I introduced my lessons by conceptualizing the distribution of water on Earth using a NASA video. Narrowing in on the small portion of water in rivers, I stressed the impact of river processes on surrounding land formations and coastal environments. By applying their textbook curriculum we reviewed the processes of weathering and erosion to learn more about how sediment moves downstream. For the next activity, each table was given a different sedimentation process, like abrasion, that contributes to river sediment budgets. Like charades, each table acted out their process without using any words for the class to guess and explain their actions. From this point, we briefly explored the terminology and anatomy of our local Columbia River drainage basin. With help from the school’s woodshop, each student was then given a small wooden block that we would toss into the Similkameen River right outside their school on Friday. This allowed the kids to connect to their local environment in a tangible manner of the distance sediment and debris can travel downstream. Each block was personally decorated to explain its purpose, and included contact information for people to report back to us the location it was discovered.
The following day, we continued river processes by learning about different channel patterns, what they were and how they formed. We used photos taken on hikes around town to demonstrate these different river channel patterns occurring right outside. We then covered the formation of important floodplain landforms, such as oxbows, meander scrolls, and alluvial fans. We even explored estuaries and the classification of different delta formations. All of these geographic features are mentioned in their curriculum textbook, and was in preparation for our Google Earth Adventure! Each student explored geologic features along their local rivers on the classroom’s iPads, from Oroville all the way out to the delta meeting the Pacific Ocean. This activity was to show these real-life examples of cool geographic features, so that they next time they are out and exploring, they can make new connections, better understand how these features form, and its importance. FRIDAY: SURFACE VELOCITY LAB IN THE SIMILKAMEEN RIVER On the third and final day, our team hopped in weighters provided by the school to test if the surface velocity will change from distance from the riverbank. Students recorded the time it took for an orange to float downstream to a certain distance. While we were outside, the students tossed their blocks they designed on Wednesday to throw downstream. Heading back into the classroom, we analyzed the data and conducted calculations to determine the averages of all three trials at three different distances perpendicular from the riverbank. Using our results, we made conclusions about why surface velocity was faster farther from the riverbank and how this effects erosion and deposition processes. For the last few minutes of class we had a party; there was food and certificates; it was awesome. This Spring Break with these kids was more than I could ever hope for. We woke up to the silky breeze of Lake Osoyoos’ surroundings; birds were chirping in the day, frogs were croaking in the night. Every day the kids were engaged, relatively interested, but most of all, respectful. Everyone in the community was like a welcome sign greeting us with acceptance and appreciation for a week of shared experiences. At first, I was worried that my curriculum was not sufficient, but I realize now that a true place-based education requires more than just a few Google searches. There was no perfect way to build a strong curriculum from the curtains of online research in Seattle. Place-based education requires more from all of us. It builds only with experience, cohabiting the same space, being a respectful visitor, and acknowledging a native’s place-attachment. A new idea or edit for all of our curriculums were added with every adventure during the trip. Being flexible and adaptive felt like I was capable of accomplishing much more with these kids than before. By no contest, our team has learned way more than what we could ever teach them. For all the hardships that these individuals must face in their area, their collective efficacy as a community is simply beautiful. Ed Booker, the teacher who invited us into his classroom, restored my faith in humanity. He is extremely passionate about his work, and a leader to his community. When the Washington forest fires of last summer displaced hundreds from their homes, many were misguided by broadcast radios to find refuge in Oroville. With no preparation, Booker’s family still managed to put together a shelter inside the school; many residents brought whatever they could to donate including food, clothes, and toys. Booker’s door is always open. Every now and then, his family would have guests over for dinner who struggle to find a meal or a safe place to stay. As the football coach, he managed to get all his athletes to maintain high GPAs. His goal as a teacher and a person is to just really help one student a year. He truly is above and beyond his paid shifts. Most recently, he planned an extravagant trip to Seattle for a selected group of Oroville high schoolers. Full of adventures like indoor skydiving, dinner at the space needle, fancy hotels, and a tour of UW campus; he made it possible for all of it to be free for every student. He got funding from the school district, and local businesses contributed as well. Booker sees life more than just an itinerary of events, but adventures and challenges that inspire students to be more than what they think life offers. He believes that education builds opportunity and self-motivation. I had the honor of being the tour guide for the students during finals week and a lot of them said they appreciated it. One student in particular loved our campus so much that he is now determined to become a UW student! Hearing that I was just a small part that could contribute to the larger picture and paths of these student’s futures, was just eye-opening. Just a week with them meant a lot more to all of us then I expected. We are all small parts, but can all contribute to big changes of the larger systems. Breathing different air and experiencing different lifestyles makes me not only appreciate everything that I have, but also appreciate the vastness and wonders that this world can continuously offer. -Tyler Ung |
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