Teachers

If schools are interested in participating they MUST REGISTER THEIR SCHOOL –
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Teacher Training

Alexandria and Arlington, VA

Training sessions provide teachers with a better understanding of the contest and the local watershed issues. The Program Coordinator is available for an in-person or group training. Call for a meeting today!

FREE – Classroom Presentations and Community Mentor 
Teachers may request a classroom presentation to introduce the topic of watersheds, discuss local environmental concerns and explain the contest. If a watershed ambassador is available, a 60 minute presentation will be provided plus mentorship throughout the contest. Free watershed resources are also available. Contact your local Program Coordinator.

Teacher Time Commitment

This contest can be an after school activity or in-class project. Student’s success directly relates to teachers assigning the contest and assisting students with their work. Giving students sufficient time to complete the contest assignment is more effective in producing quality projects.

  • Attend teacher training (optional)
  • Discuss and assign the contest
    • 30 minutes
  • Assist students with ideas
    • time commitment will vary depending on level of interest of students and teacher
  • Remind students about contest entry deadline
    • initially every other week – 10 minutes times six weeks
    • every week one month prior to deadline – 10 minutes times four weeks
  • Students may want to give a classroom presentation (optional)
    • 5 minute time limit per presentation
  • If your student is selected as a finalist, help prepare them for their verbal presentation
    • up to 2 hours
  • If your student is selected as a finalist, attend verbal competition and awards presentation
    • 4 hours

Questions?

Call your local Program Coordinator today!

Curriculum Connections

Virginia Standards of Learning – Click here

Grade 6 Standards

SCIENCE:

6.1: Scientific Investigation, Reasoning, and Logic
The student will plan and conduct investigations in which
a) Observations are made involving fine discrimination between similar objects and organisms;
c) precise and approximate measurements are recorded;
h) data are collected, recorded, analyzed, and reported using appropriate metric measurements;
i) data are organized and communicated through graphical representations (graphs, charts, and diagrams).

6.5: Matter
The student will investigate and understand the unique properties and characteristics of water and its roles in the natural and human-made environment. Key concepts include
c) the action of water in physical and chemical weathering;
f) the importance of water for agriculture, power generation, and public health; and
g) the importance of protecting and maintaining water resources.

6.7: Living Systems
The student will investigate and understand the natural processes and human interactions that affect watershed systems. Key concepts include
a) the health of ecosystems and the abiotic factors of a watershed;
b) the location and structure of Virginia’s regional watershed systems;
c) divides, tributaries, river systems, and river and stream processes;
f) major conservation, health, and safety issues associated with watersheds; and
g) water monitoring and analysis using field equipment including hand-held technology.

6.9: Resources
The student will investigate and understand public policy decisions relating to the environment. Key concepts include
a) management of renewable resources (water, air, soil, plant life, animal life);
c) the mitigation of land-use and environmental hazards through preventive measures; and
d) cost/benefit tradeoffs in conservation policies.

HEALTH:

6.7: Community Health and Wellness
The student will evaluate the benefits of becoming a positive role model within the family and the community. Key concepts/skills include
a) involvement in community and family projects;
b) increased participation as a leader;
c) development of conflict-resolution skills;
d) respect for the opinions and beliefs of other individuals;
e) respect for rules and regulations.

MATH:

Strand: Computation and Estimation
Strand: Measurement

Grade 7 Standards

HEALTH:

7.4: Community Health and Wellness
The student will describe how family and community priorities influence an individual’s ability to reduce diseases and other health problems. Key concepts/skills include
a) the relationship of social and environmental factors to individual and community health;

7.5: Community Health and Wellness
The student will work cooperatively with others to support and promote healthy schools, families, and communities. Key concepts/skills include
b) advocacy and use of appropriate methods of expressing opinions on health issues;
c) the benefits of community service.

MATH:

Strand: Computation and Estimation
Grade-inspecific Standards

Grade 6 & Grade 7 Standards

HISTORY AND SOCIAL STUDIES:

VS.1 Virginia Studies
The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to
a) identify and interpret artifacts and primary and secondary source documents to understand events in history;
b) determine cause-and-effect relationships;
c) compare and contrast historical events;
d) draw conclusions and make generalizations;
e) make connections between past and present;
h) evaluate and discuss issues orally and in writing;
i) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

GOVT.1: Virginia and United States Government
The student will demonstrate mastery of the social studies skills responsible citizenship requires, including the ability to
a) analyze primary and secondary source documents;
b) create and interpret maps, diagrams, tables, charts, graphs, and spreadsheets;
d) distinguish between relevant and irrelevant information;
e) evaluate information for accuracy, separating fact from opinion;
f) identify a problem, weigh the expected costs and benefits and possible consequences of proposed solutions, and recommend solutions, using a decision-making model;
g) select and defend positions in writing, discussion, and debate.

GOVT.9: Virginia and United States Government
The student will demonstrate knowledge of the process by which public policy is made by
a) examining different perspectives on the role of government;
c) describing how the state and local governments influence the public agenda and shape public policy;
e) analyzing how individuals, interest groups, and the media influence public policy;
f) formulating and practicing a course of action to address local and/or state issues.

GOVT.18: Virginia and United States Government
The student will understand that thoughtful and effective participation in civic life is characterized by
c) participating in the political process;
d) performing public service;
e) keeping informed about current issues;
f) respecting differing opinions in a diverse society;