Watershed

 The materials, methods and procedures employed in the program stem from the following philosophical tenets underlying the WATERSHED program. Students are encouraged to become inspired and bold thinkers and citizens of their watershed and the world.

1. Primary learning skills are processes, not sets of facts. These processes, which are used to handle information, are more important than any particular set of facts.
2. Integrated learning methods more closely match natural learning styles because they focus the learner’s attention directly onto relationships, higher level thinking skills and processes of applications.
3. Successful learning is directly tied to a student’s sense of self-investment and self-discipline and to a willingness to accept responsibility. A supportive atmosphere of encouragement teamed with high expectations provides students with an opportunity to model the 5 C’s: Cooperation, Commitment, Courage, Caution and Caring.
4. Traditional letter grades cannot adequately reflect Watershed’s emphasis on processes. Student performance and progress is evaluated on an on-going basis through projects and presentations that demonstrate student learning, self-reflection on assessments, and one-on-one meetings. Written comments provide feedback and reflect on-going development and achievement to students and families. The comments provide useful information, which specifically recognize and praise the student’s accomplishments while delineating areas that need further attention and improvement.

1. To create an environment in which students accept responsibility for their learning. The program focuses on verbal and written communication, research, inquiry and systems thinking through engaging explorations
2. To encourage students to know and care for themselves, their community and their world
3. To value student’s questions as much as their answers
4. To encourage students to become self-reliant, independent thinkers engaged in the process of learning
5. To demonstrate the interrelatedness of all learning
6. To create a learning environment, which promotes cooperative rather than competitive learning
7. To illustrate that education is best achieved when it is a cooperative venture shared by teachers, students, and families
8. To demonstrate that learning is a life-long pursuit, which breaks down barriers and transcends the limits of the school’s walls
9. To emphasize the ecological, historical, economical, political and cultural importance of watersheds
10. To provide students with opportunities to see the relevance of their learning and their personal connections to the material
11. To emphasize the importance of fundamental thinking and communication skills, and to encourage learning from multiple sources: primary, textbook, Internet, and personal interview
12. To empower and inspire students to bring out the best in one another, to contribute, and to be active participants within the watershed community

Skills and concepts taught in traditional disciplines are integrated and focused on the comprehensive examination of a specific watershed. Elements and processes from language arts, math, science, social studies, reading, art, music, industrial arts and physical education are included. A Watershed student’s entire day is spent either in the Watershed classroom or out in the field, with the exception of a world language class, a math class and a PE/ Health class. Curriculum standards and benchmarks not only meet, but often exceed the traditional requirements for the seventh grade.

During field study trips to the stream, students put to first-hand use the skills and concepts acquired in the classroom. Students measure and map selected portions of the stream; perform chemical, physical and biotic measurement tests; observe and describe the flora and fauna encountered; and then record their results, observations and experiences in writing, art, power point and film.

All of these experiences in and out of the classroom, because they are focused on a single watershed, provide an opportunity for students to see the interrelated nature of learning. They also provide the students with an opportunity to see their own connection with that learning, because the skills and concepts taught are immediately reinforced by practical application. This important relationship is further enhanced by the daily exposure to and reliance on first-hand, primary resources. Learning takes on personal meaning for the students, thus increasing their abilities to retain, apply and communicate their experiences.

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)

Students who elect to participate in the Watershed Program will be expected to:

GENERALLY

1. Produce quality work that is complete and on time.
2. Positively and actively participate in all Watershed activities.
3. Take pride in his/her work and progress.
4. Accept responsibility for his/her behavior and accomplishments.
5. Apply new learning to his/her own life, the community and beyond.
6. Strive to successfully meet and even exceed basic and stated expectations.

SPECIFICALLY

1. Pay attention and cooperate at all times.
2. Keep a daily, written log summarizing each day's activities and accomplishments. Maintain an up to date Sketchbook with clear annotations.
3. Set specific goals on a daily, weekly and yearly basis.
4. Take home and share the monthly self -assessment form.
5. Complete a minimum of an hour of Watershed homework each night.
6. Try new experiences with an open mind and positive attitude.
7. Responsibly prepare for indoor / outdoors experiences (all types of weather, physical discomfort on a bus ride or being wet for an extended period of time)
8. Be concerned for safety in all situations.
9. Listen to the teacher at all times
10. Act appropriately during class

In short, we expect each student to act in accordance with the five C’s: COMMITMENT, COOPERATION, COURAGE, CARING, CAUTION

Parents who elect to have their children participate in the Watershed program will be expected to:

1. Show an active interest in the student's learning experiences
2. Support the student's progress toward fulfilling his/her expectations as listed above.
3. Reinforce the student's effort by:
   • Discussing each day's activities with your child
   • Following the progress of specific assignments
   • Reviewing and signing self-assessment forms
   • Being mindful that a student devotes at least one hour per night to Watershed related homework
   • Becoming directly involved in Watershed activities whenever possible, e.g. Open Houses, meetings, field trips, etc.
   • Communicating questions and concerns directly to the teachers whenever the need arises.