Crest Watershed

Crest Drive Elementary School

We have one of the stream lets emerging out of a conduit on the west side of our campus, just off the parking lot, that comprises one of the headwaters for Spencer Creek. That stream meanders on to Coyote Creek before entering Fern Ridge Reservoir. It's then released into the Long Tom River, linking up with the Willamette just west of Fayetteville. Finally, it joins the Columbia River at Sauvie Island (NW of Portland), emptying into the Pacific at Clapsop Spit, just outside of Astoria.

In a nutshell, those are the waterways which will comprise a two-year, environmental science curriculum on watersheds.

Last year, the principal, three Crest Drive teachers and experts in the field developed the scope and sequence for thirty-two lessons. They also embellished the lessons with speakers, labs, field trips and additional areas of study. The school has established relationships with local watershed councils; "Virtual Eugene"; the Oregon Department of Agriculture; the Rachel Carson Environmental High School; and, over thirty other agencies and individuals connected to the environment, history, geography, and stewardship of the land.

We've started the first three chapters and will be ready for publication with the first year's texts (16 chapters) by December. In order to accomplish this, we need to have relief time for two teachers who are the point staff for the project. We also are seeking funds for publishing the texts, maps, and workbooks. Incidental materials are also included (prepared slides for microscopic studies, etc.)

Why is this project important?

This is a golden opportunity to use multi-disciplinary formats with a high degree of technology - web research, word processing, charts and graphs, etc. We also plan to have our lessons compliment the existing programs which deal with water sheds and environmental studies at the middle school and high school. This blending of the instruction into a continuum of research and study will prepare students who want to pursue science as they progress through their school career.
 

Another important aspect of the program will concentrate on developing relationships with other elementary schools on or near the various waterways. They could join us in periodic & simultaneous water tests during the school year. We would then chart and compare the changing aspects of the water as it travels through urban areas, farmland, forests and other environs on its path to the ocean.

Who, and how many, will be served?

Our first curriculum will be presented at the fourth and fifth grade (roughly half of our enrollment), with the lower grades being "grandfathered" in as we expand the project. Our intent is to have environmental science as a keystone for our school at all grades, K through 5th.

How will you evaluate the success of this project?

Embedded in the curriculum are strands of concepts found in the state science standards. We have been vigilant in creating a mixture of assessment processes: statewide standardized tests; lab work; writing projects; field experience data; journals; art; oral reports on subject matter; and, a myriad of traditional methods for assessing and re mediating.

Does this proposal build upon existing programs at your school?

It augments two of the districts' science kits ("Land and Water" & "Ecosystems") provided at the elementary level. However, it will expand significantly the concepts and information presented in the regular science curricula.

How will the funds be spent?

Staffing.