1. Place-Based Science-Inquiry Education in a Superfund Site

2. Outline for Today: CFWEP Background –Who we are –How we got here –How the program works CFWEP Track 1 (Middle School) Curriculum Overview –What is a watershed? (classroom) –What happened to our watershed? (classroom) –Comparison of mining-impacted and unimpacted reaches (field) –Follow-up and data analysis (classroom) Overview of CFWEP Tracks 2, 3, 4 & 5

3. CFWEP Program Overview Large-scale restoration of the upper Clark Fork watershed created a need: To inform upcoming generations of what happened to our watershed; To involve them in the restoration process; To ensure basic science skills; To equip future stewards of the watershed with the necessary historic and scientific context.

4. The Clark Fork Watershed Education Program (CFWEP) fosters environmental stewardship and scientific decision making through place-based learning. Our Mission:

5. CFWEP Basics: Grant funding from Natural Resource Damages Program (NRDP) for 2004 pilot program in Butte and 2005-2008 operations, Butte to Bonner Housed in Outreach Department, Montana Tech Mandated to serve 23 target schools Middle School Programs funded through contracted services agreement with NRDP through 2012 Professional Development Programs funded through OPI grant through 2011

6. The CFWEP Team: 5 member leadership team 4 full time staff, 3 part time staff 1 full time AmeriCorps VISTA volunteer; 2 Montana Tech interns Montana Tech Outreach Department Numerous professional scientist volunteers Technical Advisory Board (24 local scientists) Educational Advisory Board (18 local educators) Numerous partnerships (e.g. Watershed Education Network, UM Avian Science Center, regional school districts, Office of Public Instruction, Blackfoot Challenge, etc.)

7. CFWEP Approach: Get students and teachers in the field, in direct contact with local scientists 5 tracks: –Middle School - Track 1 – ALL students in 6, 7 or 8 th grade –High School - Track 2 – Interested high school students –Professional Development - Track 3 – K-12 teachers –University Services - Track 4 – University-level support and activities –Public - Track 5 – Public education and outreach

8. Program Milestones: More than 10,000 students served to date More than 100 scientists have worked with students in field and classroom settings More than 20 teachers are using watershed science lessons More than 70 teachers have taken advantage of CFWEP professional development activities

9. Bottom Line: “In terms of the legacy we leave, this is probably the most important project we will fund. ” Bruce Nelson, Governor Brian Schweitzer’s Chief of Staff, at CFWEP’s 2007 NRDP evaluation meeting with the Governor’s Trustee Council. Most milestones met or exceeded Teacher and student learning and satisfaction are high Program sustainability requires serious commitment and considerable research, time, travel and expertise

10. Middle School Core Curriculum Overview: Lesson 1 Lesson 1: “What Is a Watershed?” Introduction to drainage basins, drainage divides and sediment transport Students learn: –The definition of ‘watershed’ –The differences between water vapor (evaporation), groundwater and surface water –How regional topography controls the flow of surface water –Where local surface water goes – the path it follows and where it ends up –The ability of water to carry sediments, and kinds of sediments

11. Middle School Core Curriculum Overview: Lesson 2 Lesson 2: “What Happened to Our Watershed” Introduction to the Biodiversity of an Ecosystem: Macroinvertebrates and vegetation as biological indicators of a watershed’s health Students learn: –Definition of ‘biodiversity’ and ‘ecosystem’ –The differences between plant and macroinvertebrate populations in healthy vs. non-healthy (i.e. impaired) watersheds –A conception of the biological damages that have occurred here, why and how –How to measure plant and macroinvertebrate populations and why –To identify basic macroinvertebrate taxa and vegetation types

12. Middle School Core Curriculum Overview: Lesson 3 Lesson 3: “What Happened to Our Watershed Part 2” Water quantity, quality, and the impacts of mining and smelting Students learn: –How to measure water quantity in a river (discharge or flow) –Basic parameters used to monitor water quality: Temperature, Dissolved Oxygen, pH, Specific Conductance, and metals concentrations –How water quality and quantity parameters are measured and how each reflects watershed health –How the interaction of sulfide minerals, water and air creates acid rock drainage –At the end of this lesson, students will be ready to evaluate watershed health in the field and be prepared for a CFWEP field trip

13. Middle School Core Curriculum Overview: Lesson 4 Lesson 4: “Watershed Science Field Trip” Students practice what they have learned during the previous three in-class lectures by comparing parameters at a mining-impacted site, and a relatively pristine stream reach. At each site students measure and collect data on vegetation population diversity and density, macroinvertebrate population diversity and density, and chemical and physical water quality parameters. The collected data is discussed in a classroom session following the fieldtrip. Students measure and collect the following: –Vegetation population diversity and density –Macroinvertebrate population diversity and density –Chemical and physical water quality parameters –Site specific field parameters that may vary from season to season

14. Vegetation Assessment

15. Macroinvertebrate Assessment

16. Physical and Chemical

17. Track 1 (Middle School) Curriculum Overview: Lesson 5 Lesson 5: “Watershed Science – Tying It All Together” Follow-up to field trip; students discuss the data that was collected on the field trip and put it in the context of where and how they live Students learn: –Review the concept of a watershed and impacts to the Clark Fork Watershed –Discuss the data from the field trip (water quality, flow, macroinvertebrates, vegetation) and compare the data from the mining-impacted site and the non-impacted site –Identify the differences between reclamation and restoration –Discuss the importance of scientific literacy and restoration stewardship

18. Follow-up: Tying it all together Present Our Future History

19. What are we learning about? Science? Biology?? Chemistry??? Entomology???? History???? Responsibility????? ANSWER: ALL OF THESE THINGS

20. Restoring the Rivers + =

21. Whose Mission Is It?

22. High School Program Overview Independent, extracurricular research projects and professional mentoring Examples: –Tracking transplanted bighorn sheep –Macroinvertebrate surveys –Avian science –Science Fair Projects –Mentoring younger students

23. Professional Development Overview Summer Science Academy Workshops: –GPS & GIS –Field science and technology –CFWEP trainings Services: –Guest speakers –Customized fieldtrips –Trout-in-the-Classroom

24. University Services Overview CFWEP connects university resources to schools and community groups Guest lectures Fieldtrips Place student volunteers, work study students, and interns Support outreach programs

25. Public Education & Outreach Overview CFWEP Website & Blog (www.cfwep.org)www.cfwep.org Public outreach events Publicizing restoration & education Support & education for community groups

26. Questions?