthly and increased distribution to 540 subscribers; no analytic targets set Distribute monthly and increase distribution to 700 subscribers with an open rate of 39% and a click-through rate of 5% Distribute monthly and increase distribution to 875 subscribers with an open rate of 40% and a click-through rate of 10% • Pollution prevention/ sponsorships campaigns 2 campaigns, 4 sponsorships; reaching ≤40% of residents in the service area due to COVID-19 2 campaigns, 5 sponsorships; reaching 40% of residents in the service area 2 campaigns, 4 sponsorships; reaching 40% of residents in the service area • Provide tours of the MWMC Facilities Due to COVID-19, limited number of tours provided Provide tours for greater than 1,000 people Provide tours for greater than 1,500 people • Clean Water University Reach 25% of 5th Graders in the service area Reach 25% of 5th Graders in the service area Reach >25% of 5th Graders in the service area Attachment 1 Page 6 of 9 Metropolitan Wastewater Management Commission Overview Page 11 FY 23-24 BUDGET AND CIP Roles and Responsibilities In order to effectively oversee and manage the RWP, the partner agencies provide all staffing and services to the MWMC. The following sections describe the roles and responsibilities of each of the partner agencies, and how intergovernmental coordination occurs on behalf of the Commission. City of Eugene The City of Eugene supports the RWP through representation on the MWMC, provision of operation and maintenance services, and active participation on interagency project teams and committees. Three of the seven MWMC members represent Eugene – two citizens and one City Councilor. Pursuant to the Intergovernmental Agreement (IGA), the Eugene Wastewater Division operates and maintains the Regional Water Pollution Control Facility (WPCF), the Biosolids Management Facility (BMF) and associated residuals and reclaimed water activities, along with regional wastewater pumping stations and transmission sewers. In support of the RWP, the Division also provides technical services for wastewater treatment; management of equipment replacement and infrastructure rehabilitation; biosolids treatment and recycling; industrial source control (in conjunction with Springfield staff); and regional laboratory services for wastewater and water quality analyses. These services are provided under contract with the MWMC through the regional funding of 79.36 full-time equivalent (FTE) employees. City of Springfield The City of Springfield supports the RWP through representation on the MWMC, provision of MWMC administration services, and active coordination of and participation on interagency project teams and committees. Two MWMC members represent Springfield – one citizen and one City Councilor. Pursuant to the IGA, the Springfield Development and Public Works Department, provides staff to serve as the MWMC Executive Officer / General Manager, respectively. The Environmental Services Division and Finance Department staff provide ongoing staff support to the Commission and administration of the RWP in the following areas: legal and risk management services; financial management and accounting; coordination and management of public policy; regulatory and permit compliance issues; coordination between the Commission and the governing bodies; long-range capital project planning, design, and construction management; coordination of public information, education, and citizen involvement programs; and coordination and development of regional budgets, rate proposals, and revenue projections. Springfield staff also provides local implementation of the Industrial Pretreatment Program, as well as billing coordination and customer service. These services are provided under contract with the MWMC through the regional funding of 16.90 FTE of Development and Public Works Department staff and .88 FTE of Finance Department staff, and .03 FTE of City Manager’s Office for a total 17.81 FTE as reflected in the FY 23-24 Budget. Lane County Lane County supports the RWP through representation on the MWMC, including two MWMC members that represent Lane County – one citizen and one County Commissioner. Lane County’s partnership initailly included providing support to manage the proceeds and repayment of the RWP general obligation bonds to finance the local share of the RWP facilities construction. These bonds were paid in full in 2002. The County, while not presently providing sewerage, has the authority under its charter to do so. The Urban Growth Boundary includes the two Cities (urban lands) and certain unincorporated areas surrounding the Cities which lies Attachment 1 Page 7 of 9 Metropolitan Wastewater Management Commission Overview Page 12 FY 23-24 BUDGET AND CIP entirely within the County. Federal funding policy requires sewage treatment and disposal within the Urban Growth Boundary to be provided on a unified, metropolitan basis. Interagency Coordination The effectiveness of the MWMC and the RWP depends on extensive coordination, especially between Springfield and Eugene staff, who provide ongoing program support. This coordination occurs in several ways. The Springfield MWMC Executive Officer / MWMC General Manager, together with the Eugene Wastewater Division Director coordinate regularly to ensure adequate communication and consistent implementation of policies and practices as appropriate. The Eugene and Springfield Industrial Pretreatment Program supervisors and staff meet regularly to ensure consistent implementation of the Model Industrial Pretreatment Ordinance. In addition, interagency project teams provide input on and coordination of ongoing MWMC administration issues and ad hoc project needs. Exhibit 1 on the following page reflects the interagency coordination structure supporting the RWP. Special project teams are typically formed to manage large projects such as design and construction of new facilities. These interagency staff teams are formulated to provide appropriate expertise, operational knowledge, project management, and intergovernmental representation. Relationship to Eugene and Springfield Local Sewer Programs The RWP addresses only part of the overall wastewater collection and treatment facilities that serve the Eugene-Springfield metropolitan area. The Cities of Eugene and Springfield both maintain sewer programs that provide for construction and maintenance of local collection systems and pump stations, which discharge to the regional system. Sewer user fees collected by the two Cities include both local and RWP rate components. Attachment 1 Page 8 of 9 Metropolitan Wastewater Management Commission Overview Page 13 FY 23-24 BUDGET AND CIP EXHIBIT 1 EUGENE CITY COUNCIL LANE COUNTY COMMISSIONERS SPRINGFIELD CITY COUNCIL METROPOLITAN WASTEWATER MANAGEMENT COMMISSION EUGENE WASTEWATER DIVISION - Regional Facility Operation and Maintenance - Major Rehab and Equipment Replacement - Technical Services - Eugene Pretreatment Program - Pump Station and Interceptor Operations and Maintenance PUBLIC WORKS ADMINISTRATION - Billing and Customer Service MAINTENANCE DIVISION - Regional Sewer Line Support SPRINGFIELD ENVIRONMENTAL SERVICES DIVISION - Planning - Capital Construction - Rates, Revenues - Permit Coordination - Interagency Coordination - Public Information/Education - Springfield Pretreatment Program - Legal and Risk Services - Billing and Customer Service FINANCE DEPARTMENT - Accounting and Financial Reporting INTERAGENCY COORDINATION AND PROJECT TEAMS - Administrative Policy Decisions and Coordination - Operational Policy Decisions and Coordination - Capital Project Planning and Coordination - Design Standards Development - Capital Construction Guidance REGIONAL WASTEWATER PROGRAM INTERAGENCY COORDINATION STRUCTURE Operation & Maintenance Contract Administration Contract KEY OUTCOMES ACHIEVED Attachment 1 Page 9 of 9 ______________________________________________________________________________ AGENDA VI. • • • • • • • • • • • • • LANE COUNTY PUBLIC WORKS DEPARTMENT / 3040 North Delta Hwy. / Eugene, OR 97408 Phone: (541) 682-6911/ Fax: (541) 682-8500 M E M O R A N D U M Attachment 1 Page 1 of 4 Attachment 1 Page 2 of 4 MWMC IGA, Section 8 (Obligations of Governing Bodies): Subsection E: Establish service area boundaries and provide for adjustment thereto as necessary to ensure that service is provided only to areas within the city limits of Eugene and Springfield (City Limits); to users currently being served or to whom contractual service commitments have been made who are outside the City Limits; and to any other areas outside the City Limits to which service may be extended in conformity with the Growth Management provisions in Chapter II of the Metro Plan and the Public Facilities and Services Element provisions in Chapter III of the Metro Plan, as amended. MWMC IGA Appendix “A” – Eugene-Springfield Regional Sewerage Facilities Definition: Service shall be provided only within the Urban Growth Boundary. Facilities shall be designed and constructed to that end, but may be constructed either inside or outside the Urban Growth Boundary. Metro Plan Chapter II (Growth Management) Policy #4: Lane County shall discourage urban development in urbanizable and rural areas and encourage compact development of outlying communities. Policy #22: Cities shall not extend water or wastewater service outside city limits to serve a residence or business without first obtaining a valid annexation petition, a consent to annex agreement, or when a health hazard annexation is required. Metro Plan Chapter III G (Public Facilities and Services Element) Policy #26: Wastewater and water service shall not be provided outside the UGB except to the following areas, and the cities may require consent to annex agreements as a prerequisite to providing these services in any instance: a. The area of the Eugene Airport designated Government and Education on the Metro Plan Diagram, the Seasonal Industrial Waste Facility, the Regional Wastewater Biosolids Management Facility, and agricultural sites used for land application of biosolids and cannery byproducts. These sites serve the entire metropolitan area. b. An existing development outside the UGB when it has been determined that it poses an immediate threat of public health or safety to the citizens within the Eugene- Springfield UGB that can only be remedied by extension of the service. Attachment 1 Page 3 of 4 Attachment 1 Page 4 of 4 . M E M O R A N D U M _____________________________________________________________________ AGENDA VII. • • • • • • 1 2022-2023 Teachers’ Guide cleanwateruniversity Adventures in stormwater, drinking water, and wastewater. Attachment 1 Page 1 of 13 2 Introduction & Table of Contents Welcome to Clean Water University, Virtual Edition! Welcome to the Clean Water University (CWU) Teachers’ Guide for the 2022-2023 school year! The City of Springfield, City of Eugene, and Metropolitan Wastewater Management Commission (MWMC) are proud to offer this program to 5th grade classes in the Eugene-Springfield area free of charge. This guide can be used as prep for attending the in-person field trip if your school enters the selection lottery and is selected, or if your school is not selected or can’t due to school policies, but want to participate in the online version. The overarching goal of the program remains the same regardless of attending the in-person field trip or participate in the virtual offering: to teach students about the importance of clean water. This Teachers’ Guide is to make CWU as easy to implement into your existing lesson plans as possible. Outlined below and on the following pages, you’ll find curriculum on a variety of topics pertaining to clean water with links to videos, activities, and worksheets on the City of Springfield’s website. Move through them at whatever pace works best for you and your virtual classroom. Thank you for your participation and enjoy! Clean Water University Curriculum Contents Incentive Program.......................................................................................................................................................................Page 3 Lesson 1: Water Cycle.................................................................................................................................................................Page 4 Lesson 2: Drinking Water..........................................................................................................................................................Page 5 Lesson 3: Water Quality.............................................................................................................................................................Page 6 Lesson 4: Macroinvertebrates.................................................................................................................................................Page 7 Lesson 5: Wastewater Treatment...........................................................................................................................................Page 8 Lesson 6: Microorganisms........................................................................................................................................................Page 9 Lesson 7: Pollution Prevention.............................................................................................................................................Page 10 Lesson 8: Sustainability...........................................................................................................................................................Page 11 Lesson 9: Wrap-Up Jeopardy Game...................................................................................................................................Page 12 Conclusions.................................................................................................................................................................................Page 13 Attachment 1 Page 2 of 13 3 Incentive Information School STEM Program Donation As a thank you for incorporating Clean Water University into your curriculum and to further science, technology, engineering, and math education in the Eugene-Springfield area, the MWMC will donate $500 to each participating school’s STEM program. To ensure this funding is sent to your school, simply confirm participation in Clean Water University with Loralyn Spiro, City of Springfield/MWMC Communications Supervisor, at lspiro@springfield-or.gov. The MWMC will then coordinate with your school district’s Finance Department to send those funds to your specific school and designate them for your STEM program. If your school doesn’t have an official STEM program, the donation can go toward your science curriculum supplies, such as microscopes or other equipment. Class Drawing: Eugene Science Center Memberships In addition to the school STEM program donation, participating classes will be entered into a drawing for all students in the winning class to receive a membership to the Eugene Science Center for one adult and one child (a $50 value!). This will give the students and a parent/guardian free admission to Eugene Science Center exhibits and to Planetarium stargazing shows for an entire year! Memberships also include discounts on a variety of the Science Center’s other offerings. To learn more, visit https://eugenesciencecenter.org/ support/membership. To enter your class in the drawing, submit proof of your class’s participation (can be a student’s Micro Story Assignment, a screenshot of you leading your class in a game of Jeopardy, etc.) to lspiro@springfield-or.gov. The winning class will be announced in May 2023, and the teacher will then receive instructions for distributing the memberships to students/parents. Good luck! Attachment 1 Page 3 of 13 4 Lesson 1: Water Cycle Overview & Key Learning Outcomes In this lesson, students will be introduced to the water cycle and learn about the continuous movement of water on, above, and below the surface of the earth. They’ll learn about the various phases of the water cycle, including evaporation, condensation, precipitation, and absorption. By the end of the lesson, students will be able to: • Explain where water comes from. • Identify the various stages of the water cycle. • Recognize water as an essential resource. Teaching Points • Water is essential to all life. Without it, humans, animals, and plants couldn’t survive. • All water moves continuously and is recycled over and over again. The same water we use today has been here for billions of years - that means the water you drink could be the same water thirsty dinosaurs were drinking 65 million years ago! It’s also the only water we’ll ever have in the future. • While water hasn’t changed much over billions of years, what does change is the stage of the water cycle that it’s in. The four main stages of the water cycle are evaporation, condensation, precipitation, and runoff. Procedures/Materials 1. Start by asking students where they think their water comes from when they take a bath or shower, wash their hands, or do the dishes. 2. Play the Water and You: The Water Cycle video from American Water on YouTube to give students an overview of the water cycle. 3. Take a look at the Water Cycle Diagram handout from the U.S. Geological Survey together as a class. Identify the various stages of the water cycle that were explained in the video. 4. To close the lesson, have students complete the Water Cycle Word Search. Key Words Graphic Credit: Vecteezy.com Water Cycle Water Droplet Water Vapor Surface Water Evaporation Condensation Precipitation Runoff Absorption Aquifer Attachment 1 Page 4 of 13 Lesson 2: Drinking Water Overview & Key Learning Outcomes In this lesson, students will learn where their drinking water comes from, how it’s cleaned, and the tools used to transport the water to the faucets in their homes. They’ll be introduced to the various steps in the process of cleaning drinking water to ensure high water quality. By the end of the lesson, students will be able to: • Explain how drinking water gets to their home. • Identify various sources of drinking water. • Recognize that water must be properly cleaned to rid it of pollutants before it can become drinking water. Key Words Drinking Water Water Quality Fresh Water Ground Water Aquifer Flocculation Clarification Filtration Disinfection Chlorine Ozone Pipes Pumps Water and You: The Drinking Water Treatment Process video from American Water on YouTube Drinking Water Word Search eweb.org subutil.com Teaching Points • All humans and animals must consume water in order to survive. On average, 9-13 year olds should drink about 7-9 cups of water per day to stay hydrated. • Though 71% of earth’s surface is water, only 0.3% of that water is usable by humans. The other 99.7% is in the oceans, soils, icecaps, and floating in the atmosphere. That’s why it’s important that we take good care of the fresh water that we can use! • Most of the water used by humans comes from rivers and aquifers, or water stored underground. • In Eugene, drinking water comes from the McKenzie River. In Springfield, drinking water comes from a large aquifer under the City and from the Middle Fork Willamette River. • Before water from these sources can become drinking water, it has to be cleaned to remove bacteria, viruses, and micro-pollutants. Then water quality tests are conducted to make sure the water is safe to drink. • In Eugene and Springfield, the two organizations that clean our drinking water are the Eugene Water & Electric Board (EWEB) and Springfield Utility Board (SUB). They do such a good job that what comes out of our faucets is often even cleaner than what the State of Oregon and U.S. government require! • After it’s treated, drinking water is transported to homes and businesses through a system of pumps and underground pipes throughout the region. Procedures/Materials 1.Ask students where they think their drinking water comes from and how it gets to the faucets in their home. 2.Play the to introduce students to the sources of drinking water and the process of cleaning it. 3.Have students complete the to become more familiar with key words associated with the drinking water treatment process and pollutants that can affect our water sources. 4.If time allows, visit either the Eugene Water & Electric Board or Springfield Utility Board website at or to learn more their treatment processes and water quality standards. Attachment 1 5 Page 5 of 13 Lesson 3: Water Quality Overview & Key Learning Outcomes Key Words Water Quality Water Testing Laboratory Turbidity Dissolved Oxygen Phosphates Nitrates Temperature pH Stormwater Runoff In this lesson, students will learn about the various measures that affect the quality of water in our rivers and streams. They’ll also learn about stormwater runoff and how it can impact that water quality. By the end of the lesson, students will be able to: • Identify the key measures that help us determine the health of a river, stream, or lake. • Explain why high levels of water quality are important to human and animal life. • Recognize the role stormwater plays in the quality of our local waterways. Teaching Points • Water is essential to human, animal, and plant life. As we learned in the previous lesson, only 0.3% of the earth’s water is usable by humans, and most of the fresh water we can use above the ground comes from rivers and streams. That’s why it’s important that we take good care of our rivers and maintain high water quality for human use, outdoor recreation, and aquatic life. • Some of the key measures that help determine water quality are turbidity, dissolved oxygen, nutrients, temperature, and pH. More on each of these points is covered in the Water Quality Lecture Notes document. • Stormwater is water that falls to earth’s surface as rain or snow. We get quite a bit of rain here in the Eugene- Springfield area - about 47 inches per year! When it rains, that water flows over streets, rooftops, driveways, and lawns as runoff. Runoff flows into storm drains, which connect to local waterways that eventually lead to the McKenzie and Willamette Rivers. • As the runoff flows across the ground, it picks up pollutants from things like litter, fertilizers, fluids used to maintain cars, and pet waste. Since stormwater isn’t treated the way drinking water and wastewater are, these pollutants can end up in our local waterways. It’s important we keep pollutant levels in stormwater runoff to a minimum. • There are some simple actions community members like you and your family can take to help us keep our water clean from street to stream! These include scooping your pet’s poop, picking up litter, avoiding use of certain chemicals and fertilizers, and fixing leaking cars. Procedures/Materials 1. Go over the water quality measures defined in the Water Quality Lecture Notes document. 2. Have students complete the Water Quality Prep Worksheet, where they’ll answer questions based on defined key words at the top of the page. Discuss the answers of the worksheet on the Water Quality Prep Answer Key, explaining the turbidity, dissolved oxygen, phosphates, nitrates, temperature, and pH of the McKenzie River. Ask students how close their guesses about the McKenzie River were to the actual numbers. 3. Open the “Only Rain Down the Drain” Interactive Game. Play together as a class, allowing for group discussion between each question before answering. 4. If time allows, visit the City of Springfield or City of Eugene’s Stormwater webpages to learn more about what each of the cities do to protect our local waterways. Attachment 1 6 Page 6 of 13 7 Lesson 4: Macroinvertebrates Overview & Key Learning Outcomes In this lesson, students will learn about aquatic macroinvertebrates, their place in the food web, and the importance of clean water to their survival - and ultimately the survival of their predators. They’ll learn about the different bugs prevalent in our area’s waterways. By the end of the lesson, students will be able to: • Define a macroinvertebrate and recognize their important role in the food web. • Explain the connection between clean water and the food web. • Identify some common macroinvertebrates such as mayflies, dragonflies, and aquatic earthworms. Key Words Aquatic Macroinvertebrate Metamorphosis Larva Nymph Life Cycle Food Web Macros Guide document CWU: Macroinvertebrates video CWU Macros Guide document Macroinvertebrates Overview handout Aquatic Life in our Local Waterways Coloring Books Teaching Points • Aquatic macroinvertebrates are water bugs (aquatic) that are visible to the naked eye (macro) and don’t have a spine (invertebrates). These insects are an important part of the food web in our area’s waterways. They are prey to fish, frogs, and other aquatic animals. • Some examples of macroinvertebrates are mayflies, dragonflies, damselflies, scud, aquatic earthworms, aquatic beetles, snails, water boatman, backswimmers, and caddisflies. (Each of these insects is shown in detail in the .) • Just like us, maroinvertebrates require clean water to survive. No clean water would mean no macroinvertebrates, which in turn would mean trouble for the fish and frogs that eat macroinvertebrates. All living things require water, and a lack of clean water can disrupt the food web. • In order to protect macroinvertebrates and the food web in our local waterways, it’s important to take good care of our rivers and streams. Procedures/Materials 1.Ask students if they have spotted any insects near the Willamette or McKenzie Rivers and if they know what kinds of insects they have seen. 2.Play the to give students an overview of these bugs, where they’re found, and why they’re important to our local environment. 3. Open the and go through the photos of each of the macroinvertebrates. Have students refer to their and discuss the life cycle of a mayfly. Ask students if, after watching the video and viewing close-up images of these bugs, they now recognize insects they’ve seen near the Willamette or McKenzie Rivers. 4. Have students access their printed and color in outlines of the different macros. If time allows, ask for volunteers to share their favorite colored-in bug and present one fact they learned during today’s lesson. Attachment 1 Page 7 of 13 Lesson 5: Wastewater Treatment Overview & Key Learning Outcomes In this lesson, students will learn about where their dirty water goes after they flush the toilet, wash the dishes, or take a shower. They’ll learn about the underground pipe system that takes water from their home to the Regional Wastewater Treatment Plant, the steps that are taken to clean wastewater, and that all cleaned water is returned to the Willamette River. By the end of the lesson, students will be able to: • Explain where their wastewater goes to be cleaned. • Explain why effectively cleaning wastewater helps to protect our community’s health and local environment. • Identify the key steps in the wastewater treatment process. Key Words Wastewater Treatment Plant Pump Station Pipes Influent Effluent Clarifiers Aeration Basins Disinfection Laboratory Testing Wastewater Treatment video MWMC Wastewater Treatment video Wastewater Treatment Process Maze MWMC Bingo boards Questions & Answers sheet Wastewater Wise worksheet Teaching Points • As wastewater goes down the drain, it enters into a system of pipes underground. Large pumps help to move the wastewater through the pipes to the Metropolitan Wastewater Management Commission’s, or MWMC’s, Wastewater Treatment Plant. The MWMC is a partnership of the Cities of Eugene and Springfield, along with Lane County, and cleans wastewater for the whole region - about 35 million gallons of it every day (that’s 106 Olympic-size pools)! • Once wastewater arrives at the treatment plant, it goes through a series of different treatment processes over about 24 hours before it is ultimately returned to the Willamette River. The three main stages of wastewater treatment are physical, biological, and chemical. The different treatment processes we use remove large and small solids from the wastewater, along with bacteria and other pollutants. We’ll learn more about those different processes in the . • Cleaning water thoroughly is very important in keeping our community safe, while also protecting our local environment. The Willamette River is a popular spot for activities like kayaking and swimming. We want to keep it clean so people in the community can continue to enjoy our beautiful river. Additionally, aquatic life needs clean water to survive! By cleaning wastewater, we’re helping to protect a variety of animals in the food web. Water is a limited resource and cleaning dirty water ensures we aren’t wasting it. Procedures/Materials 1.Play the to give students an overview of the process. 2.Have students access their handout and complete the maze to connect the water droplet to the river. 3.Play a game of Wastewater Bingo using the . Distribute a Wastewater Bingo Board to each student (boards will need to be printed and cut). Every card has the same 24 phrases, just in a different order. Using the , read the description for each and have students mark out the answer on their board. Prior to moving on to the next description, ask for volunteers to share the correct answer. The first person(s) to mark off five phrases in a row, horizontally, vertically, or diagonally, wins. 4.Have students access their . Explain that students will track their water usage over a 24-hour period to see just how much water they use. They’ll then brainstorm three ways they could reduce their water usage. Have the class reconvene a few days later and discuss the ideas they came up with. Attachment 1 8 Page 8 of 13 9 Lesson 6: Microorganisms Overview & Key Learning Outcomes In this lesson, students will learn about the good bacteria, or microorganisms, that play a key role in the wastewater treatment process. They’ll learn how these small bugs make a big impact in the overall biological health of wastewater. By the end of the lesson, students will be able to: • Define a microorganism. • Explain the role microorganisms play in the wastewater treatment process. • Identify some of the common microorganisms present in the biological treatment of wastewater. Key Words Microorganism Good Bacteria Biological Treatment Aeration Basins Secondary Clarifiers Oxidation Organic Matter Teaching Points • Microorganisms are organisms that are so small they can only be seen with a microscope. • Microorganisms play an important role in the biological treatment of wastewater at the Wastewater Treatment Plant. The good bacteria, or good bugs as we like to call them, are mixed with incoming wastewater in the aeration basins. They’re called aeration basins because we pump air, or oxygen, into the basins through a process called oxidation. If a person tried to swim in an aeration basin, they couldn’t because there is so much air they would sink to the bottom! Adding this oxygen into the water helps to break down any remaining solids, or pollutants, in the water. • As the pollutants remaining in the water are breaking down, the microorganisms eat them out of the water. These good bugs get fat and heavy, settling to the bottom of the secondary clarifiers to take a quick rest before they go back into the aeration basins to eat more solids. • The ideal age for bacteria in the aeration basins is five days. The presence of the right amount of microorganisms is an important indicator that the wastewater is being properly treated. Procedures/Materials 1. Play the CWU: Microorganisms video to give students an overview of the role microorganisms play in the wastewater treatment process. 2. Open the CWU Microorganisms Field Guide document and show students the photos illustrating each of the micros. Zoom in on each of the magnifying glasses in the document to take a closer look at examples of protozoa, bacteria, and metazoa. 3. Leaving the Microorganisms Field Guide document open, have students access their Tell a Micro Story worksheet. For this activity, they’ll select a micro from the document, give it a name, draw a picture of it, and tell their micro’s story. If time allows, have volunteers share their work. Graphic Credit: Vecteezy.com Attachment 1 Page 9 of 13 10 Lesson 7: Pollution Prevention Overview & Key Learning Outcomes In this lesson, students will learn about the pollutants that can affect our wastewater collection system, Wastewater Treatment Plant, and ultimately, our local waterways. They’ll learn about everyday actions they can take to make a difference in the pollution prevention effort. By the end of the lesson, students will be able to: • Recognize the importance of preventing pollution from entering the wastewater collection system. • Identify actions that community members can take to prevent pollution, such as keeping trash out of the toilet. • Explain what happens to pollutants when they are flushed/ poured down the drain. Key Words Pollution FOG (Fats, Oils, & Grease) Toilet “Flushable” Wipes Pipes Clog Backups Waste Environment Source Reduction Teaching Points • About 99.9% of what comes into the Wastewater Treatment Plant is water and 0.1% is pollutants. The MWMC’s treatment processes remove more than 97.5% of solids. The best way to remove pollutants from water though is to prevent them from entering the wastewater system in the first place! That’s what we refer to as source reduction, or reducing pollutants at the source (toilet, drain, etc.). • Some common pollutants that we have to physically remove from wastewater at the treatment plant are fats, oils, grease, “flushable” wipes, baby wipes, paper towels, car fluids, fertilizers, paints, medications, plastics, and hygiene products. After solids are removed from wastewater, they are ground up and then taken over to the landfill. Since these materials will end up having to be trashed anyway, it’s best to dispose of them properly rather than send them down the drain. • Fats, oils, and grease can cause a lot of issues if poured down the drain for both families and the entire community. These materials harden in wastewater pipes and can cause clogs, which are often expensive to fix. Instead of pouring fats, oils, and grease down the kitchen sink, try pouring them in a can, waiting until they harden, and then throwing the can away in the trash. • Items like “flushable” wipes, baby wipes, and paper towels can also cause clogs in pipes. These items aren’t designed to dissolve in water the way toilet paper is, so they can get stuck in pipes and pumps, leading to blockages and backups. Remember, the toilet is not a trash can! The only things that should be flushed are the three Ps - pee, poop, and (toilet) paper. • Taking simple steps like these can make a big difference in protecting our local waterways. Procedures/Materials 1. Play the MWMC Pollution Prevention video to give students an overview of the pollutants that often enter Flush With Care handout MWMC’s Pollution Prevention webpage the wastewater collection system and the actions we can take to prevent them. 2.Have a class discussion about what students can do to prevent pollution based on the video. 3.Have students access the , where they’ll unscramble key words pertaining to pollution prevention. 4.If time allows, visit the to learn more. Attachment 1 Page 10 of 13 11 Lesson 8: Sustainability Overview & Key Learning Outcomes In this lesson, students will learn about the Metropolitan Wastewater Management Commission’s efforts to sustainably manage its resources, benefitting both the community it serves and the environment it protects. They’ll learn about byproducts of the wastewater treatment process like biosolids and recycled water that are reused to help poplar trees on our Biocycle Farm grow. By the end of the lesson, students will be able to: • Explain the benefits of sustainability efforts in protecting our local environment. • Identify the byproducts of the wastewater treatment process that the MWMC beneficially reuses: biosolids, recycled water, and renewable natural gas. • Recognize that the Biocycle Farm uses waste to produce wood, a renewable resource for our community. Key Words Sustainability Recycling Beneficial Reuse Natural Resources Renewable Non-Renewable Byproduct Recycled Water Biosolids Biocycle Farm Poplar Tree Renewable Natural Gas Fossil Fuels Waste Teaching Points • As we learned during our Wastewater Treatment lesson, the MWMC cleans water for the Eugene-Springfield area. They strive to do so in a sustainable way. Sustainability is the act of taking good care of the resources we have and reducing waste. • One example of sustainability in action is the MWMC’s use of biosolids on its poplar tree farm. Human waste is a natural part of everyday life, and it has to be removed from wastewater during the treatment process. Rather than trashing solids in the landfill, the MWMC transports them underground to the Biosolids Management Facility, where they’re turned into a safe fertilizer. • That fertilizer helps poplar trees on the MWMC’s Biocycle Poplar Farm grow. It’s also applied on grass farms to help local farmers. After the poplar trees grow for about 12 years, they’re harvested and turned into plywood, wood chips, and other wood products that are sold in the community. • The MWMC uses recycled water, or treated wastewater, to irrigate the poplar trees, along with landscaping at the treatment plant. This allows us to save our drinking water and recycle water we already have! • Another example of the MWMC’s sustainability efforts is the reuse of energy produced during the wastewater treatment process. The MWMC is currently working on an exciting project to convert this energy into renewable natural gas, which will be used as a clean fuel for cars. This will help to reduce the amount of gasoline we’re using that’s made from non-renewable, or limited, natural resources. Procedures/Materials 1. Play the MWMC Sustainability video to give an overview of the MWMC’s sustainability efforts. 2. Have students complete their Waste to Wood worksheet, where they’ll fill in missing key words using a word bank to tell the story of biosolids and recycled water being used on the poplar farm. Go over the answers on the Waste to Wood Answer Key. Biosolids Management Facility Biocycle Farm 3.Ask students what sustainability means to them and what ideas they have for reducing waste. 4.If time allows, visit the MWMC’s and webpages. Attachment 1 Page 11 of 13 Wrap-Up Jeopardy Game Wrap-Up Game To help students review what they’ve learned during Clean Water University, play a fun game of Jeopardy using our PowerPoint presentation. Students will answer questions on water quality, macroinvertebrates, wastewater treatment, microorganisms, pollution prevention, and sustainability. This game can be played either in person or virtually, with the teacher managing the PowerPoint presentation either in classroom or via screen sharing. If you need technical assistance or would like MWMC staff to facilitate the game via Zoom or another video conferencing platform, please email lspiro@springfield-or.gov. How to Play Clean Water University Jeopardy 1.Access the CWU Jeopardy PowerPoint presentation and play the slideshow from the beginning. Additionally, open a blank spreadsheet or use a piece of paper and a pen to keep score. Share the PowerPoint presentation with your class either on a projector if in person or through screen sharing in your video conferencing platform if virtual. 2.Split your class into 3-5 teams. Ask each team to designate one team leader to announce answers to different questions aloud to the class. If playing in a virtual environment, have each team leader create their own team group chat in order to discuss their answers. 3.Starting with Team 1, have students select a category/point value. When the team makes that selection, simply click on the point value within the specified category’s column. This will take you to the question associated with that specific category/point value. 4.Each question slide contains a progress bar with a duration of 30 seconds, which begins automatically once you click to that slide. The team that selected the question will have those 30 seconds to agree on one final answer, which must be in the form of a question. Have the team leader announce their answer before the time runs out. After the time is up, the correct answer will appear on screen for the whole class to see. If the team answers before time is up, click in any blank area on the slide to reveal the correct answer. 5.If the team answers the question correctly, they win the designated number of points for that specific question. If they answer incorrectly, they lose that number of points. Keep track of those scores using the previously mentioned spreadsheet or pen and paper. 6.Once the correct answer has been revealed, click the question to be taken back to the grid of categories and point values. Move on to the other teams, repeating steps 3-5 for each team. Categories/point values that have already been selected by another team will turn purple. 7.After all 30 questions have been answered, click Final Jeopardy within the categories/point values grid. All teams will get to answer this question. Teams will be able to see this last question before the countdown begins and select a number of points to wager, with a maximum of their current score. If the team answers correctly, they win that number of points and if they answer incorrectly, they lose that number of points. Once each team has selected a number of points, click anywhere in the slide to start the countdown. Ask each team leader to write their answer down on a piece of paper, and wait to reveal their answer until the timer has ended and all teams have come up with an answer. If virtual, have each team leader send their answer to you in a private message. Then click in any blank area on the slide to reveal the correct answer. 8.Tally the final scores for each team and reveal your winner! Have fun! Attachment 1 12 Page 12 of 13 13 Conclusions In Closing That’s it! You’ve made it to the end of our Clean Water University virtual curriculum for the 2022-2023 school year. Thank you so much again for your participation. We hope you found the materials valuable in teaching your students about the importance of clean water. We would love to hear your feedback. Please feel free to send any questions or comments to lspiro@springfield-or.gov and be on the lookout for a feedback survey that will be emailed to you. As a reminder if you haven’t done so already, please submit proof of your participation in Clean Water University to lspiro@springfield-or.gov to enter your entire class into a drawing for memberships to the Eugene Science Center. See page 3 for more details on both this incentive and the $500 donation to participating schools’ STEM/science programs. Recap of Key Learning Outcomes •Explain where water comes from. •Identify the various stages of the water cycle. •Recognize water as an essential resource. •Explain how drinking water gets to their home. •Identify various sources of drinking water. •Recognize that water must be properly cleaned to rid it of pollutants before it can become drinking water. •Identify the key measures that help us determine the health of a river, stream, or lake. •Explain why high levels of water quality are important to human and animal life. •Recognize the role stormwater plays in the quality of our local waterways. •Define a macroinvertebrate and recognize their important role in the food web. •Explain the connection between clean water and the food web. •Identify some common macroinvertebrates such as mayflies, dragonflies, and aquatic earthworms. •Explain where their wastewater goes to be cleaned. •Explain why effectively cleaning wastewater helps to protect our community’s health and local environment. •Identify the key steps in the wastewater treatment process. •Define a microorganism. •Explain the role microorganisms play in the wastewater treatment process. •Identify some of the common microorganisms present in the biological treatment of wastewater. •Recognize the importance of preventing pollution from entering the wastewater collection system. •Identify actions that community members can take to prevent pollution, such as keeping trash out of the toilet. •Explain what happens to pollutants when they are flushed/poured down the drain. •Explain the benefits of sustainability efforts in protecting our local environment. •Identify the byproducts of the wastewater treatment process that the MWMC beneficially reuses: biosolids, recycled water, and renewable natural gas. •Recognize that the Biocycle Farm uses waste to produce wood, a renewable resource for our community. Attachment 1 Page 13 of 13 Clean Water University 2022 In-Person Event Debrief Summary Overview The in-person event portion of Clean Water University came back in October 2022 after a two-year hiatus due to the COVID-19 pandemic. The 2022 event was set-up based on feedback from staff and teachers after the 2019 in-person event. After the event was completed, the MWMC Communications team held three debrief sessions with staff from Springfield and Eugene to capture what went well, what could be tweaked or changed for the 2023 event and overall impressions and thoughts. Additionally, feedback from teachers was captured. The following summarizes the feedback received and suggestions for the 2023 in-person event: What Went Well • Activity booth topics continue to be engaging; loved the addition of the Water Jeopardy game • Amount of time at the event – 2 hours – continues to work well for schools • Location of bus drop off and pick up was great • Use of the pole barn made it easy to keep track of students with booths not so spread out • The pole barn allowed us to meet ADA requirements, i.e. not being on rocks or uneven grass • Keep giving prize/goodie bags to teachers at the end to hand out back at schools • Signage location was helpful for both for getting to the event location and for the booths • Availability of restrooms and hand-washing stations was nice • Selfie stations was fun • Electricity already available in pole barn was convenient • Not having to rent tents, perform locates and meet vendor to set up and tear down What to Possibly Change • Sound in pole barn at times was loud; possibly spread booths out more • ADA – establish a permanent route for the tour as part of CWU and create map showing it • Tour booth – move out of the pole barn to reduce sound and provide more space for other booths; possibly closer to start location of tour • Biofilter booth – move down to the bioswale to reduce the amount of time students are walking to and from the bioswale plus to reduce sound and provide more space for other booths o Possibly have classes do the Biofilter booth at the end of the tour o If so, will need more identification cards for students to use • Biosolids to Poplar – have more tactile items in booth and possibly an activity/game • Cornhole – set up to have 3 students throw at a time • Macros – add a third table to set up • Have a portable toilet available for bus drivers down in the loop where they park and wait • Possibly have a defibrillator available in addition to the first aid kit • Add signs to handwashing stations about foot pump for water Attachment 2 Page 1 of 2 • Possibly have microphones for tour, bioswale activity, and/or others as needed Additional Thoughts • Facilities/Maintenance staff had more involvement this year with the use of the pole barn which included prep, set up, and cleanup of the pole barn • Had to access additional equipment during the event and while booths were slide over without issues to do so, it was not ideal • Recommend that no testing and piloting of new equipment or process occur at the plant during the event • Staffing was thin which made it challenging to help staff booths, perform daily work and address the equipment failure that occurred • Hold a planning meeting at the plant for staff that would like to or needs to attend prior to the event in addition to the staff orientation • The pole barn has plus and minus, is there another location at the plant to hold the event that is more ideal but also allows us to meet ADA requirements? Attachment 2 Page 2 of 2