Students will identify and quantify the percentage of invasive plant species present in national parks. Prior to the field study students will familiarize themselves with using a dichotomous key (decision tree) for plant identification by practicing with a BTW online activity. In addition to online practice, the activity “Bean There, Done That” allows students to grasp the importance of random sampling in scientific data collection by studying a sample site where beans are used to represent different plant species. Once the field study is completed, students analyze and report their data and take time to reflect on their unique park experience. Finally, students apply their knowledge and comprehension to research the impact of other invasive organisms. Students are encouraged to use the knowledge and experience they’ve gained in the field to engage in a service project such as participating in volunteer removal of invasive plants from area national parks.

Students will determine a National Park’s stream habitat rating based upon abiotic, biotic, and cultural factors. Prior to the field study, students explore cultural eutrophication, land use and impact on the watershed over time. After the field study, students analyze and report their real-time data, reflect on their park experience, and assess their group’s performance. Finally, students apply their gained knowledge and comprehension to a real scenario in the watershed. Students are encouraged to use their field experience to engage in a service project such as joining a local stream monitoring group to examine the health of area streams.

Students will participate in a comprehensive analysis of trash present in a National Park. During their field study, students will collect, sort, and weigh all trash they have collected as a group. They will compute the percentage of recyclables by weight and volume, and compare their findings with that of the rest of the class. Prior to the field study students will analyze trash generated by a typical household to make inferences about lifestyle and consumer choices, and how these choices have lasting impact on their watershed. After the field study students analyze and report their real-time data, reflect on their park experience, and assess their group’s performance. Finally students apply their knowledge and understanding to larger issues by exploring the feasibility of landfill mining, and examining the repercussions of their own consumer choices. Analysis of this issue will encourage students to engage in a student action project such as instituting and monitoring recycling in their school or participating in a cleanup in a National Park or their own schoolyard.

In a national park, students will collect benthic macroinvertebrates from streams with nets, classify and identify them. Prior to the field study, students learn to identify macroinvertebrate characteristics by looking at their body characteristics and adaptations. They will use the Bridging The Watershed field study to identify macroinvertebrates that may be indicator’s of the park’s water quality. After the field study, students analyze and report their real-time data, reflect on their park experience, and assess their group’s performance. By using macroinvertebrates as water quality indicators, students will gain firsthand knowledge of how to determine stream health. This knowledge serves to engage students in further investigating issues associated with water quality, and will allow them to pursue service projects like joining a local stream monitoring group to examine the health of streams in their own community.

Students will determine a Water Quality Index of a National Park’s stream using nine physical or chemical parameters. Prior to the field study students use the Internet to research information about their local watershed. Students will also familiarize themselves with each parameter by practicing water quality testing on their own school’s drinking water. After the field study students analyze and report their real-time data, reflect on their park experience, and assess their group’s performance. Finally students use their knowledge and comprehension in an interactive game of polluting, then cleaning, a model of a waterway. Students are encouraged to use their field experience to engage in a student action project such as joining a local stream monitoring groups to examine the health of area streams.

Students will assess sustainability efforts in the categories of waste, water, energy, and transportation. Sustainability, in this context, is the avoidance of the depletion of natural resources in order to maintain an ecological balance and prevent aspects of climate change. Prior to the field study, students will understand the finite supply of nonrenewable resources, and the choices
they can make to alleviate the energy problem by filling out a personal inventory and playing an energy spoons game. During the field study, students measure renewable energy with wind turbines and solar panels. After the field study, students apply their gained knowledge and comprehension by considering ways to be more sustainable both school-wide and through personal action. Students are encouraged to use their field experience to engage in a student action project, such as by advocating for technologies that produce less pollution and waste at their school.