The WATERSHED experience begins with an emphasis on Sense of Place. During the first three months of the school year, students become familiar with the physical boundaries and conditions of their watershed. The students concentrate on mapping skills as they explore the geology, the topography and the climate of the region. They develop research and writing skills as they study the flora and fauna and biogeochemical cycles of the watershed.
During these early months, the class visits numerous sites along the watershed to conducts field studies. Procedures include taking the stream’s physical measurements (width, average depth, average velocity, flow, turbidity, conductivity, and temperature); completing chemical tests on dissolved oxygen, pH, nitrates and phosphates; and calculating a biotic index of benthic macro invertebrates. After each trip to the stream, the students summarize their results in a field study report. Students also study the geology of the region by visiting the local regional rock formations. Rock concerts highlight specific rock groups and describe rock types by their characteristics and their topographical and historical influence. Students create topographic maps as well.
As the autumn weather makes regular testing in the streams less feasible, the students direct their attention to Sense of Time and a look at the people who have lived in the watershed. Trips include museums and historical sites, which provide first-hand information for the student’s research into the history of the area. The connections between human activities of the past and the natural features of the watershed are continually emphasized as students trace the development of our region through time.
With the arrival of spring and the return of good field-testing weather, the students are ready to apply all they have learned about the physical and historical conditions of the watershed to an investigation of present day conditions. The emphasis now shifts to Sense of Quality. Students more clearly understand the intricate relationships that tie us to our watersheds; they realize how past, present and future actions directly effect the quality of life in any watershed. They have taken responsibility for their learning and can now apply that understanding to real world issues. Each spring, students chose to study and report on a compelling topic of interest such as climate change, renewable resources, water issues, invasive species and many more.
Each year classroom activities and field studies include:
- Learning what it means to be part of a community
- Examining their current personal role in the beginning of the year.
- Becoming aware that learning is a process and assessing their progress throughout the year.
- Setting goals, planning agendas and conferencing with teachers regularly
- Conducting laboratory tests on water and soil samples
- Studying the dynamics of a stream’s flow and its effects on the surrounding landscape
- Examining the geological history and resultant topography of the watershed
- Identifying and classifying plants and animals found in the watershed
- Examining the stream’s role in the agriculture, industry, history and culture of the region
- Analyzing topographic and geopolitical maps of the area to ascertain interrelationships; students also become familiar with orienteering, GPS and GIS mapping
- Creating authentic topographic maps
- Learning the first aid, safety, and canoeing skills needed for successful stream exploration and taking canoe trips during the school year
- Participating in stewardship community action projects.
- Presenting watershed related programs at local, state and national conferences, youth summits, community events and Open Houses
- Establishing and maintaining memberships, partnerships, and collaborations with local, state and national associations, organizations, schools, parks and museums
- Participating in field trips to museums, nature preserves, historical sites, resource management facilities and industries
- Conducting research using primary source documents, books, and on-line resources
- Writing grants for projects such as Trout in the Classroom, stream bank and wetland restoration projects, and conference attendance
Classroom experiences are augmented and enhanced by professional guest speakers (artists, geophysicists, historians, musicians etc.) who share their expertise in specific areas germane to watershed topics.
Student Responsibilities
- Respond to the daily Log Book question. Be prepared to share responses with fellow group members as well as the class during discussions. Complete the daily objectives and accomplishment sections. Maintain a well-organized, sequential logbook as a chronicle of the year
- Keep an annotated Sketchbook with detailed required sketches and creative Special Spot entries
- Participate in group activities, including newsletters, Open Houses, Watershed Informational Fairs, community action projects and environmental conferences
- Demonstrate effective, safe and productive use of time and materials
- Maintain a portfolio of all written work to demonstrate progress with the writing process (Peer edits, rewrites and revisions)
- Maintain a Reading Journal throughout the year with twenty-five entries highlighting a variety of genres.
- Organize and maintain a binder of all program materials. Maintain a tidy detailed notebook.
- Complete bi-monthly self-assessments, share work in progress with parents, return signed assessments and maintain a folder of all assessments, field study reports and Friday Reviews
- Prepare for and conduct two student-led conferences (fall and spring)