Our Mission

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Our Mission

• is to develop an engaged and informed citizenry
  by connecting people to nature and each other in
  the context of their home communities.

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Our School Programs

• Elementary
• Ecosystems (4th grade)
• Water in Our Lives (4th grade)
• Land and Water (5th grade)
• Tiny Neighbors (5th grade)
• Watershed Gardens (4th-6th)
• Secondary
• Ecology and Evolution
• (8th grade pilot)

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Ecosystems

• Extends Ecosystem Science Unit
• 4th Grade STC Unit (nationally distributed).
• Students create models of ecosystems (terrariums,
  aquariums)
• in their classroom and study components of the
  system.
• Homewaters Ecosystems Field Extension
• Students explore ecosystems on school grounds and
  in the neighborhood consider how their actions
  impact local ecology.
• Students conduct a comparative fair test Do
  more ground invertebrates live in the grass or in
  a sheltered location?
• Sustainability Emphasis
• Ecosystems are in urban environments and
  stewardship helps to sustain them.
• Human impacts on habitats can be positive and/or
  negative.

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Students conducting FAIR TESTS comparing ground
invertebrates in sheltered (under a rock, log,
board, leaves, wood chips) and non-sheltered
areas of their school yard.
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Nature exists in even the most urban places.
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Students and teachers explore the schools
neighborhood making observations about local
ecosystems.
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All Homewaters programs begin with students
making silent observations of their outdoor
classroom for the day.
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Using field sheets to record data collected.
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Water in Our Lives

• Extends Water Science Unit
• 4th grade FOSS Unit (nationally distributed).
• Students explore properties of water, water
  movement through earth materials and the water
  cycle (are introduced to water quality and
  conservation).
• Homewaters Water In Our Lives Extension
• Students learn about watersheds, impermeable
  surfaces and observe where water goes on school
  grounds when it rains.
• Students conduct percolation tests on school
  grounds.
• Conduct water audits of school bathrooms/classroom
  sinks.
• Sustainability Emphasis
• Water is a consumable resource. We need to
  conserve it for future generations.
• Water quality is effected by human behavior.

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Rainy day walk to observe where water goes that
falls on school grounds.
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Prepping for the percolation test.
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Timing the percolation speed.
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Conducting water audits in the school bathroom.
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Land Water

• Extends Land and Water Science Unit
• 5th STC Unit (nationally distributed)
• Students create models of streams in their
  classroom.
• hydrogeology for 5th graders
• Homewaters Land and Water Field Extension
• Students explore a local stream, making
  comparisons to the model they made in their
  classroom.
• Students measure stream speed, study how humans
  have impacted the health of salmon, investigate
  stream macroinvertebrates, compare a restored
  stretch of creek with an overused section and
  observe wildlife using the area.
• Sustainability Emphasis
• Urban creeks face many challenges and people play
  a significant role in keeping them healthy.

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Students study macroinvertebrates to determine
stream health.
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Identifying indicator species.
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Investigating the beaver lodge and looking for
signs of a healthy habitat.
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Using flags, students mark off different aspects
of the stream.
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Measuring the speed of the creek gives
information about salmon habitat.
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A demonstration showing how humans impact the
speed of urban streams by constructing
impervious surfaces nearby.
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Tiny Neighbors

• Extends Microworlds Science Unit
• 5th grade STC Unit (nationally distributed).
• Students create models of ponds in their
  classroom and observe organisms that live in
  liquid environments.
• Students learn to use microscopes, magnification.
• microbiology for 5th graders.
• Homewaters Tiny Neighbors Field Extension
• Students explore a local pond, lake or wetland
  and make comparisons to classroom models.
• Collect water samples to observe more closely in
  class.
• Using diversity as an indicator, students make
  conclusions about water and habitat health.
• Sustainability Emphasis
• Biodiversity is necessary to sustain life.
• Human impacts on habitats can be positive and/or
  negative.

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Students record observations in a field notebook.
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Groups look for biodiversity.
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Using a funnel net, students collect water
samples.
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Macroinvertebrate diversity is an indicator of
water quality.
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Initial observations are made in the field.
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Samples are taken back to the classroom for
observation under the microscope.
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Watershed Gardens

• Homewaters Watershed Gardens Program
• Year-long water conservation applied learning
  program.
• Students explore where water comes from, how they
  use it, why it is important and how to conserve
  it.
• Classes conduct school water audits and analyze
  school water bills.
• Students plan, design, and plant a water-wise
  native plant garden on school grounds.
• Teachers assist students in educating others in
  the community on ways to reduce water use at
  school and at home.
• Sustainability Emphasis
• Water conservation.
• Stewardship for the land.
• Biodiversity is necessary to sustain life.

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Students conduct water audits in their school.
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Water-wise garden site selection (at Salmon Bay
School).
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Students plan and design garden area.
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Studying native plant names, descriptions and
uses.
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Students plant the garden.
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Done!!
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Ecology and Evolution

• Extends Ecology and Evolution Science Unit
• 8th grade SEPUP Unit (nationally distributed)
• Focuses on ecosystem components, habitat health,
  the web of life, etc.
• All activities, except for one 20 minute lesson,
  are conducted in the classroom
• Homewaters Ecology and Evolution Field Extension
• Students conduct an assessment at a nearby pond
  or creek, focusing on species diversity and
  habitat health.
• Samples of flora and fauna are brought back to
  the classroom for closer study.
• Sustainability Emphasis
• Biodiversity is necessary to sustain life.
• Human impacts on habitats can be positive and/or
  negative

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Assessing stream buffer for flora diversity.
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Inspecting water samples in the classroom.
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Finding macroinvertebrates from the stream.
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Students record the macroinvertebrates found in
sample.
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Now lets look a little closer
We will share a process to develop an extension
and integrate ESE into classroom learning and use
the evolution of Water in Our Lives as a model.