COMMUNITY OPERATING PLAN

Complete parts A-D before the presentation/event, and then parts E implementation. Use this outline
as a guide for developing all programs and presentations. The questions in each section are designed
to help you in the development process. You must answer all of the questions listed, but if you feel
there is other important information please include that as well.
A. PROJECT INFO:
Event: Kurn Hattin

Topic: Earth Science- Water

Event Date: 11/8/2016

Location: Kurn Hattin School

Intern Name(s): Ali Williams and Jackie Lindamood

Team Leader: Ali Williams

Preceptor: Cindy Knipe

Person responsible for writing the COP: Ali

B. NEEDS ASSESSMENT:
1. Identify site contact- Tom Fontaine: tfontaine@kurnhattin.org
2. Identify population
a) Gender- male and female (8 male, 7 female)
b) Age- 12-14 years old
c) Education level- 6th/7th/8th
d) Number of participants- 15
3. How was topic determined (Did you speak with anyone about the group? Did you get to observe
the setting and participants beforehand? If so, describe the participants and any other pertinent
information (i.e. if in a classroom, observe classroom management techniques).
The topic of earth science was chosen for us by Mr. Fontaine. We specifically chose the water cycle
because we think it is a great starting point for the rest of the earth science unit. Water is needed for
all forms of life. The following 5 lessons will be able to build from this starting point. We observed the
class finishing their unit on building. During this class, the students were building model bridges
based off of bridges around the USA. All the students seemed to be at different learning levels. The
younger students did a better job at following directions than the older students. Mr. Fontaine spoke
in a calm and simple manner. He created a warm and relaxed learning environment. He played
background music during the entire class. He encourages individual thinking and problem solving.
Directions were always repeated multiple times and the students were asked to repeat them. As for
classroom management, Mr. Fontaine would not start speaking until everyone's eyes were on him
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and the room was silent. The students enjoy art projects and building things. They enjoy learning by
doing vs learning by listening.
a) Other programs recently presented: Spreading our roots (May 10-31st) however not all the
students may have been in this class.
b) What the audience knows: The audience's knowledge varies because the students are
coming from different educational backgrounds. Some of the students have been in school before and
others are in school for the first time.
c) What the audience wants to know - what is relevant: In a time where global warming is
front page news, the audience wants to know how they can support the earth. By learning about the
water cycle, the students can gain a better understanding on the importance of water to living things
and how droughts are detrimental to survival.
d) Evaluate health literacy - and other cultural issues: Health literacy is average based on the
fact that most health literacy information is written at a 7th grade reading level.

4. Setting - tour of facility

a) Room size and set up (diagram)

b) Presentation resources- Availability of food prep area: Side tables are available to prep activities before class
and during class. There is a cafeteria with additional tables to prep food if need be.
AV resources - space available for visual teaching aids: Smart board, chalk board, and
use of powerpoint is available. There is plenty of room to do an experiment and we
have access to running water in the classroom.
5. Day of week/ time of day for presentation: Tuesday, 9:15am
6. Duration: 50m
a) Attention span: 12-17 minutes
b) Conflict with other activities for population: No conflicts with other activities.

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7. Marketing potential - whose responsibility: Not applicable

8. Budget
a) Will there be a charge - No
b) Funds to cover supplies- $10/ presentation
c) Cost of marketing- None
9. Best way/time to reach site contact for future plans email
10. Write a community group focused PES statement based on your assessment.
Food knowledge deficit RT the relationship of water and soil to nutrient content of food AEB middle
school students learning about earth science and the relationship of life.

C. RESEARCH AND PLANNING (how, who, and when the process of your work):
Presentation 1
1. Meeting Dates: 10/26, 10/28, 10/29, 11/1, 11/4
Dates scheduled for planning and who will attend.- Jackie & Ali attended.
7 day meeting 11/1 at 11:00am
Evaluation meeting scheduled for: 11/8 at 10:10 (right after presentation).
Presentation 2
2. Meeting Dates: 11/4, 11/8, 11/9, 11/11, 11/15
Dates scheduled for planning and who will attend.- Jackie & Ali attended.
7 day meeting 11/1 at 11:00am
Evaluation meeting scheduled for: 11/15 at 10:10 (right after presentation).

1. Based on the results of the needs assessment, what did you do to prepare?
Based on the needs assessment, we prepared for this presentation by reviewing 6th and 7th grade
earth science curriculums and figuring out how to relate topics together to create a cohesive 6 week
series. After deciding what direction to take, we created our objectives and then brainstormed art
activities and science experiments that would fit our objective and that we could base our lesson
around.
2. How did you go about the development process? Who was involved?
We met multiple times to develop the outline of our presentation. We developed the objectives first
and build the rest of the presentation around how we would test that the objectives were met. After
completing the outline, we took the outlines and made it into our powerpoint. From here we added
pictures and developed our talking points and transitions. Lastly we created the handout and in class
worksheets.
3. What resources did you use? Why did you choose them and how did you find them? Relate
back to your assessment section.

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We used lots of teaching resources to get an idea of what was age appropriate. We found them on
teaching websites and through google searches about 7th grade curriculum, the water cycle, farming,
hydroponics, aquaponics, and soil. Here are a list of the actual sources we used:
acaedu.net/thesunandwatercycle.pdf, image.google.com, pmm.nasa.gov/education/watercycle,
water.usgs.gov/edu/watercyclesummary.html, https://www.soils.org,
https://www.nal.usda.gov/afsic/hydroponics,
http://extension.oregonstate.edu/gardening/soil-texture-determines-how-much-and-how-often-wate
r
D. DEVELOPMENT (what the outcome of your planning and development):
Presentation 1
Measurable Learning Objectives:
1. Identify why water is a vital component to all life
2. Explain how the water cycle impacts the composition of water from different sources.
3. Identify 3 ways to conserve water in a drought.
Presentation 2
Measurable Learning Objectives:
1. Explain how the water cycle impacts the composition of water from different sources.
2. You will create your own hydroponic system

1. Outline of presentation:
Describe all components of the program or material, and the team member responsible for them.
Include descriptions of the content, learning activities, food activities, visuals, education materials and
evaluation methods/materials. (May attach as separate document.)

I.

II.

Outline 1
Introductions
A. Jackie & Ali
1. Keene State DI
2. We will be doing a 6 week Earth Science unit with you
3. Today we will be starting with the Water Cycle
Ice Breaker
A. Why is water vital for life?
1. List at least 6 ways that you either use water or how water is important for
your day-to-day living:
a) Shower (clean body)
b) Laundry (clean clothes)
c) Brush your teeth
d) Food (need it to grow plants and animals)
e) Clean food (have to wash it before we eat it)
f) Cook food
g) Drink water

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III.

IV.

V.

Looking Ahead
A. Water- the water cycle and the importance of clean water
B. Soil- whats in the soil and why soil is important
C. How clean water and healthy soil affect our food supply
D. The impact your food choices can have on water and soil conservation
Objectives
A. Identify why water is a vital component to all life
B. Explain how the water cycle impacts the composition of water from different sources
(runoff contaminating water)
C. Identify 3 ways that you can conserve water personally or as a school community at
Kurn Hattin.
What is the Water Cycle?
A. Did You Know
1. 71% of earth is water
a) 99% of our water is undrinkable
b) 96% oceans
c) 3% ice caps
d) 1% drinking water from lakes, rivers, underground water
B. Ocean water is 96% of our water. Can we use this water? Or is it unusable? What can
we use it for?
1. We use ocean water for energy (waves)-- high tech buoys to create energy
from bobbing in the waves
2. Need it for fish and seafood
3. Important in removing carbon from the atmosphere and providing oxygen
4. Engineering projects to remove salt from the ocean-- CA (SB) cost millions of
dollars.
C. So now that we have established that ocean water is important. What happens if the
ocean becomes polluted?
1. Bad if ocean water becomes polluted-- effects sea creatures
2. Cant swim in it-- you get sick
3. Did you know that 80% of ocean pollution comes from land?
a) fertilizers , pesticides, garbage
D. The Water Cycle also known as the Hydrologic Cycle is a journey water takes as it
circulates from land to the sky and back again.
1. By a show of hands are any of you familiar with the water cycle?What do you
know about it? Is anyone willing to share? Why should YOU care?
a) Life will cease to exist without water
2. What do we mean by this?
a) We must take care of our water supply. We can look at this in two
ways scary that our water supply could disappear or opportunity.
b) Jobs-- engineering - I heard you guys were building bridges Did you
think about the logistics?
(1) For example: how not to disrupt the water flow? Or Pollution?
3. Wastewater management engineer to recycle and conserve water
a) Department of agriculture jobs are available to monitor water quality
b) Army corp of engineers
4. Unfortunately we need people who connect individuals in this country in
others with clean drinking water

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VI.

VII.

5. Future-- The future is in your hands.The water supply depends on you!

E. The Water cycle has 7 steps:
1. Precipitation
2. Runoff
3. Collections
4. Infiltration
5. Evaporation
6. Transpiration
7. Condensation
F. The sun is the driving force of the water cycle. Without the sun, there would be no
heat to keep the water cycle going.
G. Because the water cycle comes full circle, there is no first step.
1. Today we will be starting with Precipitation because we have had a lot of rain
and we will be getting snow soon!
Precipitation
A. How it relates to the water cycle
1. What are forms of water that fall to earth?
a) Any form of water that falls from the atmosphere to earth
(1) Hail, snow, sleet, drizzle, rain
B. Clouds are a collection of water vapors and small cloud droplets (small drops of
condensed water). These vapors and particles are too small to become precipitation
because the updraft is too strong keeping them suspended in the air as clouds. If you
have ever watched the clouds you may have notice that they are constantly changing.
This is because water is constantly evaporating, shrinking clouds or condensing,
growing clouds. When there is enough condensation so the clouds have become big
and particles collide large enough particles can form to overcome the updraft and fall
as precipitation.
C. This is in your backyard so to speak.a picture of fog covering the connecticut river.
1. FOG-a thick cloud of tiny water droplets suspended in the atmosphere at or
near the earth's surface that obscures or restricts visibility ( mist is when
visibility is less restricted.
D. This is a local picture as well of Mount ascutney.
1. This is because air and clouds must rise over the mountain but as the clouds
rise the temperature drops, as the temperature drops the clouds lose their
ability to hold in moisture, creating precipitation. The side of the mountain
that faces the wind often gets more rain. This is called the orographic effect.
The other side of the mountain is considered the rain shadow. The rain
shadow side get much less precipitation, so it is much drier and warmer
leading to less available water.
Runoff
A. How it relates to the water cycle, How does runoff affect you?
1. It is precipitation that does not soak into the soil
2. Looks like mini streams and it is how excess water moves to rivers, lakes, and
oceans. When too much precipitation falls, not all water can be absorbed into
the soil so it travels to rivers, lakes and oceans where it collects. Because
runoff travels on the ground, it carries pollutants and chemicals with it and
can cause water contamination. When there is excess water, runoff can cause

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erosion. The amount of runoff depends on the area, the soil, and the amount
of rain.
3. Area: mountains, hills, valleys cause water to run down the slopes quickly and
end up forming streams. If the ground is flat like in the desert on in a plain, the
water doesn't have anywhere to travel so more of it is absorbed by the soil
right away.
4. Soil: if the soil is made mostly of rocks, the water does not get absorbed and
there is more runoff than an area that has soft earthy soil.
5. Amount of precipitation: When there is a lot of precipitation all at once, the
ground becomes oversaturated (full) and cannot absorb anymore. In this
case, you would see run off. If there has been a drought, no water in a long
time, the ground may be too dry to absorb water if too much precipitation
falls all at once. Small amounts of rain would help because the ground would
be able to absorb the water so no runoff would form.
B. Country
1. Have you ever been told not to drink water out of a pond, stream or river?
Heard the term potable water?
a) This means fit or suitable for drinking (also recreation such as
swimming)
2. Water in the rural settings can polluted or contaminated in several ways
a) One is Runoff. Runoff can lead to pollution of water sources During
periods of rainfall bacteria from cattle might be washed into a stream
from a pasture. Pesticides and fertilizers can also enter stream and
rivers during times of heavy rainfall.
3. Has anyone ever been to a farm? What do farmers do with their manure?
a) Manure is held in holding ponds, pits or tanks if these tanks
malfunction or leak they can cause contamination.
b) Geese and ducks or Beavers might defecate directly into a stream or
river or on the banks while feeding which causes contamination.
4. Beaver Story: Many many years ago before there was a vaccine for a disease
called leptospirosis (bacteria found in urine of infected animals) my dog drank
out of a beaver dam he unfortunately died.
5.
Bacteria from human sources may enter the water as a result of
sewage spills, leaking sewer lines, or malfunctioning septic systems.
6. Runoff in rural areas can also lead to pollution of water sources in the same
manner as in cities but the pollutants are different. Pollutants in rural areas
include bacteria such as animal waste and chemicals such as pesticides from
nearby crops.
7. In rural areas we can prevent this by slowing water flow and allowing it to
soak into the soil and go through the natural filtration process. Ways to slow
down run off include planting trees and shrubs to increase water uptake.
8. Erosion
a) When water washes away large amounts of soil
C. City
1. Where does it go?
2. What is in it?
3. Big cities are concrete jungles (NYC and SF)
a) Have many of you been to a city?
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b) Have you been in a city while it was raining? What happened?

4. Runoff causes flooding bc there is not soil to absorb the water.
5. Some water goes down the storm drains and gets fed into rivers and lakes.
6. Why can this be a problem?
a) The water that goes down the storm drains is untreated water that
gets fed into the rivers and lakes.
b) The water going into the storm drains has trash and pollutants from
cars and other chemicals in the city (gasoline, motor oil, heavy metals,
trash and other pollutants from roadways and parking lots)
c) This can cause contamination in the rivers and lakes-- which affects
the wildlife living in these areas as well as the plants around them.
VIII.

Collections
A. How it relates to the water cycle
1. The process where water gathers in rivers, lakes & oceans.
2. Some water will collect underground in underground reservoirs. These
collections happen when the runoff gets absorbed in the soil.
3. Do you know what a well is?
a) Well water is an example of underground collections
b) Water from precipitation absorbs into the soil and soakes into the
ground. This water is then collected and pumped out of the well.
B. Wells
1. Do you know what a well is?
a) Well water is an example of underground collections
b) Water from precipitation absorbs into the soil and soakes into the
ground. This water is then collected and pumped out of the well.
2. Dug Wells
a) A dug well is often excavated by hand. You are below the water table
and water is coming into the hole faster than you can shovel it out.
The hole is then lined with bricks or stone to prevent it from
collapsing.
3. Driven Wells
a) a pipe is driven into the ground and water is pumped out. Typically
shallow 30-50 feet.
b) The problem with both a dug and driven well is that they are easily
contaminated by things so the surface as they are open to the air or
very shallow.
4. Drilled Wells
a) can be upto a 1000 feet deep. This is drilled by a machine. The top
around the casing is sealed with a cement or grout to prevent surface
contaminants.
C. City Water
1. Where does city water come from
2. Is it safe to drink?
3. NYC
a) NYC 1 billion gallons of water a day for the 8 million residences.
b) 19 watersheds to get enough water
c) Waste water gets distributed to 14 treatment plants.
d) Catskills Aqueduct is one of the major reservoirs for the city. In the

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Catskills Mountains.
4. SF

X.

IX.
X.
XI.

a) 2.6 million residents

b) Gets 85% of its water from Hetch Hetchy watershed which is in
Yosemite National Park.
c) HH water comes from snowmelt that runs down rivers.
d) The water is so clean that it is only treated not filtered. (bacteria that
might be in the water)
Can You Name That Taste?
A. Water tasting activity with water testing strips
B. Have you ever drank water and it tasted funny? Or it tasted different from place to
place? What did it taste/ smell like?
a. Most of our drinking water comes from groundwater, private wells, or surface
water like lakes rivers
b. Water has a slightly different taste depending on where you are getting in
from: Keene, NYC, San Francisco.
c. This has to do with how water is treated, delivered, and where it comes from:
lakes, rivers, wells.
d. Although all three of these factors affect the taste of water (treatment,
delivery, where it comes from), where water comes from has the greatest
impact on the taste.
Questions
Call To Action
A. Explore how the water cycle impacts you and tell us about it next week!
Resources
A. acaedu.net/thesunandwatercycle.pdf
B. image.google.com
C. pmm.nasa.gov/education/watercycle
D. water.usgs.gov/edu/watercyclesummary.html

Outline 2
I.
II.

Waters Connection to Food

Before We get Started
A. We covered precipitation runoff and collections. Give me 3 problems for runoff from
city water and 3 problems of runoff from rural areas. These are important because we
need to know what runoff does when you talk about soil.
B. City Problems:
1. Motor oil contaminants
2. Gas
3. Trash
C. Farm Land:
1. Pesticides
2. Bacteria
3. Fertilizers

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III.

IV.

V.

Objectives
A. Explain how the water cycle impacts the composition of water from different sources
B. You will create your own hydroponic system
1. Lets go back to our handout from last week.
2. How were you impacted by the water cycle?
a) Showering
b) Brushing teeth
c) Laundry
d) Did it rain?
What the water tasted like
A. Last week we tasted water from kurn hattin, Keene, and bottle water
1. Soapy, clean, fishy, metal
B. This week we will be testing our water and seeing what is actually in the water we are
drinking.
Water testing instructions
A. What do you think will be different between the two waters?
B. Do you expect to find more iron in Kurn Hattin of Keene
C. Do you think there will be more chlorine in Kurn Hattin or Keene?
1. The Copper and Iron in the water comes from minerals leaching out of the
rocks, and from water infiltrating into the soil.
2. Did you hear about water in Detroit?
a) The lead pipes brought lead into the water. This was contamination
from the pipes.
b) What are other ways that water can be contaminated?
(1) Runoff
(2) Pipes
(3) Pool of sitting water
D. Do you think there will be more copper in Kurn Hattin or Keene?
E. Bacteria
1. A glass of tap water, has around 10 million bacteria. That is OK! Because this
bacteria is good for us. 'Good' bacteria help purify the water and keep it safe
similar to what happens in our bodies. Our intestines are full of bacteria, and
most of the time when we are healthy, they help us digest our food and fight
illness,
2. This bacteria forms a biofilm. The biofilm is what helps purify or water. This
film forms in the treatment plants and in the pipes.
3. It is safe to drink because it is helping our water become more pure. The
amount of this bacteria is so small that it doesnt make us sick. The reason
why they test water so frequently is to monitor this bacteria growth. Like with
most things, if you consume/do too much it become bad for you. (go outside
in winter without a jacket 1 day your ok, but if you keep going outside without
a jacket for weeks, you're going to get sick)
F. What other minerals might be in the water?
1. Think back to the periodic tables, what are some minerals that might be in the
rocks?
a) Calcium

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b) Sodium
c) Magnesium
VI.

VII.

VIII.

IX.

X.

Infiltration
A. How it relates to the water cycle
1. Water from collections soaks into soil and moves through rocks, cracks, and
pore spaces.
2. From runoffs or collections, water gets absorbed into the soil. When water is
infiltrated, the water goes below the soil layer into the rock layer. Water my
stay here for a long period of time before seeping into big bodies of water like
oceans, rivers, and streams.
3. If there is a lot of plant life in the area, the water absorbed in the soil will then
get absorbed by the plants roots instead infiltrating into the rock layer.
Evaporation
A. How it relates to the water cycle
1. Water in its liquid state is a compound. In order for water evaporate and
continue in the water cycle, it must be changed to water vapor. As a vapor,
water can be evaporated. Water is broken down by the sun to create water
Molecules which create the vapor, or gas. Without the sun, evaporation would
not happen. This is because energy from the sun is used to break down water
into water vapor, going from liquid to gas. Through evaporation, water is able
to moves back into the atmosphere so it can continue the water cycle. It also
removes heat from the environment. This is why when sweat evaporates from
our skin we feel cooler.
2. Oceans, seas, lakes, and rivers provide nearly 90 percent of the moisture in
our atmosphere through evaporation. 10 percent being contributed by plant
transpiration.
3. Only about 10 percent of the water evaporated from the oceans is
transported over land and falls as precipitation. Once evaporated, a water
molecule spends about 10 days in the air.
Transpiration
A. How it relates to the water cycle
1. The same process of evaporation but though plants
2. Water that plants have soaked up from the soil gets transpired though the
leaves.
Condensation
A. How it relates to the water cycle
1. Water vapor in atmosphere turn into water in a liquid state
2. Cloud formation stage.
3. Atmosphere is saturated with moisture to form clouds which then leads back
to precipitation and the cycle continues.
Water Cycle Summary
A. Now that we have covered all the steps of the water cycle, I can think of 2 reasons
why each step is important. Can you?
1. Precipitation: waters plants, helps prevent drought
2. Runoff: restores ground water, brings water to oceans, rivers, and lakes
3. Collections: store drinking water, hold water that can be used in a dough
4. Infiltration: brings minerals into the soil, carries water to rivers, oceans, lakes

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XI.

XII.

XIII.

5. Evaporation: brings water to the clouds, keeps the air moist

6. Condensation: Forms clouds, allow for precipitation to form.
Energy from the Sun
A. How it relates to the water cycle
1. The sun is the driving force of the water cycle. Without the sun, the water
cycle would not have the energy it needs to cycle.
2. Without the sun, the water cycle would not run because the heat is needed to
convert the liquid water into the vapor form. If water was unable to change
back into the vapor form, the water cycle would end after infiltration and
eventually there would be no more rain, snow, sleet, drizzle, hail. This would
be bad because water is needed for all life. Without it, forests would not get
the water they need to grow, animals would not have water to drink or food
to eat ect.
Drought
A. What causes a drought
1. Drought has many causes.
2. Hotter temperatures cause more water to evaporate from the land and
oceans.
3. Not receiving rain or snow over a period of time.
4. changes in the wind patterns that move clouds and moisture through the
atmosphere can cause a place to not receive its normal amount of rain or
snow over a long period of time.
5. If most of the water you use comes from a river, a drought in your area can be
caused by places upstream.
a) not receiving enough moisture causing less water to flow down stream
6. If we use too much water during times of normal rainfall, we might not have
enough water when a drought happens.
B. How does this impact the land
1. We are not receiving rain or snow for a long period of time & the hotter
temperatures are causing water to be evaporated. When it is warm, clouds
can hold more water vapor which can lead to intense downpour and flooding.
When the soil is so dry, it can not soak up water. Water runs off the soil doing
little to dampen in. This is because when too much water falls at once, the soil
gets overwhelmed with all the water. This is why when there is a drought, it is
better for the soil when the rain storms are not as intense so the water can
sink into the soil.
C. How does this impact you
1. Our food needs water to grow-- grains, fruits, vegetables
2. Water rationing-- very short showers, no toilet flushing
3. We need water for sanitation-- showering, washing dishes, toilets, laundry
Hydroculture
A. If we have a drought, the availability of food goes down and the cost go up.
Hydroculture is a way to grow food that is not dependent on the weather and uses
recycled water.
B. Hydroculture is a method of growing plants and food without soil. Plants are grown
only in water. There are subcategories of hydroculture which include hydroponics and
aquaponics.

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XIV.

XV.

XVI.

XVII.

Hydroponics
A. Comes from the latin word hydro meaning WATER and latin word PONO meaning
Working WORKING WATER
B. Hydroponics uses mineral nutrient solutions in a water solvent
C. This allows for plants which once could only grow on land (terrestrial plants) capable
of growing in water.
D. In hydroponics their roots are exposed to the mineral solution in the water.
E. The first hydroponic exploration was documented by John Woodward in 1699 he grew
spearmint. Hydroponic growing method was also used during world war II to feed
soldiers at sea.
Build Your Own System
A. Materials:
1. Water bottle
2. Paper clips
3. Rocks
4. Fertilizer spikes
5. Plant
6. Cotton strip
7. Scissors
B. Directions:
1. Cut water bottle
2. Attach paper clips
3. Place cotton string
4. Add rocks
5. Place plant
6. Add water
Aquaponics
A. A system of aquaculture that uses waste produced by farmed fish to supply
nutrients for plant grown hydroponically.
1. This process helps purify the water.
B. 1/10th, 90% less water used in aquaponics than conventional farming. (how many
gallons is that?)
1. The fish waste provides an organic food source for the growing plants and the
plants provide a natural filter for the water the fish live in.
2. Fish waste becomes the fertilizer for the plants. The plants grow and are able
to filter the water so it is clean for the fish to live in.
C. Aquaponics gets rid of weeds, limits the amount of water needed to grow produces,
no more soil borne insects because no soil is used, the labor is easier for farmers
because there is no digging involved.
1. Cuts out the risk of overwatering or under watering plants.
Why would we use hydroculture?
A. Benefits of hydroponics
B. Plants expend a great deal of energy growing root systems so they can search the soil
for the water and nutrients they need to survive. By providing constant and readily
available nutrition, hydroponics allows plants to grow up to 50% faster than they do in

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XVIII.

XIX.

XX.
XXI.
XXII.
XXIII.

soil.
C. Hydroponic gardening virtually eliminates the need for herbicides and pesticides, and
hydroponic gardeners need only use about 1/4 the fertilizer that traditional gardeners
require.
D. Hydroponic gardens can produce the same yield as soil gardens in about 1/5 the
space. And because hydroponic gardens use artificial light and are not dependent on
the weather, they can produce yields several times a year rather than just once.
How do we grow most of our food?
A. Most of our food is still grown conventionally which is why soil is important
1. Soil provides a stable backbone for growing plants and allows us to grow large
quantities
2. Most of our food is grown conventionally which is why soil is so important
In Summary
A. We learned how the composition of water and its taste can be impacted the source.
B. We learned new methods of grow food using only water
C. We learned how to incorporate fish into grow sustainable food
What Your Will Learn Next Week
A. Soil
Call to action
A. We challenge you to think of 1 thing you can do to conserve water!
Questions
Resources
A. image.google.com
B. https://www.soils.org
C. https://www.nal.usda.gov/afsic/hydroponics
D. http://extension.oregonstate.edu/gardening/soil-texture-determines-how-much-andhow-often-water
E. https://www.theaquaponicsource.com/what-is-aquaponics/?v=52c5706bc98f
F. http://www.luckyroots.com/hydroponics/benefits.html

Presentation 1
1. Describe how your presentation addresses different learning styles:
Auditory: lecture, talking through the steps of the water tasting experiment
Visual: Powerpoint slides, pictures, water sample testing experiment
Kinesthetic: Participating in the water sampling experiment.
1. Explain how your planned evaluation method will show whether your learning objectives were
met.
Our planed evaluation method will show that the class met our learning objectives because student
will learn that water is necessary for all living things. It is important for nourishment of humans and
plants. Students will learn that it is important to conserve water during a drought including taking
shorter showers, carrying a water bottle, putting a brick in your toilet, turn of sprinklers, turn off the
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water when brushing their teeth. Students will also be able to identify why water has a different taste
depending on where it is coming from.
Presentation 2
2. Describe how your presentation addresses different learning styles:
Auditory: lecture, talking through the steps of testing water samples & making the
hydroponic system
Visual: Powerpoint slides, pictures, water reading test chart, finished hydroponic system
Kinesthetic: Participating in water testing & creating a hydroponic system.
2. Explain how your planned evaluation method will show whether your learning objectives were
met.
Our planned evaluation of answer questions relating to our in class activities and having a group
discussion will show that our learning objectives were met because the students will have to discuss
why it is so important to conserve and preserve water. The will take their knowledge from last week's
presentation and this weeks presentation and relate their answers back to hydroponic systems and
the water cycle.
3. What problems did you encounter in the development process?
Presentation 1
We had a difficult time figuring out how to connect 6 earth science presentations. We wanted to
make sure there was a strong connection between all the lessons. We also found it difficult to
incorporate an aspect of nutrition into each lesson. We found after doing our initial research that we
had too much information to fit into one lesson. This lead to the challenge of deciding how to split
the lessons up.
Presentation 2
We had trouble finding the materials we needed for the hydroponic systems at stores that are
acceptable for P-card use. From our research, we learned a lot about the water cycle and the
hydroponic and aquaponic systems. This made it difficult for us when putting the presentation
together because we found it hard to determine what was important to focus on in our presentation
since we had so much information.
Complete sections E after the presentation/event is complete.

E. IMPLEMENTATION and EVALUATION:

Presentation 1:
1. For a program or presentation, describe objectively what happened the day of the
presentation, using examples. Include any last minute changes to the planned setting,
audience, number of participants.

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On our presentation day, Jackie and I met in the morning to run though our presentation one last
time. We made a couple last minute changes on our slides having to do with spelling and we got rid
of one statement on our summary slide because we ended up moving that statement into our next
presentation. When we arrived at Kurn Hattin, everything went smoothly. We set up our water
experiment the back of the classroom and Mr. F taught us how to use the SMART board. There were
no last minute changes to the planned setting or audience. We did have fewer participants than we
were expecting, but that was fine and we rearranged the groups for the water tasting activity.
2. Did the presentation go as planned? Reflect on what went well?
The presentation went as planned for the most part. We ran out of time towards the end so we will
start with where we left off in our next presentation. Even though we ran out of time, we were able
to find a good stopping point and were able to end the presentation without it feeling like we were
leaving anything out out. We feel we did well on getting students to participate by asking a lot of
thought provoking questions. Although we were short on time, the water testing activity worked
really well with this group.
3. How did the audience react to the presentation? Summarize and comment on preceptor
feedback.
The audience was actively engaged during the presentation. They participated in answering questions
and were actively involved during the water tasting test. Due to the nature of this presentation, we
had a longer lecture period than we would have liked. This was because we needed to gather
information on their knowledge of the topic so we know how to go about planning the rest of the
lessons. After about 20 minutes, there focus shifted and we started to lose them. When we started
the water tasting activity, we captured their attention again. For our next presentation, we will have
two activities, one at the beginning and one towards the end of the class. Our next lesson will have
less lecture time and more hands on activity time.
Our preceptor commented on having more activities for the next class, but realised that this first
lesson needed to be more lecture so we could gage what the student knew and how to plan for the
next 5 lessons. Our preceptor also commented on projecting our voices louder so we sounded like we
were in more control of the class.
4. How well did the audience grasp your objectives?
The students were able to grasp our objectives. They identified why water is a vital component to all
life during our facilitated discussion. They were also able to recognise how the water cycle impacts
the composition of water from different sources during our water tasting activity and through group
discussion after each part of the water cycle. We ended up running out of time at the end our our
presentation, but for homework they will identify how to conserve water personally or as a school
community at Kurn Hattin and we will review this next week in our next presentation.

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5. What would you do differently/the same the next time - or what would you change if you had
Recommendations for future Interns.
For our next presentation or presentations in the future where we use a video, we would play the
video once and then ask the audience what they saw. Then we would replay the video and talk about
what was going on. This way the audience would get the most out of the video. We only played our
video once so the students didnt get as much from the video as they could have if we had played it a
second time. We thought we our presentation went until a quarter after, but it only went until 5 after,
so make sure to know when your presentation ends so you can be on time. We would also make sure
that we had two activities, one in the beginning and one in the end. We only had one activity and the
students started to get antsy after about 20 minutes.

Financial Report:
Cost of Development: (Includes: labor for preparing the project, food cost for testing the food
activity; please note that labor costs include hours worked by ALL team members)
Labor ($25/hour): (20 x 2) x 25 = $1000 or $500 per intern.
6.

Food: $0.00
Cost of Presenting: (Includes: labor, food, flip charts ($28), see following link for cost of copies
http://www.keene.edu/mailsvs/printfees.cfm, and other supplies)
Labor ($25/hour): Copies: 40 x 0.04 = $1.60
Food: $0.00
Other supplies and costs: $9.97
Overall costs: $1,011.57

Presentation 2:
7. For a program or presentation, describe objectively what happened the day of the
presentation, using examples. Include any last minute changes to the planned setting,
audience, number of participants.
Jackie and I met at 7:30 to go over our presentation and come up with a game plan on how to do the
activities in the most efficient way possible. We discussed which slide we could cut out if we were
running out of time and came up with a signal to communicate that we need to speed up. We arrived
at Kurn Hattin at 8:55 to set up our activities and get our PowerPoint set up on the SmartBoard.
We started our presentation 10 minutes after our scheduled start time due to class announcements
and having the students settle down. Our water testing activity went really well and it took the
amount of time that we had planned for it. We started to run out of time after this activity because
we started 10 minutes late. This put pressure on us because we had planned our presentation to be
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45 minutes so we could have 5 minutes at the end to clean up, but now we were 10 minutes behind
schedule. We went quickly over the rest of the water cycle and did a brief review of the 7 steps of the
cycle. Looking back it would have been good to cut this slide, but we knew it was important for them
to review the steps because it is the foundation for the next 4 lessons. After the review we had 10
minutes left so we quickly spoke about what hydroculture is and touched on hydroponics and then
build out systems. After building the systems we related it to conventional farming so we could tie it
into what they would be learning next week.
This week we had 16 students instead of 13. Mr. F had told us to prepare for 18 students so we had
enough supplies.
8. Did the presentation go as planned? Reflect on what went well?
Our presentation felt more rushed than we would have liked. Starting late, we felt we had to play
catch up the entire time. We ended up cutting information from the presentation so we could get to
building the hydroponics. The students were most excited about building their own hydroponic
system so we had to make sure we got to it!
Overall, we feel good about our presentation. We remained flexible and adaptable throughout the
entire presentation, making small changes as we went to make up for lost time and make sure we got
though the most important part of the presentation. We did a lot better this time with audience
participation. We made sure to only call on 2-3 students per question. This kept the presentation
going and prevented us from getting stuck on one topic for too long. We think our activities ran
smoothly due to the prep we did before hand. We pre packaged the materials for the hydroponic
systems to cut back on time. We also pre poured water for the water testing activity to save time and
we separated everything so it was easy to tell what materials were for which activity.
9. How did the audience react to the presentation? Summarize and comment on preceptor
feedback.
The students seemed to enjoy this presentation because of all the activities and group work that we
had them do. They were excited about the water testing and had a lot of great comments and
questions regarding the results of the Kurn Hattin water and the Keene water. The hydroponic activity
went over well with the students. They liked building the system and are excited to see how there
plant grows without soil.
Our preceptors feedback was to be more mindful of the supplies left on the students desks. Having
supplies that are no longer being used was distracting for the students and some of the students
started using them in unconventional ways (eating test strips).
10. How well did the audience grasp your objectives?

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The students were able to grasp our objectives. They successfully made their own hydroponic and
were able to explain how the water cycle impacts the composition of water from different sources
based on what they learned from the water sampling activity.

11. What would you do differently/the same the next time - or what would you change if you had
Recommendations for future Interns.
For next time, we know that although the class in 50 minutes long , by the time the teacher finishes
giving instructions and you start the lesson you really only have 35 minutes to teach. Also everything
takes longer than you anticipate so make sure to overestimate time when planning your lessons. Have
backup questions incase the lesson goes faster than anticipated, but most likely you will not need
that.
We also learned that when having two big activities, there should only be 5-7 minutes of lecture. This
way you will have ample amount of time for each activity. We found the more activities you have the
better the class goes. The students are so excited to have us teach and they actively participate
throughout the lesson. That being said, they have more fun when you are constantly going from one
activity to the next.
When doing activities, it is important that when using scissors, collect them right after that step is
completed. The same goes for any water samples or other materials that may distract the students or
that the students might eat. We did a water testing activity and some of the students started to eat
the testing strips. They also used the scissors in unconventional ways when left of the table. Keeping
this in mind will help future activities run smoother.
For our water sampling activity, if we were to do it again, we would do it as 2 large groups instead of
breaking each group into subgroups. This way it would go faster and everyone would be engaged in
the activity at the same time. Once starting this activity in class we realized that the way we had
planned was not the best so we changed it mid activity. Hindsight, we would have started the activity
this way.
Make sure to ask the teacher how many students are in the class. At Kurn Hattin, students come and
go so not all the student will be present, but it is good to know the maximum number of student to
expect so you can come adequately prepared.

12. Financial Report:

Cost of Development: (Includes: labor for preparing the project, food cost for testing the food
activity; please note that labor costs include hours worked by ALL team members)
Labor ($25/hour): 43hr x 2 interns = 86hrs x $25 = $2,150

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Food: $0
Cost of Presenting: (Includes: labor, food, flip charts ($28), see following link for cost of copies
http://www.keene.edu/mailsvs/printfees.cfm, and other supplies)
Labor ($25/hour): $2,150
Copies: 18 students x 2 handouts = 36 handouts x $0.04 = $1.44
Food: $0
Other supplies and costs: $10
Overall costs: $2,161.44

Within one week of the presentation, provide internship preceptor with a completed COP,
Presentation Evaluation form, Handout(s), a Team Leader Report, and PDE if completed by an outside
supervisor. (PDE required for sites with 2 presentations or >32 hours). Attach a copy of the materials,
PowerPoint, and any handouts/resources used for the presentation.

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