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Teacher Planning & Activity GuideIntermediate Program

Exploring our Watershed

i ExploringourWatershed

Why we care about your students?Metro Vancouver is committed to developing and delivering programs and services to achieve the sustainability-driven goals of its Board.

The Watershed Education team is proud to deliver this resource as part of a program that helps Metro Vancouver students know where their water comes from, understand the value of this resource, recognize their connection to it, develop a sense of pride and confidence in protected watersheds, and become champions for sustainability.

February 2018

“Effective environmental education programs are most effective if they present ideas in ways that are relevant to learners; empower learners with skills to address environmental issues and a sense of personal and civic responsibility; are accurate and balanced, incorporating multiple perspectives and interdisciplinary aspects; and are instructionally sound”

–AthmAn & monroe

ExploringourWatershed 1

What teachers are saying about the program:• Itisaonceinalifetimeexperienceformostkids.Gettingoutsideissoimportanttoshow

studentssomethingbesideselectronicgames.Ialsolovethepre-packagedeliveredtomeandthebusmakesitallsoeasy.

• Thewalkwasunforgettable.Alltheknowledgetheleadershadwasamazing.Ialsolikedhowtheyhadgamesforthestudentstoplayduringthewalk.

• Ienjoyedtheconnectionstheleadersmadeforthestudentsbetweenwhattheywereseeingandwhattheyhadlearntintheclassroom.

• MystudentssaiditwastheBESTfieldtripEVER!!Inaword,myclasswasenchanted.

Table of ContentsAbout the Program .................................................. 2

Check-lists ............................................................... 3

PART 1 - Exploring Expectations

PRE-TRIP ACTIVITIES ........................................................................................................................... 4

Activity 1: Get on the Map ........................................................ 5

Activity 2: Mysterious Items ..................................................... 9

Activity 3: Where is Water in the Watershed .......................... 10

Activity 4: Getting Ready ......................................................... 17

Parent/Guardian Consent Form ........................................................................................19

Adult Declaration Form................................................................................................................20

PART 2 - Field Trip - Outline ................................... 21

PART 3 - Reflecting & Connecting

POST-TRIP ACTIVITIES ............................................................. 22

Activity 5: Water Drop Journey ............................................... 22

Activity 6: Wearing Water ....................................................... 24

Activity 7: Water Audit ............................................................ 26

Vocabulary List ...............................................................................................................................................28

Under LAYOUT - UPDATE TOC

2 ExploringourWatershed

About the ProgramWe’ve created a program that engages the senses, stirs curiosity, builds confidence and inspires ongoing learning. Topics focus on unique features and processes related to tap water and sustainability.

What makes this program extraordinary? It:• is fun, interesting and discovery-based,

• reflects BC curriculum,

• explores a place that is full of unique learning opportunities, and

• sets you up with tools and step-by-step instructions before, during and after your visit.

How will my class benefit from this program?Students will:• see the mountain landscape where the water cycle

is illustrated before their eyes,

• experience the vastness of the landscape rarely seen by the public,

• develop new perspectives as they share the day with plants and animals they don’t often see,

• make connections every time they turn on a tap, and

• understand why it’s important to protect special places.

It will be an experience they will never forget.

I’m not experienced with this content nor teaching out-doors. How does this program work for me?Your guide will lead the day and, together with your students, you will explore and discover amazing things. We count on you to help us manage the class. You can also help students work through assigned steps or questions when they’re working in small groups with techniques that allow them to discover content and ideas themselves.

What have you done to make it easy for me?We’ve assembled materials to reduce prep time.

How does the program work?There are three main parts for student learning:

Exploring Expectations–Part 1 is about preparing for the day.We’ve mapped out the ‘best of the best’ activities to help you ready students to make the most of their visit with us. Our goal is to have you introduce the topic and stir-up a sense of wonder by getting students predicting, and guessing about the visit.

Experiencing a Special Place–Part 2 is their special day in a very special place. We provide the bus and guide your group through the watershed and activities. We’ve mapped out a variety of ways to engage learners. We focus on small group formats so you can get involved easily, and learn right alongside your class.

Reflecting & Connecting–Part 3 is about reflecting on experiences and making meaningful and relevant connections, while creating opportunities for student assessment.

What if I have more questions?Contact Visitor Services to discuss booking arrangements at [email protected] or 604-432-6359.

“Directexperiencewiththeenvironment,bothindividuallyandingroups,isanimportantandvitalwaytolearnaboutsustainability.Theseopportunitiesmustbeprovidedforthestudiestoberelevant,becausetheyhelpprovidestudentswithadeeperunderstandingofnaturalsystemsandtheimpacthumanshaveonthosesystems.”

BC Ministry of Education Environmental Learning and

Experience: An Interdisciplinary Guide for Teachers (2007)


Check-listsA. Before your visit

o Submit payment.

oComplete Part 1 with students. You may need more/less time than what this guide suggests.

oSend PARENT/GUARDIAN CONSENT form (page 19) home with students.

o Organize at least one adult to accompany you and the class, but a maximum of three.

oExplain to adult volunteers how they can best support you and your students on the day of the program. Ensure they, along with your students, dress in layers appropriate for the weather, bring appropriate footwear (no flip-flops), and bring a litterless lunch as there are no facilities to purchase anything nearby. Outhousesarelocatedateachstop.

oEmail a reminder about how to prepare your children to the parents the day/night before the program.

oMake nametags (ideally waterproof) for students to wear on the day of the field trip.

B. Field trip–the day of your visit

oOrganize students into two groups – one on the left and one on the right side of the bus.

o Bring completed ADULT DECLARATION form (page 20). These will be required for check-in at the security gate.

o Provide two copies of your class list with school name, contact person and phone numbers (one copy to leave at security gate and one for education staff).

o Bring student lunches, snacks, drinks and extra supplies for those who may forget or need additional.

o Bring extra clothing for cold and wet conditions (gloves, toques, mitts).

o Optional: Hand sanitizer (there is no running water). Outhouses are located at each stop.

o Return the Watershed Discovery Kit. Hold on to one satellite map and this planning guide.

C. After your visit

o Complete Part 3 of this guide with students.

o Please complete the evaluation survey that will be emailed to you.

o Share student work and success with us. Email: [email protected]

How to reach usFor payment information, program registration, or to adjust your program booking, contact: Visitor Services, Metro Vancouver 21th Floor, 4730 Kingsway Burnaby, BC V5H 0C6 tel: 604-432-6359, fax: 604-432-6296, email: [email protected]

To speak to the Program Coordinator, call 604-451-6506.

In the event of an emergency on the day of the program ONLY, call 604-987-5354 if you are visiting the LSCR, or 604-942-5090 if you are visiting the Coquitlam Watershed.


What teachers appreciate about the program:Iappreciated…

…theopportunitytobringstudentstoanaturalsettingthatisnotnormallyopentothepublic.

…thetimeandeffortthatstaffputintopreparingandguidingus.

…thatstudentswereoutsideandusedtheirsensestoappreciatethewatershed;thattheyweren’tgivenworksheetstocomplete;thattheyvisited3distinctareas.

…thewalkthroughtheforestgavestudentsamulti-sensoryexperienceofthehabitat,whichreallyhelpedwithteachingotherconceptsinourunit.

PART 1 – Exploring ExpectationsPRE-TRIP ACTIVITIES We suggest doing these activities within a week or so of your visit.

What you do1. There are 4 activities outlined here that will help prepare your class visit to the watershed.

2. Read to understand what’s involved to complete each activity.

3. Examine the Watershed Discovery Kit to see what’s included.

Watershed Discovery Kit (to be returned on the day of your visit)

o 6 large SATELLITE maps*

o WATERSHEDS MYSTERY bag (6 items inside)

o WATER LINE-UP cards & answer key (2 sets)

o WATER WATCHER cards & answer key (2 sets)

o MONTHLY WATER USAGE chart (2 sets)

o WATER CLOCK envelopes (2 sets)

o WATERSHED WILDLIFE cards (2 sets)

o ADULT Watershed Security DECLARATION form (all adult volunteers must sign this)

* Keep one for reference after your visit.

Prepare, for each student, a copy of:

o Parent/Guardian CONSENT form

o GETTING READY student worksheet

Our Best TipWe’venoticedthatstudents

whodidoneormoreof

thesepre-tripactivitiesgot

moreouttheirfieldtrip.

Wethinkthat’sbecause

theyseemmore

comfortable

andreadytolearn.

Exploring Expectations


PURPOSE

To introduce students to:- the concept of a watershed,- learn how water moves through a watershed and,- understand how they are connected to this place.

PART A - GET ON THE MAP: Exploring the satellite map of our region

1. Divide students into 6 groups. Provide each group with map and student instruction card “GET ON THE MAP”. (1 per group-see Watershed Discovery kit)

2. Give your students time to find the different features on their maps (3 different kinds of water – fresh, salt, and snow). Make sure everyone has found all of the features.

3. Allow your students to work on questions 2-6 and then ask each group to share their answers during a class discussion. The following is a short list to help you add to the discussion:

Q3: What do you think are some advantages and are there disadvantages of using these lakes for our drinking water supply?

Advantages: High up so gravity aids in distribution; close to where we live so easy to access, natural landscape so source water is pretty clean. Disadvantages: still need to move it into cities through pipes. Not as close as ground water.

4. Q4: Why does our drinking water need protection? Keeping people out means minimal disturbance to the landscape and water supply.

No industry, agriculture or development=minimal sources of water contaminates.

5. Q5: When it rains in a watershed, where do you predict all of the rainwater ends up? Creeks, streams rivers and reservoir. Look for water erosion marks on hills. Can you find any evidence that shows how rainwater moves through a watershed to end up

where you predicted? Look for water erosion marks on hills.

6. Q6: What is a watershed? Watershed: An area, usually defined by elevated ridges within which all water flows into the

same catchment area such as a river or lake. A drainage basin that collects water at the lowest elevation.

1

Activity One – PART A GET ON THE MAP

TIME

30 min

MATERIALS

• Satellite maps (6)

• Student Instructions (6)

Exploring ExpectationsTeacher Page

Key MessageHumansborrow

waterfromthe

watercycle.Weneed

totakecareofit

becausewecannot

createnewwater.It’s

likeborrowingyour

friend’ssweater.You

shouldreturnitas

cleanaswhenyou

firstgotit.

6 ExploringourWatershedsandDiscoveringConnections

1

Activity One – PART A GET ON THE MAP: Explore the satellite map of our region

PART 1 – Exploring ExpectationsTeacher Page

Allow student groups to work through the following questions using the map and Student Instruction cards.

1. Search and find these features on the map:

• Land • Roads • Rivers (at least 3)

• Water (3 different kinds) • Our school neighbourhood • Lakes (at least 5)

• Farms • Mountains • Ocean

• Cities

2. There are over 2.4 million people living in the area shown by this map. Every one of these people needs safe drinking water on a daily basis.

• Using the map, identify at least 3 possible sources of drinking water these people could use.

3. Look in the legend for the dam facility symbol. Find three dams and the large lakes they are connected to. These lakes supply our drinking water.

• What do you think are some advantages and are there disadvantages of using these lakes for our drinking water supply?

4. Look in the legend for the blue watershed boundary line. Trace the boundaries of the three different watershed areas surrounding our drinking water supply lakes. These huge areas of land are protected to keep our drinking water safe.

• Why does our drinking water need protection?

5. Trace the watershed boundary lines again. Most of these lines run along the tops of mountains.

• When it rains in a watershed, where do you predict all of the rainwater ends up?

• Can you find any evidence that shows how rainwater moves through a watershed to end up where you predicted?

6. As a group, decide how to explain what a watershed is to someone who doesn’t know.


PART 1 – Exploring ExpectationsTeacher Page

1

Activity One – PART BWATERSHED + THE WATER CYCLE

PURPOSE

To introduce students to:

- the concept of a watershed,- learn how water moves through a watershed and,- understand how they are connected to this place.

1. Provide each student with photocopy of “The Water Cycle” diagram (see page 8) or have

them make their own. Examine the picture/chart as a class. Discuss and define a watershed.

2. Ask your students to imagine they are a raindrop that has landed on the top of a mountain and all they want to do is to get to the river below. If a watershed was nice, flat rock from top to bottom then getting down would be easy. However, Metro Vancouver watersheds are full of living and non-living things that might slow, stop, or redirect a raindrop on its journey. With your students, brainstorm lists of living and non-living things that might waylay a raindrop. Have students label these things on their chart.

3. Review the 4 major processes of the Water Cycle: Evaporation, Condensation, Precipitation and Transpiration. (a kettle of boiling water and glass bowl full of ice can quickly and easily demonstrate all 4 processes).

4. Have students consider how humans fit into this cycle. Label where we live, play, shop, go to school, etc. Consider toilet use, showers, dishes, swimming pools, ice rinks, restaurants, and where this water goes when it goes down the drain.

5. Ask students to consider all ways water is used by people, how it is used and where it goes.

An example of what a Water Cycle diagram might look like:

clouds

snow field

melting

lakedam

river

mountains

plantsforest

animalsapartments

run-of

f

ocean

homeshospital shopping centre

school

condensation

precipitationrain

tran

spira

tion

evap

oratio

n

TIME

45 min

MATERIALS

• One copy of the “Water Cycle” diagram per student. (see p.8)

• Coloured pencils (not provided)


Student Name:_________________________The Water Cycle

Student Name:_________________________The Water Cycle


TIME

20 - 25 min

MATERIALS

• WATERSHED MYSTERY bag (1)

• Student Instruction cards (6)

2

Activity Two MYSTERIOUS ITEMS FROM A SPECIAL PLACE: What do these items have to do with the place you will visit?

1. Divide your students into 6 groups. Ask each group to make connections between the item they pull from the Watershed Mystery Bag and Metro Vancouver’s Watersheds. Suggest that they consider the function or origin of the item they’ve chosen before considering how it relates to our watersheds.

2. Ask each group to share their ideas or connections with the rest of the class and invite any additional connections they can think of.

3. Included in the chart below is a question you can ask that can help your students think more deeply about these items and the connections to their lives.


Item Examples of CONNECTIONS

lock & keys “Locks provide security for people, places and things. Our drinking watersheds are closed and protected and access is controlled by security staff. Keeping people out = minimal sources of contamination to water supply”.

pipe “Pipes move water from one place to another. Water enters large pipes at the drinking water reservoir and travels through smaller and smaller underground pipes until it exits the small pipes connected to our taps at home. Howfardoyouthinkwatertravelstogettoyourhome?”

A:MetroVancouvermanagesover550kmsofwatermainsthattakewaterintocities.Thenyourcitytakescareofpipesthattakeittoyourhome.Thedistancetoyourhousedependsonhowfarawayyoulivefromthereservoirs.

measuring tape

“There are a lot of things that are measured in the watershed: reservoir depth, rainfall, snowpack, and even how dirty the water is. Whyarethesemeasurementsimportant?”

A:Toplan,predictandmonitor.Toensureaclean,safe,reliablesupplyisavailableallyearround.

tree cookie “These tree cookies came from watershed trees. Healthy forests help to keep our drinking water supply clean and aid in preventing soil erosion. Whatotherjobsdowatershedtrees(manyofwhomarehundredsofyearsold)do?”

A: Theystorelargevolumesofwaterandreleaseitslowly,partofthewatercyclethroughevapotranspiration.Rootsactasnetsandspongestoholdsoilonbanksandfilterwater.Theyalsocleantheair,takingCO2fromcitiesandturningitintooxygenwecanbreathe.

can of salmon

“All of the rivers and lakes in our watersheds are home to salmon and other fish species. A dam can impact their ability to swim upstream to spawn or to swim downstream to the ocean. WhyaresalmonimportanthereontheWestCoast?”

A: Keystonespecies;theirpresenceiscrucialinmaintainingtheorganization&diversityoftheirecologicalcommunities.TheyalsohavestrongculturalsignificancetoFirstNations.

plug or cork “Just like a plug can hold water in a sink, a dam holds water in a reservoir. With over 2.4 million people living in Metro Vancouver, we use three dams to provide enough drinking water for everyone’s daily needs. With1millionmorepeoplemovingtoMetroVancouverby2030,howcanwemakesuretohaveenoughdrinkingwaterforeveryone?”

A:Conserveit.Useitwisely.Meter,increaseinfrastructure,lookfornewreservoirs, mandatestricterbuildingcodes.

Extension: 4. Discuss ideas about how to use water wisely at home. (full dishwasher, shorter showers, less lawn sprinkling etc.)

5. Discuss with your students the positive and negative consequences of building a dam on a river. Are our needs for clean, safe water important enough to justify building the required infrastructure? Who else is affected by these choices? What is the cost?


PURPOSE:

To help your students discover the different ways that water can move through a watershed and how water moves differently depending on the season.

What to do

1. Set up six stations around the edge of your classroom as follows: Station A, B, C, A, B, C. (Included are enough materials for six groups but you may wish to set up only 3 stations if you have a small class.) Using this layout allows student groups to visit 3 different stations regardless of the direction you have them rotating around the room in.

2. Explain to students that they will be rotating through three different stations and will have 10 minutes to complete each activity. Each group will also be responsible for writing down 1 question they’d like to “ask an expert about” related to the activity they just completed.

3. Provide students with a brief description of each activity and indicate the direction they will move in from one station to the next. Signal students when their 10 minutes is up so that they can take a minute or two to generate their questions before rotating to the next station.

Reflection

4. With your class, debrief each station by asking a couple of students to share something they learned while completing it. Then ask all of the groups to share the questions they generated for that station and record these on the board.

TIME

40 - 60 min

STATION A:

• WATER CLOCK envelopes (2)

• WATER USE CHART (2 sets)

STATION B:

• WATER LINE-UP cards (2 sets)

• WATER WATCHER cards (2 sets)

STATION C:

• WATERSHED WILDLIFE (2 sets)

• pen/pencil (not provided)

• 11x17 blank paper (not provided)

Activity ThreeWHERE IS WATER IN THE WATERSHED? Three stations to do in small groups


Lifeisholistic.Learningmustbeauthenticandtiedtoreal lifesituations.–Jim Weise

3


Stat

ion

AWATER CLOCK: When do we get water in the watershed and how do we use it?

MATERIALS for each station DESCRIPTION

• A copy of the “Monthly Water Usage” chart

• A set of “Average Monthly Precipitation” bars

• “Water Use” chart provided (laminated)

• White board marker/felt for cleaning

• Student Instruction card

At this station, students will attach the “Average Monthly Precipitation” bars to the “Monthly Water Usage” chart but will have to fill in the unlabelled cards on their own. The point is to illustrate that our greatest water demand happens when we have the least amount of precipitation, and to consider how we use water and when; supply vs. demand.

Stat

ion

B

WATER LINE-UP / WATER WATCHER


• 1 set of WATER LINE-UP cards

• 1 set of WATER WATCHER cards


At this station, students will arrange a set of cards describing the path water takes as it moves from clouds to tap. They will then match up a collection of words and images that introduce students to vocabulary around what Metro Vancouver monitors to ensure our drinking water is safe and clean.

Stat

ion

C

WATER WEB: Where does water hang-out in our watersheds?


• A set of WATERSHED WILDLIFE cards

• pencils or pencil crayons

• 11x17 blank paper


At this station, students will develop a “water web” which is similar to a food web. The connections are used to illustrate the many different ways that living things can delay the movement of water on its journey through the watershed. It also shows how interconnected these things are.



3


3


Using the materials provided + Student Instruction card, have students work through the following questions:

Stat

ion


WORK as a TEAM

1. Take a look at the MONTHLY WATER USAGE chart to see how our consumption changes throughout the year. (how much we each use)

a. When do we use the least water? (list 2 months)

b. When do we use the most water? (list 2 months)

c. Do we use the most in spring, summer, fall or winter? With your group, think of activities we do that use extra water during the high usage months of the year.

2. On your table is a WATER USE chart showing where we use water inside our homes.

a. As a group, decide which activity uses most. Place #1 beside it.

b. Label each activity from most to least using #1-4

3. On your table is a bag with AVERAGE MONTHLY PRECIPITATION markers inside. There are 12 monthly precipitation markers altogether but only 9 of them are labelled. Your challenge is to fill in the unlabelled markers correctly and complete the year.

4. Now take a look at the two charts. Examine how the MONTHLY WATER USAGE and the AVERAGE MONTHLY PRECIPITATION compares.

a. How much precipitation do we receive during periods of high consumption? (months when we use the most)

b. What kinds of problems might this cause?

c. How can we help to reduce these problems?

5. Return the materials to the correct bags and set the station up for the next group.



Laundry and washing dishes

Bathing and cleaning

Drinking and cooking

Toilet flushing

3

Please note: Metro Vancouver provides water to our member municipalities at seasonal rates. ** Per capita water use is approximately 300L/day if you only include water used inside the home. * This cost is an approximate average of what our member municipalities charge residents.

1. Guess how much water you use in your home? Write the #1-4 in the circles. 1=most water used.

2. Guess how much water you use each day? Circle your answer.

20L 100L 400L 1,000L

3. Guess how much that water costs you? * Circle your answer.

Less than 50¢ $1 $ 10 $100

3

1

4

2

Activity Three WATER USE CHART How we use water

Teacher Page – Answer KeySt

atio

n A


Activity ThreeWHERE IS WATER IN THE WATERSHED?

Exploring ExpectationsTeacher Page-Answer Key

Stat

ion


WORK as a TEAM1. Take a look at the MONTHLY WATER USAGE chart to see how our consumption

changes throughout the year.

a. When do we use the least? Winter (December, February, March)

b. The most? Summer (July, August)

c. With your group, think of some activities that increase our water consumption at that time of year. Lawns, gardens, outdoor swimming pools, car washes, golf courses

2. On your WATER USE chart show how we use water inside our homes.

Background: Did you know that Canadians are one of the biggest water users in the world? We use about 400L/person/day.

a. As a group, decide how much water one person would use each day. The daily average for Metro Vancouver residents is:

1. bathing and cleaning 32% 2. toilets 30% 3. laundry & dishes 25% 4. drinking & cooking 13%

b. Add them up. What is the total for all of the activities together? Total: 100%. We use an average of 400L/person/day if we include use outside

home (restaurants, schools, hair salons, lawn sprinklers, etc.)

3. On your table is a bag with AVERAGE MONTHLY PRECIPITATION markers inside. There are 12 monthly precipitation markers altogether but only 9 of them are labelled. Your challenge is to fill in the unlabelled markers correctly and complete the year.

4. Now take a look at how the MONTHLY WATER USAGE and the AVERAGE MONTHLY PRECIPITATION compares.

a. How much precipitation do we receive during periods of high consumption? Missing months: April 88.8 mm, August 42.3 mm, November 181.8 mm b. What kinds of problems might this cause? Supply and demand are not equal. c. How can we help to reduce these problems?

We need to especially consider conservation in the summer but change our behaviour all year.

5. Return the materials to the correct bags and set the station up for the next group.

3

J F M A M J J A S O N D

1500

1400

1300

1200

1100

1000

900

200

175

150

125

100

75

50

25

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WAT

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MA

ND

IN M

L/D

PR

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MONTHLY WATER USAGE

400 L/per day/person


3

Exploring ExpectationsStudent Instruction

Using the materials provided + Student Instruction card, have students work through the following questions in their small groups:

Stat

ion

BWATER LINE-UP/WATER WATCHER How do humans fit into the water cycle?

WORK as a TEAM

PART 1 - WATER LINE-UP cards

1. Work with either pictures or words. It is your choice.

2. Put these cards in order to show how water moves from the sky.

3. Compare your order with the answer key.

4. Discuss these questions:

a.Whathelpedyourteamfigureouttheorder?

b.Whatwasthemostdifficultcardtoplaceinorder?

c.Whatstepsorcardscouldbeadded?

5. Close the answer key, shuffle the cards, place them back in the bag and set it aside

PART 2 - WATER WATCHER cards

6. Match as many pictures and words as you can.

7. Make your best guess for any words you don’t know or use a dictionary.

8. Compare your matches with the answer key.

9. Discuss these questions:

a.Whatwastheeasiestmatchtomake?

b.Whatwasthehardest?

c.Whydoyouthinkyouweregiventhesewords?

10. Close the answer key, shuffle the cards, place them back in the bag and set the station up for the next group.



Using the materials provided + Student Instruction card, have students work through the following questions in their small groups:

Stat

ion

C

WATER WEB: Where does Water hang out in our Watersheds?

WORK as a TEAM

1. Open the bag with the “WATERSHED WILDLIFE Cards” and pass around the different plants, animals, and fungi that live in the Watershed you’ll be visiting.

2. As a group, split the cards into two different piles according to:

a. Wildlifeyou’veheardofvs.Wildlifeyou’veneverheardof, OR

b. Wildlifeyou’veseenbeforevs. Wildlifeyou’veneverseenbefore

3. Gather the cards, shuffle them and then deal them face down to all players. DO NOT LOOK AT YOUR CARDS YET!

4. Your group is going to build a “Water Web” 1 card at a time. A Water Web is the same as a food web only we are looking at how water moves when it is inside living creatures:

a. The youngest person (player 1) goes first, drawing a card from the top of their pile and laying it in the centre of the table.

b. Player 2 draws their card next (player 2 is clockwise from player 1).

c. As a group decide if the wildlife on that card is connected to the first card by asking “Does one consume the other?”

d. If the answer is “yes”, then draw a line between the two cards with an arrow pointing at the consumer. This shows the direction that water is travelling in the Water Web.

e. If the answer is “no” then place the card somewhere else on the paper. Eventually enough cards will be drawn that everything will become part of the Water Web.

f. The next player should draw their card and repeat step “c”. Continue until everyone’s cards are on the table.

5. Were there any cards that couldn’t be connected to the Water Web?

a. Why couldn’t they be connected?

b. Do you think the unconnected cards hold onto their water forever?

c. Which cards appear to collect the most water in the Watersheds?

6. When you are finished place the cards back in the bag and set the station up for the next group.



3


Activity FourGETTING READY - How to best enjoy your Watershed visit

4TIME

Part A – 10 min

Part B – 20 - 30 min

MATERIALS

• PART B GETTING READY worksheet (page 18) (one copy per student)

• Your pre-packed backpack as an example


www.metrovancouver.org search “zero waste” or “tap water campaign”

PART A – WHAT TO EXPECT? class discussion.

1. As a class, discuss the type of weather you could expect on your fieldtrip. Talk about the kinds of shoes and clothing you should bring to stay warm and dry.

Scenarios

a. It might be a warm, sunny day. What clothing and supplies should we bring?

b. We may have some hills to climb and trails to follow. What footwear should we bring?

c. In the watershed, the weather can change suddenly. If it becomes cold, wet and stormy, what extra clothing would be smart to bring? What extra footwear would be smart to bring?

d. Outhouses are the only facilities available

NOTETOTEACHER: Your students and chaperones are not encouraged to bring umbrellas with them on this trip; therefore some kind of rain gear will be essential for their comfort in the event of bad weather. We do have a small supply of emergency ponchos that students who do not own rain gear can borrow.

Part B – WHAT TO PACK? colouring activity.

2. Ask students for their ideas by asking “What do you need to pack in your backpack?” OR unpack a backpack you’ve prepared and ask students to suggest reasons why each item is included. (You can add funny unappropriate items to get them thinking too.)

3. Have students complete the “Getting Ready” worksheet.

Suggested items for student backpack:

• BIG lunch

• drink in a reusable container (1 litre bottle recommended)

• several snacks

• hat

• gloves

• warm socks*

• camera

• sunscreen

• bag for your garbage

Did you know?1,000LofMetroVancouvertapwatercostsabout$1.

1000Lofbottledwaterwouldcostwellover$2,000.

Teachable MomentYoumaywanttodiscusstheprosandconsofchoosingareusablecontainerforwater/drinkversusasingle-use waterbottle.

*Bring extra socks; there may be an option to complete part

of the forest walk in bare feet.

Thewatershedsareoftencolderthanwhere welive.


Exploring ExpectationsStudent Page

1. When you visit the watershed you need to be prepared to be outside for more than three hours. What will you need to bring on your trip?

2. Draw or write each item beside the backpack.

3. Take this page home to help make sure your backpack is packed correctly.Parents:UmbrellasareNOTsuitableforthistrip.

Name:_________________________

Date:__________________________

Activity Four GETTING READY - What should I pack in my backpack?4


Parent/Guardian Consent FormExploring our Watershed

Dear Parents/Guardians,

On _________________________________, ______________________ , ___________________ , our class will be travelling to

(day) (month) (date) (year)

_____________________________________ Watershed for a SPECIAL day of outdoor learning connected to school curriculum.

This watershed is one of three major sources of our region’s tap water. These areas are closed to the public except for education

through organized school programs and public tours in the summer. Metro Vancouver’s water supply is one of just a few systems in

North America that are closed, as one of several steps taken to protect the quality of tap water.

Students will have the opportunity to learn about the unique features of this area and become champions for sharing what they learn.

They will learn about biodiversity and ecosystems by hiking in a mature forest, see some of the complex systems in place to provide

safe drinking water, and discover how people work to protect our tap water.

Please be advised that students will be walking uphill on an un-surfaced trail for an hour. It is important that they wear comfortable

footwear. The watershed is a wilderness environment and we are fortunate to share this land with wildlife including black bears

and cougars. Every attempt will be made by our educators to keep your child safe during their visit. They each have a great deal of

experience working in wilderness settings and are trained in level 1 First Aid. Many safety techniques will be employed throughout the

field trip, along with a chance for students to learn more about these great creatures and their habitat. Please encourage your child to

follow the instructions provided to ensure a safe and enjoyable program for all.

The watershed is a large forested environment and students will be outside for the duration of the program

(about 4 hours). It is often wetter and cooler in the watershed area than in the city.

There are no facilities to purchase anything. Only outhouses are available.

THE BEST WAY YOU CAN HELP YOUR CHILD IS TO MAKE SURE THEY WEAR/BRING:

• layers of clothing

• comfortable walking shoes or boots (no flip-flops please)

• a RAINCOAT (umbrellas are not suitable for this trip)

• an extra sweater, socks and hat

• a BIG LITTERLESS lunch, water in a reusable container and extra snacks (The fresh air makes everyone more hungry than usual!) All garbage must be taken home with the students as part of our ‘pack out what you pack in’ policy.

Students will leave the school at ______ am by bus, and return to the school at approximately ______ pm. They will be accompanied

by _____ teacher(s) and _____ adult volunteers. One certified educator will be assigned to each group of 15 students. The cost to the

students is $_________. In the event of an emergency, on the day of the program only, please call 604-987-5354.

Please return the bottom of this form to the school, along with the fee, no later than ___________________.

I, ___________________________________________, give permission for my child, ________________________________________,

(print name) (print name)

to attend the Metro Vancouver Watershed Education program on _____________________________________________.

(date)

Signed: _______________________________________________

Note: This form must be returned in order for your child to participate.


Adult Declaration FormTo enter watershed areas

Metro Vancouver & The Greater Vancouver Water District Watershed Regulations The following rules and regulations of the are for the protection of the water sources from pollution and fire. Access is restricted and those who participate in education programs or tours are expected to adhere to the same rules and regulations in place for everyone with specific jobs to do in the watershed areas.

Metro Vancouver’s drinking water treatment strategy has been developed to protect the water supply from contamination.

It is absolutely essential that everyone realize that the water supply is potentially vulnerable to microbiological and chemical contamination through their actions and that they make every effort to prevent contamination by complying with these regulations. Failure to adhere to the requirements of these shall be grounds for immediate eviction from the watershed and may result in permanent cancellation of entry privileges.

Date of your visit: ______________________________________________

We will: • follow the instructions of our guides and watershed personnel

• stay with the group

• use toilets provided

• pack out whatever we pack in

• not smoke

• have fun

The names and signatures of the teacher(s) and all adult volunteers on the education program are listed below with signatures.

Class Teacher ___________________________________________ Signature ______________________________

Other Teacher __________________________________________ Signature ______________________________(where applicable)

Adult Volunteer _________________________________________ Signature ______________________________





PART 2: Field Trip – OutlineWhat can we expect the day to look like?

Timing What happens? What’s that look like?

8:30 – 9:00 (depending on where your school is located and your school schedule)

Bus arrives at your school

Meet your driver and board the bus

Remember:

• 2 copies of your class list

• divide students into 2 equal groups

• completed ADULT DECLARATION FORMS

• PARENT/GUARDIAN CONSENT FORMS

• 5 satellite maps and the Watershed Discovery Kit. (unless there is another class booked for a visit)

8:45 – 9:15 (varies) Depart the school Invite students to have a snack on the bus, while en route to the watershed.

9:45 – 10:00 Arrive at the watershed security gate

Education team will set up the day

1. Meet the education team and begin the program.

2. Hand in class lists, ADULT DECLARATION forms, and Watershed Discovery Kit.

10:00 Participate in the first activities We will jump off the bus, visit the outdoor bathrooms, and play a few activities to get the wiggles out. Activities include our popular Reservoir Race that involves shooting water from our evaporators.

10:30 Travel through watershed on our magic school bus

We will take in the views of our scenic “classroom” and have a chance to eat a snack.

11:00 Explore the watershed on foot We will begin our hike of this amazing location and learn the role that a healthy forest plays in providing excellent tap water.

12:20 – 12:40 (varies)

Time for lunch Now it’s time eat, soak in the scenery, visit the outdoor bathrooms, and engage in a few activities.

1:00 Participate in further exploration Let’s see what else this watershed has to explore! Maybe it is a trip over the dam or checking out the intake pipes….

2:00 Depart watershed to head back to school

We will reflect on our adventures in the watershed and students will leave with a little something to help them remember our day in the watershed.

PART 2 – Field Trip


Reflecting & Connecting

PART 3 – Reflecting & Connecting1. Post-trip activities help to:

A. extend student engagement by providing opportunities for reflection, addressing questions and enhance the relevance of what they have just experienced,

B. help solidify memory and gain deeper understanding of concepts covered, and

C. help students transform fragmented bits of information into a seamless web of knowledge.

2. Help us continue to improve our program by completing the survey that will be emailed to you in the next month.

Teacher Page

Activity FiveWater Drop Journey

Instructions: Have students create a story to illustrate their understanding of how water moves through the natural environment, and how humans fit into the cycle. Have them create their own comic strip or use the template provided.

1. Have students reflect on what they saw during their visit to the watershed (trees, animals, plants, lake, dam, etc.). Ask them to create a list.

2. Each student will invent a name for their water drop and decide where it will start the adventure.

3. Have students share their lists as a class so that everyone has a lot of ideas to work with. Have students work individually to write a short story about the journey their water molecule will take as it travels from the watershed to their tap. Review process words such as evaporation, condensation, etc.

4. Have them illustrate the story on the template comic strip provided (see page 23) or by creating their own.

5. Share stories in partners.

TIME

60 minutes

MATERIALS

• Copy of “WaterDropJourney”Template

• Or 8.5 x 11 blank paper (not provided) (one per student)

• Coloured pencils (not provided)

5


5Name:_________________________

Date:__________________________PART 3 – Reflecting & Connecting

Student PageActivity Five Water Drop Journey: Template

1

4

7

2

5

8

3

6

9

24 ExploringourWatershed ExploringourWatershed 24

Did you know?2.8 million paper coffee cups are thrown away every day, based on just one cup a week among coffee drinkers.

TIME

30 minutes

MATERIALS

• Wearing Water Template (make 6 copies)

• 6 sets scissors (not provided)

• Note books (not provided)

PURPOSE:

To provide students with an understanding of how much water is used to make the things we consume. Saving water can be achieved by consuming wisely and consuming less.

In Metro Vancouver we have some of the highest per capita water consumption rates in the world. In 2014, we used 400 litres per person per day. This is calculated by dividing total water use in the region (water losses and leakage, water use at home, work and school, and all non-residential use such as industrial, commercial, institutional and agricultural users) by the total number of people Metro Vancouver supplies water to. This number does not include the many other ways that we tend to consume water in our daily lives.

Ask Your Students To:1. Think of other ways that our society uses tap water beyond normal household uses.

Demonstrate what 1 L looks like.

2. Divide your class into 6 smaller work groups and provide each group with a set of images you’ve provided. See template. Have them cut out the images.

3. Ask groups to make a list of how water might be used in making these items and to come up with a total for the amount of water they think was used (in litres).

4. Ask students to line up the cards from the most water used to the least water used.

5. When the students have returned to their seats, write the actual amount of water used beside their guess. Have a discussion with your students considering the following:

• What item’s water use surprised you the most? Why?

• What items would be easiest for you to stop using?

• Why do people drink bottled water?

Background/Answers1. Jeans = 6,814 L

2. Hamburger = 2,393 L

3. Bowl of rice = 524 L required to produce 1 cup (210 g)

4. Chocolate bar= 280 L

5. Jug of milk = 88L to produce 3.8L

6. Bottled water = 3 L to produce 1 L bottle

* Source: The Hidden Water We Use http://environment.nationalgeographic.com/environment/freshwater/embedded-water/

PART 3 – Reflecting & ConnectingTeacher Page

Activity SixWearing Water

6

Thebestwaytoconservewateristoconsumelessand besurenottowasteanythingyoudohave.–Jim Weise


Activity SixWearing Water: Template

Bottled water - 1L New jeans

Chocolate Bar - 45g Milk - 3.8L

Bowl of rice Hamburger

✂

6PART 3 – Reflecting & Connecting

Student Page


7 Activity Seven WATER AUDIT

PART 3 – Reflecting & ConnectingTeacher Page

medium pipe

water inspection

bathtub

reservoir and dam

precipitation

watershed

lake and dam

taps

sprinklers

large pipe

toilets

your house

apartments water treatment/cleaning

school

4 tiny pipes

medium pipe

water inspection

bathtub

reservoir and dam

precipitation

watershed

lake and dam

taps

sprinklers

large pipe

toilets

your house


school

4 tiny pipes

medium pipe

water inspection

bathtub

reservoir and dam

precipitation

watershed

lake and dam

taps

sprinklers

large pipe

toilets

your house


school

4 tiny pipes

PURPOSE:

To help students recognize how much they depend on water daily, to understand which activities use the most water; and help them achieve realistic goals to use less.

Can you save water at home?Now that you have seen where our water comes from and all the steps Metro Vancouver takes to protect this resource, our hope is that you have a better understanding of the value of this resource, recognize your connection to it, and become a champion for sustainability. One very important step you can take is by tracking your water use at home. Discover how you can further conserve water.

Instructions: Ask students to track their water use in the bathroom for one day. It should be on a day when they take a shower.

1. Students need to track the following - so they can answer these questions in the Green Bricks online water audit: (greenbricks.ca/water/)

Toilet1. How many times did you flush the toilet today?

2. Do you have a dual flush toilet or low flush toilet? Answer yes if you have either (ask an adult if you’re not sure)

Shower3. How many minutes was your shower today? (Average person takes 8 minutes - can you take less than this?)

4. Do you have a low flow showerhead? (ask an adult if you’re not sure)

Bathroom sink5. How many times did you brush your teeth today?

6. Did you turn the tap off when you were brushing?

7. How many times did you wash your hands today? Hand washing keeps you healthy!

8. Did you turn the tap off when you were soaping your hands?

2. Students go online and answer the questions - which will instantly tell the students how much water they saved! Go to the following link to complete the audit: http://www.greenbricks.ca/

3. Wait to see if your class is the winner! - for every student who completes this audit, you will earn an entry into our draw for a great prize for your entire class.

TIME

Unknown

MATERIALS

• One copy of Water Audit handout per student (see page 27)


7 Activity Seven WATER AUDIT

PART 3 – Reflecting & ConnectingStudent Page (optional to handout)

Students:1. You can use this table to track your water use in the bathroom for one day. It should be on a day when you take a shower.

Toilet Answer

Record how many times you flushed the toilet today?

Do you have a dual flush toilet or a low flush toilet? Answer yes if you have either (ask an adult if you’re not sure)

Shower Answer

Time your shower (make sure you get clean!) and record how many minutes you took

Note:Anaveragepersontakes8minutes-canyoutakelessthanthis?

Do you have a low flow showerhead? (ask an adult if you are not sure)

Bathroom Sink Answer

Record how many times you brushed your teeth today?

DId you turn the tap off when you were brushing your teeth?

Record how many times you washed your hands today? Hand washing keeps you healthy!

Did you turn the tap off when you were soaping your hands?

2. Go online to greenbricks.ca/water/ and input your answers. You will then learn instantly how much water you saved! What ways can you save more water? Share with your friends and families how you saved water and get them to join your challenge! Every drop counts!

Name: ______________________________________________

Date: ______________________________________________


Vocabulary ListSome of the following vocabulary words have more than one definition. We have provided the definition that is the most relevant for your Watershed Field Trip experience.

Chlorine an element often used in small amounts to treat drinking water because of its ability to kill microorganisms that could otherwise make people sick

Condensation the process of a gas changing into a liquid

Contamination when a substance becomes less pure because another substance has been mixed into it

Corrosion the process by which a material (usually a metal) is eventually destroyed through chemical reactions with its environment

Dam a structure built to reduce or stop the flow of water (such as a river) in order to create a reservoir

Ecology the study of the relationship of living things and how they interact with one another and the environment

Erosion the wearing down or washing away of the land’s surface by water, wind or ice

Evaporation the process of a liquid changing into a gas

Filtration to pass something (liquid, gas, light, or sound) through a device to remove unwanted materials from it

Microorganisms any organisms too small to be seen by the eye alone

Ozone a gas made from the element oxygen often used in small amounts to treat drinking water because of its ability to kill microorganisms that could otherwise make people sick

pH is a measurement of how acidic or basic a solution is

Pollution any substance that decreases the ability of the environment to provide what is needed without harming those that need it

Precipitation water falling from the sky in a liquid (rain) or solid (snow) state

Reservoir a large volume of water (such as a lake) stored for future use

Resource any material, found naturally or created, that is desired and therefore valued

Sediment solid pieces of material often eroded and small enough to be carried by water, wind, or ice

Transpiration the process by which water that has been absorbed by plants is evaporated into the air from the plant surface (usually the leaves)

Turbidity a measure of the cloudiness of water created by small, suspended particles within it

UV stands for “ultraviolet” and refers to a specific kind of light used to treat drinking water because of its ability to kill microorganisms that could otherwise make people sick

Watershed an area, usually defined by an elevated ridge, within which all water flows into the same collecting body (such as a river or lake). A drainage basin.

Water cycle the path water takes through its various states (gas, liquid, and solid) as it moves through the air, the land, fresh and salt water, and living and non-living things on the Earth


How to reach usFor payment information, program registration, or to adjust your program booking, contact:

Visitor Services, Metro Vancouver 21th Floor, 4730 Kingsway Burnaby, BC V5H 0C6 tel: 604-432-6359, fax: 604-432-6296 email: [email protected]

To speak to the program coordinator, call 604-451-6506.

In the event of an emergency on the day of the program ONLY, call 604-987-5354.

Field Trip Location

Lower Seymour Conservation Reserve Coquitlam Watershed

4900 Lillooet Road -or- 2052 Pipeline Road

North Vancouver, BC Coquitlam, BC

We’d love to hear from you and your students!Please share your students’ work or comments and send them to:

Watershed Tour Coordinator

14th Floor, 4730 Kingsway,

Burnaby, BC V5H 0C6


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