North Fork Elementary School fifth and sixth grade students got to enjoy what must be a rarity in public education nationwide.
As they approached the end of their school year, they got to cross the highway, make their way to the North Fork of the South Branch of the Potomac, and then wade into the gurgling river.
All in the name of science.
Melinda Brooks from Experience Learning and her team joined with teachers and students in the river excursion. While jumping in the river certainly is an attraction to the kids, even on the rainy day of the program, the main point is more academic than recreational.
“This is part of the Chesapeake Bay watershed,” explained Brooks, who added, “it’s important to teach kids about its vitality.”
Experience Learning took the students to the river to conduct a series of experiments and observations about the river’s status on that particular day. Brooks referred to it as a “snapshot” of data that then gets added to other professional and citizen efforts to gather information on the river and its immediate surroundings.
Because of the importance of getting objective data in a scientific fashion, Brooks explained that the team strives to focus on teaching techniques of scientific data collection, then applying that to the scientific method to evaluate the observations made.
Brooks explained that instructors and staff intentionally stay away from controversial topics that sometimes have become political debates. Their goal lies in teaching students how to conduct science, how to evaluate it, and then how to form educated conclusions based on that.
She also noted that students should gain more understanding through their work on “upstream and downstream connectivity,” reminding all that what goes into the river even on the North Fork, will flow through and past Washington, D.C., and into the Chesapeake Bay.
West Virginia has consistently ranked as a top state in the Chesapeake Bay region in terms of stream health and reducing pollutants below federal mandates. Much of the pollution that ceased flowing from the Potomac Highlands has had a direct and salutary effect on the restoration of blue crab and other commercially important aquatic life populations there.
That said, the rest of the states in the region have struggled to reach the same success as West Virginia. Voluntary programs, citizen help in gathering data, and the work of different organizations has done much to accomplish those goals for the Mountain State.
Work done in the area has also helped to restore brook trout habitats in Pendleton County and nearby. Scientists often use the health of brook trout populations, where present in a natural habitat, as a benchmark for the health of a stream.
“We live in such a special place,” noted Brooks, who then shared that the area boasts “resources and rich and unique biodiversity.”
Students conducted different physical analyses, such as marking erosion patterns, noting human impact on areas close to streams, and looking for signs of pollutants. Data then goes into a West Virginia Department of Environmental Protection database.
Students were mentored and monitored by both NFES teachers and Experience Learning instructors. As they worked, a surprise guest in the form of a small non poisonous snake wriggled through the rocks on the bank. As students gathered to see, instructors reminded them to stay back and not touch the snake.
Kelly Waddel, NFES school counselor, praised the program as she watched students performing experiments and occasionally immersing themselves into the water. She noted, “What better way to learn science than to do it with their hands?” Waddel also added that students getting outside more often is proven to support good mental health and also reinforce the learning done on site.
Brooks furthermore shared that what students learn can help them to explore opportunities close to home in different jobs related to monitoring the health of the environment, or even doing citizen research to support DEP efforts. The field trip to the river could serve as a first step toward a life of fulfilling work and/or giving back through volunteer assistance
“They love it,” said Brooks. “They live here. This is their home. It’s a part of them. It’s a part of their community.”
And now it is also a part of their education and memories of their hometown childhood.
