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12th Annual
Albuquerque Bernalillo County Children’s Water Festival Albuquerque Convention Center, October 13 & 14, 2010
2
2010 Albuquerque Bernalillo County Children’s Water Festival Summary
From all perspectives the 12th annual Children’s Water Festival (ABC CWF) operated like clockwork to
educate nearly 1,100 area fourth graders about the importance of water. All students, teachers and
presenters began on time each morning and carried out a full day of hands-on activities before leaving the
Albuquerque Convention Center that afternoon.
Key features and accomplishments:
Forty-five classes from 16 Albuquerque area schools attended.
Three charter schools attended, including the new Albuquerque Sign Language Academy Charter School.
Twenty-two activities were presented each day. See Appendix A for the festival program.
All students attended five 30-minute activities covering five different water topics.
Water and Energy was added as a water topic.
Twenty-nine organizations donated their time and effort.
Four activities were presented by the Albuquerque Bernalillo County Water Authority.
Four activities were presented for the first time.
All parents received an abbreviated festival program, provided in English/Spanish.
For the fourth year, student surveys showed improvement in learning as a direct result of attending the
festival. This year, overall results showed that students finally achieved competency in understanding all
water concepts presented.
Presenters and organizers noted that students seemed to be more well prepared, well behaved and
excited to learn than ever before. The result was an event that was truly festive. Otto the Otter added
to the fun by doing stadium-style “sound offs” with students during lunch time. All these factors made
for a fun and educational experience. We believe our intense pre-festival communication with teachers
and production of relevant classroom resources made the difference.
Financial and In-kind Support
For the third year, ABCWUA provided 100% of the financial support. In addition to funding, festival
production requires a significant in-kind contribution in the form of over a hundred volunteers — with most
attending both days — to lead and assist with hands-on activities, guide classes, evaluate, and perform other
critical tasks. We are grateful for all returning and new volunteers from dozens of organizations who made
the festival run so smoothly.
Our goal of 70% or more correct for an overall score on all Post-festival Student Surveys was
met for the first time with a score of nearly 72%. For details, see the “Pre– and Post-festival
Student Survey Results by year graph on page 10.
Several presenters and other volunteers took unpaid time, personal time off, or vacation time to be a
part of the festival.
3
See Table 1 for a list of agencies and other
organizations contributing to this year’s
festival. In-kind donations for the Teacher
Resource Kits were provided by many of
these organizations. ABCWUA provided staff
and facilities for the teacher workshop. See
Table 2 for a complete list of in-kind
contributions.
“Presenter” volunteers taught 10 sessions
over the two days. While several
presenters perform outreach as part of
their jobs, many do not. As requested,
we worked with presenters to develop
suitable hands-on activities.
“Timekeeper” volunteers met each class
as they stepped off their bus, which was
provided ABCWUA. Timekeepers then
served as the class escort for the day,
directing the classes to each of their
activities noted on their individual
schedules.
“Evaluator” volunteers attended activities
to provide feedback on the effectiveness of the sessions.
“Presenter Assistant” volunteers assisted main presenters, as requested.
Several other volunteers helped out with tasks such as staffing the headquarters table, helping with
lunch, directing buses and taking photographs.
Festival Production
The festival was produced by Experiential EE, LLC under
contract to ABCWUA. The larger contract also includes
implementing classroom outreach in grades 1-12.
Experiential EE’s festival team includes: Katie Babuska,
Festival Director, Michelle Watson, Festival Manager,
Michelle Kjeldgaard, Festival Coordinator. Kelly Goff,
Education Program Assistant, provided additional support.
Table 1: In-kind Contributing Companies and Organizations
Affordable Solar New Mexico Environment Dept., Surface Water Quality Bureau
Albuquerque Academy New Mexico Museum of Natural History and Science
Albuquerque Bernalillo County Water Utility Authority New Mexico Tech University
Bernalillo County, Cooperative Extension, 4-H NM Gas Company
Bernalillo County, Department of
Public Works NM Office of the State Engineer
Bernalillo County, Office of
Environmental Health PNM Land Services
Bosque Ecosystem Monitoring Program, UNM Dept. of Biology, Bosque School Rio Grande Nature Center
CDM Sandia National Laboratories
CH2M Hill OMI Sandoval County Cooperative Extension, 4-H
City of Albuquerque Santa Fe National Forest
City of Rio Rancho Smart Use, LLC
Climate Masters Society of Women Engineers
HDR Engineering University of New Mexico, Dept. Civil Engineering
National Weather Service
University of Texas at Austin, Center for Intl. Energy and Environmental Policy
US Bureau of Reclamation
Table 2: In-kind Contributions
Volunteer Services $8,160
Presenter Services $17,760
ABCWUA Staff for Teacher Workshop $200
ABCWUA Teacher Workshop Facilities $250
Resource Kit Materials $6,159
Total $32,529
ABCWUA Resource Kit Materials $2,140
ABCWUA Total In-kind Contribution $6,250
4
The Schools
Schools Attending
Twenty-seven schools with 93 classes applied to attend the
festival this year — more than double the number we could
accept. This indicates that the ABC CWF continues to be a
popular field trip.
For impact and efficiency, all fourth grade classes from a school
must attend if accepted. Sixteen schools with 45 classes were
invited to attend. Five schools that had never attended before
were able to join us; all other schools had attended sometime in
the last nine years. Schools new to the festival were:
Armijo Elementary
Albuquerque Sign Language Academy
Christine Duncan Charter School
International School at Mesa del Sol
Lowell Elementary
It is always disappointing to turn down more than half of the
classes that applied, and we often hear complaints from
teachers about not being able to attend. Two teachers attending
this year made a point of saying they wish they could attend every year.
Pre-festival Teacher Workshop
A prerequisite to festival participation is teachers attending one of two Teacher Workshops. These were held
on Saturday, September 18, and Wednesday, September 22, at the Southside Water Reclamation Plant.
Teachers were walked through the new ABCWUA education website, learned about festival logistics and
student surveys, and were treated to a tour of the facility. Our Wednesday session was held during a record
breaking rain storm that let up just enough to get the tour in.
All teachers were given a resource kit containing donated educational material from many of our supporting
companies and organizations, including ABCWUA. The value of these items is $6,159.00. Nearly all teachers
said they have already used the materials.
We have always required teachers to attend this workshop for their benefit as well as ours. Not only do they
receive a professional development opportunity, the logistical information makes the festival day flow much
smoother and we are able to underscore the need for them to administer the Pre– and Post-festival Student
Surveys. In fact, most teachers consistently respond that the workshop is valuable; however, one or more
teachers usually do not show up to the workshop and their reasons are always varied. This year, three
schools did not attend. (See the Teacher Survey section for more details.) In response, visits were made to
these schools to deliver resource kits and explain as much information as possible. Still, these teachers did
not benefit from the website demo or the plant tour.
Table 3: Schools Attending Each Day of the 2010 ABC Children’s Water Festival
Wednesday # of Classes
Adobe Acres Elementary 4
Armijo Elementary 3
Bandelier Elementary 4
Bellehaven Elementary 2
Griegos Elementary 3
Mission Avenue Elementary 3
Sombra del Monte Elementary 3
Total 22
Thursday
Albuquerque Sign Language Academy 1
Arroyo del Oso Elementary 3
Christine Duncan Charter School 1
International School at Mesa del Sol 1 combined w/Christine
Lowell Elementary 3
Osuna Elementary 3
S. Y. Jackson Elementary 4
Sunset View Elementary 4
Tomasita Elementary 3
Total 23
5
The Festival
Following a successful pattern
There were only a few changes to festival production, all of them behind-the-scenes. Once again we held 22
simultaneous 30-minute activities each day, with each class attending five activities. Twenty-two classes
attended on Wednesday and 23 classes attended on Thursday. We were able to combine two small charter
school classes on Thursday to maximize the number of students attending. (See Table 3.)
The Albuquerque Convention Center continued to serve as a highly suitable venue for the festival because of
the many individual classrooms. We rented the SW Exhibit Hall (instead of the NW Exhibit Hall), which was
slightly better due to the nearby closet utilized for our storage. The October timeframe was at least one
week earlier than in the past, but Mother Nature provided great weather for our lunch and enabled us to
present one activity on Civic Plaza. Lunch was provided by Plaza Eatery allowing us to minimize our carbon
footprint by reducing packaging waste, using large food platters, large jugs for drinks, and no transportation
as everything was walked across Civic Plaza from the restaurant.
A few notable differences
Planning
Since 1999, the festival has been directed by a Steering Committee comprised of several agencies willing to
help plan and often finance the festival. In light of ABCWUA’s continued financial and in-kind support and
our experience producing this water festival, we decided to dissolve the Steering Committee this year. We
extend our heartfelt thanks to those who have faithfully helped us make the festival a reality over so many
years — especially the U.S. Bureau of Reclamation, Bernalillo County Cooperative Extension 4-H, Bernalillo
County Office of Environmental Health and the NM Environment Department.
Wednesday
Albuquerque Public Schools (APS) has traditionally operated with early release Wednesdays in about half of
its elementary schools. This is why we have always held the festival on a Monday/Tuesday or a Thursday/
Friday. Due to availability at the Convention Center and changes in APS schedules, we were able to hold the
festival for the first time on a Wednesday/Thursday, which worked remarkably well. In 2011, APS is slated to
eliminate the short Wednesday schedule to comply with new state standards. This opens up new event date
options for us in the future.
Buses
While the structure of the festival remained the same, we did make one critical change with regard to school
bus transportation. The chief problem every year since 1999 has been getting all buses to the event on time.
This year we worked with Herrera School Buses to secure two dispatchers on site in the morning as well as
the afternoon. This change eliminated all late buses — for the first time ever! It also meant that students
and presenters were able to enjoy the first activity at a normal (not rushed) pace. In addition, the
dispatchers helped us manage an unusual safety problem that occurred on Thursday. With about 15 minutes
left in the day, we learned of a police presence on Civic Plaza that required moving our buses from the
normal west staging area, to a point considerably east of the Convention Center. The scene was somewhat
6
chaotic at first as we decided on a plan to move 550 students and 14 buses. We learned at that moment how
important it is for future festivals to have one or more professional dispatchers assisting us.
Headquarters Table
Our “Headquarters Table” is a table operated by festival team members and one volunteer who handle
volunteer check-in, media issues, and visitor/participant questions. We expanded our festival team this year
in order to guarantee that this table was staffed at all times by someone with detailed knowledge of festival
activities. This addition proved to be essential, especially during stressful times like Thursday’s “bus crisis.”
T-shirts
This year, we did not provide T-shirts for students or have them submit artwork for a festival T-shirt because
the funds were needed in other contract areas. As a compromise we provided a blue T-shirt featuring the
festival logo to volunteers. This worked well because volunteers stood out and were easy for the teachers
and students to follow when being escorted from activity to activity.
Presenter/Volunteer Back-up Plan
Every year we have one or two presenters and often several volunteers cancel as the festival nears. These
are people who had committed earlier in the year but for some reason have a conflict shortly before the
festival. This year we had two presenters who were not able to fulfill their obligation as originally planned.
In the first case the presenter found a replacement for one day and we were able to provide a highly
qualified assistant, enabling consistency across both days. In the other case festival organizers were able to
provide qualified help to partner with the presenter to have a successful activity. Having a broad network of
educators and volunteers proved to be invaluable in saving both activities.
Our volunteer cancellations proved to be a bit more challenging. We had 14 people cancel within a week,
with a myriad of reasons. The good news is we were able to find replacements at the last minute by turning
to organizations that have a history of supporting this event.
Thank you’s
Instead of standard certificates of appreciation, this year we created semi-customized photo collages and
sent them to all presenters and volunteers as thank you notes. The cover of this document serves as an
example. Many have said they really enjoyed seeing the festival “in action.” We hope they will also serve as
conversation starters in any offices where they are displayed.
Evaluation In our continuing effort to seek out ways to improve the festival, we conducted various surveys and
evaluations. This year’s surveys aimed at logistics, content, facilitation, and perceived value. We color-coded
them to stand out:
Teacher Surveys— a 10-question printed survey (yellow) that was returned via mail after the festival, see
Appendix C for the complete survey
Volunteer Survey— an 11-question printed survey (blue) for evaluators, timekeepers, and other
volunteers completed and returned at the festival, see Appendix D for the complete survey
7
Presenter Survey— an online survey for all presenters completed after the festival, see Appendix E
Results
Teacher Surveys
Although we administered these surveys online for the past two years, we reverted to the paper form in
hopes of achieving a better response rate. All Post-festival Student Surveys that were returned via regular
mail also included the Teacher Survey, giving us a sample size of 32 out of a possible 45. Response highlights
include:
To the question “Which activities were most effective?” many surveys listed “all,” and 16 activities were
explicitly named. Rolling River was named four times, the most of any activity.
To the question “Which activities were not effective?” teachers answered “they were all great” or similar
wording nine times. Six activities were explicitly named. “Not enough time” was commonly mentioned.
Water Jeopardy was listed three times as “not as effective” but was also listed twice as “most
effective.”
The question regarding the Teacher Workshop’s website demonstration, logistic information, and Water
Reclamation Tour received only two “below average” marks; one for the ABCWUA website
demonstration and the other for the Water Reclamation Plant tour. All other teachers rated all three
categories as average, above average, or excellent.
Thirteen teachers said attending the workshop was “great, well worth my time.” Twelve teachers said it
was hard to find time for the workshop or did not attend.
All but five teachers plan to use the teacher resource kit materials they received. All plan to extend on
what their students learned at the festival.
To the question “Please rate the festival compared to other field trips,” 21 teachers said “excellent,”
eight said “above average,” and three rated it as “average.”
Volunteer Surveys
All volunteers were asked to
complete a short survey on their
experience. Forty-eight surveys
were collected over the two days.
Two questions with multiple parts
provided the majority of the input.
See Table 4 and Table 5 for
collected responses. These
responses indicate our event is
enjoyable to our volunteers and
why so many of our volunteers
return year after year.
Table 4: Volunteer Survey Reponses to Why They Volunteered
Very Impor-
tant/Important
Neutral Not Very
Important
Not Impor-
tant At All
Educating kids is impor-
tant
43
I am concerned about
water issues
42 1
It is fun! 42 1
My employer requires or
encourages volunteering
22 7 4 10
8
Presenter Surveys
These surveys were
administered online using
a tool called
SurveyMonkey. Thirteen
presenters answered all
five questions. Table 6
contains the majority of
information obtained.
Additionally, 12 of the
presenters said they want
to return as presenters
next year; one would prefer to be an activity evaluator.
Evaluation Instruments Two instruments were administered once again that evaluate the quality and effectiveness of the activities
presented. These tools were created to provide very specific feedback to presenters about the content and
facilitation of their activity. The ABC CWF is one of the few (if not the only) water festivals nationwide that
acquire such detailed feedback through survey instruments. The evaluation instruments used were:
Activity Evaluations—11 questions completed by adult volunteer evaluators, who either have presented
Table 5: Volunteer Survey Responses to Rating their Experience
Strongly Agree
or Agree
Neutral Disagree Strongly
Disagree
Duties were clear and realistic 47
Training was complete and accurate 46 1
Written instructions were helpful 46 1
Driving/parking instructions were clear 39 8 1
I enjoyed the volunteer experience 47
The experience met my expectations 47
Overall rating 47
Space provided was adequate for activities 47
Table 6: Presenter Survey Responses
9
or possess education/evaluation experience. Refer to Appendix F for a sample form.
Pre– and Post-festival Student Surveys—16-18 questions completed by the students both before and
after the festival. These questions were created by presenters and relate to the five activities the
students will see/have seen. This year one “global question” about drinking water source was added to
all surveys.
Activity Evaluations
Between two and five activity evaluations were completed on each activity except one (because it was
presented on only one day). All completed evaluations were scanned and sent to presenters electronically.
Evaluations covered how age appropriate the presentation material was, main points emphasized by the
presenter, and whether or not the students were fully engaged in their activity.
Pre– and Post-festival Student Surveys
Purpose
The primary purpose of the Pre– and Post-festival Student Surveys is to provide presenters with accurate and
helpful feedback from students about the effectiveness of the activity in terms of content. With only 30
minutes per class to present an activity, it is extremely easy for a presenter to get off track and forget to
emphasize the most important points. This was our fourth year administering this instrument, and by doing
so we believe we have influenced the overall quality of the activities presented. Interestingly, even when
Post-festival Student Survey results have not improved significantly for a particular activity, the Activity
Evaluation and Teacher Surveys sometimes shows an improvement in effectiveness and organization.
The secondary purpose is to help organizers understand the impact of the festival on student learning. Our
goal is to achieve an overall score of at least 70% correct on the Post-festival Student Survey. We reached
that goal for the first time this year.
Overview
All presenters were asked to submit between two and four questions pertaining to the key points of their
activity. Refer to Appendix B for a complete list of the 71 survey questions produced for the 23 activities.
Each survey question was assigned a number, and those numbers ranged from 9-115. The numbering
scheme reflects place holders for activities presented in the past that may return in subsequent years. This
approach helps organizers track all questions ever asked.
Most returning presenters submitted the same questions as in 2009, but a few questions were modified by
presenters for clarity or due to changes in the activity. This exercise in itself reminds presenters what they
want to focus on during the 30-minute activity. The actual student surveys are generated using a database.
Since every class has a unique schedule for the day, the surveys are also unique by class. In other words,
students are provided with a survey that has questions relating only to the five activities they will see or have
seen. Also, a class’ Pre– and Post-festival Student Surveys are identical (i.e., the survey taken before the
“Thank you in advance for survey results; this is a brand new program and needs to be refined - any input is appreciated.” — Presenter
10
festival looks the same as the survey taken after the festival). This year, we also added the following
question to all student surveys: From where do we pump our drinking water? See Addition of Global
Question section for details.
The return rate of the Student Surveys improved from 6,400 survey answers in 2009 to 8,000 in 2010. The
overall return rate was 57%.
Eleven of 16 schools returned both the Pre– and Post–festival Surveys.
We have both Pre– and Post–festival Student Survey data for 26 of 45 classes.
We have either incomplete or no Pre– and Post-festival Student Surveys for 19 of 45 classes.
The Results
For the fourth year, overall results improved. Last year we were closing in on but did not meet our goal of
achieving an overall score of at least 70% correct on the Post-festival Student Survey. This year we exceeded
our goal with an overall score of 71.82% on Post-festival Student Survey questions. This number was
obtained by combining answers from all questions and calculating the percent correct. This methodology has
been consistent for all four years’ worth of data. Please refer to the large graph on page 11 for details.
Comparing Results to Previous Years
The general upward trend of
our Post-festival Student
Survey scores shows a
dedication on the part of
presenters to improve content
and/or facilitation, as well as
persistence on the part of the
festival team to provide
presenters with accurate
feedback and help make the
survey process as easy as
possible. Interestingly, the
scores on all Pre-festival
Student Survey have held
steady at around 50%, with a
dip in 2008. So, although students may not be arriving to the festival knowing much about water
resources, the material presented at the festival is being understood better each year.
Table 7: 2010 Pre– and Post-Festival Student Survey Result Totals
# Pre Survey
answers
# Pre Survey
correct an-
swers
% Correct on
the Pre Sur-
vey
# Post Survey
answers
# Post Correct
Answers
% Correct on
the Post Sur-
veys
% Change
from Pre- to
Post-Festival
8146 4157 51.03% 8003 5748 71.82% 20.79%
11
12
Like the development of a standardized test, it may take several years for festival organizers and presenters
to create survey questions and answer options that are understood by fourth graders. Likewise, it may take
years for a presenter to refine a 30-minute festival presentation to maximize learning.
Comparing Results by Activity
Twenty-two activities had between two and nine classes return surveys containing their questions. This is a
high return rate, so we feel confident that the data is valid on all activities. Energy Drink only had one class
respond, but this activity was presented one day only (Wednesday), so fewer classes received a survey with
these activity questions on it.
Three activities scored 84% or above on the Post-festival Student Survey when combining all questions
related to that activity. Swimmin’ in the Rio Grande (Questions #28-30), Dirty to Drinkable (Questions #86-
88), and Let’s Settle this Outside (Questions #101-103) all achieved this high mark. Again, refer to page 11 for
additional details.
Outliers
Every year we have a few questions with a decrease on the Post-festival Student Survey. This year there
were two:
Bosque Wildlife Safari, Question 95: 67.72% Pre, 60.52% Post, decrease of 7.20%
New Mexico Water Past and Present, Question 104: 27.70% Pre, 26.46% Post, decrease of 1.24%
An additional six questions showed essentially no increase or a very minimal increase on the Post-festival
Student Surveys; however, two of these questions had scores above 75% on the Pre-festival Student Survey,
which is above the competency level of 70%. We will continue to work with these presenters to clarify the
questions or modify them to match the key points of the activity.
At the other end of the spectrum, four questions from four different activities had an increase of more than
45% on the Post-festival Student Survey. These were:
Engineering Clean Water, Question 75: 30.91% Pre, 78.21% Post, increase of 47.29%
We Don’t Mix! Oil Spills 101, Question 98: 37.23% Pre, 83.81% Post, increase of 46.58%
Let’s Settle This Outside, Question 103: 41.01% Pre, 95.58% Post, increase of 54.57%
The Power of Water, Question 107: 7.56%
Pre, 59.33% Post, increase of 51.78%
Eleven questions relating to seven returning
activities had a score of 90 or above on the Post
-festival Student Survey.
Also impressive are the results from a new
activity, Let’s Settle this Outside. All three
questions relating to this activity had Post-
festival Student Survey scores of at least 90%,
13
and significant increases on the Post-festival Student Surveys. These scores are based on data from seven
classes.
Addition of “Global Question”
This year we added one question to all Pre– and Post-festival Student Surveys: From where do we pump our
drinking water?. There were two reasons for the addition: to look at students’ understanding of a major
ABCWUA issue — the source of our local drinking water — even though presenters may not have covered
this fact; and to create a way to compare festival student survey data with in-class student survey data. The
question appeared as the first question on all surveys, and it appeared this way:
1. From where do we pump our drinking water? Circle correct answer(s).
Unfortunately, the number of students answering this question on the Pre-festival Student Survey was only
273, and only 271 on the Post-festival Student Survey. These response rates are far lower than on other
survey questions. While we do not know why the question was left blank, we do know that it was the only
question that contained graphics, as opposed to the standard a, b, c, d answer choice format. Perhaps
students did not recognize the graphics as a question they needed to answer, or they simply left it blank
because they didn’t know the answer.
On the Pre-festival Student Survey only 27 students (9.9%) correctly identified our drinking sources as both
ground water and river. This increased to 69 students (25.5%) on the Post-festival Student Survey.
Table 8 displays the number of students
choosing each answer on the Pre– and Post-
festival Student Surveys. This information is
telling in that many students believe we pump
our water from a cloud, glacier, lake, or ocean.
As mentioned earlier in this report,
Experiential EE’s contract with ABCWUA is to
produce the festival and carry out in-class
presentations. In-class Student Surveys were
developed and implemented beginning
January 2010, and all In-class Student Surveys
(grades 3-high school) include this “global
question” about our source of drinking water. The question appears exactly the same on the Pre– and Post-
festival Student Surveys.
We found that two classes at one school returned Pre– and Post-festival Student Surveys and also happened
Table 8: 2010 Water Festival Students’ Drinking Water Source Answers
by Individual Choices
# Chose on
Pre-Survey
% Chose on
Pre-Survey
# Chose on
Post-Survey
% Chose on
Post-Survey
Clouds 24 8.79% 10 3.69%
Glacier 32 11.72% 12 4.43%
Ground Water 125 45.79% 175 64.58%
Lake 82 30.04% 85 31.37%
Ocean 60 21.98% 27 9.96%
River 162 59.34% 214 78.97%
14
to answer this “global question” as part of an In-class Student Survey conducted in April 2010 when these
students were third graders and received an in-class water resource presentation by ABCWUA. In other
words, all classes from this school were tested on the “global question” as third graders, and responded to
this same question about six
months later as four graders
attending the festival. As
festival attendees, only 23
students answered this
question in the Pre-festival
Student Survey, and only 28
students answered this
question on the Post-festival
Student Survey. While this is
a low response rate, we
found that these respondents
retained the information taught last year. See Table 9 for details.
Comparison: Student Survey Results for Festival Schools vs. In-class Presentation Schools
Pre– and Post-festival Student Survey results were also analyzed in greater detail to compare schools that
had an ABCWUA water resource educator make presentations to third and/or second grade classes in the
past two years vs. schools that did not have presentations to third and/or second graders in the past two
years. Today, these students are fourth graders and some of them attended the festival. All presentations
were conducted as part of Experiential EE’s contract with ABCWUA. Note that In-class Student Surveys were
not administered until January 2010.
Of the schools participating in the festival that also returned both sets of festival student surveys:
Four schools had in-class presentations when the students were third graders. Only one of these schools
also returned in-class student surveys. Both sets of surveys have the same “global question.”
One school had in-class presentations when the students were third and second graders.
One school had in-class presentations when the students were second graders.
Overall, we did not find a positive correlation between schools that had in-class presentations in the past two
years and performance on the Pre-or Post-festival Student Survey. In the case of the one school that
answered the “global question” as third graders and as festival attendees, we found that these students
performed much better than their festival peers on the “global question,” but they did not perform better
than their festival peers on other survey questions. This points to the need to routinely ask students specific
questions about water resources.
Evaluation Concerns
There are many conditions we cannot control when organizing and evaluating this event. Several conditions
could directly affect the outcome of Pre– and Post-festival Student Surveys. For instance, we do not know
Table 9: Correctly Identified Water Source as Third and Fourth Graders (Cloud is correct if
not circled, etc.)
3rd Grade Pre-
Presentation
3rd Grade Post-
Presentation
4th Grade Pre-
Festival
4th Grade Post-
Festival
Clouds 85.71% 91.94% 100.00% 100.00%
Glacier 88.89% 96.77% 100.00% 100.00%
Ground Water 30.16% 85.48% 86.96% 89.29%
Lake 61.90% 82.26% 26.09% 50.00%
Ocean 61.90% 90.32% 100.00% 100.00%
River 76.19% 88.71% 78.26% 96.43%
15
the degree to which:
teachers taught any lessons about water prior to attending the festival
students received any lessons about water in previous years
students are English Language Learners or have learning disadvantages
presenters are well prepared for this outreach format
presenters regularly teach to children of this age
presenters changed the activity after submitting their survey questions
students are comfortable taking quizzes in this format
teachers provided sufficient time to take the surveys
We did not find a statistically significant difference in survey performance when looking at a school’s
designation as Title 1 and/or if it has not met Adequate Yearly Progress in the past two years.
We are continually striving to improve the quality of activities presented at the Albuquerque Bernalillo
County Children’s Water Festival. We think targeted, ongoing data collection provides the best feedback for
presenters and organizers to help us reach our goal of providing highly effective public outreach.
Media Coverage As the local community’s interest in water and other environmental issues continues to grow, KOAT Channel
7 and KOB Channel 4 both returned to cover the festival. KOB broadcast a segment on their early morning
show and KOAT featured the water festival on their 6:00pm show. This publicity assists in showing just how
many people are passionate about water and water issues, passionate enough to dedicate their time and
energy to educate our youth.
Next Year The dates for the 2011 ABC CWF are tentatively set for October 12 and 13. While carrying on improvements
made this year, we will also look into:
Reinstating the art contest as a pre-festival activity
Reducing noise in the large exhibit hall
Utilizing Civic Plaza for a different activity and/or reducing the yard crew noise levels
Improving the database for scheduling and other behind-the-scenes organizing
Reviewing festival evaluation tools
We look forward to continuing this great educational tradition for its 13th year.
16
Appendix A: Festival Program
12th Annual
Albuquerque Bernalillo County Children’s Water Festival Albuquerque Convention Center, October 13 & 14, 2010
Bosque Ecosystem Monitoring Program Centro del Sol Students learn about the Bosque ecosystem of cottonwoods and willows along the Rio Grande.
NM State Science Standards, Fourth Grade: 1.1.1.1, 1.1.1.2, 1.1.1.3, 1.1.1.4, 1.1.2.1, 1.1.2.2, 1.1.3.1, 1.1.3.2, 1.1.1.10, 2.1.1.2, 2.1.3.1,
2.2.1.1, 2.2.1.2, 2.2.1.3, 2.2.1.4, 2.2.1.5, 2.2.2.1, 2.2.2.2, 2.2.2.3, 2.3.2.1, 3.1.1.1, 3.1.1.3, 3.1.1.4
Bosque Ecosystem Monitoring Program, UNM Dept. Biology & Bosque School
Kimi Scheerer & Students Phone (505)898-6388 E-mail [email protected]
Bosque Wildlife Safari Zuni Students will participate in an interactive game which teaches children about the importance of this the Bosque’s unique riparian
(riverside) habitat by examining items such as scat, bones, plants, leaves, and other objects.
NM State Science Standards, Fourth Grade: 1.1.1.2, 2.2.1.1, 2.2.1.2, 2.2.1.3, 2.2.1.4, 2.2.2.1, 2.2.2.2, 2.2.2.3, 3.1.1.1, 3.1.1.4. City of Albuquerque, Open Space Division
Kent Swanson Phone (505)452-5216 E-mail [email protected]
Bill Pentler Phone (505)452-5222 E-mail [email protected]
Dirty to Drinkable Enchantment I Students will learn what makes raw water unusable and the five-step process to make it into drinking water. Students will perform
the first four steps (aeration, coagulation, sedimentation, and filtration) that municipal water treatment plants use to clean the
water.
NM State Science Standards, Fourth Grade:1.1.1.4, 3.1.1.1
HDR Engineering, Inc.
Jerome Marez
Julie Filatoff Phone (505)466-6221 E-mail [email protected]
Energy Drink Wednesday only Picuris Students will build water wheels and complete a hands-on search for limited resources students will learn about the links between
water and energy and how they are truly interdependent.
NM State Science Standards, Fourth Grade: 1.1.2.1, 2.1.2.1, 2.1.2.2, 2.1.2.4, 2.1.3.1
The Center for International Energy and Environmental Policy at The University of Texas at Austin
Suzanne Pierce Phone (512)232-4972 E-mail [email protected]
Engineering Clean Water Santa Ana Students “engineer” a process to clean river water for drinking by putting steps into an order that makes sense. Then they engineer a
solution to the problem of sorting contaminants from a bowl of colored beads and learn about what engineers really do. Afterwards,
students look at photos and diagrams showing how our water is cleaned and distributed to Albuquerque homes.
NM State Science Standards, Fourth Grade: 2.1.1.2, 3.1.1.1, 3.1.1.2, 3.1.1.3, 3.1.1.4
Albuquerque Bernalillo County Water Utility Authority
Robert Strong
Bagher Dayyani Phone (505)342-3005 E-mail [email protected]
Note: New Mexico Science Standards are all 4th grade and are in the format:
Strand/Standard/Benchmark/Performance standard
17
Farming to Feed You Thursday only Picuris Students become farm operators and learn watering methods for NM crops. We will explore flood irrigation, drip irrigation, and
sprinkler irrigation systems through hands on field work.
NM State Science Standards, Fourth Grade: 1.1.1.1, 1.1.1.2, 1.1.1.3, 1.1.1.4, 1.1.2.1, 1.1.2.2, 1.1.2.3, 1.1.3.1, 1.1.3.2, 2.2.1.4, 2.2.2.1,
2.2.2.2, 2.2.2.3, 3.1.1.1, 3.1.1.3, 3.1.1.4
Bernalillo County Cooperative Extension, 4-H
John Garlisch Phone (505)243-1386 E-mail [email protected]
Leak Detective Nambe The students will be presented information about household water leaks, will observe a leak occurring, will predict the volume of the
leak, then will scientifically measure the leak with a “leak cup” and a second hand to determine the actual size of the leak in gallons
per day and per month.
NM State Science Standards, Fourth Grade: 1.1.1.1, 1.1.3.2
Smart Use, LLC
Richard Chapman Phone (505)400-0283/400-4543 E-mail [email protected]
Let’s Settle this Outside Sandia Students create wastewater using everyday materials, and clean the wastewater by sorting it into three stations: water, organics,
trash. In the process students learn what is in our wastewater stream, how we clean it, and how they can help keep the Rio Grande
healthy.
NM State Science Standards, Fourth Grade:3.1.1.1, 3.1.1.2, 3.1.1.4
Albuquerque Bernalillo County Water Utility Authority
Jeff Romanowski E-mail [email protected]
Katherine Yuhas Phone (505)768-3633 E-mail [email protected]
Macroinvertebrate Mayhem Civic Plaza Students are assigned to be one of seven types of macroinvertebrates with two students to represent pollution. As students run
through the play area, students see how pollution affects certain bugs and not others. Through various rounds of interaction,
invertebrate numbers are recorded for later analysis (graphs, etc).
NM State Science Standards, Fourth Grade: 1.1.1.1, 1.1.1.3, 1.1.1.4, 3.1.1.1
Bernalillo County, Office of Environmental Health
Matthew Cross-Guillén Phone (505)314-0324 E-mail [email protected]
New Mexico Water Past and Present Isleta Learn about where water comes from (water cycle), where water is today in New Mexico, and what we can do to protect and
conserve water. Finally, we will become detectives to discover where water was in the past.
NM State Science Standards, Fourth Grade: 1.1.1.2, 1.1.2.1,1.1.2.2, 2.2.1.1, 2.3.2.1, 2.3.2.2, 2.3.2.3
New Mexico Museum of Natural History and Science
Tish Morris Phone (505)841-2822 E-mail [email protected]
Mike Sanchez Phone (505)841-2853 E-mail [email protected]
The Power of Water Apache Students will learn the role of water in generating electricity to power their homes. The students will act out the general parts of a
power plant to demonstrate how water moves through the system. In addition, there will be a Lego model nuclear reactor where
students can see the water pathways in a power plant. In addition, they will have the opportunity to construct Lego fuel rods to
insert into the reactor.
NM State Science Standards, Fourth Grade: 2.2.1, 3.1.1.2
Sandia National Labs
Virginia Cleary E-mail [email protected]
Ben Cipiti
18
Rio Grande Bosque Water Cycle Cochiti Students become water molecules traveling through a water cycle. Students learn that water cycles through Earth and the
atmosphere, and that the processes involved in the water cycle include precipitation, evaporation, runoff, percolation, transpiration,
respiration and condensation. In the semi-arid climate of New Mexico, our scarce precipitation limits the quantity of water for plants,
animals and humans to use. We need to consider all the water users.
NM State Science Standards, Fourth Grade: 2.1.2.1, 2.1.2.2, 2.3.2.2
Rio Grande Nature Center
Karen Herzenberg Phone (505)344-7240 E-mail [email protected]
Rolling River NW Exhibit Hall How does a river work? Students will see a model river and watch the effects of water as it flows down stream.
NM State Science Standards, Fourth Grade: 2.2.2.1, 3.1.1.1
Sandoval County Cooperative Extension
Steve Lucero Phone (505)867-2582 E-mail [email protected]
U.S. Bureau of Reclamation
Michael Sanchez
Swimmin’ in the Rio Grande Jemez Students play a game to learn about the perils and challenges in the life of a Rio Grande Cutthroat Trout, New Mexico’s state fish and
a native.
NM State Science Standards, Fourth Grade: 2.2.1.1, 2.2.1.4, 2.2.2.1, 3.1.1.1
U.S. Forest Service, Santa Fe National Forest
Nicole Carnevale E-mail [email protected]
Turning River Water into Drinking Water Laguna Have you ever wondered about all of the different places that your drinking water can come from? The ground, the sky, rivers, lakes,
and even oceans are all good places to find water that can be treated so that you can drink it. River water, like the water you see in
the Rio Grande, might not look like the tastiest water to drink. With our miniature water treatment plant, you will see how it can go
from river water to drinking water.
NM State Science Standards, Fourth Grade: 4.1.5, 4.1.9
CH2M Hill
Sara Rhoton Phone (505)855-5256 E-mail [email protected]
Elizabeth Anderson Phone (505)884-5600 E-mail [email protected]
Water Accounts Count Tesuque Students play the “Water Accounts Count!” game to see how our water use varies from month to month in Albuquerque. Starting on
January 1, students pull cards from a deck to see how many units (748 gallons) of water we use. They build a graph to get a picture of
their yearly water use. Watch out for Water Waster cards! At the end of the game, on December 31, students calculate their yearly
water bill, and whoever has the lowest water bill for the year, wins!
NM State Science Standards, Fourth Grade: 1.1.1.2
Albuquerque Bernalillo County Water Utility Authority
Barbara Romero Phone (505)768-2807 E-mail [email protected]
Water Court Estancia Students will participate in a mock trial scenario. There will be a judge, jury, a prosecuting and a defense attorney. The defendants
will be the students acting as the products on trial being accused of contaminating our wastewater stream by being thrown down our
household drains. The Jury (the fourth grade peer group) will then decide if the product is considered beneficial, toxic, or harmful as
it enters our waste water stream and if it passes through into the environment.
NM State Science Standards, Fourth Grade: 3.1.1.1, 3.1.1.4
Albuquerque Bernalillo County Water Utility Authority
Ben Zimmerman Phone (505)873-7058 E-mail [email protected]
19
Water Olympics Acoma Students put water to the test! Through a series of experiments they demonstrate that water is no ordinary liquid!
NM State Science Standards, Fourth Grade: 2.1.1.1, 2.1.1.2, 2.2.1.3
Albuquerque Academy
Karen Temple-Beamish and students Phone (505)858-8873 E-mail [email protected]
Water Supply Jeopardy Game San Juan Students will learn some basic concepts and differences about ground water vs. surface water supply for potable drinking water.
Concepts will be reinforced by participation in a game competing to determine the correct ground water or surface water 'question'
for a series of given 'answers' (like the TV show).
NM State Science Standards, Fourth Grade: 1.1.1.1, 3.1.1.1
U.S. Bureau of Reclamation
Joe Alderete Phone (505)462-3578 E-mail [email protected]
Water Works Taos Students will learn to identify the forms of energy in water and demonstrate how water can be used to produce energy. Students will
use the scientific methods to experiment with water and how it can perform work. Water and the work it performs will be discussed
in an historical context, and its present day uses will be explored.
NM State Science Standards, Fourth Grade:1.1.1, 2.1.2, 2.1.3, 3.1.1
Climate Masters
New Mexico Environment Department
Jill Turner Phone (505)222-9548 E-mail [email protected]
Affordable Solar Group, LLC
Kaycie Robinson Phone (505)944-4237 E-mail [email protected]
We Don’t Mix! Oil Spills 101 Enchantment II
A discussion including photos of recent oil spills, oil spill sources, and environmental impacts will be presented, followed by hands on activities demonstrating oil spills and oil spill cleanup. Discussion on using alternative energies and careers in the environmental industry will also be presented. NM State Science Standards, Fourth Grade: 1.1.2.1, 1.1.3.3, 2.3.2.2, 3.1, 3.1.1.1, 3.1.1.2, 3.1.1.4
Society of Women Engineers
Sarah C. Tuite, PE, CDM Phone (505)243-3200 E-mail [email protected]
Kerrie Greenfelder, CDM
Danita Boettner, CDM
Weather or Not Santo Domingo Students get a hands-on weather experience by demonstrating convection, creating clouds by two different methods, and simulating
runoff from thunderstorms using a terrain model.
NM State Science Standards, Fourth Grade: 1.1.1.1, 2.1.1.2
National Weather Service
Deirdre Kann Phone (505)243-0702 E-mail [email protected]
Why the River Runs Brown Navajo Students will learn about watersheds by examining and manipulating watershed models. They will learn that a watershed is the land
area that drains to a water body such as a river or lake. They will see for themselves how watersheds can influence water quality.
NM State Science Standards, Fourth Grade: 2.2.2.1, 3.1.1.1
Bernalillo County Public Works
Anthony Chavez Phone (505)848-1544 E-mail [email protected]
Bernalillo County Public Works
Steve Glass E-mail [email protected]
U.S. Bureau of Reclamation
Michelle Estrada-Lopez
20
Appendix B: Pre– and Post-festival Student Surveys
Bosque Ecosystem Monitoring Program Centro del Sol 48 What does BEMP stand for? a. Bosque Ecosystem Monitoring Program b. Bosque Endangered Mammals Program c. Bosque Effort to Monitor People d. Building Ecosystems to Make Progress
Correct Answer: a 49 What is one of the most common native trees found along the middle Rio Grande bosque? a. Russian olive b. cottonwood c. salt cedar d. tumbleweed
Correct Answer: b 50 What mammals live in and around the middle Rio Grande bosque? a. silvery minnows, cut-throat trout, red shiners b. great horned owls, eagles, hummingbirds c. beavers, porcupines, coyotes d. whiptail lizards, snapping turtles, Rio Grande leopard frog
Correct Answer: c 51 We use surface active arthropods traps (also known as pitfall traps) to collect which of the following critters that can live in the bosque? a. spiders b. ants c. roly-polys d. all of the above
Correct Answer: d
Bosque Wildlife Safari Zuni 95 Which of the following animals do not have to live near a riparian habitat (an area next to a river or stream)? a. Beaver b. Duck c. Caddis fly d. Rabbit
Correct Answer: d 96 Which of the following plants are found in wetland habitats in the Rio Grande Bosque? a. Sedges b. Rushes c. Willows d. Cat Tails e. All of the above
21
Correct Answer: e 97 Porcupines in the bosque can typically been seen: a. Swimming in the river b. High in cottonwoods and other trees feeding on bark c. Chewing the base of trees
Correct Answer: b
Dirty to Drinkable Enchantment I 86 What are is NOT likely to be a source of ground water contamination? a. Landfills b. Septic tanks c. Animal wastes d. Rain water
Correct Answer: d 87 What is a change in the quality of water that makes it not drinkable? a. Disinfection b. Pollution c. Condensation
Correct Answer: b 88 Name the place where the water is treated to make it safe to drink? a. Water treatment plant b. Wastewater treatment plant c. Dry cleaners
Correct Answer: a
Energy Drink Picuris 64 A resource that can only be used once is called a. new resource b. reusable resource c. nonrenewable resource
Correct Answer: c 65 Choose the renewable energy resource. a. coal b. oil c. solar
Correct Answer: c 66 Heat from generating electricity must be cooled using what liquid? a. salt b. water c. oil
Correct Answer: b 67 Electricity created at hydroelectric power plants use water to a. wash the boats b. burn the coal c. turn the turbines
22
Correct Answer: c
Engineering Clean Water Santa Ana 74 Circle the ways to save electricity: a. use compact florescent bulbs b. take shorter showers c. both
Correct Answer: c 75 Water molecules are made up of: a. two hydrogen atoms and two oxygen atoms b. two hydrogen atoms and one oxygen atom c. one hydrogen atom and one oxygen atom d. one hydrogen atom and two oxygen atoms
Correct Answer: b 76 Sand can: a. filter the water b. dirty the water c. both
Correct Answer: c
Farming to Feed You Picuris 52 What is irrigation? a. applying water to a crop b. applying fertilizer to a crop c. when it rains on a crop
Correct Answer: a 53 What irrigation methods might farmers in New Mexico use to water their crops? a. flood b. drip c. sprinkler d. all of the above
Correct Answer: d 54 Farmers conserve water by _____________ the ground? a. leveling b. digging holes in c. tilling
Correct Answer: a
Leak Detective Nambe
9 Where do most indoor leaks occur? a. bathtub b. shower c. toilet d. faucet
Correct Answer: c
23
10 When can leaks occur? a. only when we use something b. all the time, 24 hours per day
Correct Answer: b 11 Most people think a household leak is… a. Bigger than it really is b. Smaller than it really is
Correct Answer: b
Let's Settle this Outside Sandia 101 You should pour leftover fats and grease a. down the sink drain b. down the storm drain c. into a can so you throw them into the garbage
Correct Answer: c 102 You should dispose of old medicine by a. putting it in the garbage can b. pouring it down the drain c. flushing it down the toilet
Correct Answer: a 103 We know that bird poop is the most common kind in the Rio Grande. What is the second most common kind of poop in the river? a. human b. dog c. rabbit
Correct Answer: b
Macro invertebrate Mayhem Civic Plaza 89 Some water bugs (macro invertebrates) can live with pollution while others cannot. a. True b. False
Correct Answer: a 90 How many kinds of water bugs can live in a healthy stream? a. Only 1 b. one or two c. many
Correct Answer: c 91 A water bug (macro invertebrate) that cannot live in polluted waters is called a. Tolerant b. Facultative c. Intolerant
Correct Answer: c
24
New Mexico Water Past and Present Isleta 104 Where is the most surface water in New Mexico today? a. In rivers b. In lakes c. In snow pack
Correct Answer: b 105 How much drinking water do New Mexican’s take from aquifers? a. 10% b. 50% c. 90%
Correct Answer: c 106 What clues do paleontologists use to understand where water was in the past? a. Clues left by the rocks b. Clues left by fossils c. Clues left by rock formations d. All of the above
Correct Answer: d
Rio Grande Bosque Water Cycle Cochiti
22 Which answer lists words that are all part of the water cycle? a. Condensation, precipitation, evaporation, infiltration b. Condensation, prevention, evacuation, installation c. Condensation, procrastination, evaluation, investigation
Correct Answer: a 23 The aquifer is: a. a lake that is aqua colored b. a body of water deep under the ground c. an animal that lives under water
Correct Answer: b 24 Who should get water and how much should they get? a. Residents, industry and agriculture should share all of the water b. Agriculture should get all the water c. Residents, industry, agriculture, animals, plants, rivers, lakes, oceans and aquifers should share all the water
Correct Answer: c
Rolling River NW Exhibit Hall 25 What is a watershed? a. an area of land that drains to a common point b. a shed in the backyard with water in it c. a lake
Correct Answer: a 26 What is erosion? a. soil coming off a slope because of rain, wind, or gravity b. water vapor rising to the clouds
25
c. muddy rivers
Correct Answer: a
27 What is riparian vegetation? a. ripe vegetables b. plants that grow along rivers c. birds that live in shrubs
Correct Answer: b
Swimmin’ in the Rio Grande Jemez 28 What is the state fish of New Mexico? a. rainbow trout b. Rio Grande cutthroat trout c. brown trout
Correct Answer: b 29 Name three stages of the Rio Grande cutthroat trout life cycle. a. larvae, centipede and elder b. egg, fry, adult c. shell, pre-adult and post-adult
Correct Answer: b 30 What can you do to help the Rio Grande cutthroat trout? a. recycle oil instead of dumping it down storm drains, and conserve river water b. camp right next to the river and drive ATVs/vehicles quickly through streams c. fish often so they don’t overrun the other fish
Correct Answer: a
The Power of Water Apache
107 How is the majority of electricity generated in our country? a. Boiling water & producing steam b. Solar panels c. Power lines d. Water dams
Correct Answer: a 108 The energy in steam is converted to rotational energy by the: a. Condenser b. Turbine c. Boiler d. Pump
Correct Answer: b 109 The primary difference between a coal plant and a nuclear plant is: a. The heat source b. There is nothing different c. Nuclear power plants have turbines d. Coal plants use water
Correct Answer: a
26
Turning River Water into Drinking Water Laguna 58 Where does our water come from right now? a. the aquifer (water stored underground) b. the river c. all of the above
Correct Answer: c 59 What kinds of things are in river water that make it too dirty to drink? a. Sand, Dirt, and Leaves b. Garbage c. Baterica d. all of the above
Correct Answer: d 60 If you were going to drink river water, what would you do to it first to make it clean for drinking? a. Let the big particles (like sand) settle to the bottom. b. Add chemicals that make the little particles (like dirt and little pieces of leaves) stick c. Pass the water through a filter. d. Add ozone and chlorine to disinfect the water and get rid of bacteria. e. All of the above.
Correct Answer: e
Water Accounts Count Tesuque 80 How does our water use change during the year? a. We use the most water during the summer. b. Water use doesn’t change during the year. c. We use the most water during the spring. d. We use the most water during the winter.
Correct Answer: a 81 Does everybody pay the same price for a unit of water? a. People who use a lot of water have to pay more for their extra water. b. Water is free. c. Everybody pays the same monthly fee, no matter how much water they use.
Correct Answer: a 82 How many units does an average family use indoors in one month? a. about 100 gallons (1/8 of a unit) each month b. about 2,200 gallons (about 3 units) per month c. about 4,500 gallons (about 6 units) per month
Correct Answer: c
Water Court Estancia 68 How many people live on the Rio Grande downstream from the City of Albuquerque? a. six million (6,000,000) b. six (6) c. six hundred thousand (600,000)
27
d. six thousand (6,000)
Correct Answer: a
69 How can we reduce pollutants in our water? a. use extra water when putting waste down the drain. b. let the City clean the waste water c. don't pour pollutants down the drain d. dump your waste on the ground
Correct Answer: c 70 Hazardous products should be kept out of the drains in your house. Which of the following is NOT a hazardous products: a. antifreeze b. food leftovers c. pills and medicine d. motor oil
Correct Answer: b
Water Jeopardy San Juan 31 What are three ways a person can save water? a. turn off the water while brushing your teeth b. take a short shower -- 5 minutes or less c. fix all leaks d. all of the above
Correct Answer: d 32 What is the use of low water use plants in landscaping called? a. zeroscaping b. xeriscaping
Correct Answer: b 33 Where does Albuquerque get its drinking water? a. the aquifer (ground water) b. Rio Grande c. Gulf of Mexico d. aquifer (ground water) and Rio Grande
Correct Answer: d
Water Olympics Acoma 61 What is the chemical formula for water? a. H2O2 b. E=mc2 c. H2O d. a2+b2=c3
Correct Answer: c 62 What makes water so strong? a. it works out everday b. the hydrogen bond between H and the O atom c. it is not strong since it is a liquid
28
Correct Answer: b 63 Why can so many water drops stay on the head of a penny without flowing off? a. because of glue b. because surface tension holds the water molecules together c. because the head of a penny is sticky d. because the penny is shaped to prevent the water from flowing off
Correct Answer: b
Water Works Taos 113 Water can be used to do work because of its a. silly energy b. potential energy c. flowing energy
Correct Answer: b 114 What is an example of water doing work? a. a dam b. sitting in a lake c. driving a truck
Correct Answer: a 115 Which of these is a renewable energy source? a. solar b. wind c. water d. all of the above
Correct Answer: d
We Don't Mix! Oil Spills 101 Enchantment II 98 What happens when you mix oil and water? a. oil sinks below water b. oil floats on the water c. oil dissolves into the water
Correct Answer: b 99 Of all the oil that is released into North American oceans, how much is caused by every day vehicles, aircraft, and small water craft? a. 10% b. 25% c. 50% d.85%
Correct Answer: d 100 How do oil spills happen? a. pipeline ruptures b. ship wrecks c. natural releases d. all of the above
Correct Answer: d
29
Weather or Not Santo Domingo 110 The process of water vapor changing to liquid water is called: a. the water cycle b. runoff c. condensation d. evaporation
Correct Answer: c 111 Which of the following is a requirement for the formation of clouds? a. sunshine b. small particles (condensation nuclei) in the atmosphere c. lightening d. wind
Correct Answer: b 112 What are some of the safety rules for flash floods in New Mexico? a. never try to drive across a flooded area b. never walk across a flooded area c. never swim across a flooded area d. all of the above
Correct Answer: d
Why the River Runs Brown Navajo 36 To which water body does our local watershed drain? a. Cochiti Lake b. Rio Grande c. Rio Puerco
Correct Answer: b 37 Which pollutants are left on the ground in our watershed? a. Car oil and antifreeze b. Lawn and household chemicals and poisons c. Animal waste from dogs and birds d. Trash like plastic containers, cups and bottles e. All of the above
Correct Answer: e 38 What happens to pollutants on the ground when rain falls in our watershed? a. Pollutants are dissolved and eliminated b. Pollutants are evaporated c. Pollutants are washed into the river
Correct Answer: c
30
Appendix C: 2010 ABC Children’s Water Festival Teacher Survey
1. Name (optional)
2. School
3. Which activities were most effective in teaching your students about water? Why?
4. Which activities were not as effective? Why?
5. How useful was the Teacher Workshop?
6. Taking time outside of regular work hours to attend the Teacher Workshop was:
7. Do you plan to use the materials in the Resource Kit during the rest of the school year?
8. Will you be able to utilize and extend on what your students learned during the festival in your curriculum?
Yes No
9. Please rate the festival compared to other field trips:
10. Additional comments and suggestions:
Website Demonstration: Poor
Below
Average Average
Above
Average Excellent
Background and Logistic
information: Poor Below
Average Average
Above
Average Excellent
Water Reclamation Tour: Poor
Below
Average Average
Above
Average Excellent
great, well worth my time!
ok, I understand that it is necessary
not so good, I had a hard time fitting it into my schedule
Choose one: Not
likely to use it
Might
use it
Don't
know
Likely to
use it Definitely will use it
Overall: Poor Below Average Average Above Average Excellent
31
Appendix D: 2010 ABC Children’s Water Festival Volunteer Survey
2010 ALBQUERQUE BERNALLIO COUNTY CHILDREN’S WATER FESTIVAL
VOLUNTEER EVALUATION
1. What was your assignment?
2. Name (optional)
3. How was your experience as a volunteer this year? Answer any/all that apply to you.
Presenter Assistant Time Keeper Bus Director Greeter Evaluator
Duties were clear and realistic Strongly
disagree
Disagree Neutral Agree
Strongly
Agree
The training was complete and accu-
rate
Strongly
disagree
Disagree Neutral Agree
Strongly
Agree
The written instructions were helpful Strongly
disagree
Disagree Neutral Agree
Strongly
Agree
Driving and parking directions given
were adequate
Strongly
disagree
Disagree Neutral Agree
Strongly
Agree
My overall rating of the festival
Strongly
disagree
Disagree Neutral Agree
Strongly
Agree
I enjoyed the volunteer experience Strongly
disagree
Disagree Neutral Agree
Strongly
Agree
The experience met my expectations Strongly
disagree
Disagree Neutral Agree
Strongly
Agree
Space provided was adequate for the
activity(s). If not, please state which
activity, in the box below.
Strongly
disagree
Disagree Neutral Agree
Strongly
Agree
32
Anything festival organizers could do to make your job easier? Or to make the festival as a whole better next year?
4. Why did you volunteer for the Children’s Water Festival? (1 = Not Important, 5 = Very Important)
Other (please specify)
1 2 3 4 5
Educating kids is important
I am concerned about water issues
It is fun!
My employer requires or encourages vol-
unteering
33
Appendix E: 2010 ABC Children’s Water Festival Presenter Survey
1. Name
2. Activity Name
3. Please check the appropriate box.
4. Do you want to be a presenter at next year’s festival?
5. Additional Comments:
Strongly
Disagree Disagree Neutral Agree
Strongly
Agree
I enjoyed being a festival presenter
The primary purpose of the Activity
Evaluation and Pre- and Post-festival
Student Survey is to provide feedback to
presenters. This feedback is helpful to
me.
The facility and setup worked well for
my activity
Festival organizers were helpful and re-
sponsive
Outreach is part of my regular job
My employer supports my participation
Yes
No
34
Appendix F: 2010 ABC Children’s Water Festival Activity Evaluation
Children’s Water Festival
Activity Evaluation
Name of Activity __________________________________________________________
_____ Day 1 ______ Day 2 Circle the session: 1 2 3 4 5
Evaluator Name (optional) ____________________________________________________
The purpose of this evaluation is to provide presenters with impartial feedback to improve their performance/delivery method
so that students are engaged and learn more, and to document if presenters are addressing the Pre- and Post-festival Student
Survey questions and appropriate Big Water Questions.
Rate the activity on the scale of 1-5:
Not at all Very
The activity is hands-on 1 2 3 4 5
The activity is relevant to the topic of water 1 2 3 4 5
The material seems to be at the student’s level 1 2 3 4 5
The presenter is clearly understood by the students 1 2 3 4 5
The presenter is enthusiastic and engaging 1 2 3 4 5
Was specific vocabulary defined? If so, what words were emphasized?
The Big Water Questions
· Why is water so important to life?
· How do all living things depend on each other?
· What is the water cycle?
· What is a watershed?
· Where does my drinking water come from?
· Where does my wastewater go?
· What makes water dirty?
· How much water does my family use each day?
· Who are the other water users in our society?
· Who owns our water?
· What can I do to protect our water?
Were any of The Big Water Questions addressed by this activity? If so, circle the ones mentioned.
Did the presenter go over the Pre- and Post-festival Student Survey questions associated with this activity?
Was the room is set up well for the activity? Do you have suggestions for a better set-up?
Were visuals provided? If so, were they large enough and able to be seen by all of the children?
What, if any, suggestions would you make to the presenters to enhance their presentation?
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