Wrapping up Fall Classes

The holidays are quickly approaching, and this week we wrapped up our final River Classroom session before the winter break. Our 4th-6th grade students from the Española Public School District met at NMWC to present some fantastic projects and review everything we’ve learned this fall.

Students have been working on individual projects about elements on the Periodic Table. Many students opted to study fireworks and how different elements produce different colors. The chemistry of fireworks is a really interesting topic that fits right in with our lesson on elements in the Periodic Table, and students gave some really entertaining and informative presentations!

After each student had a chance to present his or her project, we moved on to our main attraction: a Jeopardy-style game in which teams of students answer questions related to the material we’ve covered this year!

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Categories included Water Quality, Riparian Ecosystems, The Scientific Process, Water on Earth, and Atoms and Molecules
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Miss Audrey explains the rules of the game

One of our most important rules: each team must come to a consensus before one group member can raise a hand to answer the question.

We tested the speed of students’ reflexes as they raced to raise their hands after the Jeopardy theme song stopped!

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Our students did a fantastic job and successfully answered almost every single question.

For Final Jeopardy the rules changed slightly, and each team had to make a bet for the number of points they could win or lose on each question. Teams had one minute to write their answer to earn their points!

In the end everybody in the room proved to be a brilliant scientist and remembered a great deal of what we covered during the year, so everybody won a mini Snickers bar.

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One of the most entertaining aspects of the game: the team names!

We also took a minute to recognize our fearless leader, Katherine. She founded the River Classroom program, and in the last five years she has made a tremendous impact on many students in northern New Mexico. At the end of this year, Katherine will begin a well-deserved retirement, but we are very grateful for her leadership and influence!

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Have a safe, happy holiday, and we look forward to resuming classes in 2017!

Watersheds and Erosion in Tierra Amarilla

In River Classroom we love to be outside. If we can’t be outside, we love to make a mess while we learn inside. At our last session, we did just that!

We broke into two groups to complete two different activities- one on watersheds and one on erosion. Our watershed activity began with a discussion of watersheds. What are they? Why do we care about them? Then students created their own model of mountainous terrain by crumpling up a piece of white paper. Students highlighted the “ridges” on their model in dark colors, used a spray bottle of water to simulate rain, and watched their washable marker run downhill.

This activity really clarifies the idea of a watershed, and students get to count the number of distinct watersheds in their model based on how their washable marker runs.

Our erosion activity tested three different types of soil to determine how soil characteristics affect erosion. The first sample was dirt mixed with rocks, the second sample was dirt with plants, and the third sample was just plain dirt.

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Students poured the same amount of water into each bottle and captured the run off to analyze the differences.

Students had charts in their science notebooks to organize their observations.

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The runoff from each sample was slightly different.

Students discovered that the sample with only dirt was much more susceptible to erosion. The run off from this sample was very dirty. The sample with plants had the cleanest run off. What does this mean for a riverbank with plants on it? The roots of the plants help hold the dirt in place!

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We had a great class studying watersheds and erosion, and we ended with discussions about how these concepts relate to water quality. In the spring we’ll be back to testing water quality on the Rio Chama and the Brazos River, and we’ll be applying the ideas of watersheds and erosion and how they affect turbidity, temperature, dissolved oxygen, conductivity, pH, and nitrate levels.

Water Quality and Maps at Chama Elementary

Our River Classroom sessions are wrapping up for the Fall semester, and for our last class with our 4th and 5th graders at Chama Elementary, we planned two fun activities to end out the year.

Students divided into two groups for two different activities and then switched places. The first activity was to create a foldable to learn about the water quality parameters we’ll be testing on the Rio Chama later in the year.

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Folding, cutting, and drawing lines

We reviewed each of the parameters one by one as students filled in their foldables. We also came up with practical examples of factors that affect temperature, pH, dissolved oxygen, conductivity, turbidity, and nitrate levels at the Rio Chama near the school.

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Students were very proud of their foldables and did a great job remembering all of these new vocabulary words and what they mean for our local river.

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The second activity allowed students to expand on their knowledge of latitude and longitude as well as other important ideas about geography. Students explored a variety of different types of maps (physical maps, road maps, political maps, topographic maps) and solved critical thinking problems.

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Students applied basic math skills to calculating elevation change and used their imaginations to answer questions like “Find this latitude and longitude. What type of transportation would you be using to move through this area in January?”

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Our students did a wonderful job at each of the activities, and we can’t wait to expand on this knowledge in the spring as we begin testing water quality and exploring new areas outside.

Synthesizing Our Knowledge of New Mexico Ecosystems

We had planned to spend last Monday at the Bosque del Apache with our 7th-10th grade Water Scholars from the Española Public School District. Unfortunately the trip had to be postponed until January. Instead, we took the opportunity to meet in the classroom and synthesize some of our knowledge about ecosystems.

We also took the opportunity to discuss climate change and how it could affect the ecosystems we’ve visited.

We began by making K-W-L charts, and students listed everything they knew (or thought they knew) about climate change, as well as what they wanted to learn.

Our students created some really nice lists of questions about climate change, and these questions were answered during a talk about climate change and what it means for New Mexico.

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Students filling out the “L” column of their K-W-L chart by listing what they learned.

After our talk, students created a lengthy list of what they learned about climate change.

After a lunch break, students returned to the day’s primary mission- comparing and contrasting two of the ecosystems we’ve visited this year, which include lake, aspen, and piñon-juniper ecosystems.

Students divided into three groups, and each group conducted online research to compare and contrast two ecosystems: lake ecosystems to aspen ecosystems, aspen ecosystems to piñon-juniper ecosystems, and piñon-juniper ecosystems to lake ecosystems.

After comparing and contrasting factors like typical elevation ranges, annual precipitation, common animals, common plants, and soil characteristics, students assembled a PowerPoint presentation to share their findings with the class.

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Of course one of the perks of class at NMWC is that you occasionally get to meet the wildlife!

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One of our volunteers introduces our students to our Saw-whet owl.

At the end of the day, students shared their presentations with the class, and we discussed how all of the places we’ve explored have been similar and different. This review was a great way to end the Fall semester. Students who missed individual field sessions were able to catch up, and we were able to synthesize some of the knowledge we’ve gained this year.

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We can’t wait to explore new ecosystems with these students in the spring!

An Action Packed Day of Learning on the Rio Chama

In order to be a good scientist, it’s crucial to understand the difference between subjective and objective observations. And what better way to learn the distinction than going on a nature hike?

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Miss Katherine leading the way on our nature hike along the Rio Chama
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Trying to warm up on our hike during a chilly December morning

Since it was a cold winter morning, we spent the first part of it warming up by walking along the Rio Chama with Miss Katherine leading the way. Miss Katherine would stop to point out numerous environmental features and asked all the students to make one subjective and one objective observation.

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Making scientific observations of our surroundings
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Taking a moment to sit and observe the river

Miss Katherine also showed us how to identify male and female plants of juniper trees (Juniperus spp.) and four-wing saltbush (Atriplex canescens). So what would be an objective observation? Female plants have seeds/fruits, and male plants have pollen. What about a subjective observation? The female plants of four-wing saltbush have beige-colored fruits.

Another cool trick Miss Katherine taught us was that Juniper trees have flattened leaves with scales while pine trees have needles instead of leaves. This is an objective observation. How about a subjective observation? Pine trees smell better than juniper.

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Miss Katherine explaining different features of a Juniper tree

Then, she asked the students to go on a short scavenger hike and find one native species, one invasive species, and a duck. Everyone was able to find the first two items, but there were no ducks to be seen on this chilly December morning.

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The scavenger hunt is on!

Along the way, we met a USGS employee who briefly explained to the class what her job involves and the various water samples she was going to collect from the river. The students understood and were familiar with some of the tests she was performing because they have conducted them themselves!

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USGS employee explaining what her job entails
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Telling the students all the different water sampling tests she plans to conduct that morning

Before the hike concluded, we asked the class, “Why is it important to collect data?” There were many great answers such as: to get detailed information of what’s in the area, to know exactly what’s here so that we can compare over time, so other scientists can see your data. BINGO!

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HIGH FIVE FOR BEING SUCH SMART SCIENTISTS!

After lunch, we made our very own water depth measuring sticks out of PCV pipes. Each student got a segment of pipe almost one meter long, then the students were instructed to mark their sticks at every 10 cm by putting electrical tape around the pipe.

Since it was still chilly after lunch, we split our student scientists up into 2 groups: those that wanted to go into the river and those that would rather not.

The ‘aquatic’ group geared up for wading through the river and measured water depth with their new measuring sticks. This involved spreading out across the river, measuring the distance from shore, using the 10 cm marks on the stick to estimate the water depth, and calling the number back to the official data recorder waiting on shore. We’ll be graphing this data in our next class session.

Our ‘terrestrial’ group  happened to be made up of students who missed the GPS treasure hunt we conducted in our last class. This time the teams found a land feature and marked it as a waypoint, then switched GPS units with another team. Each group had to find the waypoint/land feature. The students really enjoyed this activity!

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GPS treasure hunt again

For our next class we’ll test just how much we’ve learned up to this point with a fun game of Jeopardy, so stay tuned!