G/\ N20D.6"5 S1 RS3 ~DD3 vet Intern,rtionctl Environmentcil Poetry cinct Art Profect For J<-12 Stuctents Georgicl's 2003 Teqcher's Guide Sponsoi--ed in Geoi--g i~ by Tll( STARBUCKS FOUNDATION \lfi w~~ cf'.:.J. ~ .''"\ ) ~ ' \'w;;'.'.--r...l~."i~.-i.:....) Dear Teachers, Georgia Department of Natural Resources Environmental Protection Division, Water Protection Branch 4220 International Parkway, Suite 101, Atlanta, Georgia 30354 Alan W. Hallum, Branch Chief 404/675-6232 FAX: 404/675--6245 Thanks for your interest in the River of Words (ROW) Poetry and Art Project. ROW is a terrific tool to help your students identify their ecological address and explore their creativity . You can lead your students in a study of their watershed, poetry lessons and/or art lessons using this helpful Teacher's Guide. The Guide is organized as follows: - What is River of Words?, Contest Rules and Guidelines, How to order Materials - Field Trips to Support River of Words - National River of Words Teacher's Guide - Activities to Support River of Words - Inspirational Stories from Georgia Teachers - Information on how to get involved in the Rivers Alive waterway cleanup event Keep in mind, contest guidelines change each year. The guidelines enclosed are current. In our State, River of Words is sponsored by the Georgia Center for the Book and Georgia Project WET (Water Education for Teachers). Since 1997, Georgia teachers have successfully incorporated this dynamic educational endeavor into their classrooms. We have sent at least one national grand prize winner to the awards ceremony in Washington, D.C. each year. Poetry and art from the 2003 contest are on display in the Georgia River of Words Exhibition. The exhibition is traveling to libraries throughout the State. See the routing schedule in the first section of the guide to find out if the exhibition is coming to your community. If not, you can contact me at (404) 675-1638 to schedule it for your school. HAPPY ROWing!! Sincerely, Petey Giroux 404-675-1638 petey_giroux@dnr.state.ga.us The preparation of this guide was financed in part through a grant from the U.S. Environmental Protection Agency under provisions of Section 319 (h) of the Federal Clean Water Act of 1987, as amended and The Starbucks Foundation. Rivet o International Environmental Poetry and Art Proied for K-12 Students Georgia's 2003 Teacher's Guide TABLE OF CONTENTS What is River of Words? Contest Rules and Guidelines How to order National River of Words Materials... p. 1 Field Trips to Support River of Words................. p. 27 National River of Words Teachers' Guic:\e............ p. 31 Activities to Support River of Worc:\s.............. .... p. 69 Inspirational Stories from Georgia Teachers.......... p. 95 Information on How to Get Involved in the Rivers Alive Waterway Cleanup Event . . . . . . . . . . . . . . . p. 111 ENVJRONMENTAL POETRY & A_RT What is Rivet of Wot~sl Contest tules anc:\ guic:\elines How to otc:\et National Rivet of Wotc:\s Matetials -1- What is River of Words? River of Words is an arts and environmental education program that: nurtures respect for and understanding of the natural world a . ti,,;\" I ON M f. N 1' Al "'111 \ ,.., ren11, 1 promotes literacy in all its forms trains teachers how to integrate the arts into core curriculum subjects gives youth a forum for expressing their creativity and concerns helps children develop a sense of belonging to a particular place builds community partnerships leverages existing resources in support of education facilitates interdisciplinary teaching methods distributes, publishes and displays children's art & poetry publishes an Educator's Guide and curriculum support materials . - River of Words (ROW), a non-profit organi~~on, was founded in 1995 by then-US Poet Laureate Robert Hass and writer Pamela Michael. Every year, in affiliation with The Library of Congress Center for the Book, we conduct an international poetry and art cont~st for children in grades K-12. Each April, eight US wi11..ners, one international winner, and a "ROW Teacher of the Year" are honored (during National Poetry Month) at an Award Ceremony at The Library of Congress in Washington, DC. Seventeen states currently award state ROW prizes, as well. River of Words publishes an annual poetry book of winning submissions, selected by Robert Hass. We also exhibit the children's paintings at museums, libraries, conferences and other venues around the world. Through our website and many workshops and presentations around the country, we provide students and teachers-and their communities-with tools, inspiration and incentive to begin exploring the natural and cultural history of their own homegrounds. The contest is free, and every child is acknowledged with a personalized "Watershed Explorer" certificate. Children may enter on their own or through schools, nature centers, libraries, youth clubs and other organizations. Girl Scouts can earn their "Water Drop" patch by entering the contest and fulfilling other requirements (www.epa.gov/adopt/patch). The contest deadline is: North American entries-postmarked by February 15 International entries-received by March I PO Box 4000-J Berkeley, CA 94704 USA 510-548-POEM www. ri verofwords.org -3- ,Que es River of Words? 'Rio de Palabras' River of Words es un programa educacional de arte y el ambiente que: desarrolla el respeto y entendimiento para el mundo natural prornueve la alfabetizaci6n en todas sus forrnas ensefia a los maestros como integrar las artes en el curriculum da a los nifios una rnanera de expresar su creatividad e interes ayuda a los nifios a desarrollar el sentido de pertenecer a un lugar construye asociaciones cornunitarias usa recursos para apoyar la educaci6n facilita los metodos de ensefianza interdiciplinarios distribuye, publica y muestra el arte y la poesia de los nifios publica una Guia para Maestros y materiales que apoyan el curriculum River of WordsAwr-:ta., . . . . Nacaz..SAIIJaellta...:.:.m. K-12 Educator's Guide ToSappcnd,cAlmoal......,,AAJtC- No. of Copies River of words Educator's Guide: \Vatersbed Explorer Curriculum $25. plus $7.20 shipping/handling 2002 River of \\lords Poetry Book $ l 0, plus $4.50 shipping/handling California residents, please add 8.25% tax Total/Amount Enclosed $- - - $_ __ $_ __ $- - - NOTE: To view or order additional River of Words publications and materials, please visit our website: wvrw .riverofwords.org Name- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Home Address - - - - - - - - - - - - - - - - - - - - - - - - - - - - - City/State/Zip/Country_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Tel:- - - - - - - - - Fax:- - - - - - - - Email:- - - - - - - - - - - Credit Card Orders Only, Fill Out Below Credit Card#_ _ _ _ _.....,-_ _ _ _ _ _ _ _ _ _ _ _ Exp. Date_ _ _ _ _ _ __ - Signature - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -21- 2003-2004 RIVER OF WORDS EXHIBIT TOUR SCHEDULE July 7-20, 2003 Athens Regional Library System Kathryn Ames, Director 706-613-3650, ext. 333 kames(@gcpl.net Athens July 21-Aug 3, 2003 Newton County Library Greg Heid, Director 770-787-3231 gheid@mail.newton.public.lib.ga.us Covington Aug 4-17.2003 Conyers-Rockdale Library System Conyers Deborah Manget, Director 770-388-504 l mangetd@.mail.rockdale.public.lib.ga.us Aug 18-3 l. 2003 Clayton County Library System Carol Stewart, Director Library Services 770-473-3850 stewartc@.mail.clavton.12ublic.lib.ga.us Jonesboro Sept 1-14, 2003 Thomas Public Library Peach Public Libraries Gilda Stanbery-Cotney, Director 4 78-825-1640 stanbern@mail.12each.public.lib.ga.us Fort Valley Sept 15-28, 2003 Byron Public Library Peach Public Libraries Gilda Stanbery-Cotney, Director 4 78-956-2200 stanbenz@.mail.12each.12ublic.lib.ga.us Byron Sept 29-Oct 19 Houston County Public Library Judy Golden, Director 478-987-3050 2.oldenj(@mail.houston.Qublic.lib.ga.us Perry Oct 20-Nov 2, 2003 Twin Lakes Library System Lillie Crowe, Director 478-452-0677 crowel(@.mail.baldwin.Qublic.lib.ga.us Milledgeville -23- 0 0 0 0 0 0 Nov 3-16.2003 Jefferson County Library System Charlotte Rogers, Director Louisville 0 912-625-3751 0 rogersc@,mail.jefferson.public.lib.ga.us 0 0 No\' 17-30, 2003 Screven-Jenkins Regional Library Sylvania Kathryn Youles, Asst. Director of Operations 0 912-564-7526 0 youlesk@gcpl.net 0 Dec 1-14, 2003 Live Oak Public Library Savannah 0 Bill Johnson, Director 0 912-652-3600 0 bjohnson@celrl.org 0 Dec 15-28. 2003 Statesboro Regional Library Statesboro 0 Peter Sullivan, Director 0 912-764-1328 0 petersr@srls.public.lib.ua.us 0 Dec 29. 2003- Ohoopee Regional Library System Vidalia 0 Jan 11. 200-+ Dusty Gres, Director 0 912-537-928., uresd,a,mai 1.toombs.public.lib. 2.a. us 0 0 Jan 12-25. 200-+ Brooks County Public Library Quitman 0 Laura Harrison, Director 229-263-4412 0 harrisolwmiail.brooks.public.lib.ga.us 0 0 Jan 26-Feb 8. 2004 Moultrie-Colquitt County Library Moultrie 0 Melody Jenkins, Director 229-985-6540 0 jenkinsm@,mail.colquitt.public.lib.ga.us 0 0 Feb 9-22, 2004 Coastal Plain Regional Library Gary Frizzell, Director Tifton 0 229-386-3400 0 2.arv!@gcpl.net 0 Feb 23- DeSoto Trail Regional Library Camilla, Sylvester, 0 March 7, 2004 Lisa Rigsby, Director Blakely 0 229-336-8372 0 riusbvl(@,mail.mitchell.public.lib.ga.us 0 0 -24- 0 0 March 8-21, 2004 Southwest Georgia Regional Library Susan Whittle, Director 229-248-2665 s whittle@mail.decatur.public.lib.ga.us March 22April 4, 2004 Kinchafoonee Regional Library System Frances Messer, Director 229-995-6331 messerf(a)mail. terrell.public.lib.ga. us April 5-18, 2004 Chattahoochee Valley Regional Library Claudya Muller, Director 706-641-4078 mullem'a),mail.muscoQee.public.lib.ga.us April 19rvlay 1. 200--l Decatur Library (for repairs) Alison Weissinger, Director Bill Starr, Georgia Center for the Book 404-3 70-8450, ext. 2225 stamv0':dekalblibrarv.orf2 \fay 3-16.2004 Chattooga County Library System Barbara Hutsell, Director 706-857-1806 hutsellb mail .chattooQa.public.lib.Qa.us West Georgia Regional Library Jim Cooper, Director 770-836-6711 cooperj@.mail.carroll.public.lib.ga.us Bainbridge Dawson Columbus Decatur Summerville Carrollton Questions 7 Commems? Need help? Did the exhibit arrive at your library in damaged condition? Want addi1ional primed materials? Please let us know. Call Bill Starr, Director ofthe Georgia Center for the Book a1 the DeKalb County Public Library, 404-370-8450, ext. 2225. Thanks for your cooperation in beha(fof1his wonderful program. -25- . Field Trips to Support River of Words "Ftog Funny" )4mes Le4ty - St4te Winnet Fetnb4nk Element4ty School - Atl4nt4, GA -27- Fl ELD TRI PS TO NATVRE CENTERS SUPPORT RIVER OF WORDS Across Georgia, nature centers offer programs that support River of Words. On a field trip, your students might discover their local watershed and create poems or art they can submit to the contest. The content, timeframe and cost of these programs varies by center. Charlie Elliott Wildlife Center, Mansfield Brooke Ager Discovery Area Watershed Field Trip For 4th - 6th grade students Students will learn about watersheds, explore CEWC's streams and lakes and have the opportunity to create poetry and artWork. Poetry and artwork can be done during the field trip or back at school (in which case a teacher's guide will be provided). Cost: $3.00/student, Deposit required. Contact: 770-784-3059 Chattahoochee Nature Center, Roswell The Creek and the Cherokee For 3'" - 12'" grade students The land of the Chattahoochee Nature Center was once inhabited by native peoples, including the Creek and the Cherokee. In this program, students discover how these people used the river, the land, the wildlife, and other natural resources for hunting, farming. gathering. medicine, shelter, clothing, transportation, music, and games. Objective: Students will summarize how the Creek and the Cherokee people in Georgia used natural resoun:es in their daily lives. This program is an excellent opportunity to set the stage for a language artslf,ne arts activity. Classroom teachers are invited to supply a culminating activity for River of Words to conclude the presentation of The Creek and Cherokee program. Cost: $6.00/student, 25 students/naturalist, 2 adults free/25 students. Reservation and deposit required. Contact: 770-992-2055, ext. 237 to make reservations. Specify River of Words option for The Creek and the Cherokee program. Dunwoody Nature Center, Dunwoody River of Words For K - 8th grade students Students will learn about watersheds, identify their ecological address, explore DNC's stream, and learn about macroinvertebrates while inspiring their creativity to make art or poetry to submit to the contest. Cost: $6.00/student-$60 minimum for poetry, $7.00/student-$70 minimum for art. Contact: 770-394-3322 Elachee Nature Science Center, Gainesville Nature Journaling Activities For 5th - 8th grade students Hike in a watershed while learning the important role that water plays in our lives. Then record your impressions in poetry or prose on the banks of a rushing stream. Cost: $8.00/student. Contact: 770-535-1976 Newman Wetlands Center, Hampton River of Words & Nature Journaling For 6th - 12th grade students Students will learn about wetlands and the watershed, and will explore the role of human beings as stewards of these ecological systems. They will spend time in the creeks and wetlands of the Clayton County Water Authority property and participate in observation exercises of the wildlife and plant communities in these environs. They will have the opportunity to create poetry and artwork, either on-site or back at school. Cost: $5.00 per student with a minimum of $50.00. Maximum number of students per class: 20. Contact: 770-603-5606 Oatland Island Education Center, Savannah River of Words For I" - 8:.h grade students Students will learn about watersheds and wetlands and be able to describe the characteristics of wetlands, observe Georgia's dynamic coastal wetlands through direct experiences in our salt marshes and tidal creeks, unleash their imaginations in a '.V~tlands poetry writing session. The In and 2nd grade field trip is 2 hours in length and the 3rd - 8"' g; dOe field trip is 2.5 hours in length. C::ost: $4/student for Chatham County students and $5/student for Non-Chatham County students with a minimum of I5 students or $60. Contact: 912-898-3980 Oxbow Meadows Environmental Learning Center, Columbus River of Words For 2nd - 6t1> grade students Students will learn about watersheds, visit and explore a pond and marsh environment, and learn about the animal and plant life unique co Oxbow and the nearby Chattahoochee River. This program also includes a culminating activity where stu<:lents will create artwork or poetry for submission to the National "RIVER OF WORDS" Contest. ROYV submission deadline is 2/ I5 annually. (A two hour program) Contact: 706-687-4090 Rock Eagle 4-H Center, Eatonton Environmental Education Program For 3rd - 8th grade students Learn about the Georgia Piedmont through residential or day field studies at Rock Eagle. Classes include Lake & stream Ecology, Tearn Initiatives, Orienteering, Canoeing, living History & more! Conclude your visit with students creating their own poetry or nature based art projects. Cost: Please call for pricing information. Contact: Reservations office at 706-484-2857 or for Program Information 706-484-2834 or email reagle@uga.edu Sandy Creek Nature Center, Athens River of Words For 2nd - 8"' grade students Enjoy a trip to our local wetlands, sample the edge of our pond. learn about our wetland plants and animals, and discover the importance of the surrounding watershed. Wrap up the program by creating your own watershed art or poetry inspired by your visit. Field study program is 2 hours. Cost: $2.50/Athens-Clarke County students and $3.50 for non-ACC students. Adult chaperones welcome and are free. Minimum $40 fee. Contact: 706-613-3615, ext. 231 Q C -0 Q 0 0 0 8 C) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 National River of Wot~s Teachers' Gui~e "Mqgicql River" Victoriq fqith Bqker - Stqte Winner Lewis Elernentqty School - Kennesqw, GA -31- National Environmental Poetry & Poster Contest for Students (0, .. -~- ~ -~- 1 ...., . " ~ ,, . -~ --....____- - . ~ - -- --_-_ ~ -. TEACHER'S GUIDE -33- . ~~~ ; ~ ~ ~.."_-0_---->--~~ __.. . ' ......_ -- --.,.__--.... H BEAUTIFUtFOR SPACIOUS SKIES; the song goes, -for amber waves of grain, for purple mountains' majesty across the fruited plain~ In the future they are going to say of us that, at the end of the twentieth century, we inherited a vast and beautiful and living land, still full of wild mountains and rivers, the remains of great fore~ts. windy desert e mesas, bayous and glades and lakes, and a teeming creaturely life, all this endangered and some e of it rendered immensely productive by our energy and cleverness and ingenious technologies, and they are going to ask what we did with il e They might come to say that we respected il That we were a country from the begin- ning that took its character from our relationship to the immensity and beauty and promise of the land and that, though we exploited it brilliantly, sometimes mercilessly, and often unwisely, we also loved it and that in end we preserved it and cared for il That we understood that we were in a relationship of community to the land itself, its watersheds and grasses and trees and elegant quick-eyed life, and that we passed it on, still thriving, to our children. Or they will say of us that we were clever, energetic, and greedy. That we kept saying how much we loved the land and that we were going to respect it, but we also kept saying that it made good sense to exploit it just a little more before we stop. And we kept cutting down our forests and polluting our rivers and fouling our air just a little more, just a little at a time, until there was not much left. How is this stor)' going to turn out? The answer to that question lies with our childrenthe first generation of the twenty-first century. It lies in their own imagination of the land, in their understanding of it and knowledge of it and their feeling for the wild life around them. The idea of River of Words is to ask them to educate themselves about the place where they live and to unleash their imaginations. We need both things-a living knowledge of the land and a live imagination of it and our place in it-if we are going to preserve il Good science and a vital art and, in the long run, wisdom. All this must begin in the classroom, in family conversation, and in family outings. There is no reason we cannot give our kids hope, and a sense of pride, and a love of our amazing earth, and a sense of purpose, and we need to begin now. River of Words is the seed of a place to start Please join us in this effort. To you students, I would say this: learning your watershed should_be an adventure and so should expressing it in poems.and arl I _hope_you11 bring all of your natural energy and imagination to il It doesn't matter whether you live in the city or the country; water runs through it that supports your life. Your imaginations run through the place where you live like the water does. So I wish you watery minds and earthy minds and airy minds-and fiery minds, and all of us involved with River of Words hope you have fun with this project Robert Hass -35- United States Poet Laureate THE ORION SOCIEIYS Stories in the Land Program . ------ ~-- ~~~...__. _ :~ - ~. For each home ground we need new maps, living maps, stories and poems, photographs and paintings, essays and songs. We need to knov.r where we are so that we may dwell in our place with a full heart. -Scott RussellSanders -37- 0 0 0 0 THE ORION SOCIETY 0 0 I n t r o cl u C t . 1 0 n 0 0 0 0 fY \X'ATERSHED-BASED APPROACH to environmental education wi!I be significantly 0 influenced by the particular bioregion in which a school is located. Thus, there is less 0 of a need for curricular guides" or other prescriptive material than there is for certain 0 broad principles, and for examples of curricula that have worked for a variety of teachers. 0 The Orion Society's Stories in the Land Program, directed by renowned environmental educa- 0 tor John Elder, Ph.D., has developed one set of principles that has proven helpful to many teachers. 0 These arc: 0 0 1. Attentiveness to the local environment, rather than a study of global problems or political 0 controversies, is the most productive way to start. 0 2. This should be an inclusive approach to the landscape and community, registering the 0 natural history and the human history alike. 0 3. An interdisciplinary curriculum, in \-vhich the arts and literature are integral as well as the 0 0 natural sciences, both engages and instructs students. 0 4. Time spent exploring and studying out of doors complements work in the classroom. 0 0 Teachers in cities and suburbs can pursue this model of environmental education just as 0 successfully as those in the country. Ralph Allen, an Orion Society Fellow teaching in a Philadelphia 0 high school, had this to say after his recent sense of Place" course: 1've had students tell me at the 0 outset of this uni~ 1 don't have a watershed'. And I've had the same students come back glowing with 0 stories of wonderful little streams they've discovered or of rediscovering favorite streams from their 0 childhoods, or of finding a whole pattern of streams buried beneath city streets and railroads~ Young 0 people discover their place in a wider community, including a geological history, characteristic 0 weather patterns, flora and fauna, indigenous cultural traditions, and_ the m_ore recent history of 0 migrations and commerce. From such a broadened perspective, a sense of environmental and ethical 0 responsibility naturally arises. . . -, .; _; .: '. .-.-~.,)~}ii;',. ..,:,.. ,~-;'?. }-'.. 0 The following brief reports convey the range of Orion Society Fellows' receiilccurricula. '.f ; . 0 We hope tha~ though yo~r teaching situation and region may differ dramaticaU{lrJ~-~~~eirs, the~e::: 0 "ih teachers' stories may still be useful and inspiring as you formulate the best ap1>roach y6ur own0.: _ 0 watershed. Good luck' 0 0 -38- 0 '-- . f-,:fljt;z.';;;1'.'~~:;:_.:~--- :, __ ,. ~NWESSEL "'\V [e live in the Anchor River WatershedW home, at its source, of the King Salmon whose fishery brings thousands of people to her banks on the Kenai Peninsula in Alaska every summer. Brown and black be.ar, moose, bald eagles, halibu~ stellar sea lions. minke and orca whales, and the sea otter are among the many heralded citizens of this ecosystem, rich in Sitka spruce, red We break the silent meditation with our pencils~o sketch, to write, to create a record of our impressions in the immediacy of the moment Perhaps there is an eagle's nest above or bear scat before us. Once we sat next to a depression in the last fall's leaves marked by tufts of black bear fur. From our sketches and journals emerge the work of a~ to be crafted. to be shared, to finally be Homer Junior alder, and birch. published or displayed. Writers enter a workshop e High School For eleven years. Homer Junior High has wel- mode for peer comment a~d editing. Models of comed the spring with an exodus of students from effective poetry and prose of the natural world help Homer, Alaska its doors to the natural world of Kachemak Bay. As part of a natural science, writing. and art aoss-a..trricular team, I have led groups of students into the words and waters and let them be a part of this world Through sketching, we explore the stratigraphy of centuries, opening a window on the geology of the region. Oimbing up the moraine of Grewingk Glacier, we experience the plant succession of glacial terrain, drawing. photographing. and writing along the way. We sit silent for twenty minutes under the canopy of old cottonwoods. listening. smelling. watching ---- - Jo KAY ANNE \X1. us to sh.ape the art and sometimes to in.spire it More often it is born in silence, however, a silence where the senses reign. affording communion with other sentient beings of our home The headwaters of the Anchor River flow into the C.OOk Inlet and Kachemak Bay of the Pacific Ocean, the great water that finally mixes with all others, celebrating life and grieving pollution. Our students know these waters, ~use they feel them at their source. They feel them in a qwet breathing. a reverence, from which grows the art of poetryand painting. & ,-; :--;c..'Fifth Grade Teacher, Tetonia Elementary School, Tetonia, Idaho V Tit11 a: little help from community volunteers, elementary 2. Animal life: At this station, students learn about the W students can experience hands-on science in your animals that inhabit the river area. They look for signs of these mmunity. Students can learn about Joe.al watersheds, water animals and if they are lucky, observe the wildlife They learn ality. and ecosystems in a day-long activity that will leave them how to identify the wildlife that is common in this area. They also anting more. learn about food chains and animal survival A Day On the River begins with an orientation to water- al3eds. .On the day before the activity, have students "build" moun- ~ns and valleys of rumpled paper. Using spray bottles, have .udents rain" on their creations and the water will settle irito .atersheds" that students can see. A good review of the water ~de ~11 _also help students understand what they will be ~xpenenans Students anive ready for A Day On the River with the .!lowing materials: warm clothes, good hiking shoes, a sack .i,tnch. plastic containers, magnifying glasses. sample bottles, ~rainers, and small plastic zip-lock bags. - - Upon arrival al your chosen site, students will rotate through . e following activity stations during the clay: 1. Water life: At this station, students screen the water from the river to discover insects and other living organisms that ~ b i t the river. They test the river for temperature, pH balance, rm .hosphates, and bacteria (with the help of local biologists). Each also creates a water ecosystem from the river in a plastic 3. River history: At this station, local experts tell the students stories of the river and its development They also tell the students how the area has changed overthe years. 4. Nature hike: Students take an hour-long hike along the river. identifying trees, plants. and undergrowth. They look for wildlife and collect specimen.s. 5. Nature art During the hike, students stop and learn about nature sketching from a_loc.al artist. Students spend time selecting a plant from the river area to sketch and identify. They al.so use . the material,s fo~d near the river to ae.ate nature sculpture. working in groups of three or four. When they are finished with their creations, they sh.are what they have created with other members of the class. Upon arrival back at schooL students use the materials they have collected in their specimen bottles to create ecosystems in the classroom that can be observed for several weeks. They al.so take their nature sketches and create finished products for display. ffontain~r that will be sent back to the classroom for observation. -39- 0 0 0 0 CRAIG .ALTOBELL Before going out for a full-day 6dd trip, students had plenty of practice making observations along the river behind the Sixth Grade Teacher school I encouraged students to list sensory images (phrases which captured what they Cogswell Memon"al Middle School saw, fel~ heard, smelled, tasted). When the Hcnnike,; Neu1 Hampshire time came for all-day field trips to new des- tinations, students carried with them confi- dence in recording their observations in a field journal We focused our observations 0 Q the most time on was haiku because of its direct emphasis on the observation of Q nature and its s1mphaty. Also, because of its 0 shortness, haiku poetry lends itself well to teaching the process of revision, a skill I Q Q wanted to focus on. We read a lot of haiku by contemporary poets and noticed that 0 most of these poets place far more emphasis Q on capturing the essence of the moment Q than on creating poems which adhere to on different characteristics of the watershed each time. One subject that was particularly exciting to the kids was our study of river creatures. After collecting macro-inverte- brates, we brought them back to the classroom for observation, and using books and field guides, we learned more about their natural history, then wrote poetry based on our nev-..found knowledge. After this and other such field trips, we spent time reading the poetry of some outstanding poets whose work is accessible to this age group. Students selected poems that had meaning to them and wrote about them in journal entries. After being immersed in reading and hearing poems, the group generated a long list of the quali- ties of poetry. We then used this list as the basis for our own poetry writing. During our poetry writing, I exposed students to various poetry styles such as free verse, rhyme, poems written from the animal's point of view, poems for two voic- es, and haiku poetry. By far, the style I spent the typical 51715 syllable sequence typically 0 associated with haiku This is a significant Q point because I feel that most teachers do the opposite. They stress the syllables, Q Q which tend to result in haiku that are Ii.mp and lifdess and miss the magic of the moment 0 0 After revising and editing our poems, we moved on to the artwork We use a collage style for illustrating the poems I 0 0 show students picture books that make use 0 of this technique such as books illustrated by Eric Carle. Students have fun generating a large collection of painted papers using 0 methods that we have learned about or 0 invented. Some of these methods include 0 blow painting, screen painting, spatter painting, marbleizing, crayon resis~ plex.i- 0 0 glass, watercolor wash. finger painting, etc As students paint I ask them to make use 0 of colors that will compliment their poems. later students will cut up these painted 0 papers to create images for illustrating 0 their poems. 0 0 ANN STRAUB 0 Third Grade Teacher, Bristol Elementary School 0 Bristol, Vennont 0 T ast Spring, my third_grade class an~ I volunteered to . . "Yrlting a .~m about the part of the environment that Lplant willows, pines ,and spruce m an eroded area spoke to them during the watershed experience. Storm 0 0 of Lewis Creek our local watershed. As the children clouds rumbled across the Green Mountains drenching 0 explored the creek and the surrounding fields and wood- us as each child's poetic voice was heard Under drier 0 lands, two pa.rent volunteers and I furiously wrote down conditions in our classroom, we made textured rain- their uninhibited, creative language. We read back to the scapes using birch bark, textured wallpaper. burlap, col- 0 children the playful. desaiptive dialogue that ocrurred as ored tissue paper, paper bags, etc., streaked with white 0 they interacted with the environment They were asked pine needles dipped in black tempura paint to create an 0 to consider "human verbs" (i.e., gossip, argue, knit) when environment resembling our lewis Creek experience.. -40- 0 e"-- - BONNIE DANKERT Santa Cruz High School l:'or many years, my deep interest has J_ - rested in seeking a way to design a course of study engaging students in regional habit.al educating them on the denigration of the watershed Plwnbing the depths of our ignorance, there lies a need to look into the complexities of aviary anatomy. causing us to further appreciate the unique beauty of a single feather. With pastels, watercolors, and sharpened pencils, in one afternoon of drawing exercises we discovered a delicate intimacy for these vanishing creatures. Santa Cruz, California water's shallows and call witness to the shad- Student rese.archand field studies ows of death My choice was to focus on the avian community, specifically four California birds, the light-footed clapper rail the elf owl the brown pelican, and the peregrine falcon The destruction of coastal watersheds is result- ing in the alarming disappearance of many California species. Federal state, and local water-management practices, land acquisition, private ownership, and the lack of suit.able reveget.ated habit.at directly affects every bird. 1hi.s brings us to examine our nation's Endangered Species Act with careful analysis particularly on current proposals offered for consideration. "\Y./atersheds," an interdisciplinary blue prinl successfully provides a variety of avenues for students to access an elaborate network of communities, and make a person- al connection \Ve educate one another through collaboration and a collective spiril \X'ildlife artist Rochelle Mason's "Animals and Feathers workshop introduced to students the revealed the watershed's rich diversity, transposing multiple visions of each fragile community. To gather assorted perspectives, students interviewed local growers, visited organic farmers, and followed a running debate among activists, government officials, and business people concerned with the economy. We continually looped back to the vital necessity of The Endangered Species Act to underscore the importance of habit.at preservation Active involvement in such endeavors plants seeds for future stewardship The rami...ications of watershed destruction branches into every river, slough, and ocean, influencing the quality of our water, the viability of our soil the integrity of our intentions. The search for this land's legacy of rain-bearing rivers, high-rising mountains, and gently sloping beaches converges at the water's edge, where streams and tributaries are marked with the passing beauty of native, pink salmon THE ORION SOCIETY The Orion Society is an environmental education organization that fosters nature literacy in people of all ages. The Orion Society's programs include publications and other teaching tools that seek to deepen our relationship with nature; teacher-training institutes, teaching fellowships, and model ciassrooms; writer tours that seek to cultivate holistically aware and environmentally caring citizens; and community-building projects that are working to reshape our economic and social institutions.to make them more ecologically sustainable. To receive more information on The Orion Society's programs and teaching resources, write to: The Orion Society, 136 East 64th Street. New York, NY 10021. -41- About Watersheds Long Person, you passed a stone's throw away from his door, Your ripples are Cherokee prayers, You carry the hopes of this nation within your banks, You and he-are alike, you are contained histories, You are a generation of yet unbroken channels. -Gladys Cardiff From "Long Person" 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 -42- 0 0 cerpt from :coming :into the :Watershed" Gary Snyder A WATERSHED is a marvelous thing to consider: this process of rain falling, streams flowing and oceans evaporating causes every molecule of water on earth to make the complete trip once every two million years. The surface is carved into watersheds-a kind of familial branching, a chart of relationship, and a definition of place. The watershed is the first and last nation whose boundaries, though subtly shifting. are unarguable. Races of birds, subspecies of trees, and types of hats or rain gear often go by the watershed. For the watershed, cities and dams are ephemeral and of ho more account than a boulder that falls in the river of a landslide that temporarily alters the channel. The water will always be there, and it will always find its way down. As constrained and polluted as the Los Angeles River is at the moment, it can also be said that in the larger picture that river is alive and well under the city streets, running in giant culverts. It may be amused by such diversions. But we who live in terms of centuries rather than of years must hold the watershed and its communities together, so our children might enjoy the clear water and fresh life of this landscape we have chosen. From the tiniest rivulet at the crest of a ridge to the main trunk of a river approaching the lowlands, the river is all one place and all one land The water cycle includes our springs and wells, our Sierra. snowpack, our irrigatioo canals, our car wash, and the spring salmon run. It's the spring peeper in the pond and the a~orn woodpecker chattering in a snag. The watershed is beyond the dichotomies of orderly/disorderly, for its forms are free, but somehow inevitable. The life that comes to flourish within it constitutes the first kind of community. -43- -------------------------.------ 0 0 0 0 Watersheds 0 0 of the United States 0 0 0 0 1. Nonh Pa~ific Coast 2. Klamath/Central Pacific Coast 3. Central Valley of California/ San Francisco Bay 17. Upper Colorado River 18. Plane/Kansas Rivers 19. Upper Missouri/Yellowstone R,vers 20. Main Stem Missouri R,ver 21. lower Missoun River 0 22. Mississippi Headwaters/Tallgrass Prairie 0 23. Upper Mississippi River/Tallgrass Prairie 24. Great Lakes 0 25. Ozark Watersheds 26. Ohio River Valley 0 0 0 0 0 0 0 0 0 0 4. South Pacific Coast 5. Columbia River Basin 6. Great Basin 7. Lower Colorado River 8. Gila/SalWerde Rivers 9. San Juan 10. Middle and Upper Rio Grande 11. Lower Rio Grande 12. Pecos River ~ 43. Arctic Alaska 44. Nonhwest Alaska 45.-~nterior Alaska 46. Southeast Alaska 47. South Central Alaska 48. Bristol Bay/Kodiak 49. Yukon-ltective vegetative cover. Plants also modify and devel soil. Plant roots create soil spaces. Plant litter adds l anic matter to soil and extracts water and minerals in ution through the roots. Plant litter slows surface runoff . d protects the soil surface from rainfall's beating and .ddling effects. Soil depths and moisture-holding capac:i are usually less on steep slopes, and plant growth fjes are often slower. Forage, timber, and water are all renewable resources. .ater is renewed by cycles of climate. Forage and timber renewed by growth in seasonal cycles. The availability .these resources is dependent upon soil Soil is, except l er long periods, a non-renewable resource. It may take ore than a century to produce a centimeter of soil and &usands of years to produce enough soil to.support a ah-yield, high-quality forest, range, or agricultural crop. i,il is the basic watershed resource. Careful management l,d protection is necessary to preserve its function and ioductivity. Vegetative Cover Grasses, forbs, shrubs and trees make up the major plant cover types. All four types build up organic litter and affect soil development They usually develop under differing climatic conditions and all are important to watershed management A forest usually includes, in addition to trees in various stages of growth, an understory of shrubs and a low ground cover of orbs and grass~s. While all plants in a forest have some effect on water, trees are the most important Tree-litter fall protects the soil's surface. Tree roots go deep into the soil and help bind it, and tree crowns provide the most shade. The effects of shrubs and grasses are similar to those of trees including increased protection for soil again.st the beating action of rain and drying action of the wind. Plant cover benefits a watershed The canopy intercepts rain and reduces the force with which it strikes the ground The canopy and stems also reduce wind velocity. When leaves and twigs fall, they produce litter, which decomposes and is eventually incorporated into the soil. Litter protects the soil surface, allows infiltration and slows down surface runoff. Stems and roots lead water into the ground. Roots open up soil spaces for _water retention and drainage as well as add organic materials to the soil The movement of minerals from roots to canopy provides recycling. Windbreaks of trees and shrubs protect crops and reduce moisture losses from evaporation. Grasses, trees, and shrub stems along riverbanks trap sediments and floating debris during high waterflows. Roots bind and stabilize streambanks and slopes to reduce slides and slumps. MANAGEMENT CONSIDERATIONS Water quality is largely determined by the soils and vegetation in a surrounding watershed Accordingly, human activities have pron~unced impacts on watershed quality. These activities include timber harvesting. ._livestock grazing. ~griculture, recreation and urban or industrial development Timber Han,esf Timber harvest opens and reduces plant cover density. Timber harvest does not negatively affect a watershed if slope and soil are carefully considered and plant cover rapidly restored. In snow zones, timber harvest can -47- 0 0 0 improve sn<:>w catch and modify snowmelt rate. Oregon and several other slates have passed laws called Forest 0 and water may remove the finer and more fertile soil par0 ticles, reducing land productivity. Agricultural operations Practices Acts lo ensure consideration of soil and water based on careful appraisal of soil, slope, and climatic con- C) resources during timber harvesl ditions include. erosion control and are compatible with C) watershed managemenl C) Agriculture Domestic livestock lend lo concentrate in specific areas when grazing. Concentrated grazing impacts plant cover Plant cover affects water through growth and transpi- ration. Shade and mulch formed by plant litter reduce 0 0 evaporation of soil moisture. Plant roots can take up avail- and soil. Grass cover can be improved by removing some able soil moisture to a greater ~epth than evaporation. 0 of the annual growth, but forage productivity can be greatly reduced if overgrazing occurs. Improperly timed grazing, grazing loo many animals, or grazing for too long a lime can change vegetation over a period of years to species of 0 An example is accelerated brush encroachmen~ partic- ularly juniper, on central and eastern Oregon uplands. 0 Increased juniper stands have, in pa~ decreased summer streamflows. Juniper competes more successfully than 0 lower value. Overuse of rangelands by native grazing other vegetation for available moisture. This reduces 0 animals can also seriously damage plant cover. Excessive trampling by grazing animals can con- LAKE MERCED ,--:A st~ of!sunlight glistens 0 ground cover and may cause increased runoff and 0 less infiltration to ground0 water storage. In addition, tribute lo soil compaction, accelerated runoff, and erosion problems. Trampling' can also help scatter seeds and incorporate them into ~:oh'_~e Wavy water, a maltard 5 d~fk)iuttJrs_~b6ve. ancient ~:~t.:-=.ti:.~?-~~!~~;;f~f~~\~';:.~.-_;:+,: ;~;_:-~'. ,_--= , "' !;'Cr';;~ ':~ S:~-OlJ.!9_ijtil~t1g/A.{~l~\grove grows o,~h;}~'thei:~i~~f~as an Ohlone wigw~. juniper roots can lap 0 groundwater storage. 0 Juniper's high transpira- tion rate leaves less water 0 for stream runoff as s- 0 the soil for regeneration. Thitk\grey?i9:~,\it-fo:their forever - . ummer progresses. 0 .Management of livestock and grazing wildlife species can enhance watershed values, but is limited by the carrying capacities 0 Fire 0 Fire is one of the most widespread and destruc- 0 0 tive agents affecting plant of the land and the cover. Under certain con- 0 forage species it will support. Management must consider timing, density, and duration of animal use to capitalize on the positive aspects of grazing. Generally, recovery does not occur if vegetation is thinned to ditions, fire can nearly 0 0 remove cover and organic litter, and, in extreme 0 ' cases, sterilize and change 1', -'e)l the chemistry of the sur- 0 {~~/Jifr~~~~}t~'. ~ ~ ~~-j i-p''~.,~, . .- j '" ;.. face soil. Burning converts 0 organic materials in plant cover, litter, and topsoil to gases and soluble, readily 0 0 leached ashes th~t can (!lake acid soils alkaline. Damage to less than 70 percent of the natural cover. Without management practices such as reseeding, degradation will continue. Crop production usually involves removal of the original plant cover and till- soil varies, but it may take several seasons for soil condi- 0 "tions to return tonormal. 0 Without a protective canopy and litter, the soil swface is rapidly puddled and sealed by the first rains. Infiltration 0 is greatly reduced, making runoff and erosion more rapid 0 ing the soil for seedbed preparation. Crop cover is usually seasonal and less dense than natural cover. This provides less protection for the soil. Erosion by both wind Debris-laden floods often occur within fire-denuded water- 0 sheds during only slightly abnormal rainfall. Most of the 0 water falling on a burned landscape is lost by rapid runoff. Water that infiltrates is probably lost by evaporation. 0 -48- 0 .. ,,,,,. ',. : ~:~ . , , ::-r . -f ~ Streams from burned watersheds at first cany a heavy and in&eases rimoff t~ produce rapidly fluctuating 41ad of salts dissolved from ashes, floating debris, and ero- streamflows. e,n sediments. Water quality may soon return to normal, High-quality water is desaibed as cool, clear, clean, ecept for sediment-laden high flows. Water levels fluctu- colorless, odorless, tasteless, oxygenated, free of floating . e and become less dependable. These conditions may and suspended materials, and carrying only limited ~ntinue for several years until the plant cover becomes amounts of dissolved materials. As quality is degraded, ~-established on the watershed. water becomes less and less useful for most purposes. Fire can be beneficial to a watershed when it is care- Urbanization decreases water quali~. ly managed. It can reduce available fuel and prevent Point source pollutants enter waterways from a eore destructive fires. Fire thins understory seedlings that specific poinl Common point source pollutants are dis- ~mpete with larger trees for available moisture. Open for- charges from factories and municipal sewage treatment ~t types such as ponderosa pine are maintained by fire. ttavers plants. This pollution is relatively easy to collect and treal Non-point source pollution, on the other hand, is really a new name for an old problem-runoff and sedi- ee effects of beavers on a watershed can be both positive . d negative. Their actions change watershed hydrology Ji well as damage cover. A beaver dam changes energy ~win its immediate area by turning part of a stream evironment into a pond or swamp. If high beaver popu- 9.ons coincide with heavy livestock use, the results can devastating to streams. On the other hand, their dams I n be beneficial as sediment traps and fish habital Water Id behind a beaver dam is released more slowly over a .ger period of time. mentation. Non-point source pollution runs off or seeps from broad land areas as a direct result of land use. It comes from a variety of sources such as agriculture, urban construction, residential developments, timber harves~ roadsides, and parking lots. Sedimen~ fertilizers, toxic materials, and animal wastes are major non-point source pollutants. The diffuse source of these pollutants makes them more difficult to quantify and control than point source pollutants. Non-point pollution causes more than half the water pollution problems in Oregon. The impact of non-point lining -ning requires opening the earth to remove mineral ~ources. It is done by stripping off the surface soil wrd rock layers or by drilling tunnels into the earth to .ch minerals. W With either method, quantities of waste material are on the surrounding land. This waste material is sub- .Ii.ct to erosion, adding to the sediment load of streams ~ining the mined area. Surface changes include altered .ography and drainage. Drainage from mined areas . y contain toxic mineral salts harmful to the aquatic 9bital To prevent degradation of the watershed, waste wterial disposal must be controlled source pollutants on water quality is variable. Some are potential health hazards or harmful to fish and other aquatic organisms. Streams do have an absorption and disposal capacity for limited amounts of pollutants, but these limits are too often exceeded. Urban air pollution, especially photochemical smog caused by internal combustion gasoline engine emissions and industrial smokes, has contributed to acid rain. This has had a subsequent effect on vegetation, streams, and lakes within watersheds, especially on the east coast and in Canada. The problem continues to grow, however, and the Pacific Northwes~ is not immune to the effects of acid rain. Communication and transportation developments elopment .ban development involves: Clearing, leveling and filling land surfaces Constructing buildings with impermeable roofs include roads, railroads, airports, power lines and ..pipelines. All of these may involve disturbance of plant cover, soil, and topography. Road and highway networks, with their impermeable paving and rapid drainage systems may radically change the runoff characteristics of Paving roads and sidewalks with impervious their immediate area. They also require changing the nat- materials ural topography and drainage, and moving huge amounts Installing sewage disposal systems A Such development greatly changes infiltration Md runoff. reduces recharge to underground water of soil and rock. Often these networks are responsible for extensive sediment production and may become the source of other water pollutants. -49- 0 0 8 :> Railroads and airports have similar effects. Power lines for other resources and uses. When the non-renewable 0 and pipelines require open paths through the watershed soil resource is protected and maintained in good condi- 0 and access roads for construction and maintenance. tion, the dependent renewable resources, w:ildlife habital and recreational opportunities can l?e supported. 0 Impoundments Timber, forage, minerals, food, and wildlife represent 0 Flood control dams, lined stream channels, dikes and lev- important considerations. Problems arise when develop- :) ees to restrict the spread of floodwaters, and channel bed ment and use of these resources conflict with the primary ~ stabilization techniques are all installations that modify channel capacity as well as the rate and volume of streamflow. All are the consequence of human efforts to modify objective of regulating water yield and maintaining water quality and watershed integrity.These must be considered as part of watershed manag~_menl and their use and 0 0 water yields to better meet seasonal needs. development must be integrated with management that 0 Many dams are built and operated to be multipurpose. produces and protects water supplies. 0 They can do the following: Control floods -. Ownership is the principal institutional control of watersheds. A private individual or public management 0 0 agency may be free to apply whatever measures believed Store water for irrigation or other consumptive use necessary or desirable on their own land They may 0 Regulate flow for navigation Provide pov,:er generation Effects on streamflow and aquatic habitat are similar regardless of purpose. Impoundments, if shallow, allov,' water to \.'arm, and, if deep, preserve cooler water. As regulate access and prevent use and development of 0 associated resources. Many watersheds are in public or state ownership. 0 0 Unless segregated and protected by specific legislation or 0 agreemenl most are used and developed to take advantage streamflow peaks are reduced and low flov,:s increased, 0 of all resources available for the general public benefil It is streamflow generally becomes more regular from season to season and year to year regardless of climatic variations. In many cases, reservoirs have added \>Valer-based in these multiple-use watersheds that management may face the most serious conflicts and challenges. Here it becomes necessary to attain a balanced use and develop- 0 0 recreation and new fisheries, although their construction ment to provide maximum benefits with the least disrup- 0 may have destroyed stream habitat used by tion of the water resource. 0 wild fish. A watershed under good management-where water storage occurs in the soils and riparian areas-lessens the need for reservoirs, particularly small Legislation and government edicts also provide 0 0 controls that can aid water resource management 0 headwater impoundments. These laws may include: C Water is often seasonally diverted from impoundments and _streams for irrigation in agricultural areas. This reduces streamflows during the warm growing season. Some water is returned to the stream by drainage from the irrigated fields. These return flows are warmed and may contain soil salts, fertilizers, and pesticides leached from the fields. Land use planning 0 Zoning 0 Permitted and prohibit- 0 0 ed land uses or types of development Restrictions on water 0 use 0 Limitations on water 0 development 0 MANAGEMENT OBJECTIVES The objective of managing a watershed is to maintain a useful vegetative cover and soil characteristics beneficial to regulation of a quality water yield. The usefulness and productivity of the land will be enhanced Pollution control 0 1..:5,; Watershed users need to "~' be aware that private -;_ actions have public conse- 0 0 .~z, quences on water quality 0 := ~ and quantity. ,g 0 fuMMARY .vers, hillsides, mountaintops, and flood-formed bot- en-lands are all part of one system All are integrated th each other. Hillside shape controls the energy lpenditure rate of water flow. All biotic elements in e watershed interact with and modify the energy flow rough the system. So it follows that the shape of the &tershed is a function of what lives there. The combi.tion of climatic conditions, soil types, topography, . getative cover, and drainage system define the partic; ar character of each watershed. In an unaltered state, a watershed is in a state of ~ilibrium This equilibrium may or may not be the st suitable for the overall quality and contribution of W watershed lo the entire picture. Rivers do not stop at state lines. The effects of naturand human processes in a watershed are focused at outlet, wherever it may be, even if it crosses another .' le or country's borders. Each watershed is a part of a ger watershed whose downstream portion may suffer m upstream influences. : !~CTIVTTIES first step in understanding watersheds is t_o explore ~ur own local watershed. Since everyone lives within .e. outline the boundaries of your watershed. Check th your local library for topographic maps if you can. t determine the boundaries visually e1 On a map, trace the lines along the high points that separate your creek or river from the nexl b. Map the land use in your watershed (e.g, streets, .c. forests, fam1S, yards, etc.) List all possible places rain goes in your watershed. .d. Go outside the school building. What happens to the rain when it falls on the school roof? Does any of it get lo a stream or river? How? .f. e. Are you ever anyv-1here that is not in a watershed? Collect newspaper clippings on watershed man agement problems in your area. g. In small groups have students design their own watershed. Each design should include the location, climate. uses of, abuses to, human impact on, and group perceptions of what a watershed should and should not be. After preparing visuals to depict their watershed, groups present their design to the class. (Contributed by Mary Roberts, 1989) BIBLIOGRAPHY Borton. Wendy ct al. Or.an Waler. Strram1, and Fish: .A Holistic Vini of Watmlud1. Seattle: Municipality of Metropolitan Seattle. no date available . Brown. George W. Fomtry and Watu Quality. 2nd ed. Corvallis: Oregon State University Book.stores. Inc.. 1985. Carry. Robert. "Watershed Fonn and Progress-The Elegant Balance.Co-Evolution Quanrrly. Winter 76177. pp. 15-17. Dunne. Thomas and Luna B. Leopold. Watu in Em,ronmtnl41 Planning. San Francisco: W.H. Freeman & Co.. 1978". Environmental Education Project. "Understanding Watersheds." Gearing. Em~ronmtnlJII Education in tht Padfic NorlhUJtSt. Spring. 1983. pp. 8-10. Horton. R.E erosional Development of Streams and Their Drainage Basins: Hydrophysical Approach lo Quantitative Morphology: Gtological Sitly of.Amtrica Bullttin. Vol. 56. 1945. pp. 275-370. Kentuclcy Natural Resources and Environmental Protection Cabinel .A fold Guidt to Krntucky R.ivm and Strcam1. Water Watch. Division of Water. May 1985 MacKenzie Environmental Education Center. Stream lnllfSl1gation1, Poynette. Wisconsin: Wisconsin Department of Natural Resources. no date available. Rude. Kathleen. "Watersheds: The World's Biggest Bathtubs: Ducks Unlimittd. September/October. 1985, pp. 62-63. State of Oregon Water Resources Board. Mid-Coast Drainage Basin Map: Salem. OR. 1964. Stale of Oregon Water Resources Board, iJmatilla Drainage Basin Map." Salem, OR. 1962. State of Oregon Water Resources Department.John Doy Ri11tr Basin Rtporl. Salem, Oregon. 1986. Strahler, AN. ouantitative Geomorphology of Drainage Basins and Channel Networks: Section 4-2 in ed. Vente Chow. Handbook of .Applitd Hydrolo!D', New York: McGraw Hill. 1964. Sullivan. Peter L What is Happtning lo Our U'1atrr? Washington: National Wildlife Federation. 1979. Toews. DA.A. and MJ. Brownlee, A Handbook for Fish Habil41 Protrdion on Fomt Lands in British Columbia, Government of Canada Department of Fisheries and Oceans. Vancouver. B.C. 1981. U.S. Department of Agriculture, Soil and Water Consawztion AdillilitSfor Sa,uts, PA-978, Washington, D.C: US. Government Printing Office. 19n. US. Department of Agriculture. Water lntakt by Soit PA-925. Washington. D.C: U.S. Government Printing Office, 1963. U.S. Department of Agrirulture, Forest Service. Forests and The Natural Watu Cydt. FS-99. Washington. D.C. 1970. U.S. Department of Agriculture, Forest Service. Forrsts and Wata; FS--48. Washington. D.C. 1968. U.S. Department of Agriculture, Forest Service. -Water Investigation. lnPeStigating Your Environmrnt Sma. Washington. D.C. 1978. US. Department of Agricultu~c. Forest Service. Your Water Supply and Fomts. PA-305. Washington. D.C. 1972. Warshall l'cter. "Su-earning Wisdom."Co-Evolution Quart~. Winter 76177. pp. 5-7. 8-10. Wisconsin Department of Public Instruction. Local Watmhtd Prob/an Studin, Vicki K. Vine. Project Director and Charles Brauer. Editor. 1981. Young, Carolyn ct al Ongon Environmrntal .Alla1 Oregon Department of Environmental Ouality. 1988. -51- 0 0 0 From Discoven"ng Your Life Place: A First Bioregional Workbook 0 0 Finding Your Bioregion 0 0 0 0 0 by Peter Berg,. Planet Drum Foundation 0 A EITTCTIVE \XIAY to begin acquiring a sense of your ovm bioregion is by making a simple map that shows some of the basic natural characteristics where you live. The map-making process will be an absorbing exploration, bu! it is also personally empowering because it describes an immediate area for practicing reinhabitation and becoming native to your life-place. Since this map is your ovm personal view, it shows a territory that has never been drawn with these particular features before. All you need is a fairly large piece of blank paper and several pens or pencils that can produce at least six colors. Put an X in the middle of the piece of paper. This represents the actual dwelling pla,ce where you live. Depending on the scale that you choose for this map, it can be as large as a city or as small as your house or 0 0 0 0 Compass points are also necessary for building up a dependable store of information about your life-place. 0 Using the letter "N" to orient you, draw a few arrows on the side of the paper that matches the direction from 0 0 which wind and rain usually come. This may actually be a different place depending on the time of the year, or there may be several places at any season. l~i out how certain exam- ple poems you like use offbeat syntax. Initially, it's best to welcome all content l{ and all attitudes (except "dirty" words )> not allowed in school), no matter how gruesome or radical or sad or mundane. ._.\- fd jump &om the 0doud \ with all of my heart, > For a leap from a cloud is a serious art My landing goal is a river or stream,. , , . And I land in a river .. in San Joa~in.. ,, After raging rapids,, ,,,, :,. - .a:, L 1 ~- . -.,.; .::~:.:;, Emphasize lan- 0 guage. It's their 0 working material; it's a living thing. 0 full of surprises. 0 When the focus 0 is on language, all 0 the personal will shine through. 0 Approve playful- 0 ness-as a way of 0 learning and explor- 0 ing. Students benefit 0 immensely when encouraged to play 0 with language. 0 Speak of the 0 mechanics of poetry 0 as naturally as you'd 0 speak of fixing a broken shoelace 0 (though with a 0 Any idea is all right in a first draft-or in a journal or in free writing-or, in fact, in a finished poem greater sense of 0 options0. -You've 0 rhymed up here but not down here. 0 That makes this 0 In many cases, you can advise students to write like they talk, to base their writings on natural speech patterns. You can demonstrate in many concrete ways how Mee.al speech" is rich in rhythm, word stand out. but 0 do you really want 0 it tor 0 Always go for the poem That is, the charms of the language should .not be 0 0 subverted by a larger philosophic urge. If patriotism, say, metaphor, etc. Pick an example off the classroom wall is the subject, insist that it be expressed concretely or 0 or out of their mouths. (Repeating a common sentence several times can show surprising syncopation.) lyrically-not in the same old generalizations. Good poetry does not consist of generalizations. 0 0 0 w E CHERISH the myth that kids are unfettered <,]t1SiC Creativity by Hannah Hinchman classrooms devote time to drawing from life. A book like creative souls. In reality, even in the earliest Drawing on the Right Side ofthe Brain (enthralling reading even grades, they are already burdened by intimida- if you don't consider yourself an artist) will help you lead .tion and uncertainty when it comes to the mystery of art. eroo many students, too early, lose the vital confidence in students towards realizing that they can draw what they see. And so can you. - .their own eyes and hands that would allow their creativity The link between the eye and the hand is really so to blossom. Instead, they resort to repetitive or formulaic pic- simple-think of the hand as a kind of seismograph, record- .twe-making, or learn to copy whatever looks accomplished" ing the movements of the eye in the act of observing. Once .from another studenl Without skillful deflection from an a child experiences that link, whole worlds open up. alert teacher, many of them wi~I get mired there, until they Many children, especially at certain ages, don't want to bore themselves out of any continuing interest in art. draw things around them. They'd rather bring inner pictures, . I consider creativity-that nebulous and highly charged dramas, events, and situations out onto the page. Respect eword-to refer to several basic instincts or wges, common to this, but keep in mind that drawing from life develops a eeveryone. The trick is in figuring out ways to keep students visual vocabulary-of shapes, spaces, textures, expressions, in constant touch with those fundamentals, to keep their gestures-that will add potency to the inner vision. .rt,desires aflame, but hooked to tangible skills all along. Here eare some of my observations about how creativity works in and ways you can keep it working. And drawing from life helps the student get past symbol drawing. the stultifying stick with the ball on top that means tree; done the same way every time (occasionally Remember the simple joy of "stuff." The urge to play with smaller balls for apples, as a variation). Slowly, actual with materials comes before the desire to make specific observation is replaced by a set of symbols that stand for .images or shapes. Just the tactile, visceral act of moving something. and a creative door closes. Many students get .brush, pen, pastel over different kinds of paper holds a satis- sucked into that eddy and never get oul .faction all its own. Shaping and molding a yielding sub- Help students accept that art requires patience. It stance is pure fascination. Pay attention to the tools, and find doesn't spring complete and perfect from the mind to the out everything they can do. Find out what they want to do. page. Creating something has much more to do with false esome of the most common tools, like wax crayons, can be starts and scary moments, when the marks you've made so far .frustrating to a child who craves dense, brilliant dazzling col- look like nothing recognizable. That's when you need to say. ors. Point her towards pastels, oil pastels or Prismacolor pen- "hold on, things are going to get weird for awhile., it will come cils if you can. If crayons are all you have, help her find out okay in the end.9 A lot of fumbling. fixing. re-visioning. re- eways of using them that begin to come close to her yearn- searching goes into the creation of anything of integrity. It can .ing. Try to help her find the right surface to use them on-it get frantic and desperate sometimes, but you can help reinter- .might not be construction paper. And there's a boy who has pret those feelings as excitement rather than fear. If yow stu- visions of intricate, complicated patterns, but he's using a fat dent is stuck with a certain approach, branch out laterally, .marker on newsprint! Introduce him to the glories of a sharp, bring in new materials. Or.ask him to close his eyes for a .really sharp pencil (brought to perfection with an X-acto moment to go back to what it was that originally moved him. .knife and sandpaper), and then maybe a variety of fine- Art can require a daunting amount of time and tipped pens. Don't lose touch with the physical act of mak- patience. It's not simply a matter of making a picture, then ing art. Remind students of that basic-pleasureand help -you're done.-JnartschooL we were pushed to take one idea .them explore and use il It's one of creation's primary fuels. through what seemed like endless permutations-bewilder- Encourage the hand-eye link as early as you can. ing and irritating to many of us. But that's one of the ways Though copying nature came to have a bad name in the - we learn what it is to create: it doesn't just happen. And the era of abstract-dominated art, it's one of the most vital urge to get it right should be honored and aided. .episodes in developing creativity. For a student to discover Yes, sometimes it appears as a spontaneous. fresh .that she can place a leaf, a nutshelL a bone on her desk, real- sketch ...but other times, we're required to dig. grope. and ly look at it and translate its nature onto the page is almost wail And ask more of ourselves and ow tools than we ever alchemical in the excitement it generates. Surprisingly few thought they contained .;:61- RESOURCE PEOPLE AND ORGANIZATIONS Many states, water districts and utilities have developed curriculum materials, much of ii free, and some of it of good quality. Contact local, state and federal agencies (like the US. Fish & Wildlife Service) to see what's available. FREE CURRICULUM MATERIALS Team Up to Gean Up Booklet from The Center for Global Environmental Education featuring classroom activities and community involvement related to the environment Highlights success stories from classrooms around the world - ESPN-Cable in the Classroom Depl ESPN Plaza Brisol, CT 06010-8484 Tel: 203-585-2000 Fax: 203-585-2358 Ottenvise Tcaching Guide Guide provided free to teachers by the. publishers of Otterwise. an environmental magazine for children 8-13 Otterwise PO Box 1374 Portland, ME 04104 Projed WIW Aquatic Educational Adivity Guide 240-page book provided free to teachers who take Project WILD workshops, available free or at low-cost in all 50 states. Project WILD PO Box 18060 Boulder, CO 80308 Tel: 303-444-2390 The Riverwork Book National Park Service Rivers, Trails, and Conservation Assistance Program (RICA) 600 Harrison St, Suite 600 San Francisco, CA 94107 Tel: 415-744-3975 Fax:415-744-3932 Water Quality Sampling Equipment Homemade Sampling Equipment Two booklets describe how to set up your own water quality monitoring system. Tennessee Valley Authority 311 Broad St Chattanooga, TN 37402-2801 Tel: 615-751-7338 What's a Watmhed? Full-color brochure-Program Aid #420. United States Department of Agriculture Natural Resources Conservation Service 630 Sansome, Room 749 San Francisco. CA 94111 Tel: 415-705-2904 ORGANIZATIONS WITH ENVIRONMENTAL EDLICATION PUBLICATIONS California Depl of Fish &. Game 1416 Ninth St. Sacramento. CA 95814 Tel: 916-653-6420 Fax: 916-653-1856 Wildlife leaflets. guides. videos. and other publications. many free. California Department of Water Resources PO Box 943836 Sacramento, CA 94236-0001 Tel: 916-653-1097 Fax: 916-653-4684 Global Rivers Environmental Network (G.R.E.E.N.l 721 E. Huron St Ann Arbor, Ml 48104 313-761-8142 Project W.E.T. (Water Education for Teachers) Conducts Watershed Education Institutes for educators. International Rivers Network 1847 Berkeley Way Berkeley, CA 94703 Tel: 510-848-1155 Fax: 510-848-1008 Email: im@im.org http//wwwim.org Publishes River of Words Ttaditr's Guidt and World Rivers Review and other publications, clearinghouse of river information l(jds for Saving the Earth PO Box 47247 Plymouth, MN 22147 Begun by an 11-year old boy, newsletter with articles and illustrations submitted - by KSE clubs from around the world. Maryland Save Our Streams 258 Scotts Manor Drive Glen Burnie, l',.,ID 2061 Tel: 301-969-0134 Has useful free materi,al. 0 0 0 0 National Consortium for Environmental Education and Training (NCEET) 0 publishes a guide to Urban Environmental Education for teachers. To order call: 0 313-998-6726. 0 North American Association for 0 0 Environmental Education (NAAEE) Publications and Member Services Office PO Box 400 0 Troy. OH 45373 0 Tel/fax: 513-676-2514 The Orion Society 0 t 36 E. 64th St 0 New York, NY 1002 t 0 Publications and environmental education teaching tools as well as 0 teacher training institutes. 0 Student Environmental 0 Action Coalition (SEAC) PO Box 1168 0 Chapel Hill, NC 27514-1168 0 A student-run network that advocates 0 working for the environment Chapters located at high schools and coll~ges 0 0 throughout the U.S. and other countries. 0 Three Grcles Center publishes the Journal ofMulticultural Environmental Education. To order call: 415-331-454-0 or Email: 0 circlecenter@igc.apc.org. 0 OTHER ENVIRONMENTAL 0 RESOURQ:S 0 Ri11tn Institute Study Guidt 0 10 interdisciplinary lessons/activities; river trivia and excepts from literature 0 complement hands~n activities. 0 Center for Global Education 1536 Hewitt Ave. 0 St Paul, MN 55104-1284 0 Tel: 612-659-3105 0 Fax: 612-641-2489 Ri11tn ofLife 0 Interactive adventure learning project 0 .Q with links to schools, universities, research s6entists, policy experts, historians, archeologiests and anthropologists, 0 0 among others. Opportunities include data 0 collection, wildlife monitoring, workshops, bulletin boards and more. Center for Global Education 0 1536 Hewitt Ave St Paul, MN 55104-1284 0 Tel: 612-659-3105 0 Fax: 612-641-2489 0 'rStream Sane: Watmhtds, .ildlift t.. Peoplr 9>regon Dept of Fish and Wildlife .{)ffice of Public Affairs ~Box59 9el: .ortland, OR 97207 503-229-5400 x428 ~iscovering Your Lifr Place: J1 Firrt Biorrgional Workbook ~ Peter Berg anet Drum Books Box 31251 n Francisco, CA 9414 1 .hasta Bioregion USA 9el: 415285-6556 ~veOurStrtams Wf'saac Walton League .401 Wilson Blvd., Level B a\rlington, VA 22209 ~el: 1-800-453-5463 ~eon Water, Strtams t.. Fish .,ashington State Office of .nvironmenta1 Education .27011 Meridian Ave. N., Rm. 16 ~eattle, WA 98122 el: 206-54-2-7671 ~ T RESOURCES eenter for the Book aibrary of Congress ~ashington, DC 20540-8200 eax: el: 202-707-5221 202-707-9898 .ennedy Center for Alliance for Jrts Education Netw_ork Wlennedy Center .,ashington. DC 20566-0001 ael: 202-416-884-5 ~ax: 202-416-8802 .mail: artsedge@kennedy.center.org e p lI artsedge.kennedy-center.org .at'l Art Education Association 1916 Association Dr. .eston.VA 22091 flax: .el: 703-860-8000 703-860-2960 Jlational Assembly of Wllocal Arts Agencies .2715th SL aWashington, DC 20005 -Tel: 202-371-2830 .ax: 202-371-0424 National Writing Project. : ! 615 University Halt UC Berkeley Berkeley, CA 94720 Tel: 510-642-0963 Fax: 510-642-4545 Teachers and Writers Collaborative 5 Union Square West New York, NY 10003-3306 Tel: 212-691-6590 Fax: 212-675-0171 BIBLIOGRAPHY This bibliography was compiled with the help of Ouistian McEwen and Carol Murphey. ESSAYS, ETC A Natural Hislory of tht Smses: Diane Ackerman (Vintage Books. New York 1990). Filled with amazing details about all five senses that kids (and grownups tool will love. Sirtm of tht Emth: Edited by Lorraine Anderson (Vintage Books. New York. 1991). Poems. essays. stories, and journal entries by a wonderfully wide range of women wrilctS. &om Willa Cather to Joy Harjo, from Cmily Dickinson lo Adrienne Rich. Tht Norlon Book ofNahm Writing: Edited by John Finch and John Elder (W.W. Norton. New York and London, 1990). Superb range. probably the best of all the many nature anthologies available. Tht Gt11graphy of Ouldhood, Why Oi;/dmi Nttd Wild Plaas: Gary Paul Nabham and Stephen Trimble (Beacon Press. Boston. 199-4). Two fathers and naturalists collaborate to make sense of their children's relationship with the outside world Find~ Homt: Writing an Natu" and Cul111rtfrrmr Orion Magazine Edited by Peter Sauer (Beacon Press, Boston, 1992). lndudes excellent essays by Sa:>tt Russell Sanders. John Elder and Gary Nabham. Oiildrm's Spilz/ Plaas, &ploring Int R.olt ofForu. Dau and Busl, Houz in Middle Oiildhood, David Sobel Clephyr Press. 1993). Helps grownups remember the role of "place" in children's lives. POEMS Pod,y for tk E.ot1h, A Colltaion ofPoans From Around Int World That Cdd,ratrs Nature Edited by Sara Dunn with Alan Scholcfield (Fawcett Columbine, New Yorx. 1991). A buly comprehensive a,llcdion. use-- fully divided aa:ording-to emotional response. E.o11h Prrzym From Around tht World, Edited by Elizabeth Roberts and Bias Amidon (Harper. San Francisco, 1991). A boolc of rcadin~ for the tumingycaL It indudcs so~e unusual selections (Rumi. Native American chants, Neruda. Thich NhatHanh). Wa"7' Music: Jane Yolcn and Jason Stemple (Boyds Mills Press. Honesdale, PA 1995). A lovely children's boolc of poems and photos about rivers. nOiNICAL ~ Pt,y Writing Hantlboolr.: Neil Baldwin (Scholastic Boolcs. 1981). A modest and informative primer; a useful introduction to the teachi~g of poetry. Pod,y E~m, Tmdiing Pot1,y Writing in ScJiool and in the Community: Jack Collom and Sheryl Noethe ITeachers & Writers. 199-4). One of the liveliest of the many teaching guides put out by T&W. Contains 60 writing exercises and more than -450 example poems (for excerpt sec p. 25). A Cn,u, Domr't Nm! a Shadow, Writing Pod,y from Naturr-. Lorraine Ferra (Gibbs Smith, 199-4). Lots of good writing exercises for kids, with student examples too. and some excellent illustrations. Genuinely fresh and inspiring. Tht Pt,y Conn:tion, .An .Anlhol~ ofCantanpora,y Pomu ll1ilh ldttrS lo Stimulate CMdmt's Wn1ing: Kinemh Gensler and Nina Nyhart ITcachers & Writers Collaborative, 1978). A aisp, well-organized handbook with many imaginative examples. Rost. WhOT Did Yau Gd That Rd?, Kenneth Koch (Vintage Boolcs. 1973). One of the classic handbooks for teaching great poetry in the classroom. Tmcl,ing KJds IQ LIM lht E.orth, ShDring a Smll of Wondtr, 186 Outdoor Actillilio for Parmts and Othtr Tmchm: Marina uichcclci Herman. Joseph F. Passineau. Ann L Schimp( Paul Trcuer (Pfeifer-Hamilton. 1991). A compendium of ideas, most geared to small groups of children in the outdoors. Excellent boolc lists and usable indoor teaching ideas, too. Tht Ad ofSama Writing, Dale Worsley and Bernadette Mayer ITeachers & Writers, 1989). This is geared primarily to the writing of essays. but includes a terrific bibliography and a wide variety of examples. Some poetry assignments, too. RIPARIAN ENVIRONMENT Rimlcaper. George Ancona (Maanillan, New Yorx. 1990). This tells of the wod:: of John Cronin, who keeps environmental watch on Hudson River. Text a!'.ld photos illustrate his day-to-day adivitics. (Upper elementary and middle schoo0 Whtn tk Forrst Mtt11 tht Sea: Jeannie Baker (Grecnwillow Boolcs, New Yorx, 1987). A father and son think about the history of plant and animal life in the riparian environment in the Australian rainforest environment. one of the oldest in the world, and the real life threat it faces. CPri~ry) Tht World That Jade But1t: Ruth Brown (Dutton Oiildren's Boolcs, New Yorx. 1991)_ The stoiy is set in the English countryside, where a al goes &om the beautiful grounds of the house that Jack built to the polluted stream and valley where Jack's factory resides. . (Elementary) HOVI Night Gm,e Joanna Troughton (Bedfriclc/Bladc.ie, New York. 1986) This is a tale told by the Tupi Indians of Brazil The daughter of the great snake living in the river marries a mortal and night and daycome into being. (Elementary) How the Birds Oiongtti Their f.eathm: Joanna Troughton (lkdfridc/Blackic, New York. t 986). This is a tale told by the Arawak Indians of Guyana. A rainbow snake living in the rivet is captured and the birds, who are white. gain oolor. (Elementary) The uzughing RMr. Elizabeth Haze Vega a band to scrnre paper (Tape 2 pieces of cardboard to form a book; students can close map inside cardbo.,rd to keep it dry.) - Plastic wmp Pencil~ Making Connections Students may be familiar with the idea of a watershed, but unaware that they live and attend school within one. Observing water flm-ving through and collecting on their school grounds provides students with direct experience in their watershed. 8a~kground Puddles, streams, and lakes all have something in common. They collect water that has drained from watersheds. Watersheds arc like funnels; they are drainage basins where surface water runs off and drains into a common collection site. Watersheds are separated from each other by land forms (ridge lines or mountain divides). Water falling on each side of the divide drains into different watersheds and collection sites. Surface runoff flows over a school's grounds on its way ~ the collection site (e.g., a river); therefore, schoolyards are part of a watershed. (Puddles are the collection sites of mini-watersheds: land surrounding puddles are the minidrainage basins that empty into the puddle.) When the puddles overflow or the soil becomes saturated, water is released. Often, materials carried by water to the school grounds (e.g., litter, twigs, leaves, oil) are left behind. Surface water leaving the school grounds may carry materials to the collection site of the watershed. These materials include soil, leaves, and twigs; litter; oil and gasoline from parking lots; and fertilizer from lawns. As water flows from the school grounds, it combines with runoff from other land areas within the drainage basin. Materials from these other places are added to the water. While some substances decompose, settle out, or are filtered by soil, other matter continues to travel long distances downstream. Organic materials carried by the water nourish aquatic life. Some substances are toxic, however, and can endanger organisms consuming or living in the water. Contaminants whose entry point into the watershed is difficult to locate arc classified as nonpoint source pollutants. Along with residential areas, agricultural fields, and paved parking lots, school grounds can contribute nonpoint sou rec pollutants. The schoolyard contributes point source pollution when the source of the pollutant can be traced back to a specific location on the school grounds (e.g., sewer, ditch, pipe). Tlw Watercourse ;ind Council for E11\'ironme11tal Education (CEE). -79- 0 ---------------1!1 0 0 0 Procedure T Wann Up map each area. Orient students to group predict the direction water 0 which direction is north so all maps will flow through their section. 0 Show students a map of the community and identify local rivers or lakes. Ask the class if they think a connection exists between their schoolyard and these bodies of water. Tell the class they will take a fair-weather and a rainy-day hike, to study what happens to the water that falls on and flows over their school property. Although plans for a rainy-day hike face the same direction. 2. Remind groups to include the following: school buildings, parking lots, designated playgrounds, natural areas (trees, grass, flower gardens), with emphasis on water features like streams, temporary and permanent ponds, and constructed water features like bird baths and fountains. Where do students think water will be stored? Are there ponds or low 0 spots? 0 6. Have students survey the 0 0 ground area of their section for pos- sible sources of point and nonpoint contamination (oil stains on park- 0 ing lots, trash, tainted soil near the school dumpster). What materials 0 could be on the roof of the school 0 will generate student excitement, th~ wait for a wet day may prove discouraging. The lack of rain offers the opportunity to discuss with 3. After students have completed their initial mapping, if there is a school building in their area, have them consider the following ques- 0 building that could be washed off during a rain (bird and rodent drop- pings, insects, dirt, roofing materi- 0 als, leaves, twigs, etc.)? 0 students the idea that people do not control the rain or other aspects of the weather. Remind students that even if people cannot "control" the weather, they can often predict it. tions. Can they determine where the water that falls on the roofs goes? Does it flow off the roof into gutters that lead to waterspouts or does it fall directly onto the ground? Have 7. Assemble the map sections from the groups and post in the classroom. Have them summarize their predictions. How do the predictions of individual groups 0 0 0 Have students listen to, watch, or students place an "X" on the build- relate to each other? Where do 0 read weather reports. When is rain ings to indicate the location of students think water flows onto the 0 predicted? Students can mark the calendar with the date and continue waterspouts. 4. Make two copies of student school grounds? Where will it flow off the school grounds? 0 "preparations" for the hike. maps, one for the fair-weather hike 0 T Tize Activity P,nt I l. In planning for the rainy day, where students make predictions of water flow and one for the rainyday hike when students check their predictions. Part JI 1. On a rainy day, have students dress properly; take them outside and begin a simple tour of the school grounds. Have students 0 0 0 have students create a map of the school grounds. Divide the grounds into sections and assign groups to 5. For the fair-weather hike, give each group a copy of their mapped section and the Legend. Have each identify patterns of water flow. 0 0 Discuss what influences the direction water moves. Have students: 0 0 I 0 0 0 0 0 0 ( 0 0 0 0 0 Rainy-Day Hike Project WET Curriculum and Activity Guide 0 -80- 0 90 Angle note slopes, depressions, cracks in the sidewalk, erosion trails, rocks, buildings, gardens, trees, etc. compare how fast on;low water flows in different places. identify ways v-.-a ter affects the surface of the school grounds (e.g .. watering plants, eroding soil, piling up litter, washing away litter) . note water flo\,ing from the roofs of buildings and waterspouts. 2. Divide the class into their original groups and give each group a copy of their unmarked map section and the Legend. Have students indicate the following on their maps: direction and patterns of flowing water; natural and unnatural materials being carried onto and off their study area; and areas of standing water. Remind students to use pencils-ink runs. They can cover their note pads with plastic wrap or cardboard when they are not writing. 3. When students have completed their investigations, assemble the map sections and post. Arrows of adjacent map sections should line up. If they don't, discuss reasons for discrepancies. T Wrap Up and Action Have students summarize the general pattern of surface water as it flows across the school property. They should identify areas where the flow of water is slowed by landforms and vegetation, collects in depressions, and flows off school property. Have them compare the completed map on the rainy-day hike to the map indicating their predictions. How accurate were their predictions? Referring to a community map, discuss the school's location within a watershed. Trace the likely course of runoff from the school grounds into a local lake or river. City engineers or planners have information on storm drainage systems, or can identify destinations of storm water runoff from streets and parking lots. Have the class list uses of water in local lakes or rivers (e.g., drinking water, animal habitat, irrigation, swimming, fishing, etc.). Do any activities occurring on your school grounds affect, positively or negatively, the water moving across it? Some school property plans incorporate surface water treatment systems, such as detention ponds, to reduce materials carried by runoff. Ask the principal for a copy of the school site plan. Does the plan show the surface water management system for the school? If students believe their school grounds contribute to erosion or to point or nonpoint source pollution, they may want to develop a plan to improve the area. They can plant trees or a garden, encourage parking lot patrons to keep their cars in tune, promote wise use of fertilizers and pesticides, etc. Assessment Have students: predict the movement of water and possible contaminants across their school grounds (Part I, steps 5 through 7). identify the school's location within a watershed or in relation to a body of water (Wrap Up). list ways the school grounds positively affect water passing through the watershed (Wrap Up). locate sources of point and nonpoint source pollution on the school grounds (Wrap Up). Extensions To increase the detail of their study area maps, students may include measurements of slope. Slopes can be classified as level, gentle, moderate, or steep. How does steepness of slope affect rates of water flow, erosion, and sediment load? To measure slope, one student.stands at the top of the study are.a (top of the slope) and another student, holding a meter stick, stands at the bottom. The run or distance between the two students is measured. The student at the top holds one end of a string at his ground level and the other end is -81- The Watercourse and Council for Environmental Education (CEE). 0 0 0 -------------------1~ 0 0 extended to the student at the bottom Resources: Notes T 0 of the slope. A level is ne-eded to Doppelt, Bob. 1993. Entering the 0 ensure the string is held straight. The Watershed: A New Approach to Save point at which the string intersects AmeriCJJ's River Ecosystems. Washing- 0 the meter stick held by the second ton, D.C.: Island Press. 0 student is the rise. Slope gradient is calculated by di\'iding the rise by the Qt Dorros, Arthur. 1991. Follow the 0 run. Water From Brook to Ocean. New 0 -rrui-sne- = sIope gra d.1ent (expressed as a percentage) York, N.Y.: Harper Collins. Qt Holling, Clancy. 1941. Paddle to the Se11. Boston, Mass.: Houghton 0 0 On a community map, have students Mifflin Company. 0 use pins to locate the school and their homes. Do students share the same Qt Locker, Thomas. Where the River 0 watershed address as the school? Begins. New York, N.Y.: Dial Books. 0 They can observe surface runoff to see where the water goes. Topographic maps ma~' help locate ridge Miller, G. Tyler, Jr. 1990. Resource Conservation and Management. Belmont, Calif.: Wadsworth Publish- 0 0 lines within the community. ing Company. 0 @K-2 Option Have students work in small groups Project WlLD. 1992. Activities "Puddle Wonders," "Where Does Water Run Off After School?" and 0 0 to investigate sites of flowing ,,ater "Watershed." Aquatic Project WILD. 0 on the school grounds They should Bethesda, Md.: Western Regional observe what is in the water. Caution En\'ironmental Education Council. 0 them not to touch the water, espe- 0 cially if the water is running off a parking lot. Children can search the 0 area for natural materials with which 0 to construct tiny boats. Have boat races to see how far and where the 0 boats travel. Students can draw 0 pictures describing what the tiny boat might encounter if it flowed off 0 the school grounds. Discuss reasons 0 why the school grounds must be kept clean. 0 0 0 0 0 0 0 0 ~ 0 0 0 0 Rainy-Day Hike Proicct WET Currirnlum and Activit11 G ,idr -82- 0 v S ..................... Legend arrow5 indicate direction of water flowing onto and away from 5tudy area a leaf.indicate5 natural material5, such a5 leave5, soil, and twlg5, that might have been carried onto study area from another location C- . . . . . __~ .;__.__ ~ a puddle 5how5 where water collect5 in the 5tudy area a crumpled ball of paper indicate5 unnatural material5, 5uch a5 litter, oil, and chemical5, that might have been carried onto the 5tudy area from another location a flower ehow5 thing5 that help slow the flow of water a 5haded leaf indicate5 natural material5 that are being or could be carried away from the study area a shaded, crumpled ball of paper indicates unnatural material5 that are being or coul,lbe carried away from the study area --==~;.;.:~~3- - - - - - - - - - - - - - - - - - - - - - - - - -... The Watercourse and Council for Environmental Education (CEE). SURF AND SAND A FUN PROJECT WET ACTIVITY DEMONSTRATING % OF: SURFACE WATER ON PLANET EARTH MATERIALS NEEDED: EARTH BALL 0 ASK STUDENTS WHAT PERCENT OF THE EARTH IS COVERED 0 WITH WATER. (USGS STATISTICS ARE ABOUT 78%) YOU 0 WILL SEE STATISTICS FROM 70-80% AND THAT IS ALMOST 0 ALWAYS WHAT THIS ACTIVITY WILL DEMONSTRATE. O 0 THROW THE EARTH BALL OUT AND HAVE A STUDENT CATCH 0 0 IT. TELL THEM THEY ARE TO COUNT THE NUMBER OF 0 FINGERS TOUCHING OR PARTIALLY TOUCHING WATER. HAVE 0 ANOTHER STUDENT RECORD THE TOTALS FOR SURF/WATER 0 AND SAND/EARTH. THEN HAVE THAT STUDENT TOSS THE 0 EARTHBALL TO ANOTHER STUDENT. THAT STUDENT COUNTS 0 THE NUMBER OF FINGERS ON SURF AND SAND AND THE 0 RECORDER PUTS THE NUMBERS DOWN. THIS CONTINUES 0 UNTIL TEN STUDENTS HAVE HAD AN OPPORTUNITY TO CATCH 0 THE EARTHBALL. (GIVES YOU 100 FINGERS) YOU HAVE YOUR 0 RECORDER OR THE CLASS ADD THE NUMBERS FOR SURF AND THE NUMBERS FOR SAND AND TOTAL THEM. IT WILL BE 0 0 0 AMAZINGLY. ACCURATEII 0 0 THIS IS A FUN INTRODUCTION TO A DISCUSSION ABOUT 0 WATER. 0 0 QUESTIONS - CALL PETEY GIROUX OR MONICA KILPATRICK 0 404-675-1638 404-675-1762 0 STATE COORDINATORS/PROJECT WET 0 0 0 0 --84- 0 NORTH CAROLINA Project WET Environmental Protection Division 0 JS Miles Lek Seminal FLORIDA GEORGIA RIVERS AND LAKES Map Produczd by GA EPD Hazardous WISIO Mana&l'Jl)ODI Brandl. 19 -- --------GEORGIA LAKES AND STREAMS QUESTIONS 1. WHAT RIVERS FORM THE STATE BORDER BETWEEN SOUTH CAROLINA AND GEORGIA? 2. WHAT MAJOR RIVER RUNS THROUGH METROPOLITIAN ATLANTA? 3. NAME THREE MAJOR RIVERS SHARED BY GEORGIA ANO FLORIDA . 4. WHAT MAJOR LAKE IS NORTHWEST OF AUGUSTA? 5. THERE ARE TWO CHATTOOGA RIVERS IN GEORGIA. ONE IS LOCATED IN THE NORTHEAST CORNER OF THE STATE FORMING THE STATE BORDER. WHERE IS THE OTHER? 6. NAME THE FIVE RIVERS WHICH DRAIN DIRECTLY INTO THE ATLANTIC OCEAN? 7. WHAT TWO LAKES ARE CONNECTED BY THE FLINT RIVER? 8 . HOW MANY OF THE MAJOR RIVERS AND LAKES IN GEORGIA END IN -EE"? 9 . WHAT COUNTIES ARE IN THE OCHLOCKONEE RIVER BASIN? . 10. WHAT RIVER BASIN IS COLUMBUS, GEORGIA IN? 11 . THE TALLAPOOSA RIVER RUNS THROUGH WHICH COUNTIES IN GEORGIA? 12. UNSCRAMBLE: UMENOSE - THIS LAKE IS SHARED BY TWO STATES 13. THIS RIVER IS NAMED FOR A TYPE OF STONE USED BY THE NATIVE AMERICANS TO START FIRES. WHAT IS THIS RIVER? __________ -........................................................................................................ - - - - -.....................-..... -87- 0 0. 0 ------------------ 0 0 0 14. WHAT RIVER ALMOST REACHES FROM THE NORTHEAST 0 CORNER OF GEORGIA TO THE SOUTHWEST CORNER? 0 15. WHAT ARE TWO MAJOR RIVERS IN GEORGIA THAT FLOW 0 SOUTH TO NORTH? (HINT: STRANGELY, THEY ARE ON 0 OPPOSITE ENDS OF THE STATE.) 0 0 16. WHAT 1996 OLYMPIC EVENT WAS HELD AT SIDNEY LANIER LAKE? 0 0 17. WHAT MUDDY RIVER IN GEORGIA DO PEOPLE OFTEN RAFT 0 DOWN? 0 18. NAME ONE OF THE TWO MAJOR RIVERS WHICH HAVE A LARGE 0 WATERFALL .BY THE SAME NAME IN NORTH GEORGIA. 0 0 19. WHAT LAKE IS DOWNSTREAM OF ATLANTA? 0 20. HOW MANY RIVER BASINS ARE THERE IN GEORGIA? 0 0 21 . . WHICH MAJOR GEORGIA RIVER HAS ITS HEADWATERS 0 (START) IN THE HELEN, GEORGIA AREA? 0 .. ~ 0 0 0 0 0 0 0 0 0 0 .0 0 0 0 0 0 0 ----------- ---------------- 0 -88- 0 ,,,. . :- . ANSWERS 1 . SAVANNAH RIVER & CHATTOOGA RIVER 2 . CHATTAHOOCHEE RIVER 3 . SUWANEE RIVER ST. MARY'S RIVER ALAPAHA RIVER WITHLACOOCHEE RIVER OCHLOCKONEE RIVER 4 . CL.ARKS HILL LAKE 5 . IN THE NORTHWEST CORNER OF THE STATE AND PARTLY IN ALABAMA . 6 . SAVANNAH RIVER ALTAMAHA RIVER SATILLA RIVER OGEECHEE RIVER ST. MARY'S RIVER 7 . BLACKSHEAR LAKE AND SEMINOLE LAKE 8 . SIXTEEN (THIS NUMBER MAY VARY IF ANOTHER MAP IS USED} 9. THOMAS COUNTY COLQUITT COUNTY GRADY COUNTY MITCHELL COUNTY WORTH COUNTY 10. CHATTAHOOCHEE 11 . HARALSON COUNTY PAULDING COUNTY CARROLL COUNTY 12. SEMINOLE LAKE 13. FLINT RIVER ____ _ ____________ ___ -....-..................................._............._.................. .. ......._......................_....__...... . __ ..,___..... ..........._............. .... .~ -89- 8 ---------- ,__._______,_______________I Q 0 Q 0 C) 0 14. CHATTAHOOCHEE RIVER 0 15. ST. MARY'S RIVER AND TOCCOA RIVER C) C) 16. ROWING 0 8 17. CHATTAHOOCHEE, (CHATTOOGA) 0 18. TOCCOA RIVER AND TALLULAH RIVER 0 0 19. - WEST POINT LAKE 0 20. FOURTEEN -0 0 21. CHATTAHOOCHEE RIVER 0 0 0 0 0 .. . 0 0 0 0 0 0 0 0 0 Ci 0 0 0 0 0 0 0 0 C ---------------------------. 0 0 . ., S D R M Y J I EWQNAGEC A S T O L D ECF VS BUH R A L T AM A H A W H HS X 0 S WS EA N A D C R D z KG U Y A E XE R E L MSS E T N O A T B N F GH T A T L L A H C E QW A T RT.I ST MARYS EWLQ Y A L D Y E N UU P H O O P L A A KL L J C R O X G ZOAS DCFI G C C A M H V F L BA N O M P Y H R 0 B O P N IC R G E TL 0 C ONE E YL U LVO I L E E \l.' Q 0 A H S B T L D F O A Y O C G E Y B O \' C 0 G E B N R L M L C CKS J HHRO C R X O Z B E G T Y O H N 0 Klntest Sign Up Form 0 D Yes! I, or my organization, want to participate by making a panel for the Georgia River Quilt Project. 0 0 D No! I, or my organization, cannot participate at this time, but please contact us at a later date. 0 D I, or my organization, am interested in displaying the quilts. 0 0 Name:- - - - 0 School: - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 0 Address: - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 0 Phone: - - - - - - - - - - - - - - Fax: - - - - - - - - - - - - - - 0 E-mail: - - - - - - - - - - - - - 0 iMail to: i Dr. Becky O,arnpion Ox~ow ~ea~ows/ C.Olwnbus State University 0 0 0 0 , 422:, Uruversity Avenue C.Olumbus, GA 31907 . 0 0 For inquines about the school categories, including specific instructions, please contact: 0 Dr. Becky Oiampion 0 Oxbow Meadows Environmental Leaming Center Ph: (706) 687-4090 0 Fa..-x: (706) 687-3020 0 E-mail: champion becb@colstate.edu Website: http://oxbow.colstate.edu/ 0 0 0 0 GEORGIA'S 14 MAJOR RIVER BASINS ARE VITAL To Us All 0 0 Georgia is blessed with a wealth of natural resources, including fourteen river basins that support a rich diversity of native fish and mussel species. These basins include the Altamaha, Oianahoochee, C.oosa, Flint, 0 Ocklocknee, Oconee, Ocmulgee, Ogeechee, Satil13:, Savannah, St. Marys, Suwannee, Tallapoosa, and 0 Tennessee. A river basin consists of the entire geographic area from which water flows into the primary river. Rain falling within a river basin, or watershed, will run downhill until it reaches a stream Small streams join other streams, growing in size and volume and forming an extremely important network until they reach the 0 0 main river. Nearing the coast, our rivers flow into estuaries, diluting ocean water to the perfect salinity to form 0 nurseries for the young animals upon which our seafood industry depends, until they reach the Atlantic Ocean. 0 Rivers not only provide habitat for fish, aquatic invertebrates, amphibians, and terrestrial fauna, but they are 0 used by people for water supplies, recreation, irrigation for agriculture, and transportation. Our quality of life is 0 dictated by the quality and quantity of water in our rivers. Unlike many states, all of the rivers in Georgia are 0 born in Georgia. Thus, the citizens of Georgia are both responsible for and have a vested interest in the protection and conservation of the waters in our state. 0 0 LEARN MORE ABour WHAT You CAN Do To PROTECT OUR RIVERS AThttp://oxbow.colstate.edu/ 0 0 0 InspitationaI Stories from Georgia Teachers "Photogtaphet At Wotk" uuta Myers - National Finalist Dtuid Hills High School -Atlanta, GA -95- J.C. Booth Middle School Students Discover the Flint River Watershed I teach enrichment (gifted) science to sixth, seventh, and eighth grade middle school students. As a first semester major project, my students selected and completed a project to be entered in a national science contest. Some of the projects the students chose from included the NASA Student Involvement Program, Toshiba Exploravision, and Craftsman Young Inventor. I was always seeking additional and diverse selections from which my students could choose so that each might tap their interest and creativity strengths. River of Words was brought to my attention at the end of the 1999-2000 school year. I offered River of Words as a project choice in the fall of 2000. Approximately 20% of my students chose to participate in this contest. The structure for this project included background research into our watershed, a poetry entry related to their research, and an art entry related to their research. Students of each grade level chose this option. To get the project off the ground, we were fortunate enough to have Kristen Sanford of the Georgia Department of Natural Resources meet with students who had chosen this project. She related information and answered students' questions, as well as offered them her email as a contact should they have questions throughout the project. Her talk inspired students to seek all they could on the Flint River watershed and to devise both prose and pictures in a creative fashion. Their research took them to the Internet for data and to the banks of the river for inspiration The project due date brought wonderful results. Students proudly presented their work to their classmates, told what they had learned about their watershed, read their poetry and presented their drawings or photographs. At each grade level, this project option tapped creativity not offered by the other contests, which was ever so appropriate for the students who made this selection. Their enthusiasm was contagious and I was very pleased with the work submitted to the national contest. In our first year effort, two of my students were state winners, one for poetry, one for both poetry and picture. In the second year, only one student was a state winner, however her poem appeared on the state poster. With these successes and what was learned by all involved, this contest became a mainstay of the choices. With the new emphasis on science fair, the contest projects have been moved to second semester. Last year I made River of Words the only choice. The work was amazing and the interest level was high. Creativity blossomed and I proudly sent their entries to be judged. Four of my students rose to the state award level, one in poetry and three in art. I am very proud of all my students and very pleased to have been able to offer them this opportunity to learn about and enjoy their watershed. Jennifer Ritter J.C. Booth Middle School Fayette County School -97- 0 uI \ 0 0 Inspirational Story from Jennifer Ritter's Student, 2003 0 First it started out as another school project. I thought "Who wants to take pictures of 0 water, or even worse, write about it?" I borrowed my mom's digital camera, and I rode 0 0 my bike down to the Line Creek Nature Area, a wooded area with trails and streams 0 running through it. Line Creek is a tributary into the Flint River, which is my 0 watershed. I was not happy because of two reasons, the first one being I didn't want to 0 ride my bike when there were more comfortable ways of transportation, and second of 0 all, I couldn't go over to my friends house because I had to do schoolwork on the 0 weekend. 0 0 I got there and started taking pictures at various points along the streams. I took a lot of 0 Iu \ pictures. The more pictures I started taking the more I got to thinking, "It isn't that stupid 0 to be taking pictures of water, I mean water has been one of the building blocks oflife, 0 and it always will be. It is a symbol for freedom. Constantly flowing and never ceasing." 0 I wanted to capture the view point of water always twisting and turning to a new place. I 0 finally found a spot where the stream went over a rock and it made a small waterfall. I 0 took many pictures of tha't same spot, and decided on one where I was down low and 0 right up close to the fall. I now have a different viewpoint about what water is. I realize 0 0 that it is taken for granted and that it may not always be there. It was, is, and always will 0 be an essential for humankind to exist. /\ \._,/ 0 Craig Handy 8th Grade 0 I\ J.C. Booth Middle School \._,/ 0 0 0 0 I\ \._,/ 0 0 0 ~ \___.,) 0 0 0 -98 0 River of Words lets The Mind Flow... ..and flow. .. and flow. .. and flow. .. For the past three years The River of Words Program has inspired a wave of enthusiasm out of the students of the little Casa Montessori School here in Marietta. I first heard about the program from a former teacher at Casa who had brought the program from her previous school. We adopted it into our Upper Elementary (4,5,& 6th grade) curriculum and it has mushroomed into a project enjoyed by many of the teachers at different levels. Casa is a special and unique place. Conservation on all levels has been practiced here for many years. Respect for our land and resources is taught to the very youngest of 2 1/2 year olds. From only bringing lunch packed in reusable containers, using"cloth napkins, saving scraps for the compost pile and learning to care for plants in the garden. The students I teach have been brought up through this mindset so that when I get them they are ripe for the picking! We make several overnight field trips d ming the year to get a real immersion into the environment. Last year we camped on Georgia's National Seashore, Cumberland Island and in the mountains of North Carolina. This year I an1 taking them backpacking along the Appalachian Trail. I can't wait to see what creative material they will come away \\"ilh . RiYer of\Vords is the pedect way to incorporate water education into an art form. The creati,e juices flow and so much pours out of their young minds. I start by opening all the doors and drawers of the art room and let each child pick which medium suits them best. \Ve have water color, pastels, crayon, pencils and chalk all going at the s,m1e time. Poetry is also encouraged. This acts as an equalizer for those who may not feel as confident using one material verses another. The contest is an equalizer not only on the classroom level but on the school level as well. Paiticipating in this national contest gets the students so excited about somehow being connected to a greater purpose. We will continue to let River of \\1ords keep our minds and ideas flowing as water to the sea. Theresa Dean Upper Elementary AI1 Teacher Casa Montesso1i School Marietta, Georgia -99- GEORGIA ROW RECEIVES RECOGNITION THROUGH THE NATIONALRIVEROFWORDSPROGRAM GEORGIA ART TEACHER, PAMELA SEGERS IS NATIONAL RIVER OF WORDS TEACHER OF THE YEAR-2000 Georgia Riwor of Words was honored at the Library of Congress in April~ 2000 with a National Grand Prize Winner and with the National Teacher of the Year for River of Words. We asked Ms. Segers to write about her experience with River of Words and the following is what she would like to share with other educators in Georgia. Whco I first lea.med of the River of Words contest, it was from a student who had seen a poster advertisement and brought it in. This is important because if Angela Giles, last year's Grand Prize Winner, had not brought the opportunity to my attaition, I _would not have gone to Washington., D.C. to accept the av.'3.fd of National River of Words Teacher of the Year. It is also important bcwuse it indicates ho,v eager my students at Avondale High Schoo~ and others across this great nation, arc for these opportunities. They are thirsty for a chance to experience these aspects of Life. One of these aspects is the idea of a river. Making people aware of our eO\ironrnent is an important issue in today's society. By participating in this contest, students develop their creativity and gain a better av.-areoess of their cn.,ironrncnt. More specifically, they learn the impact of v.'3.ter and how its presence, or in some cases, its absence, can directly and indirectJy affect their lives. The River of Words gives students a way to express that awareness in a unique and creative way. TI1c students at A vond.ak High School were honored at the Library of Congress because they h.:wc truly worked hard at developing their creative abilities. Creativity is believed by many, a gift given to a ch()S{.,--n few. I believe creativity is indeed a divine gift, but one that has been gjvcn to us all. Anyone and everyone ca.n be creative. Everyone can be more creative than he or she is currently. Everyone can because each of us possesses creative abilities that can be exercised and strengthened, just like our physical abilities. Psychologists have discovered that creative ability is distributed more or less equally among all of us. The difference in crcati,ity solely depends oo bow effectively each individual uses his or her inner resources. To be more creative, all you need to do is to flex and exercise your creative muscles. Children arc widely rcx:ogni.z.ed as being more creative than adults. One reason for this is that muscles, physical or mental, atrophy with disuse. The child in us grov-.;s old and much of our naturaJ creativity is ignored or repressed. So, I challenge other teachers and students. Do not allow your creative muscles to be repressed. The Riw~r of Words cont.est offers a wonderful opportunity for a creative workout. You will have to workout in order to improve your creativity and the only doors closed in Y