P-stop

Teaching and learning for sustainable development

- about laundry, lavatory and underwater ecosystems

Gunnel Bergström, Gitte Jutvik, Krzysztof Kochan

 Dear teachers
This guide is directed towards teachers working in primary and secondary
schools. Although the topic may primarily be identified as a subject related
to the natural sciences, we actually enter the sphere of the social sciences
and see language, mathematics, arts and computer science as competences
and skills that enable us to communicate and relate. The economic aspect -
from household to international levels – is also an integral part.

When using this handbook we advise you and your colleagues to plan for a
longer period of study in which the focus is on improving knowledge about
local waters and sustainable development - knowledge that is linked to
everyday life and social responsibility.

P-STOP stands for Stop Phosphorus in Detergents!

P-STOP is Education for Sustainable Development
in Practice!

Good luck with your important work!

Get familiar with life under water and

on the shore! Teacher and students on the
2 Vistula Spit, Kaliningrad, Russia
P-stop
 Aims and pedagogical structure
Contents
Aims and pedagogical structure......................................... 4
P-STOP steps.................................................................... 5
Eutrophication: background and facts .............................. 9
Avoid phosphates!............................................................ 11
Waste water treatment..................................................... 13
Water hardness and detergent dosage ............................ 13
Farming and food............................................................. 14
Catchment area................................................................ 17
85 million people live in the Baltic Sea Basin..................... 20
What can’t be seen – doesn’t exist................................... 21
Underwater life................................................................. 22
In practice ....................................................................... 24

Appendixes

Students’ knowledge and opinions................................... 40

Opinion poll for consumers............................................... 41
Investigation of washing powder in shops......................... 42
P-STOP, teachers’ report.................................................. 43

Photo and illustrations

Page 2, 4, 7, 12, 14, 15, 20, 30 Gitte Jutvik
Page 10, 16, 21, 24 Björn Guterstam
Page 8, 9 Germund Sellgren
Page 11 Martin Holmer
Page 16 Helena Höglander
Page 23 Sven Ängermark

Layout
Masonit Design Sven Ängermark

3
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Aims and pedagogical structure
About Naturewatch
Baltic P-STOP
Background
The WWF Baltic Ecoregion Programme aims to conserve and, where
necessary, restore the Baltic Sea to its full range of biodiversity. Its focus
encompasses the entire drainage area of the Baltic Sea and promotes an
integrated land, coastal and marine management that will strengthen both
local and regional capacity to achieve a sustainable management of the Bal-
tic Sea resources. WWF is developing innovative approaches together with
key groups. In P-STOP teachers and students are both the target groups and
the executors.

The P-STOP material and associated activities were the subject of intense
discussions at an international meeting held in Gdynia in the latter part
of 2006. The material was piloted in more than 25 Polish schools during
the academic year 2007/2008 and was then evaluated and reported on at a
conference in Stockholm in June 2008.

For further information or contact:

Finland: WWF Finland
Russia, St. Petersburg region: Baltic Fund for Nature.
Russia, Kaliningrad: Kaliningrad Centre for Environmental Education
and Tourism, GUIDE
Estonia: Tartu Environmental Education Centre, Estonian Fund for
Nature
Latvia: Children’s Environmental School, Pasaules Dabas Fonds
Lithuania: Lithuanian Fund for Nature
Poland: Polish Ecological Club, WWF Poland
Sweden: WWF Sweden

Aims
P-STOP draws attention to ordinary household activity and how this affects
our underwater ecosystems. We invite teachers and students to start with
classroom activities and field studies and then inform and motivate local
residents to take action.

Goals to be reached by July 2011

• Increased market share for P-free detergents by 50-75%
• Time is set for prohibition of phosphates in washing powders in
the EU
• Teams of teachers with experience and motivation enough to
continue to expand ESD work
• All participating students have acquired sufficient knowledge and
motivation to act for P-STOP and sustainable development.

Participation in P-STOP
In order to measure and follow the progress made, we would like you
to complete the four forms (Appendices 1-4) included at the end of this
handbook before and after your project activities and return them to the
national coordinators.

4
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 Aims and pedagogical structure
P-STOP steps
The intention of P-STOP is to bring your colleagues together to plan
sustainable development activities. The topics included in P-STOP plus
the teaching and learning processes all contribute to global priorities as
outlined in the UN Decade for “Water for Life” and “Education for Sustain-
able Development”.

The different P-STOP steps, illustrated in the table below, include follow-
ing the national educational curricula and other steering documents. Teach-
ers in different subjects are expected to ensure that suitable learning areas
will be included. As cooperation and methods may differ from place to
place and country to country it’s important to create time for learning and
planning both individually and together with your colleagues. Being well
prepared is vital – as is being flexible and open to change. The following
structure is designed to help you to plan and achieve your goals.

Planning; mainly for teachers

Topic Content and activities

Meeting 1 • What do we know about eutrophication, marine and fresh water

Step I ”Knowledge, values and
curricula”
ecosystems, the treatment of sewage at home and at school and about
detergents? Brainstorming.

Find out more about the • What values do I have as a consumer and an educator?
terms eutrophication and • What values and knowledge do we think the students have?
education for sustainable • Discuss and reflect on the P-STOP goals and how we might achieve
development them.
• What do we have to include? Check the curricula!

Preparation for the next meeting: Use the survey Appendix 1 to investigate
the students’ existing knowledge and attitudes.

Meeting 2 • Present the results of the investigation (Appendix 1)

• What knowledge, skills and attitudes do we want to influence?
“Investigation and
consultation”
• Discuss the ESD cornerstones (see page 25)
• What methods will be useful (see page 25-38)
• Elaborate on the draft work plan.

Preparation for the next meeting: Consultation and planning with students

Meeting 3 • Present the results of the student consultation and planning sessions.
• Complete the work plan.
”Common and individual
planning”
• Investigate the availability of material and equipment, make a list of
useful contacts, check places for field work, etc.

Before Step II: Individual planning of your subject and tasks

5
P-stop
Aims and pedagogical structure
Motivate and guide your students into the topic.

Step II Topic Content and activities

Build up motivation • Visit the river or sea shore.

• Go fishing, write poems, make drawings, write essays!
• Interview elderly people.
• Formulate and present the problem, see page 25-26

About the current situation • Opinion poll for consumers, Appendix 2.

• Investigation of detergents in shops, Appendix 3.
• Investigate your waters; ecology and water quality.
• Existing plans and laws in society.

Washing, detergents and • Facts and practice: Detergents, water quality (tap water, fresh water or
the market sea water).
• Collect information from users, producers and retailers

Sustainable development

Step III Topic Content and activities

Sustainable development • Economic, social and ecological aspects of washing.

• We stopped P! Backcasting (see page 32)
• Find the key groups to involve.
• Best practice; compare with other regions, other countries.

Ways for improvement

Involve consumers and decisionmakers
Step IV Topic Content and activities

Public information • How to inform and encourage others?

• Production of leaflets, presentations, posters, etc.

Contact with retailers, • Give and get information.

producers and politicians • Find solutions.
• Invitations to consultations and debates?

Disseminate facts and • Media activities. Write articles.

visions • Arrange exhibitions.
• Meet consumers in shops and in the street.

Spread the message!

Step V Topic Content and activities

Summarize, evaluate and • Compare: Opinion polls again.

forward your experiences • Decide on the next steps.
• Who would benefit from your experience? Dissemination meeting
• Report to your national P-STOP coordinator.
• Celebrate!

6
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 Aims and pedagogical structure
Advice for teaching and learning
1. Involve the students at an early stage in the planning.
2. Mix theoretical and practical methods, involve reality and
problem solving.
3. Use the river bank or sea shore for teaching and learning.
4. Invite or visit key people and experts: politicians, farmers,
producers, experts, environmental groups, etc.
5. Use real and concrete examples.
6. Inform and involve parents.
7. Give the students practical homework.
8. Find solutions! Invite key groups, take and give information,
debate and discuss.
9. Spread the P-STOP message! Release youthful creativity to find
ways for action and change.
10. Contact other P-STOP groups for mutual exchange.
11. Have you reached the goals? Review, reflect and evaluate.

7
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Aims and pedagogical structure
P-STOP in Poland
An example from T. Kotarbiski School in Budzy
in western central Poland:
Our team consists of 9 teachers of different school subjects such as
science, mathematics, art, Polish and integrated teaching. At first
we established a plan of action. Every teacher organised a variety of
activities and were responsible for different tasks.
The students watched a presentation1 about life and eutrophication
in the Baltic Sea. They observed enhanced plant growth called algal
bloom. Algae block light access and cause other organisms to die.
Thanks to the instructive presentation the children were able to under-
stand that eutrophication is a huge problem. The students got involved
in lots of different activities, such as carrying out experiments in
supplementary lessons, hiking to a sewage treatment plant where they
had an opportunity to see what kind of technology was used and how
it worked and taking part in a meeting with a farmer and a consultant
in which an ”expert” talked about phosphates in farming and outlined
the European regulations, while the children appealed to the farmers to
use organic methods of agriculture. The children also interviewed their
parents to find out what they knew about detergents and what kind of
detergents they used at home. A total of three hundred questionnaires
were distributed to parents. Students prepared and gave presentations
about the Baltic Sea, the causes of eutrophication and the effects of
detergents. They also prepared a public lecture about the disadvantages
and dangers of eutrophication. Before the lecture the students prepared
the materials, presentations, articles and papers. Our campaign was
covered by the local press and the school magazine, while the monthly
newspaper, ”Budzyń”, monitored and described our actions.

In addition to all this a lot of information was published on the follow-
ing websites: www.kaiser.info.pl and www.tygodniknowy.pl

Elżbieta Kalkowska, Anna Czerwińska

P-STOP in Sweden
An example from Stockholm’s archipelago
In Sweden, about 700,000 households, including summer houses, do not
have any efficient sewage treatment. The islands are inhabited by both
summer house residents and permanent residents. Students at four schools
in the archipelago wanted to know more about the situation and arranged a
common P-STOP activity. After several lessons in the classroom and at the
sea shore the pupils decided to track the sewage pipes and make analyses
and surveys. They interviewed key people and carried out investigations
into detergent use in a number of shops. Their overall aim was to find out
more about the sewage pipes and sewage treatment in the neighbourhood.
A questionnaire about the use of detergents and sewage treatment was
formulated. After school the pupils visited the different areas to acquire
information from households – information that they later summarised and
sent to the local newspaper. Phosphorus has now been prohibited in wash-
ing powder in Sweden. Who knows, might this have been the result of this
very small but effective campaign?

1 Save the Baltic Sea; Presentation available at Estonian Green Movement, Environmental
Protection, Club of Latvia, Ecological Club Zvejone, Polish Ecological Club, Green
Federation, Friends of the Baltic, Center for Environmental Initiative, Environmental
Group FRI, BirdLife Belarus, Ecohome in cooperation with Swedish Society for Nature
Conservation

8
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Eutrophication
from land to water
Eutrophication
Eutrophication
— from land to water

The modern use of the word eutrophication is related to

the input and effect of nutrients on aquatic systems. These
nutrients are mainly nitrogen (N) and phosphorus (P) from
farming, households and transport. This handbook concen-
trates on the reduction of phosphorus, due to the amount
of phosphates contained in household detergents and the
serious impact these have on water quality.
Natural eutrophication is very slow and can take up to thousands of years.
Anthropogenic eutrophication is much faster, however. For example, a Eutrophication in Greek
small area of water containing a lot of wastewater and fertilizers may be The word ‘eutrophication’ has
completely overgrown within the space of a few years. its root in two Greek words:
‘eu’ which means ‘well’ and
Nitrogen and phosphorus have a relatively long circulation cycle in water ‘trope’ which means ’nourish-
ecosystems. Eutrophication does not begin immediately after the inflow ment’.
of wastewater. Even if we were able to stop the excessive discharge of
nutrients into the water the effects of eutrophication would persist for
some time. The phosphorus concentration may even increase over several
decades due to slow release from buried sediments.

Eutrophication of lakes
and streams is not a new
phenomenon, however.
Even at the turn of the
20th century our waters
were subject to large
amounts of chemical
substances from sewage
outfalls and industry.
Lakes and streams are
particularly sensitive to
emissions of phospho-
rous, though, since this Algae blooming in the Baltic Sea, July 2005.
usually affects the growth
of algae and vegetation in freshwater and coastal waters. Today water treat-
ment plants remove much of the phosphorous from the water and industries
have reduced their emissions. Despite this, emissions of phosphorous
in water are still too high in many parts of the country, especially in the
agricultural regions. Many of the emissions come from agriculture where,
for example, field drainage systems transport nutrients into watercourses
and waste is transported from households that are not connected to main
sewage systems.

Nutrients increase the production of certain kinds of macro algae as well

as plankton algae. When the amount of plankton increases, the water
becomes murky and visibility is reduced. This inhibits growth, in that
algae and other plants do not get sufficient light. When the algae die they
are processed by so-called decomposers. These decomposers also require
oxygen, and if too much material is decomposed, the oxygen level in the
water drops. If the oxygen deficiency becomes too great bottom-dwelling
creatures and fish suffer.

10
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 Eutrophication
Excess amounts of phosphates and other nutrients are causing the environ-
mental problem known as eutrophication in the Baltic Sea. Eutrophication
is a condition in aquatic ecosystems in which high nutrient concentra-
tions stimulate the growth of algae, which in turn leads to an imbalanced
functioning of the system, such as:

• intense algal blooms, including species that produce toxins harm-

ful to animals and humans;
• the production of excess organic matter causing decreased water
transparency;
• oxygen depletion with resulting dead zones on the sea bottom;
• the death of living organisms, including fish.

Although scientists have described the situation and governments have

formulated plans and guidelines for improvement, we need to follow the
plans and guidelines, speed up these procedures and put words into action.
In P-STOP, organisations and schools need to insist on detergents without
phosphates.
 

Avoid phosphates!
Detergents are used by individual households as well as industry and the
official sector. Laundry and dishwashing detergents contain a variety of
compounds. One of these compounds is phosphates, defined as a salt of
phosphoric acid, an ester of phosphoric acid or a chemical compound in
which phosphorus is a component of the molecule. Phosphates are used
in laundry and dishwashing detergents to reduce water hardness, dissolve
dirt and soften the water by reducing the amount of metal ions and thereby
stabilise alkalinity and to stabilise the powder grains. The most commonly
used phosphate is sodium tripoliphosphate.

Several alternatives to phosphates in detergents are now available on the

consumer market, including zeolites and citrates. Experience has shown
that transition to phosphate free detergents is possible and that manufactur-
ing problems can be solved.
Phosphorus as a natural resource is much more limited than oil on our
planet. In our region phosphate is mainly imported from phosphate mines
in Morocco. The mineral is sometimes contaminated with cadmium.
Phosphorus should be used in a more sustainable way and not wasted. The
annual consumption of detergents containing phosphates in the European
Union is around 1.8 million tons. This corresponds to about 110,000 tons of
phosphates, of which 90 – 95 % are used in detergents for domestic laundry
and dish washing purposes.

Wastewater treatment plants are designed to remove certain nutrients.

Efficient plants manage to remove up to 90% of phosphates and 50% of
nitrogen. However, many plants are either not technically adapted for this
or are inefficient. If you live in an area without efficient wastewater treat-
ment facilities you need to be extra careful, in that phosphates from laundry
or dish-washing detergents may not be removed completely. The effects of
a phosphate ban would naturally be greatest in places where cities are not
connected to modern waste water treatment plants. However, in countries
with well developed waste water treatment facilities many households,
including summer houses and other scattered dwellings, are not always
Illustrator: Martin Holmer connected to such plants. 

11
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Eutrophication
Sludge from wastewater treatment contains phosphorus and, in theory at
least, is an excellent fertiliser. However, in many cities wastewater plants
also treat water from industry, which means that the resulting sludge
usually contains a mixture of toxins that makes it totally unsuitable for
cultivation use.

In Norway, Germany and Sweden, phosphates are either prohibited or lim-

ited in detergents. One of the P-STOP aims is to inform and strive for more
countries to follow their example and legislate for a total ban of phosphates
in detergents.

Phosphate reduction in figures

The effect of improving sewage treatments combined with the use
of P-free detergents means a reduction of 0.6 kg P per person per
year (Towards a Baltic Sea Uneffected by Eutrophication, HELCOM
Overview 2007).

In a preliminary report, HELCOM calculates that a prohibition of

phosphates in washing powders and detergents in every Baltic Sea
country would reduce the number of deoxidised Baltic Sea bottoms
by 14 percent and biological nitrogen fixation by 35 percent (HEL-
COM, MONAS 9/2006).

In 2005 the total input amounted to 28,600 tonnes of phosphorus

(HELCOM PLC Group 2007 and Bartnicki 2007).

Choose zeolites and citrates

There are two main alternatives to phosphates: zeolites and citrates.

Zeolites are micro-porous crystalline clays containing silicon, aluminium

and oxygen. Zeolites are abundant in nature and are commonly found in
volcanic rock areas. The Swedish mineralogist, Axel Fredrik Cronstedt,
was the first to observe how rapid heating of the natural mineral made
stones dance about as the water evaporated, which in turn led to the name
zeolite. Naturally occurring zeolites are rarely pure and are therefore often
unsuitable for commercial applications. Synthetic zeolites have therefore
been developed for use in detergents in order to fulfil the role as the active
part, or ”builder”, and make them a suitable alternative to phosphates.

Modern detergent producers try to replace phosphates with an ionic form

of citrates or citric acid. Citrates are bio-technically produced and classified
as renewable raw material. Citric acid is naturally active in cell metabolism
in the so-called citric acid cycle. While citrates are the best choice for
underwater life, they are more expensive than phosphates and zeolites. Some coutries have already prohibited
Adding citrates to detergents is also said to inhibit the yellowing of clothes phosphorus in detergents and some producers
caused by the presence of iron components in the water. voluntarily avoid it.

Zeolites and citrates are the main alternative substances to phosphates.

Other substances are also available, although these often have detrimental
ecological, health or economic effects.

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 Eutrophication
Waste water treatment facilities in
Other substances are better
the Baltic Sea drainage basin
After use water is discharged via the sink, the lavatory or the washing
“Only minor differences were
machine through kilometres of pipes leading to natural watercourses with
observed in overall production
ecosystems full of animals and plants. The water does not only transport
cost in terms of energy used and
sludge produced. Additionally, household waste but also dissolved chemical substances.
zeolite was found to be non toxic
to aquatic fauna and humans Sewage
and produces fewer toxic waste The proportion (in percent) of inhabitants
by-products than phosphorus connected to a proper tertiary waste
containing rocks.” water treatment1.
“Zeolite was shown to be a cost
Denmark 81
effective alternative, both in terms
of socio-economic and environ- Estonia 34
mental impacts, to the use as a Finland 80
detergent builder in the EU.”
Germany 85
EC Environment Directorate Latvia 33

Lithuania 18

Poland 34

Russia; St. Petersburg, Kaliningrad 0

Sweden 86

In wastewater treatment plants phosphorus is mainly removed by chemical

treatment. Sludge from the treatment process may be used as fertiliser if
the incoming water is free from toxic substances and the treatment plant
uses harmless chemical substances for processing.

Water hardness and dosage of detergents

We wash our clothes or the dishes to get rid of dirt. This in turn creates
another kind of dirt that impacts the environment. Laundry or dishwashing
detergents usually contain phosphates. When these phosphates are depos-
ited in rivers, lakes or seas they cause eutrophication, which has an adverse
effect on animals and plants and life below the surface. It is possible to use
less detergent than stated on the package to achieve the same effect - par-
ticularly if the water is soft and the laundry is not very dirty. Using smaller
amounts of detergent saves both money and the environment.

When deciding how much detergent to use you need to account for the
hardness or softness of the water. Soft water needs much less detergent.
Water hardeness The recommended amounts are usually stated on the package. The amount
of detergent also depends on how dirty the laundry is. It is worth thinking
Very soft water 0 – 2.0 dH
carefully about these two aspects when doing your laundry!
Soft 2.1 – 4.9 dH

Medium 5.0 – 9.8 dH If the water is hard it is because it contains a large amount of calcium
(Ca) and magnesium (Mg). While these minerals are good for the body
Hard 9.9 – 21 dH
they leave hard crusty layers on pots and pans and in boilers and coffee
Very hard 21 - machines. The more Ca and Mg there is, the harder the water. You often
measure the hardness of water according to a German scale. The following
dH = Deutsche Härde (German Hardness) table indicates all the different measurements:

1. Wulff (2007)

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Eutrophication
Farming and food
Agriculture produces food – although the raw materials have to go though
many different stages before ending up on our dinner tables. In addition
to causing eutrophication food production also results in gases and toxins
that affect the climate. Informed consumers and farmers can avoid many
of these unsustainable trends and processes. Modern farmers are becoming
much more aware of the links between farming and ecology.

Land use structure1

Country Land use (%)

Arable land Forest and Inland waters Others

wooded land

Denmark 55.7 12.7 1.7 30.6

Estonia 15.5 51.6 8.0 24.9

Finland 7.0 74.8 11.0 7.2

Animals grazing on natural pastures
Latvia 29.0 48.1 3.8 19.1 keep the landscape open and maintain
biodiversity.
Lithuania 60.6 32.7 4.2 2.5

Poland 61.3 29.4 2.7 6.6

Sweden 6.3 74.1 10.7 7.3

Small-scale advantages
In the 1990:s farmers were no longer able to afford to buy fertilizer to the
extent they had done so earlier. In addition, many large collective farms
were either closed down or split up into smaller scale units. The change
was visible and was possible to measure in terms of how many chemicals
were pumped into freshwater sources and the Baltic Sea.
Reflection box 1
In the 2000:s the demand for fertilizers has again increased, however.
Smaller farms are again merging and increasing in size in order to feed a
1. What kind of agriculture is
practised in your region? What
hungry European market in its increasing demand for meat. do farmers produce and how
does production affect the
Meat consumption
water systems? Has agriculture
Europe is a market for intensive, highly industrialised farming products. changed in recent decades,
Farming areas that have been overexploited are quickly depleted of their and if so, how?
nutrients. This is why such areas need intensive fertilization in order to
maintain desired productivity levels. There is a risk, however, that manure 2. How much meat do you eat per
will no longer be a resource, but will instead create problems. week?

The production and consumption of food causes eutrophication. Ploughing

3. There are obvious links be-
tween food production and
and other soil preparation, the use of fertilisers and land left barren leads to eutrophication. How can you
nutrient leakage. Rain and snow then carry the nutrients down to the larger persuade decision makers in
waterways. This is especially the case when the land has been left barren the EU to limit eutrophication
and there is no vegetation to absorb the nutrients. caused by agriculture?

Everything that appears on our plates –especially meat – contributes to 4. What percentage of taxpayers’
eutrophication. Out of everything cultivated in the Baltic Sea region, money is spent on EU agricul-
approximately half is used for animal feed while the other half consists of tural subsidies in your country?
grain, potatoes or other crops that are either consumed directly or refined. 5. Pork, beef, lamb or chicken for
On average we eat about 80 kg of meat per person per year. This is more dinner? Which meat wins eco-
logically and economically?
1 HELCOM 2005

14
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 Eutrophication
than double our need. The World Health Organisation, WHO, recommends
34 kg of meat per adult per year. Approximately 90 percent of animal
fodder contributes to keeping the body metabolism going, while only 10
percent of the input is converted into meat. A reduction in meat consump-
tion not only saves the environment in terms of reduced eutrophication but
also through the reduction of climate-impacting gases and energy.

Eat less meat but better! Meat from
animals grazing on natural pastures is
better for the environment
The table below shows the impact that meat production has on the environ-
ment in terms of the use of energy, impact on the climate and eutrophica-
tion. Side effects like biodiversity and the fact that grasslands act as large
atmospheric collectors of CO2 are not included.
Support sustainable agriculture
Today farmers do not only earn money from their crops, but also receive
different subsides from the European Union; money that originates from
the tax payer. Agriculture accounts for 35 percent of the total EU budget.
Every year, over € 10 billion of taxpayers’ money is spent on agricultural
subsidies – subsidies with few environmental controls on nutrient overload.

This suggests that the EU ought to take more responsibility for its agricul-
tural subsidies and instead promote sustainable food production. This will
be a crucial issue when agriculture policy is renegotiated in 2012.

Some farmers, both ecological and traditional producers, seek advice as

to how to handle nutrients efficiently. A modern farmer wants nutrients to
remain in the cultivated land, where it belongs, and not leak into the wa-
tercourses. He or she knows when it is best to spread manure or fertilizer,
how to shield the watercourses with trees and how to restrict the dosages.
Consumers and producers alike have to take responsibility for sustainable
food production!

Effect of meat production on energy use (E), global warming potential (GWP),
land use (AREA) and eutrophication potential (EUT), based on studies of existing
Eat for the future Swedish beef production systems and conventional Swedish pig and broiler
production.
As responsible consumers we
can do a lot. Our meals do not Per kg meat: E GWP AREA EUT
only have to contribute to our
Unit: (MJ) (kg CO2 equiv.) (m ) 2
(g O2 eqiv./m2)
health and well-being, but also
to that of future generations. Beef
Deliberate choices result in less
Conventional 1 40 17 40 100
eutrophication, reduced energy
use, less toxins and a better Extensive grazing 2 8 22 150 20
climate!
Pig 3 18 <5 11 150

• Eat more vegetables and Chicken 3

23 <5 7 140
less meat!

• Eat vegetables cultivated Table 3. Adapted from:

under the sun!
1
Cederberg & Darelius, 2000;
2
Cederberg & Nilsson, 2004;
• Avoid fresh food transported 3
Ingvarsson, 2002
long distances!

• Reduce the amount of

leftovers!

15
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Eutrophication
Plants need nutrients – in modest amounts
Nitrogen and phosphorus are essential for the optimum growth of all plants.
Water plants, such as reed, filamentous algae and phytoplankton, quickly
assimilate water-borne nutrients. There are limits, however. For example,
freshwater ecosystems and the Baltic ecosystem are not able to deal with
the overproduction of organic material. The development of phytoplankton
results in the so-called blooming of water. While this is a natural phe-
nomenon, it is strengthened by an intensive growth of blue-green algae
– organisms that float near the surface of the water and create blankets of
algae. Oxygen consuming organisms later contribute to the destruction of
life on the sea or lake beds. Like all plants this organism needs both P and
N, but only a lack of phosphorus can stop the growth of blue-green algae
as they are able to secure nitrogen from the air. Although this mechanism
is complicated, the link between detergents and underwater eco-systems
is obvious. Additionally, blue-green algae create toxic metabolites that are
harmful to sea creatures as well as dogs and people.

To a certain extent these blue-green algae are natural phenomena and have
been studied by scientists for years. However, in recent years the blooming
of these cyanobacteria has exceeded acceptable limits to the extent that
problems have arisen during the summer months and the bathing season.
This is why the debate about eutrophication has become somewhat intense;
especially during the summer months.

Another important problem caused by eutrophication is the lack of oxygen

in the deeper Baltic waters. If the oxygen disappears altogether the anaero-
bic decomposition of organic matter will be accompanied by the production
of hydrogen sulphide, methane and other poisonous substances. If this
occurs the sea bottoms will suffer and die.
Nodularia is a filamentous cyanobacteria, or
From time to time, there is more oxygen, thanks to mixing of well- aerated blue-green algae. It takes nitrogen from the
air and courses “algae blooming”
surface waters mixing with deeper layers, for instance, during autumn
storms from the west.

Blue-green algae
The rapid growth of Blue green algae
blue-green algae is the
most well-known and Blue-green algae, or cyanobacte-
spectacular effect of eu- ria [cyano in Greek means blue],
are bacteria that obtain energy
trophication. This leads
through photosynthesis. They
to reduced transparency
grow rapidly by absorbing nitro-
of the water and algal gen from the air and phosphorus
blankets that both look water.
and smell unpleasant.
Such growth can occur
in both fresh water and
in the Baltic Sea. Algae blooming in the Baltic Sea 2008

Satellite observations indicate that algal surfaces turn green. This has
proved to be the case along the southern and south-eastern coastlines of
Sweden, as well as in the open waters of the Baltic Sea.

16
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 Eutrophication
Drainage dividers

Catchment area

Catchment area

Catchment area
Think downstream! The structure of a Water, from the smallest creek to the biggest lake is always on the move.
drainage basin, a catchment area or Water connects and crosses borders on its way from the source to the river
water course, and water on land is very mouth or sea. The Earth’s fresh water resources are limited and therefore
much like the structure of a Russian doll, need to be managed in a sustainable way.
a “matryoshka”, in that different sizes of
dolls fit neatly inside each other. The geographical area that supplies water to a common outlet is known as a
catchment area. When it rains, small trickles of water form and eventually
produce streams, which then merge into rivers and eventually flow into the
sea. Water systems are inter-connected, which means that whatever affects
the water higher up in the water system will sooner or later affect the water
lower down. The catchment area of Lake Ladoga is part of the Baltic Sea
catchment, and is divided into a number of smaller catchments areas.
Catchment area, watershed,
drainage basin Everything that happens upstream will have repercussions for people,
plants and animals downstream. Different actors depend on and have an
Catchment area, drainage basin,
impact on the water in a river basin.
river basin and drainage area
are synonyms characterized by
all runoff conveyed to the same River Catchment area Flow, year Total P load to
outlet. The limits of a given catch- km2 average m3/s the Baltic Sea
per year 2000
ment area are the heights of land
(tonnes)
- often called drainage divides, or
watersheds – separating it from Neva 286 553 2 460 2 400
neighbouring drainage systems. Vistula 193 347 1 065 7 500
The amount of water reaching the
river or lake from its catchment Oder 117 862 574 3 700
area depends on the size of the Daugava 86 052 659 1 400
area, the amount of precipitation,
and the loss through evaporation. Nemunas 92 318 632 1 800

Narva 56 797 no info. 530

The Columbia Encyclopaedia,
Kemijoki 51 036 562 460
Sixth Edition
Göta älv 48 326 574 420

Torne 39 705 380 490

Indalsälven 25 518 443 240

Pregola 14 783 no info. 570

Table 4. “Top eleven” of rivers in the Baltic Sea catchment1

1 International river basins in the Baltic Sea Region, 2006 Susanna Nilsson, Royal Institute
of Technology (KTH), Department of Land and Water www.baltex-research.eu/material/
downloads/riverbasins.pdf

17
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Eutrophication

The Baltic Sea drainage or catchment area is four times larger than the surface of the sea.
Eightyfive million people have a daily impact on the Baltic Sea’s ecosystem in that we live
in an area in which water flows into the Baltic Sea.

18
P-stop

The European Water Fram-
ework Directive
The Water Framework Directive
2000/60/EC came into force towards
the end of the year 2000 and pro-
vides for water management in River
Basin Districts. Governments have to
ensure that a co-ordinated approach
is adopted in order to achieve the
following objectives:
• to protect and enhance the
status of aquatic ecosystems
and wetlands
• to promote sustainable water
use based on long-term protec-
tion
• to provide a sufficient supply
of good quality surface water
and groundwater necessary for
a sustainable, balanced and
equitable water use
• to provide for enhanced protec-
tion and improvement of the
aquatic environment by reducing
discharges, emissions and the
loss of priority substances
• to contribute to mitigating the
effects of floods and droughts
• to protect territorial and marine
waters
• to establish a register of “pro-
tected areas”, e.g. protection of
habitats or species
Eutrophication
Water management
If we are to have any impact at all on water management we have to work
together and cross cultural, political and geographical borders. The Euro-
pean Water Framework Directive, WFD, provides for water management
in river basins. Its objective is to achieve “good status” in relation to all
waters in the EU member states by 2015. In order to achieve this objective
co-operation with all neighbouring countries outside and inside the EU is
necessary.
The WFD relates to the water quality of rivers, lakes, canals, groundwater,
estuarine waters and coastal waters up to a distance of about two kilometres
from the coast. States are now restructuring their planning and legal ap-
paratus in order to implement this directive.
The core focus of the WFD is to encourage the active involvement of all
interested stakeholders in its implementation. Actors living within the same
catchment area are urged to create councils or associations to monitor the
use of water. Although these small units will not have the status of decision
makers, if they are active and contribute constructive solutions as to how
the water should be managed they will most certainly have a significant
impact on decision-making.
Reflection box 2
The Water Framework Directive’s main objective is that all surface waters
should have a good ecological, good chemical and good quantitative status.
In general, this means that the waters should not deviate to any great extent
from natural, unaffected conditions.
1. Each catchment area is surrounded by invisible borders. Where are the
borders of the catchment area in which your school is situated?
2. Do all your classmates live in the school’s catchment area? Where are the
drainage dividers situated?
3. Try to mark your catchment area on a map. Can the catchment area be
divided into smaller areas?
4. Follow “your” water on a map from its source to the Baltic Sea.
5. Classify your nearest water source. Does it have high status, good status,
medium status, insufficient status or low status? Create your own criteria
for the different levels. What needs to be done in order to reach a higher
status?
19
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Eutrophication
85 million people live in the
Baltic catchment area
The Baltic Sea drainage or catchment area is four times larger than the sur-
face of the sea. Eighty five million people have a daily impact on the Baltic
Sea’s ecosystem in that we live in an area in which water flows into the
Baltic Sea. We not only live in the nine coastal countries of Finland, Rus-
sia, Estonia, Latvia, Lithuania, Poland, Germany, Denmark and Sweden,
but also in those countries with no direct access to the Baltic Sea coastline,
such as Norway, Belarus, Ukraine, Slovakia and the Czech Republic. A
considerable number of rivers flow into the Baltic Sea, the largest of which
can be found on page 17.

The Baltic Sea is particularly exposed to hazards connected with eutrophi-

cation. This is because its basin is both relatively large and densely popu-
lated. In the Baltic Sea region communities have a relatively high level of
urbanisation, industrialisation and intense farming. The pace of pollutants
from the basin is quicker than the exchange of water with the North Sea.

From clean to polluted

One very clear example comes from the Kaliningrad region. Students
studied animals in water. They found nine species near the source. They
followed the water and made new observations. After the creek had passed
four villages, there were only two species left.
Students in Kaliningrad followed the
small river. They passed, made investiga-
tions down streams four villages and found
a decrease of animal species from 9 to 2.

Climate change
Scientists have estimated that due to climate change run-off from the catch-
ment area will increase. It is also possible that the water temperature in the
Baltic Sea Basin will increase in this century by as much as 5oC.

Such substantial changes may lead to a longer vegetative season. By the

end of the 21st century the season could increase by about 50 days in
northern areas and as much as 90 days in the south. A longer season may Get involved!
also have an unfavourable impact on the biodiversity of the Baltic Sea and
Organisations have an important
could even intensify the process of eutrophication. role to play. Organisations like
the World Wide Fund for Nature
WWF join forces with partner
Ways forward organisations and work from
Only 50 years ago the Baltic Sea was in a much better condition than it is set action plans. Coalition Clean
now. However, due to the development of industry, farming and motorisa- Baltic, CCB, is an umbrella
tion the sea has been constantly subjected to increased levels of pollutants. organisation with responsibility
Exchanges of water with the North Sea have not improved matters. Com- for 28 different organisations in
munication has improved, however, both politically and technically, which the Baltic Sea region.
means that we have more knowledge and access to information – and can There’s a wide selection of local
organisations and initiatives to
thereby make a difference! The increased pressure on nature means that we
choose from. Which one suits
need clear roles. Politicians need both support and encouragement to put
you?
water management on the agenda in Brussels and at the local level.

20
P-stop
 Eutrophication
What can’t be seen
– doesn’t exist

What goes on underwater would never happen

on dry land. How would we react if...

.... the state decided to fund hunting ap-

paratus equipped with every conceivable
kind of up-to-date technology which,
after exterminating elk, deer and roe-
deer, turned its immediate attention to
hunting hares, small birds, fledglings,
voles, mice, insects.... and sold 85
percent of the catch to the animal
food industry for less than 0.1 EUR
per kilo

…. gigantic combine harvesters were

dragged through woods and pastures,
across fields and beaches and decimated
plant and animal habitats

…. cars, lorries and buses were allowed to emit tox-

ins that were so poisonous that both plants and animals
withered and died on roadside verges

…. rubbish and waste were spread without check or control in towns and
cities, meadows, woods, lakes and running water?

While we would never accept this on land, it is a constant underwater

happening thanks to trawlers, dragnets, drift nets, oil spillages, dumping
and general pollution of the sea!

Is it really the case that whatever can’t be seen doesn’t exist?

(An adapted and translated version of Jan Danielsson’s original Swedish text)

Jan Danielsson, 1938–2003, Eco-philosopher and popular Swedish radio

and TV broadcaster.

21
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Eutrophication
Underwater life
Underwater ecosystems are not very well-known and are not often cel- Reflection box 3
ebrated in poems. In addition, animal and plants are largely referred to and
described by scientists in scientific language. Despite this the glittering 1. Living beside of near water
surfaces are both appreciated by tourists and turned into big business on the (lakes, the sea, etc) use to be
part of the tourist industry. Water-based life and ecosystems are moreover expensive. Compare the price
controlled by a number of differing factors. of houses and flats close to the
water and at different distances
Fast moving or calm waters from the water.
Plant and animal life look very different according to the type of water they
are found in. For example, the water can be fast moving or calm or exposed
2. Does the exploitation of water re-
sources resemble the Wild West?
to wind and waves. Fast moving water is often cool and oxygen-rich. Pike Compare legalisation and tradi-
prefer calm waters, whereas trout prefer fast-flowing water. tions both on land and in water:
hunting/fishing, boat/road traffic,
Vegetation on land land outlets / water outlets.
Shade not only regulates the water temperature and prevents it becoming
too high, it also makes it more difficult for predators to see prey in the 3. Learn with different sins. Mix
water. Plant roots also provide safe places for fishes to spawn. A forest or water and salt and make artificial
screen of trees can prevent or restrict the leakage of particles and nutrients water from Bothnian Bay, Baltic
from the surroundings. Plants are also good indicators of water quality. Proper, Danish Sounds and
the Oceans. Taste, and you will
Light and temperature remember differences.
Most animals cannot survive in high temperatures. Trout, for example,
exhibit signs of stress at 20°C and die when the temperature reaches 25°C
and above.

Access to nutrients
The amount of nutrients in the water is of crucial importance to life. An
excess of phosphorous leads to plants increasing and growing in size and
number. Nitrogen concentration is also an important factor, particularly as
nitrogen and phosphorus in combination contribute to eutrophication.

Nutrient-deficient water can often be distinguished simply by looking at it

and using a net to investigate the state of the underwater world.

Become more familiar with your river, lake or part of the Baltic coastline.
The following aspects are particularly important:

• Visibility - measure and compare year by year, season by season.

• The amount of biodiversity on land and in water.
• Relations between carp and predator fish - compare on an annual
basis.

Ask people living in the coastal regions to tell you about changes they have
observed over the years (see also page 29)

22
P-stop
 Eutrophication
Freshwater – a rare delicacy
Tap water has two main prerequisites: groundwater and surface water from
a river or lake. In the Baltic Sea region we are lucky to have access to fresh
and good quality water in our own homes. In some parts of our region,
however, drinking bottled water is the only possible option. There are a va-
riety of reasons for this, such as rusty pipes and the risk of leakage, which
can mean that the chlorinated water available to households is very poor in
quality. It may, for example, contain coli bacteria or heavy metals – which
often results when household waste water is mixed with that from industry.

Even if good quality drinking water is available from the tap, many people
think that drinking water from a bottle is fashionable. However, as bottled
water can cost up to 1 000 to 3 000 times more than tap water, it means that
1.5 cubic metres of tap water is the equivalent of one bottle of water from
the shop. While drinking water doesn’t have a direct impact on eutrophica-
tion, bottled water “costs” natural resources in terms of packaging, storage
and transportation. Bottled water is an example of bad management of our
natural resources. Not having access to good quality tap water, or not using
good quality tap water are two good examples of a development that is not
sustainable.

The Baltic Sea

The Baltic Sea is a vulnerable sea.
It comprises a shallow, semi-open,
brackish water area with a poor
exchange of water from the neigh-
bouring North Sea. It is also a cold
sea. Although the average tem-
perature is 7 – 8oC, in summer and
at the surface the temperature may
be considerably more comfortable.
The salinity is very low too. For
example, in the Bay of Bothnia the
water is comparable to freshwater
from a lake, with only about 0.3
percent salinity, outside Stockholm
and Helsinki the salt content is
half percent, whereas close to the
Danish Sounds the level of salinity
is around 1,0 percent. In oceans
the salinity is 3.5 percent.

The total area of the Baltic Sea is

387,000 km2. Four time larger than
surrounding land in the catchment
area. The deepest part is the so-
called Landsortsdepth, which at
459 metres would accommodate
the Eiffel Tower 1.5 times.

23
P-stop
P-stop
teaching and learning in practice

24
P-stop
 In practice
P-Stop
Teaching and learning in practice

P-STOP is a project in which Education for Sustainable

Development principles can be implemented in practice in
that knowledge and skills are acquired, transformed and
disseminated in real situations.
Most of the Education for Sustainable Development or ESD perspectives
can also be used and developed in P-STOP. In a nutshell, ESD can be
described by means of the following “cornerstones”.

Learner-oriented – learners are responsible for their own learning; a learn-

ing that emanates from the learners’ own experiences and questions.

A consequence of this view of knowledge emphasises the importance of

starting from the individual’s previous knowledge is formed.

Process-oriented – learners pay attention to relations and systems. In

process-oriented teaching, and especially where we do not have all the
solutions to sustainable development in a changing society at our fingertips,
we need to continually re-think and question current trends and ways of
thinking.

Integrated – learning with a holistic approach that includes different

subjects and perspectives.

Society and nature-oriented – learners are involved in real life happen-

ings and problem-based processes.

The school as a learning environment – learners are involved as consum-

ers and decision-makers.

The ESD cornerstones are further presented by universities and organisa-

tions in the project Education for Change www.balticuniv.uu.se/educ/

Following the students’ progress by means of the initial survey is strongly

recommended. An assessment form, designed for use before and after work
with P-STOP, is provided in Appendix 1.

Problem solving
P-STOP teaching and learning is strongly influenced by Problem Based
Learning, or PBL, which is a tried and tested, student-centred, problem-
solving method. It is characterised by the use of ”real world” problems as
a context in which students can learn critical thinking and problem-solving
skills and acquire knowledge about the essential concepts of the course
of study in question. In using PBL students also acquire lifelong learning
skills, such as the ability to find and use appropriate learning resources.

25
P-stop
In practice
The PBL process can be described as follows 1:

1. Students are presented with a problem in the form of a case.

An example of a problem
In groups they organise and assemble their ideas and previous
that “drives” teaching and
knowledge related to the problem and attempts to define the
learning
problem they are dealing with.
A problem on which to base teach-
2. By means of discussion the students pose questions, in this
ing and learning could be:
context referred to as “learning issues,” on those aspects of the Nutrients from land destroy our
problem they do not understand. These learning issues are then rivers, lakes and the Baltic Sea.
recorded by the group as a whole. Students are continually en- A substance that causes this
couraged to define what they know - and more importantly - what problem is phosphorus – and more
they don’t know. specifically phosphates in washing
powder. Many of the houses on the
3. Students rank the learning issues generated in the session in the
outskirts of our town do not have
order of importance. They then decide which questions need to be access to any sewage treatment at
followed up by the whole group and which issues can be assigned all. In town the sewage and waste
to individuals, who later teach the rest of the group. The students system is old, dilapidated and
and their teacher or instructor also discuss which resources they inefficient when it comes to dealing
will need in order to research the learning issues and where these with phosphates.
might be found.
4. When the students meet up again they explore the previous learn-
• How might clothes be washed
without polluting and harming
ing issues and integrate their new knowledge of the problem being the freshwater and marine
studied. Students are also encouraged to summarise their knowl- ecosystems?
edge and connect new concepts to old ones. They also continue
to define new learning issues as they work their way through the • How might the situation be
improved?
problem. In this way students realise that learning is an ongoing
and never-ending process.

Learning by direct meetings

The most effective way of learning is direct experience, for example, by
visiting a lake, looking at the plant and animal life in water and authentical-
ly getting involved with people, situations and problems. While books, the
internet and simulated problems all have their place as information sources,
they are no substitute for the “real thing”. In order to understand and com-
municate fully students need to acquire a number of different skills, which
in turn means that many different subjects will be involved.

In P-STOP students are encouraged to use the river, lake or other waters
in the local vicinity. Involving students in political visions and existing
regulations are natural components. Achieving the P-STOP goals and the
goals stated in the national curricula implies collaboration with colleagues
representing different subjects. We have provided what we hope are useful
examples, below. Please feel free to adapt them to fit your students, your
situation, the aims and goals you are working towards and your learning
tradition.

1 From Education for Change: A Handbook for Sustainable Teaching and Learning Sustain-
able Development. Baltic University Programme

26
P-stop
 In practice
P-stop Step II
Detergents
Become more familiar with the current situation. Every house uses washing
powder or detergent. Ask the students to bring empty detergent containers
to school.

1. Make an exhibition of the packages and cartons collected. Ask the

P-stop step students to read the information included on the containers and
On page 5-6 you find the planning formulate questions. Write all the questions on the whiteboard
to wich the steps ar connected. and ask the students to select those that are specifically related
to eutrophication. These questions can then be distributed to the
different groups for discussion and suggested solutions.
2. Establish which substances are included in the detergents and
why. Which package would win “The sustainable detergent”
prize?
3. The packages also contain a lot of mathematical information. This
can also be used and adapted in and for maths lessons. Involve the
maths teacher in working out realistic mathematical exercises for
the students to do, or ask the students themselves to do this (this
will naturally depend on the age and ability of the group).
4. Carry out the opinion poll provided in Appendix 2 among
consumers.

P-stop Step II
Water hardness
Taking the hardness of the water hardness into account is important when
working out how much detergent to use. Some kind of measuring equip-
ment is needed for this. If any of your students come from a different area
or have access to private wells, ask them to bring a sample of water to
school. Contact the local or regional water company or municipality as
well, to compare the results.

1. What is the dH = Deutsche Härde (German Hardness) of your

water? Where does the water come from? Compare and explain
the status and differences in the water samples.
2. How much washing powder do you need for 4-5 kg of lightly
soiled laundry?
3. Ask the students to prepare and carry out a laundry lesson at
home.

27
P-stop
In practice
P-stop Step II
Sewage water
Find out more about the current situation, possible ways for improvement
and communicate your findings to decision-makers and the general public.

1. Track the pipes from the lavatories and sinks in your school to the
natural water recipient (lake, river, sea). Get a map and ask mu-
nicipality technicians for information so that you can really begin
to understand how the local sewage system works. Where are the
pipes located? How is the water treated? Pay special attention to
the reduction of phosphorus. How does your school’s waste water
affect the recipient? Who is responsible for waste water treatment,
its management and control?
2. Ask the students to find out how sewage is treated at home and
discuss the topic with their parents. There is no need to ask them
to report in front of the class, as this could cause embarrassment.
3. Summarise and analyse using the opinion poll provided in Ap-
pendix 2, with a special focus on Question 5.

Improvements
4. Be critical! Are there any differences between the information
obtained from different sources? Between policy document and
implementation? Between theory and practice?
5. How might the recipient, namely, “your” river, lake or sea shore,
be managed in a more sustainable way?
6. Write an article, inform parents, create an exhibition, inform
retailers, consult politicians, etc.

28
P-stop

On www.naturewatchbaltic.org you find
questionnaire for surveys in marine and
freshwater
In practice
P-stop Steps II and IV
Get to know your water
Find out more about the water near your school or your sewage water
recipient. Arrange a tour or ask a group of students to carry out a survey as
homework.
An overview
Walk along the side of the lake or follow the stream some hundred metres.
What do the surroundings, the shoreline, the lake bottom and the stream
bed look like? Write down a few key words. Try also to “read” the history
and geology of the place and establish why and how the vegetation, soil,
buildings, constructions, etc., have been formed.
Life under water – small creatures
Examine the diversity of creatures in a lake or river and how they live.
Illustrate and study the material collected in different ways.
Make an inventory
Collect insects and small creatures from the water with the help of nets or
sieves. Be sure to keep them safe from harm. Try to find as many different
kinds as possible close to the water’s edge, around aquatic plants, on the
surface of the water and on the bottom amongst the stones. After collecting
the creatures study them in detail with a magnifying glass and think about
the following questions:
• What do they eat?
• How do they breathe?
• How do they move?
• How do they react to the other creatures?
Sort the creatures out into different marked containers, again taking good
care of them. Discuss the different types and species, for example, dragon
fly larvae, mussels, etc., and why there are more of one type and less of
others.
What does the water look like – clear or muddy? Why? What kinds of
things indicate whether the water is rich or poor in nutrients?
Statistics
Account for the creatures statistically! Use paper or other natural material
to collate your findings. Look at the photograph and diagram from Kalinin-
grad on page 20 if you need inspiration!
• Make a bar chart of the ten most common species found in your
collection
• Make a pie chart of 6-7 species. Make a rough estimate and
express it as a percentage.
Which creatures are most numerous? Can you explain the reason for this?
29
P-stop
In practice
Observe and illustrate
In this exercise the student is expected to observe details and become more
aware of the aesthetics, or beauty, of different creatures. Ask the students to
find and collect what they regard as the most beautiful or fantastic creature
in the river or lake. The students also have to care for the creatures in their
care and ensure that not harm comes to them. Provide magnifiers for study-
ing the creatures.

1. Illustrate or make a model one of the creatures using the scale 10:1.

2. Make a model out of clay. As small creatures often have antennae

and bones that break easily during the clay firing process, the model
should been mounted on a clay tile. We can guarantee that the result
will be very attractive!

Ask the students to present their animal in scientific and artistic ways to
others, in writing or orally.

Visibility
Visibility is one of the best ways of tracking changes in water that may
relate to eutrophication.

You can easily make a visibility disk yourself from a plastic lid with a
diameter of approximately 20 cm. Make three holes in it through which to
thread three separate strings. Fasten a weight underneath and at the top and
tie the three strings to a measuring line. Mark every 10 cm along the line.

Look for a deep point in the water, i.e. from a bridge or a jetty. Drop the
disk into the water and, when it is no longer visible, raise it until it is just
visible again. Mark the position of the water surface on the string. This
is called a measure of visibility. Compare the visibility measures taken at
different periods and in different seasons.

30
P-stop
 In practice
P-stop Steps II and IV
Duck weed indicators
This is a scientifically approved investigation of the amount of nutrients
contained in different waters. The experiment is a way of getting closer to
eutrophication and the influence it has on plants. The students need both
time and patience.

Material

• A number of containers
• Duck weed plants (Lemna minor)
• Water from different waterways
• Detergent containing phosphorus

The nutrient content of different water ways can be examined and com-
pared by means this relatively simple method. Two different types of
instruction: can be used: one that is open and creative and one that is more
traditional (see the suggested question guidelines, below).

Lemna is found in still water, such as that in dams and puddles. In the test
use is made of the entire Lemna plant in that the number of fully grown
leaves have to be counted.

a) Open and creative method

Questions: Where does Lemna thrive and develop best? Why? How might
this be studied using the Lemna itself? Discuss how this might be investi-
gated.

b) Traditional method
Questions: Where does Lemna thrive and develop best? Why?

• Fill two containers with control water and other containers with
different test water. Here you can choose water from ditches,
lakes and ideally from the water way receiving waste and drainage
water from your school.
• Put Lemna plants in each container. There should be 20 mature
plant leaves in each container.
• Allow them to grow on a window sill for 2-5 days. Avoid strong
sunlight though.
• Observe the plants. Are the leaves large or small? Can you detect
any change in colour? Do the leaves have yellow spots, and do
the plants have root threads? Count the number of fully grown
leaves in each container. Calculate the average number of leaves
and make comparisons. Measure the length of the roots.
• Reflect on the results and observations.

Record and discuss the results. How do the results connect to water quality
and human impact? Develop and follow the content of nutrience in water
over the year. Put water in the freezer to compare differences over the
seasons.

31
P-stop
In practice
P-stop Step III
We managed!
This method is called backcasting. The exercise helps to outline the
processes and people needed for sustainable development. It makes the
possibilities visible and motivates students. While the exercise is fictitious
it can also be constructed in such as way that it represents a real life situa-
tion.

Learn from the success stories in your own areas and examine the steps
taken to achieve both the goal and the vision.

- Start with your goal and then go backwards in order to find the best ways
of reaching the goal and avoiding obstacles.

Clean laundry....

The EU chairperson has just announced the prohibition of phospho-

rus in washing powder.
“I am personally convinced that this is the easiest way for everyone
to support the Baltic Sea and our water ways”, says the current EU
chairperson and Danish Prime Minister Torkel Knudsen.

The Danish proposal for a permanent P-STOP has today been ac-
cepted by the EU Parliament. Producers and retailers will now have
to change to other substances and within the space of one year all
washing powder and detergents will have to be produced without
phosphate.
EU News Centre, 19th April 2011

If the students have difficulties in getting started the teacher can provide a
few details as prompts, such as asking:
• What kind of action was taken by consumers and politicians?
• How might students convince politicians to vote for such a ban in
the EU?
• How important were the media and other key people in this
campaign? Who were the key persons?
• What kind of knowledge and skills were considered most impor-
tant?

32
P-stop
 In practice
P-stop Step III, III or IV
Make a model of a catchment area
Getting to grips with the complexity of problems can be facilitated by the
use of fictitious examples that help to illustrate an authentic situation. It is
also an idea to keep things relatively simple – although imaginations can
naturally also be given free rein! For example, a simple catchment area
could even be the area around a rain puddle.

The aim
The aim is to create an outdoor model of a catchment area with the help of
natural materials like stones, pine cones, sticks, leaves, etc. In this exercise
the discussion with and between the students is just as important as the
result.

The situation
An untouched area of approximately is going to be developed by the local
council as a housing area close to the sea. Sustainable community planning
is the main focus and starting point. Use natural materials to create a model
of the development area in which the community is to be created. Choose
a slightly sloping area of approximately 2 x 3 square metres. The follow-
ing items must be included in the model: lake, river, sea, roads, harbour,
agriculture, housing and some type of chemical industry.
Work in small groups.

• Begin by forming a lake with an inlet – a river or stream – and an

outlet.
• Continue by creating the surrounding landscape – woods, fields,
pastures, hills, slopes, etc.
• Before constructing the actual housing area the following ques-
tions should be addressed: How the community will have access
to clean water? What is needed to achieve this? What kind of
communal infrastructure is needed (water towers, piping, pumps,
purification works, sewage plants, etc)? How might the area be
developed responsibly and sustainably?
• Decide on the institutions necessary for a well-functioning com-
munity (schools, police station, fire station, waste disposal, shops,
hospital and factories). Build and use your imagination! The focus
should be on building without polluting or poisoning the water. If
this did happen what kind of measures would have to be taken?
• Transfer the catchment area to a hand drawn map.

Show and reflect

Ask the students to describe and show their models to each other. Discuss
the good and less good solutions. Decide on the most sustainable com-
munity plan. The exercise can also be continued by challenge the student
groups with the following:

• You will receive a grant for the construction of three water treat-
ment plants in your region. Where should they be situated?
• What changes or regulations would you suggest in order to
reduce eutrophication in rivers and water sheds? Who supports
these regulations and who is against? What are the arguments for
and against the regulations?

33
P-stop
In practice
P-stop Step II
Sustainable water use
Undertaking a well thought through and planned study of a water course
facilitates an understanding of the significance of how land and water use
affects water quality. Catchment thinking and planning, fieldwork and
sustainable water management have been mixed together in this exercise.

Water is the basis of all life. We need water for cooking, drinking, hygiene,
food production and much more. Everything we do influences the water:
land use, discharge, dams, over fishing and so on. At the same time the
population on our planet is increasing. How can we develop sustainable
water use?

Materials and instructions

You will need a map of the water course being visited and the necessary
equipment to conduct a water study, i.e. nets, containers, visibility disk, etc.

• Choose a water course near your school. On a map mark interest-

ing items like dams, industry, housing, agriculture and other land
use along or in close proximity to the water course.
• Investigate a chosen area along the water course. Start by exam-
ining the interaction between the use of land, the use of resourc-
es, water quality and the ecology. Each participant should have a
clear plan detailing how the investigation is to be conducted.
• Study visit and investigation. Contact a local industry or farm to
learn more about the effects these have on the water environ-
ment. Set up targets for the study visit and water investigation.
Formulate questions relating to water use and the effect this has
on the water. Sample questions might include: Why is the industry
situated close to the water? What is the water used for? What
effect does the industry have on the water ecosystem and water
quality? Has the industry been involved in a serious toxic release?
Farmers can be asked about the agricultural methods they use,
how they make use of water, how the water is affected by what
they do, how manure is treated and what arrangements are
made to limit run off from the fields. The investigation should be
conducted both upstream and downstream.
• Compile and report. The EU framework directive for water use is
helpful in that it provides a comprehensive overview of sustain-
able water use, such as the protection of surface and ground
water and water resources and reducing the effects of flooding
and drought. Using this framework as a guide write a simple
report about the results of the visit outlined above with particular
focused on land use, resource use and the quality of the waters
ecosystem. Include things like how the water quality could be
improved. Ask an expert to comment on your report from the
perspective of the EU framework directive.

34
P-stop
 In practice
P-stop Steps II and IV
Follow the waterways
Become more familiar with the water in your particular catchment area.
Use a map to study the waterways in your catchment area. A catchment
area is often composed of smaller catchments. Start to define your area and
identify the catchment borders and water drainage dividers. Follow the
waterways from their source to the sea. Using maps determine what influ-
ences the water: agriculture, communities, industry, etc. Compare the water
quality from the beginning of its journey to the end. Write an essay about
the water’s journey from its source to the Baltic Sea.

• If the water is polluted in an upstream area what will happen to

the areas situated downstream? Discuss different and possible
reactions at local and national level.
• Arrange a guided tour along your river and invite the general
public to come along.

P-stop Step II
Analyse and compare drinking water.
Be a critical consumer.

• Tap water: Track your tap water back to its source. Where does
your tap water come from and how is it treated?
• Bottled water: Where does it come from and how is it treated and
transported? You have to be both smart and determined to get
information from companies.
• Compare both cost and taste.
• Get the message across! If you have interesting information or
want things to change write an article for the local paper, contact
local politicians or the water company. Put an exhibition together
and invite the general public!

P-stop Step IV
The audience decides
Expressing an opinion is a skill that needs to be practised. This example is
a useful for a large audience.

Give the participants green and red postcard sized cards. Let the audience
decide the answers to the following questions.
Make a quick opinion pull. Green = yes, red = no.

• I dose detergents according to water hardness

• The price is most important when I choose detergents.
• Is bottled water a useful product?

35
P-stop
In practice
P-stop Steps II, III or IV
Spatial planning
Land close to water is desirable land. This dilemma exercise is about sus-
tainable coastal zone management. Different interests have to be taken into
account and people need to respect these interests as well as those of the
people who live and work in the area. Underwater and surface ecosystems
also have to be accounted for. The objective is to present a plan and sketch
for the community’s management board. You can either use the exercise
as outlined here or (better still) make it more authentic and identify a real
target group.

The problem
• How can tourism be promoted without destroying the unique
nature that already exists?

Suggested pressure groups: fishermen, tourist industry, boat owners, local

residents, regional and local councils (add or subtract as appropriate for
your area).

Suggested list of participants - these can be changed so that the participants

and their roles are more authentic. The students can also create their own
characters.

• Piotr Johansson, aged 62, is professional fisherman who has

spent his whole life fishing and has seen how the catch has
diminished from year to year. He is a member of a fishing associa-
tion and is very worried about the future.
• Alexandra Kiadesto, aged 32, owns 10 summer houses and rents
them out to tourists. She is very energetic and is full of new ideas.
• Maria and Viktor Stepnowski, aged 28 and 32 respectively, run
a general store that does very well in the summer due to the
tourist invasion. They would, however, like to have an even bigger
turnover.
• Brothers Franz and Verner Pettersson, aged 84 and 86 respec-
tively, live in a home for the elderly. When they go to their favourite
site with a picnic basket they are appalled at the noise and all the
rubbish lying around.
• Fredrik Steen, aged 38, runs a diving and fishing business for
tourists. He is the spokesperson for the island’s tourist industry
and is both a visionary and innovator.
• Tore Kokkinen, aged 57, is a local government councillor who
would like to develop the area to the maximum and concentrate
on service, roads and housing. He wants to be remembered as a
big and powerful leader.
• Anna Fredriksson, aged 43, is an active member of the Green
Party and tries to protect the environment in general and the sea’s
biological diversity in particular. She lives simply, is a vegetarian
and does not have a car.
• Eve Hamilton, aged 55, works for the county administration and
wants to develop a plan for sustainable coastal zone manage-
ment. She is an energetic and resolute bureaucrat.

36
P-stop

Reflection box 4
1. Look at the modules above and
identify the ESD cornerstones on
page 25.
What might you add or how
could you change the modules
in order to make them more ESD
oriented?
2. How do you formulate the prob-
lem and a suitable dilemma for
your students?
In practice
• Jesper Bergstedt, aged 59, is a passionate sailor who has seen a
dramatic change in boat life to the extent that large and luxurious
motorboats now dominate the scene. He dreams of the past when
it was easy to find “your own” rock to moor to. He doesn’t like the
place being so full of people that you can hardly move.
The following conditions should be taken into consideration:
• A shipping channel is to be constructed into the harbour.
• Sustainable fishing is to be prioritised and permitted.
• Tourism and outdoor life is to be cautiously developed. The
emphasis is on quality tourism rather than quantity.
• “Quiet areas” are to be created by regulating the boat traffic.
• The unique marine life, which includes coral, is to be preserved.
Collect facts
Make a map of the area. Collect actual or fictitious facts about your area
and its surroundings.
What kind of obstacles need to be overcome to achieve successful sustain-
able coastal zone management? Which possibilities and opportunities exist
for sustainable coastal zone management?
Summarize
The information can be presented as a plan of the area with an oral com-
mentary.
Some of the students might like to enact a small play to represent the dif-
ferent interests and how these interests conflict with each other. If you have
been working with authentic material you might like to present your ideas
and recommendations to politicians or other key people.
P-stop Step II
Your kind neighbour
This dilemma exercise prepares students for real situations and strengthens
their motivation to act.
“It is difficult to start your car. The old, black oil might be the problem and
your nice neighbour has agreed to help you change it. To thank him you
prepare a dinner. From the window you see the landscape, the meadows
and the small river where you caught the fish you now are preparing for
your dinner. You can also see him working on your car. He is using a
metal bowl to collect the old oil. It looks as though he has almost finished.
He takes the bowl, filled with oil from your car and walks down to the
river….”
How do you react and act?
Discuss possible alternatives. Make a list of them all. Ask the students to
choose the best alternative. Continue the discussion in small groups and
then open it out to the whole class.
37
P-stop
In practice
P-stop Step VI
Get involved!
Debating is a skill that needs to be practised. This exercise trains students
to develop a standpoint and express an opinion. Create a structured meeting
in the form of a consultation between different key people. Test your
knowledge and skills in a safe environment together with your classmates
and continue with a real consultation together with authentic stakeholders.

Collect facts
Collect facts relating to topics like “P-STOP in households”, “Lavatories
and our river”, “Healthy tap water”, etc. Brainstorm all the things you need
to know more about and write them down. What do you already know,
what is lacking? Share the listed items among groups of students. The
students collect facts, find the answers and report back to their classmates.
The next step is to arrange a fictitious or real consultation.

Fictitious consultation
Depending on the topic, different people will have different responsibili-
ties: the detergent producer, the retailer, the person responsible for sewage
treatment, the person responsible for water management, the angler, the
consumer, etc. Get the class to make a list of all the key people involved.
Select 3-5 key persons. Divide the class into small groups and give each
group one of the fictitious characters. One group will lead the consultation.
The group of leaders first of all formulates an invitation to the consultation
and outlines why the consultation is taking place and which topics will be
discussed. They distribute the invitations and the groups representing the
key people have to find a common view and prepare useful facts. Every
group has to select a spokesperson to take part in the debate.
The leaders present the structure of the debate and start it off. Each
spokesperson then has an opportunity to summarize how their group wants
to solve the problem.

Consultation
Use the fictitious consultation idea and develop it further, perhaps inviting
local experts to take part. Remember that these consultations (whether real
or fictitious) are both an “engine” for learning and a push for sustainability
and clean water. Plan the consultations carefully so that every students is
prepared and involved.

38
P-stop
 In practice
References
• Education for Change: A Handbook for Sustainable Teaching
and learning Sustainable Development www.balticuniv.uu.se/
educ/
• E-Water, 2007, The Role of detergents in Phophate-Balance of
European Surface Waters. Official publication of the European
Water Association www.ewaonline.de/journal/2007_03.pdf
• International river basins in the Baltic Sea Region, 2006
Susanna Nilsson, Royal Institute of Technology (KTH), Department
of Land and Water
www.baltex-research.eu/material/downloads/riverbasins.pdf
• Water, Marine and Soil unit Eutrophication of waters, role of
phosphates preventive measures phosphates and alternative
detergent builders, EC Environment directorate, WRC synthesis
-06, 2002
• Water on sustainable way, WWF, 2008, www.wwf.se
• WWF, Bassler, 2007, “Eating for the Baltic” Choices regarding
Swedish meat consumption and their effect on the environ-
ment.

39
P-stop
 Appendix 1
Students’ knowledge and opinions
1. Can you explain following words and expression? Mark with one cross
the words you think you are able to explain.

___ Ecosystem ___ Biodiversity

___ Eutrophication ___ Catchment area
___ Sustainable Development ___ Ecological footprints

2. Most people are familiar with the different species of fish living beneath
the surface of the water, but fish are not the only creatures to be found in
water. Write down the name of three other animal species living in the
rivers or lakes in your neighbourhood.
3. Is your nearest water course connected with the Baltic Sea?

___ Yes ___ No

4. What are the links between a washing machine in a home in your region
and rivers, lakes and the Baltic Sea?
5. What are the links between a lavatory in a home in your region and
rivers, lakes and the Baltic Sea?
6. Who has most responsibility for ensuring that sewage water discharged
from the lavatory, shower and washing machine in a home does not
destroy life in water?

___ Politicians ___ The owner of the house

___ People living in the house ___ Someone else. Who?

Questions 7-9.
Please, mark with a cross on the line to indicate your opinion.

7. Together with other people I can influence and make a change.

Fully agree Dont´t agree at all

8. I want to participate in activities for change relating to nature, the

environment and society.

Fully agree Dont´t agree at all

9. Do you think it is important that schools help students to develop

knowledge and motivation so that they can participate in environmental
and social topics?

Fully agree Dont´t agree at all

Thank you!

40
P-stop
Appendix 2
Opinion poll for consumers
To be carried out before and after P-STOP.

1. Do you know that detergents and phosphates have a negative impact on the environment?

a. ___ Yes, I know about it.

b. ___ Yes, I have heard something about it.
c. ___ No, I don’t know about it.

2. Do you know that you can buy washing powders without phosphates?

a. ___ Yes, I know about such washing powders?

b. ___ I know about them but I do not know the names of these washing powders.
c. ___ No, I don’t know anything about this.

3. Have you ever used washing powder without phosphates?

d. ___ Yes, I use them all the time.

e. ___ Yes, I use them sometimes.
f. ___ No, I never use them.

4. If you do not use detergents without phosphorous, please indicate the reason why.
(You may select more than one option)

a. ___ I don’t know about them.

b. ___ The washing quality is very poor.
c. ___ They are expensive.
d. ___ They are not always available.
e. ___ Other reasons ………………….

5. When you take a shower, wash my clothes or flush the toilet the waste water sooner or later reaches a
river, a lake or the Baltic Sea. What kind of treatment is used for your waste water?

a. ___ No treatment at all

b. ___ Public treatment. What technical method is used?
c. ___ The water is treated on site (at each house). What technical method is used?
d. ___ Other solutions. What technical method is used?
e. ___ I don’t know.

Thank you!

41
P-stop
 Appendix 3
Investigation of washing powder in shops
Assessing the rate of change in shops. To be carried out before and after
P-STOP.

Survey undertaken by (name, place):

Date Name Manufacturer Phosphates Shop

18.8 2008 Omo Color Unilever < 5% Sokos, Hakaniemi

Just an example…

42
P-stop
P-STOP, teachers’ report
Please send your report to the national coordinator before and after the project.

To be completed before the project begins. Describe who you are.

School

Contact person

Teachers involved;
name and subject

Contact address;
email, phone

Number of students
involved and age

Describe in brief how you carried out the different ”steps” of P-STOP(page x). If you have not followed the
“steps” feel free to describe your way of teaching and learning.
Planning and
organisation
(Step I)

Motivate and guide

your students in the
topic. (Step II)

Ways for improve-

ment (Step III)

Spread the message!

Involve consumers
and decision makers
(Step IV)
Evaluation, dissemi-
nation (Step V)

Goals, implementation and continuation

Number of consum-
ers in direct com-
munication
Number of con-
sumers in indirect
communication
How to improve
P-STOP?

43
P-stop
P-stop
We love and are proud of our waters – but at the same
time we often fail to realize the links between our ev-
eryday activities and the underwater ecosystems that
house our sewage pipes. This handbook contains facts,
ideas and methods designed to inspire learning activities
related to the eutrophication of watercourses; a problem
essentially linked to detergents and food. Solving these
problems means acquiring the proper knowledge – and
the ability to use this knowledge in new ways.

The years 2005 to 2014 have been chosen as the UN

decade for “Water for Life” and “Education for Sustain-
able Development”. P-STOP contributes to both global
priorities.

WWF and partner organisations in the Baltic Sea region

invite schools to learn more about these issues and con-
vey the resulting and important messages to all people
along the waterways leading to the Baltic Sea.

WWF works for a future in which humans can live in har-

mony with nature. Together with other organisations in
the Baltic Sea region WWF works hard to reduce eutro-
phication. Together with politicians, farmers, companies
and consumers we can turn negative trends into positive
ones and keep our waters alive and healthy.
www.wwf.se

We would like to thank the Swedish Environmental

Protection Agency for their support of P-STOP and this
handbook.