Environmental Solutionary Teacher Fellowship
July 2024-25��Summer Institute Day 2:
Clean Water Unit Walkthrough
Evacuation Procedures
SMCOE’s Goal is Zero Waste
Clean Water Strand
Robyn Stone, Coordinator
Educator Preparation Programs
Santa Clara County Office of Education
ESTF Coach since 2019
415-308-6817 text/cell
Day 2 Overview
Summer Institute Schedule
| Day 1 | Day 2 | Day 3 |
Early morning | Core Principles of Environmental Literacy | Focus Areas and Walk through a Unit: - Clean Water | Field Trip to a Community Partner Location |
Late morning | Roadmap for Environmental Solutionary Instruction | Field Trip Continued | |
Afternoon | Roadmap for Environmental Solutionary Instruction and Planning Time | Planning Time �3:00-3:45 pm) Exit Ticket (3:45 - 4:00 pm) | Partner Tabling and Presentations |
Agenda:
9:00 - 9:30 Welcome, introductions, and orientation
9:30 - 10:15 Fundamentals/Knowledge Phase
10:15 - 10:45 Problem cycle 1
10:45 - 11:00 ~ break ~
11:00 - 11:30 Problem cycle 2
11:30 - 12:00 Solutions
12:00 - 12:45 ~ LUNCH BREAK ~
12:45 - 3:45 Solutionary Design & Work Time
3:45 - 4:00 Closing reflection
Welcome and Introductions
Please share:
Today’s purpose:
Prepare you to build and facilitate your unit.
Knowledge
Action
Solutionary Unit of Study Elements and Flow
What is water and why do we need it to survive?
Why does clean water matter?
Where does our water come from?
Essential Questions
Humans are completely dependent on water to thrive and survive; therefore, we must protect the finite supply of freshwater.
Enduring Understandings
Knowledge Phase:
Water Systems and Cycles
9:30-10:15
Knowledge
Action
Solutionary Unit of Study Elements and Flow
Knowledge
Solutionary Unit of Study Elements and Flow
Context Possibilities
17
What is Water?
What is Water?
Water is H2O (2 hydrogen and 1 oxygen)
How does water change into a solid, liquid, or gas?
What do you know about water?
Water
If One Water Molecule = One Marble...
How much space would you need to fill the
equivalent of the number of molecules in
one drop of water?
There are many
water molecules
in a drop of water.
Water
The amount of marbles it would take
to make 1,000 Mt. Everests!
~1,670,000,000,000,000,000,000
Where in the world is Water?
Sources of Water
Oceans
Rivers
Living Things
Groundwater
Atmosphere
Aquifers
Permafrost
Swamps
Glaciers
Bays
Seas
Lakes
Water Distribution
Rivers, Oceans, Swamps, Lakes, Glaciers, Groundwater
Water Distribution
Water Distribution
Water Distribution
How does Water Cycle?
Water Cycle Game/Simulation
The Water Cycle
Why does Water Matter?
Water is Life
Water is Life
Water is Life
Water, water, every where,
And all the boards did shrink;
Water, water, every where,
Nor any drop to drink.
Unit Planning Preparation
How would you adapt the content and/or activities we just did for your students, and/or what would you add?
Grade level
Subject Area
Other Constraints and Opportunities
Solutionary Unit Elements and Flow
Knowledge
Action
Solutionary Unit of Study Elements and Flow
Knowledge
Solutionary Unit of Study Elements and Flow
Primary Problem Identification and Exploration:
Water is a Limited Resource
Water is a Limited Resource
43
How might this finite resource be impacted by a growing human population?
Problem Demonstration: Limited Resources
Environmental Musical Chairs demonstrate limited natural resources
Water is Limited And We Overuse It
tinyurl.com/SMELC-CLEANWATER-201920
Visualizing Water Resources
46
Review: Primary Problem
Water is a Limited Resource
Put the primary problem that we have identified in your own words.
Unit Planning Preparation
How would you adapt the content and/or activities we just did for your students, and/or what would you add?
Grade level
Subject Area
Other Constraints and Opportunities
Secondary Problem
Water Contamination
Inquiry Phenomenon
Phenomenon Simulation
Real Local Phenomenon
Read through the La Honda-Pescadero Case Study
Read through the case study and explore a few links to learn more. Consider the following:
Historical Case Study
John Leech's cartoon in Punch, 23 (25 September 1852): 139).
Review: Secondary Problem
Water Contamination
Put the primary problem that we have identified in your own words.
Unit Planning Preparation
How would you adapt the content and/or activities we just did for your students, and/or what would you add?
Grade level
Subject Area
Other Constraints and Opportunities
Student Inquiry
Quick write: Where does your water come from?
Water is a Limited Resource
3 Main Water Sources
Do you know:
Surface Water
Groundwater
Catchment
Hetch Hetchy Reservoir, Yosemite National Park
Redwood City Public Works Services has partnered with San Francisco Public Utilities Commission (SFPUC) for potable water since 1913 - the first water was delivered in 1934.
Hetch Hetchy → Bay Area
Redwood City Public Works Services has partnered with San Francisco Public Utilities Commission (SFPUC) for potable water since 1913 - the first water was delivered in 1934.
Hetch Hetchy Reservoir
Redwood City
One Modeling Technique
How does water get to our school or home?
One Modeling Technique
65
Use One Color
Use a Different Color
1
2
How does water get to our school or home?
One Modeling Technique
66
Use a Third Color
Connect the two
3
How does water get to our school or home?
One Modeling Technique
67
How does water get to our school or home?
Use a Fourth Color
Draw the Path of Disposed Water
4
How does water get to our school or home?
Your Model
68
How does water get to our school or home?
The Model
69
Why is it important to make the system visible before you discuss problems?
The Model
70
What is missing from our model?
The Model
71
Where might there be potential for contamination in the surface water → municipal water system?
72
Wastewater Treatment
Wastewater Treatment
Wastewater Treatment
Wastewater Treatment
Wastewater Treatment
Wipes + Fats, Oils, and Grease
Wastewater Treatment
Energy Efficiency and Resource Recovery
Wastewater Treatment
The Model
80
What might you want to add to your model?
The Watershed
Water Quality Monitoring
Watershed
Policy
Big Picture: Watersheds
83
A watershed is the area of land that water - rain or melted snow - flows through. It includes water that runs off downhill into a stream, river, lake or ocean.
Watersheds also connect water flowing above ground to the groundwater below.
Drinking Water
Waste Water
Stormwater
Big Picture: Watersheds
84
What are some watersheds you can think of in San Mateo County?
Big Picture: Watersheds
85
How do you interact with your watersheds?
Big Picture: Watersheds
86
How’s your watershed doing?
Issues Facing the Watershed
87
Enviroscape activity
Are we a part of a watershed?
Can we impact our watershed?
Let’s build our watershed!
Water quality testing
Turbidity
Nitrates
pH
Groundwater Sources
88
Watershed Maps
Materials Required
A WATERSHED is…
A basin, drainage or catchment.
An area of land drained by a river and its tributaries to a common outlet; a larger stream, lake, wetland, estuary or ocean.
And we all live in one!
Watershed
Maps
Watershed Maps
Materials Required
Step 1: Crumple up the paper
Step 2:
Unravel the paper, but make sure it’s not completely flat.
Step 3: Use a brown marker to mark the high places which are the ridges of the mountains.
�Ridgelines and Boundaries��A ridgeline is the top edge of the mountain that forms a boundary and divides one watershed from another.�
Watershed
Step 3: Use a brown marker to mark the high places which are the ridges of the mountains.
Precipitation is water that falls to the earth as rain, hail, sleet and snow.��
Step 4:
Use a blue marker to mark where you predict water will flow.
Rivers will form in the valleys. Draw creeks and streams that could flow down from the mountains.
Headwaters are the places where streams begin, often at the highest point in a watershed.�
�Tributaries ��Small tributary �streams flow into one another to form larger streams. ��Larger streams join to form rivers.���
Step 4:
Use a blue marker to mark where you predict water will flow.
Rivers will form in the valleys, draw creeks and streams that could flow down from the mountains.
Step 5:
Add vegetation with your green marker.
Where do you think plants will grow? Close to water or far away?
Step 5:
Add vegetation with your green marker.
Where do you think plants will grow? Close to water or far away?
Step 6:
Where would you like
to live?
Put a red X where you would like your house to be and then add
4 or 5 X for other houses.
Before we do the last step, we have a question for you!
Do you know where the water from
storm drains flows to?
Answer:
In San Mateo County our storm drains connect directly to our creeks through underground pipes.
The water from our neighborhoods goes to our creeks and on to San Francisco Bay and the Pacific Ocean.
Step 7:
Use your orange marker to draw an orange rectangle beside each house.
These represent the storm drains in each neighborhood.
STEP 1: Place your map on your plate or tray and don’t move it!
Now you’re going to sprinkle your maps with water to simulate rain.
Pay close attention to where the water is flowing!
What did you observe?
How did the water flow?
Where did the water end up?
What happened to the orange squares that represented storm drains?
Were any of your communities flooded?��A floodplain is an area of land that can become flooded when a river or stream overflows.�
Coyote Creek floodplain�
Guadalupe River in downtown San Jose
Lexington Reservoir in Los Gatos
Los Gatos Creek Trail
Why is it important to know about watersheds?
What happens in your local watershed affects your local water supply,
so what can you do to protect your watershed?
Watersheds are where we live!
Bringing it Back to Schools
How Do These Water Based Challenges Relate to Schools?
Find Articles Two Sources at : tinyurl.com/SMELC-CLEANWATER-201920
Review: Secondary Problem
Water Contamination
Put the secondary problem that we have identified in your own words.
What is your sense of urgency about the importance of water after the second problem segment?
Unit Planning Preparation
How would you adapt the content and/or activities we just did for your students, and/or what would you add?
Grade level
Subject Area
Other Constraints and Opportunities
12:00 - 12:35
Group Photo outside near the front door at 12:35
Solutions Development and Action:
Water System
Problem Exploration
Debrief from Teacher Lens
What are all the problems that we examined this morning regarding water?
*It is totally appropriate to work in some solutionary thinking along the way!
Why might it be useful to explore all aspects of a problem before considering solutions?*
Problem Exploration
Debrief from Teacher Lens
122
The World Becomes What We Teach
PLANET
HUMANITY
Personal Connection & Stewardship
Knowledge
Skills
Values
SCHOOL
Advocacy and Action
Finding Solutions for Real-World Environmental Problems
Key Instructional Shifts
In the CA NGSS
Relevant to local communities and student interests. Content and practices build on students’ existing experience to learn about and solve real-world societal and environmental problems.
Finding Solutions for Real-World Environmental Problems
Anchoring Phenomenon
While it is tempting to jump into instruction by providing guiding questions:
Questions:
Can We Observe this Phenomenon in Our Area?
Water Sample 1
Water Sample 2
Challenge
While it is tempting to jump into instruction by providing guiding questions:
Questions:
While it is tempting to jump into instruction by providing guiding questions:
Questions:
Familiarize Yourself with the Available Materials
Material | Observation | Potential Use |
Gauze | Looks like it might be good for small particles | One of the layers of filter materials |
| | |
| | |
Clear All Materials From Your Table
133
Criteria, Constraints, and �Potential Environmental Impacts
134
Criteria — features of an effective design solution — measurable components of the design including:
Criteria, Constraints, and �Potential Environmental Impacts
135
Criteria — features of an effective design solution — measurable components of the design including:
e.g., environmental impact, costs, durability, efficacy of solution...
Criteria, Constraints, and �Potential Environmental Impacts
136
Criteria — features of an effective design solution — measurable components of the design including:
e.g., environmental impact, costs, durability, efficacy of solution...�Constraints — what you can do based on the limits placed on your design solution—something that limits or restricts the design, such as:
Criteria, Constraints, and �Potential Environmental Impacts
137
Criteria — features of an effective design solution — measurable components of the design including:
e.g., environmental impact, costs, durability, efficacy of solution...�Constraints — what you can do based on the limits placed on your design solution—something that limits or restricts the design, such as: �e.g., time, budget, available space, laws and regulations...
Criteria, Constraints, and �Potential Environmental Impacts
138
Criteria — features of an effective design solution — measurable components of the design including:
e.g., environmental impact, costs, durability, efficacy of solution...�Constraints — what you can do based on the limits placed on your design solution—something that limits or restricts the design, such as: �e.g., time, budget, available space, laws and regulations...�Potential Environmental Impacts — considerations related to EP&Cs V.a. and V.b., e.g., whether a solution is:
Criteria, Constraints, and �Potential Environmental Impacts
139
Criteria — features of an effective design solution — measurable components of the design including:
e.g., environmental impact, costs, durability, efficacy of solution...�Constraints — what you can do based on the limits placed on your design solution—something that limits or restricts the design, such as: �e.g., time, budget, available space, laws and regulations...�Potential Environmental Impacts — considerations related to EP&Cs V.a. and V.b., e.g., whether a solution is:
Sketch a Possible Design
140
Each participant should create a design, recall criteria and constraints:
Criteria
Constraints
Sketch a Possible Design
141
Each participant should create a design, recall criteria and constraints:
Criteria
Constraints
Discuss Your Group’s Designs
142
Each participant should describe their design, and make a case for their design based on the criteria and constraints.
Develop a team design and draw it in the center space.
Build Your Device
143
Test and Share Your Devices
144
Engineering Design Process
Step 1: Define the problem
Engineering Design Process
Step 1: Define the problem
Step 2: Identify the systems connected to the problem
Engineering Design Process
Step 1: Define the problem
Step 2: Identify the systems connected to the problem
Step 3: Identify cause-effect relations & influences on problem
Engineering Design Process
Step 1: Define the problem
Step 2: Identify the systems connected to the problem
Step 3: Identify cause-effect relations & influences on problem
Step 4:
List criteria- constraints for evaluating solutions
Engineering Design Process
Step 1: Define the problem
Step 2: Identify the systems connected to the problem
Step 3: Identify cause-effect relations & influences on problem
Step 4:
List criteria- constraints for evaluating solutions
Step 5: Design and explore multiple solutions
Step 6: Implement, monitor, and optimize solutions
Repeat
Repeat
Engineering Design Process (not activity)
Step 1: Define the problem
Step 2: Identify the systems connected to the problem
Step 3: Identify cause-effect relations & influences on problem
Step 4:
List criteria- constraints for evaluating solutions
Step 5: Design and explore multiple solutions
Step 6: Implement, monitor, and optimize solutions
Repeat
Repeat
Use SEPs to monitor
and evaluate
When Developing Engineering Design Activities, Always Ask Yourself?
151
Is this activity giving my students the opportunity to develop solutions to a real-world societal or environmental problem that is relevant to them and their local communities?
Is this engineering design activity reinforcing instruction focused on California’s NGSS and California’s Environmental Principles and Concepts (EP&Cs)?
Solving Real-World Societal and Environmental Problems through Action & Advocacy
152
Solutionary Learning Culminates With
Action and Advocacy
153
Action
Advocacy
Awareness & Knowledge
Awareness & Knowledge
Work in groups of 2-3 to design an action and/or advocacy campaign that addresses the local water challenges we identified: Access, Pollution & Contamination, & Drought.
25 Minutes to Design Strategy and Make your Roadmap Visible
5 Minutes to Share Ideas with Another Group & Get Feedback
Solutionary Learning Culminates With
Action and Advocacy
154
25 Minutes to Design Strategy and Make your Roadmap Visible
Each Individual Will Share the Groups Idea with an Individual From Another Group
Effective Campaign
Solutionary Definitions
155
A Solutionary is someone who is able to identify inhumane and unsustainable systems, then develop solutions that are healthy for people, animals, and the environment.
- Zoe Weil
Solutionary Strategies
156
Community Impact
Initiatives
All Hands On Deck: Solutions at All Levels, in All Communities, and at All Scales!
Humanity cannot wait for students to graduate and get started on doing things that contribute to a better world. We need to give students in every school, at every age, real agency and authentic opportunities to make a difference in this volatile, unpredictable, complex, and ambiguous world.
- David B. Hawley: CIO for IBO Curriculum
Design and Engineering
In grade-level groups:
What are some solutionary projects you can do to address
What are some solutionary projects you can to that are:
What are some solutionary projects you can do that address:
Solutionary Design Challenge
Healing-
centered practices with students
Knowledge
Action
Solutionary Unit of Study Elements and Flow
Knowledge
Action
Solutionary Unit of Study Elements and Flow
Explore your grade level’s resources for this problem cycle.
Be ready to share at least one activity you found that you’ll put in your unit.
With remaining time…
Teacher Planning Time
3-3:45 pm
2) What resources do you want to explore further? There are unit exemplars in the Solutionary Teaching section of our Cohort 2024-25 website. �
3) What questions are coming up that you want to discuss with other fellows or facilitators?
Closing
ESTF Program
Deliverables
All ESTF cohort participants will submit two final deliverables:
1) Written Case Study
and
2) Capstone Slide Presentation
Find resources and more information on the Program Deliverables and Capstone Page (ESTF Website)
View previous fellow case studies on the SMCOE ESTF Website (scroll down to bottom)
Unit Plans - Don’t reinvent the wheel!
The exemplar units below have been developed in collaboration with the San Mateo County Office of Education, and San Joaquin Teachers College Environmental Literacy Master's Degree Program. These exemplars are standards aligned, and include many take-and-teach activities for both virtual (distance/remote) and on-site learning. See Exemplar Units below - grade band level units (K-2, 3-5, and 6-12) are embedded:
Day 3 Reminders - Wednesday, July 17
Field Trips for NON-SFUSD Teachers | Start Time |
Marine Science Institute | 9:00am |
Grassroots Ecology | 9:00am |
The HEAL Project Farm | 9:30am |
RethinkWaste | 10:15am |
SFUSD: refer to your calendar invitations!
Day 2 Exit Ticket
Please return your nametag to the box in the foyer
Thank you!
rstone@sccoe.org