My Water, My Watershed Curriculum

October 2017

Table of of Contents

1. Premises of My Water, My Watershed program 2. Three site study design list for SFWA 3. Vision for basin- wide collaboration on education4. Proposed budget spring 2018 5. Tools and curriculum materials (teacher and

student handouts)

Premises of SFWA education efforts

My Water, My Watershed is an experiential, science-based program for fourth, fifth, and sixth grade Santa Fe students to study and explore their watershed, learning about the complex relationships between living things and their environment. During a one-hour pre-visit in the classroom, students are introduced to the geography of the Santa Fe River and learn the definition of a watershed through hands-on activities. During the full-day field visit, students use their observation, questioning, and data collection skills to explore the ponderosa pine forest and the Santa Fe River. In the one-hour post-visit, students review their experiences in the watershed and reflect upon the water we use in our schools, homes, and community, and explore ideas for water conservation.

Throughout the program, students are acquainted with three different sites in the watershed to observe and assess, allowing them to track changes from the upper part of a watershed to the bottom, and how manmade diversions or natural processes influence riparian areas, vegetation, water quality, and streamflow from one area of the watershed to the next.

3-site study design approach and questions, rationale for site selection

This October, River Source will conduct field trips to Nichols Reservoir, Agua Sarca Creek, and the Stone Dam in Santa Canyon. Agua Sarca Creek, the uppermost site, will be a more pristine location, less affected by human influence. Nichols Reservoir, in the middle of the watershed, gives students the opportunity to assess water quality and streamflow near to the headwaters of the watershed, in a higher-elevation zone which is largely protected from human influence such as diversions and recreation. Stone Dam, occurring farther downstream in Santa Fe Canyon, has been heavily influenced by users, including the City of Santa Fe, and will highlight the changes one can observe traveling downstream in a watershed. We will also be observing the impact that beavers have on the upper and lower watershed sites.

Vision for basin-wide effort with partners for cross-jurisdictional collaboration on education

We are seeking to coordinate basin-wide collaboration to improve educational opportunities and at the same time improve monitoring data collection with collaborative partners. The 3 sites we currently use in the upper Santa Fe watershed are located in partnership with USDA Forest Service, the City of Santa Fe and the Nature Conservancy.

The Santa Fe Watershed envisions a basin-wide collaboration including 2 annual student-driven Watershed Congressos in the spring runoff season (typically May) each school year. Students from the top of the watershed to the bottom, from a variety of cultural and economic backgrounds, and vastly different river conditions from very dry to extremely wet, will gather to exchange findings and experiences on watershed stewardship. Ultimately, the Congressos will generate a new generation of watershed protectors for the Santa Fe region by reaching up tob 2018 budget

We anticipate funding for thirteen 5th grade classes to participate in our My Water, My Watershed programs for the spring of 2018. The SFWA aspires to serve 30 classes each school year and so we are fundraising to work with additional 10 additional classes. In the future we are looking to work with middle and high school students.

Activity

Education Services /1

5th grade classes (30) $31,500

Middle School classes (4) 4,200

High School classes (2) 2,100

Project management and coordination (SFWA) 10,000 guessing at 25% total cost

Bus transportation and port-a-potty (direct cost) 5,400 estimating about $150 per school

Total estimated cost $53,200

/1 All classes receive a minimum of a 3 contacts: a pre-trip, field trip, and post-trip experience

Tools and Curriculum Materials

My Water, My Watershed Program OutlineGoals: To provide an experiential, science-based program for students to study and explore their watershed.

Objectives:1. Define a watershed and map out the Santa Fe River Watershed.2. Discover how the Santa Fe River Watershed has changed over time.3. Explore the Upper Santa Fe River Watershed and learn about the sources of Santa Fe’s drinking water.4. Experience how grazing and fire have impacted ponderosa pine forests.5. Learn about the complex relationships between living things and their environment.6. Define ways to conserve water at home, school, and in the community. Pre-Visit

0:00-0:10 – Introductions● What are we doing today?● Who am I?● Nametags and student introductions

○ Students say their name and say their favorite wild animal found in New Mexico● Rules/expectations

○ Students help define the rules0:10-0:25 -- Assessment and Journals

● Complete pre-assessments● Pass out journals● Name and date and teacher on cover● Page 1-- Santa Fe River Map – In box, on front cover, draw Lake Peak, McClure and Nichols

reservoirs, plaza, school, La Cienega, Labajada, Rio Grande, Cochiti lake/reservoir. ● Page 2 – Time travel activity, go back 100 years in time in the Santa Fe River – what do you see,

hear, smell? Record thoughts in journal0:30-0:50 -- Define a watershed

● Head into the schoolyard● Spread out blue tarp and have students grab onto sides and elevate blue tarp a couple of feet

above the ground● Describe that looking down at the tarp represents a bird’s eye view of a landscape, there are

mountains and valleys.● Spray the tarp with water and ask where the water collects. ● Describe that all the water collects in a river and the land that contributes all of the runoff is a

watershed.● Head back inside

0:50-1:00 -- Prep for field trip● Observation game – leave the classroom and add field trip clothing (jacket, hat, hiking boots,

water bottle, lunch, bag, extra socks)● Ask students what you changed● Define scientific observation● Create checklist on board of field trip items● Any questions?

● Collect Journals and pencils. Bring them to the Watershed

Field Trip

Before students arrive: drop off crate with journals by the treatment plant. Park in the back lot of the Audubon center. Walk down and put out “children in road” sign. 9:00-9:20 -- Greet bus and confirm pick up time

● Gather all students in safe location and go over plan for the day● Teacher makes name tags for students.● Pass out chaperone letters. ● Rules for outdoor classroom● Pass out clipboards, journals, pencils

9:20 -- Begin hike● City of Santa Fe presentation (20 minutes)● Wildlife sign observation on page 3● Conifer tree activity identify four types of trees. Students grab samples.

10:00 -- Nichols Reservoir introduction and where do we get our drinking water from?● Forest management and fire history activity tree rings

10:45-11:00 -- Snack break● Read fire book

11:00-12:00 -- Aquatic macroinvert intro and rules for study● Split students into 4 groups● Set up each group in a certain area of the river

12:00-12:25 -- Lunch12:25-1:00 -- Ecosystem activity- page 4

● Find living and non-living things and draw connections 1:00 -- Begin hike back (hike takes 45-60 minutes)1:15 -- Sensory poem activity – page 5 – this is a reflective time for students to be quiet and observe the outdoors in a new way (rare for this to happen)2:00 -- Meet bus

● Collect pencils, journals, and clipboards. Give journals to teacher. Post-visit

0:00-0:05 -- What are we doing today?● Make sure to give teacher evaluation to fill out

0:05-0:20 -- Review● Where is the Santa Fe River? Where does it begin? Where does it end?● What is a watershed? Add to map on front cover of journal.● What did we do on the field trip?● Any questions about anything we learned on the field trip?● Anyone want to share a poem?

0:20-0:30 -- Sharing information and defining ecosystems● Create living and non-living lists and draw connections/relationships between lists

0:30-0:50 -- Conservation water use game● How do humans use water?● What is conservation?● How can we conserve water in these different uses?

0:50-1:00 -- Wrap-up● Give teacher the evaluation ● Complete post-assessments● Any questions?

See attached documents:- Parent and Guardian Welcome Letter

- English version and Spanish version- Scientific Journal- Pre- and Post-Assessments-

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