The Curriculum is vast and deep. A class could easily devote an entire year of study to it. Naturally, there are potential challenges that will be inherent to a curriculum of such scope. Below is a discussion of some of the challenges that our piloting teachers have faced and some of the solutions that have emerged…

Time! The amount of information constructed and presented in this curriculum could truly be construed as overwhelming.

Instructional Strategies: Collaboration!!!! Understanding the Urban Watershed is an example of a S.T.R.E.A.M.S. (no pun intended) curriculum and includes numerous opportunities for study in Science, Technology, Reading, Engineering, Art, Math and Social Studies. Students will also have constant, varied, and authentic purposes for writing and communicating throughout the curriculum.

Students should collaborate with each other by working cooperatively in groups and in pairs. When many resources and/or topics are suggested for use, many teachers have found the “jigsaw” strategy to be effective in assigning specialization tasks.

Teachers should collaborate as well. The Science teacher should not be responsible for the entire curriculum. Classes that rotate can benefit from making use of time spent in each classroom for relevant instruction and experience. In the Science Lab, students can make use of running water and lab space for hands-on experiences. The Literacy classroom can be used for extended reading and writing sessions and for developing literacy skills necessary for understanding and communicating non-fiction material. The Social Studies classroom can be used to analyze primary and secondary sources and the Math classroom can be used to interpret and analyze data. By collaborating, teachers will also be able to ensure that students have the background information and skills to be successful. For example, when topography comes up in the context of understanding how a watershed works, a lesson on topographic maps in the Social Studies classroom would be time very well spent. In self-contained classrooms, we encourage teachers to address the Learning Experiences across curricular areas. Large blocks of time on subsequent days will allow students to connect more readily to the material and to the skills involved. We also encourage making use of STEM teachers to allow for small group instruction for hands-on experiences.

Vocabulary! Each Learning Experience comes with an extensive vocabulary list. The list may seem overwhelming.

Instructional Strategies: Teach vocabulary in the context of the Learning Experience. Each Learning Experience comes with a list of vocabulary words. We encourage students to have the opportunity to construct definitions for vocabulary in context. For example, when the term watershed is introduced, students have an opportunity to construct their own definitions through hands-on experiences before the formal definition is given. When the students go for a walk on a rainy day, we do not suggest providing the students with a list of vocabulary before heading out for the walk. Instead, the students are encouraged to use their own words to describe what they observe on the walk. The teacher can then use the appropriate vocabulary terms in context as the students construct definitions.

Field Trips! Field trips are logistically difficult.

Instructional Strategies:
Several field trips are suggested over the course of the curriculum. Field trips are powerful learning experiences; however, field trips may be logistically impossible. We have provided alternatives to field trips with slide presentations and interactive virtual activities.

The Range of Ability Levels! The range of ability levels, English proficiency, etc. can make teaching any subject area difficult.

Instructional Strategies:
Collaboration among teachers and students. Review the resources that are provided for each Learning Experience. We provide a variety of visual and written resources. Some resources are interactive and may therefore be very attractive for some students. The written resources are written at a variety of different levels—from The Magic School Bus at the Waterworks to material put out by PWD for adults to material put out by USGS for kids and adults. Use Close Reading techniques for more difficult material and allow students to use resources independently that will be accessible to them personally.

The hands-on activities, particularly the engineering activities, will allow students of all levels to develop skills. Allow students to attempt to figure out solutions on their own. Even if a solution is not developed (pumping water uphill, for example), the overriding objective of recognizing the immense challenge of the task will be met.

Assessment! Because we do not provide “tests”, coming up with “grades” can be challenging.

Instructional Strategies:
Learning objectives are clearly articulated as are the standards alignment with each Learning Experience. We have provided simple ways for you to check for student understanding at the end of each Learning Experience.