Fall is here at last, and that means that River Classroom has begun again! This is our 6th year of River Classroom, and so far we are working with some fantastic groups. These include the Española Public School District’s GATE students in 4th-6th grade and 7th-10th grade, the 4th-5th grades from Chama Elementary, and the 5th-6th grades from Tierra Amarilla Elementary.
We began honing our skills as scientists by doing some very close observation of limes. Groups of students selected a lime, recorded observations about the lime, and then had to select their lime from a pile.
We also like to begin the year by doing some initial exploration of the ecosystem that we will be studying, so we handed out waders to test the waters of the Rio Chama.
Two of the groups got up close and personal with some of the local inhabitants.
The year is off to a great start, and we couldn’t be more thrilled with these amazing groups of kids. We’re going to have a great time exploring the beautiful habitats of New Mexico, and we’ll be collecting data and learning science along the way! Don’t forget to “follow” our blog to stay up-to-date on the latest.
With the rapidly approaching spring melt, we are getting our classrooms out into the river as much as possible. Last Wednesday our 4th-6th graders from Española braved chilly temperatures to collect some data on the Rio Chama below Abiquiu Dam.
In our last session our students learned a new equation:
(distance = rate × time)
Our goal for this session was to find the rate/velocity of the Rio Chama. We began by reviewing this equation and talking about different units. This discussion helped us determine which units of measure would be appropriate for measuring the speed of the river. We settled on meters per second, but our tape measures didn’t have metric units, so we had to measure in feet and convert to meters.
Our clever students were able to puzzle out how we could measure the speed of the river with this equation- we could lay out a distance and measure the speed of a floating object! We decided to use an orange. They float well, and they’re so bright that they’re easily visible for catching.
Fortunately, we had a data sheet ready to collect this very data.
Students used rocks to delineate the beginning and end of their river segments.
We had two data collection teams. Each team had 5 jobs. One person released the orange into the river, one person timed it with a stopwatch and recorded the data, one person was responsible for catching the orange with a net, and two people were responsible for making sure the orange was released and caught at precisely the right spot.
We also talked about possible sources of error. Students were concerned about the exact way in which the orange was released. We tried to standardize the way we did this.
Catching the orange was not always an easy task, but our students did a great job!
At the end of class, one of our favorite game wardens dropped by! The students were excited to show off their data and explain what they were measuring and why.
We’re so proud of our students for braving cold water temperatures to collect this data. Everybody seemed to have a great time. The next time we meet, we’ll plot this data and compare it with the measurements we took a few years ago.
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?
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.
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.
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.
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!
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!
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!
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!
Testing water quality is critical for knowing if the waterway is suitable for organisms to thrive; so this week, our class analyzed the water quality on the Rio Chama through multiple sampling techniques.
Before we began testing water quality, though, we had a surprise for the students …
When I’m not teaching River Classroom, I also work in the ICU at NMWC, so I brought along a juvenile male Cooper’s Hawk to release back into the wild. I explained the natural history and ecology of Cooper’s Hawks to the students and then it was time to set him free!
Once the excitement settled down, we split the students into 2 groups. The first group collected benthic macroinvertebrates using a 1m x 1m square net with 2 students holding it on each side. Then two other students go 2m upstream from the net and kick up macroinvertebrates from the substrate, while slowly walking towards the net. This mode of collection is a version of the kick-sampling method.
Students then removed all the macroinvertebrates from the net using forceps and put them into a collection jar with isopropyl alcohol for the teachers to count and ID at a later time. Each sampling site was given a separate collection jar and GPS coordinates were taken at the sites as well.
The second group learned all the different components of testing water quality through a fun activity of making foldables! We explained each component (e.g. pH, conductivity, etc.), what units they are measured in, and gave a brief explanation/example.
Once that task was complete, the students collected several samples of water from the river so we could test the various components using Vernier water quality probes.
The students switched groups after lunch so everyone got a chance to participate in both activities.
This was our first ‘real’ river sampling session, so students familiarized themselves with the numerous water quality testing techniques. The class will be conducting at least two more river samplings this year, so stay tuned for what happens next!
Chemistry is an important basis for learning about water quality, and now that our students in Tierra Amarilla are familiar with the basics, we decided to add water quality testing to our scientific agenda.
While half of the class was testing water quality, the other half donned their waders and set off into the Rio Chama to survey benthic macroinvertebrates.
After collecting benthic macroinvertebrates, students brought their sample back to shore. We selected a few specimens to examine up close and saved the rest for counting.
Students use a dichotomous key to identify these invertebrates.
We had a very productive day of data collection, and we ended by asking these young scientists to summarize our results. We’ll continue to monitor this location as seasons change to gain a better idea of how healthy this river is during different parts of the year.
One of the benefits of teaching River Classroom at so many schools along the Rio Chama is that we can provide a more in depth analysis of the river as a whole. While we typically take our students to one particular location on the river, we often discuss our water quality/benthic macroinvertebrate survey results from other groups at other locations. We also make it a point to repeatedly discuss where the river begins and where it goes, and we introduce the concept of watersheds.
The concept of a watershed is not a straightforward one, so we try to use concrete models that students can manipulate. For this particular class, we took the Chama Elementary students to the top of the Rio Chama watershed to explore this area before it’s covered in snow.
We divided students into two groups. One took an exploratory hike and discussed topographic maps while the other created their own landscapes with watersheds on paper. Students crumpled up a piece of paper and then highlighted the mountains and the canyons/basins with washable markers.
After finishing their landscape, students introduced some “precipitation” to the equation.
By watching which way the washable marker ran off of the “mountains,” students were clearly able to pick out different watersheds on their maps!
At the end of this activity, students had a much better idea of how we define watersheds and why we should care. What happens at the top of a watershed can trickle down and affect us where we live. These students now have a much better appreciation of why we monitor the entire Rio Chama watershed!
This week for River Classroom, we took the students to Cañones Creek, a tributary of the Rio Chama, to discuss the differences between a creek and river. This was the students’ first time at the creek, and they had a blast!
Before we began exploring, we talked about how a creek and river differ in terms of water characteristics, plant life, and animal activity. We also introduced a new term… invasive species.
As a class, we defined what an invasive species is as well as the impact it has on the environment it was introduced to and the ecosystem as a whole. Students were then given the task to try to find at least one of the eight invasive plant species that were on their handouts.
Next, the students were asked to find signs of animal life along the creek. Within minutes, the class found a cow skeleton. They also discovered an abandoned beaver den, raccoon and muskrat tracks, and a dead tree with numerous woodpecker holes. Before starting to look for benthic macroinvertebrates, the students recorded their observations of the creek itself as well as their findings in their science notebooks.
In previous classes, the students received a brief tutorial about benthic macroinvertebrates and their role in indicating water quality. So this time we went a little more in depth and discussed the various benthic species and in which types of water each would be found. To look for benthics, students examined the bottoms of rocks in a riffle above a deep pool in the creek. The most abundant species they found were caddisfly larvae, followed by midges. Once the students were done collecting benthics, we discussed what their findings tell us about the creek’s water quality; it was concluded the water was only fairly clean because there was a low diversity of benthic macroinvertebrates. The class was then asked, “Why do you think the water quality is only fairly clean?,” to which they responded, “Maybe because there’s a lot of cows using this creek since we found a skeleton and lots of poop.” BINGO!
Since the students had so much fun exploring Cañones Creek, it didn’t leave us very much time to collect data from the Rio Chama. To make the most of our time, the class divided into 3 groups with each group being responsible for one of the three tasks: find 1 invasive species from the handout, find 1-2 benthics, and find signs of animal life. Group 1 found a lot of Tamarisk; Group 2 found Caddisfly and Stonefly larvaes; and Group 3 found fox scat.
Based on our findings, our class concluded that the river had better water quality and more invasive plants than the creek. However, the creek had more animal activity.
Overall, the students learned that a creek is different from a river because it is smaller/narrower than a river and does not branch out like a river does. Also, a creek will have more animal activity than a river because it safer for critters to access since it’s shallower and the current is typically slower. Lastly, the students learned that an invasive species is not native to that specific environment and has a negative impact on its surroundings.
We had a really great time exploring new land and learning new concepts. We can’t wait until the next adventure 🙂