Exploring our Watershed

Teacher Planning & Activity Guide

Intermediate Program
“Effective environmental education programs are most effective if
they present ideas in ways that are relevant to learners; empower
learners with skills to address environmental issues and a sense
of personal and civic responsibility; are accurate and balanced,
incorporating multiple perspectives and interdisciplinary aspects;
and are instructionally sound”
–Athman & Monroe

Why we care about your students?

Metro Vancouver is committed to developing and delivering programs
and services to achieve the sustainability-driven goals of its Board.
The Watershed Education team is proud to deliver this resource as part
of a program that helps Metro Vancouver students know where their
water comes from, understand the value of this resource, recognize their
connection to it, develop a sense of pride and confidence in protected
watersheds, and become champions for sustainability.

i Exploring our Watershed September 2015

 Table of Contents
About the Program................................................... 2
Check-lists................................................................ 3
PART 1 - Exploring Expectations
PRE-TRIP ACTIVITIES ............................................................................................................................ 4

Activity 1: Get on the Map......................................................... 5

Activity 2: Mysterious Items...................................................... 9

Activity 3: Where is Water in the Watershed........................... 10

Activity 4: Getting Ready.......................................................... 17

Parent/Guardian Consent Form.........................................................................................19

Adult Declaration Form................................................................................................................20

PART 2 - Field Trip - Outline.................................... 21

PART 3 - Reflecting & Connecting
POST-TRIP ACTIVITIES.............................................................. 22

Activity 5: Water Drop Journey................................................ 22

Activity 6: Wearing Water........................................................ 24

Activity 7: Water Audit............................................................. 26

Vocabulary List................................................................................................................................................28

What teachers are saying about the program:

• It is a once in a life time experience for most kids. Getting outside is so important to show
students something besides electronic games. I also love the pre-package delivered to me
and the bus makes it all so easy.
• T he walk was unforgettable. All the knowledge the leaders had was amazing. I also liked
how they had games for the students to play during the walk.
• I enjoyed the connections the leaders made for the students between what they were
seeing and what they had learnt in the classroom.
• My students said it was the BEST fieldtrip EVER!! In a word, my class was enchanted.

Exploring our Watershed 1


About the Program
We’ve created a program that engages the senses, stirs
curiosity, builds confidence and inspires ongoing learning.
Topics focus on unique features and processes related to tap
water and sustainability.
What makes this program extraordinary?
It:
• is fun, interesting and discovery-based,
• reflects BC curriculum,
• explores a place that is full of unique learning
opportunities, and
• sets you up with tools and step-by-step instructions
before, during and after your visit.
How will my class benefit from this program?
Students will:
• see the mountain landscape where the water cycle
is illustrated before their eyes,
• experience the vastness of the landscape rarely seen
by the public,
• develop new perspectives as they share the day with
plants and animals they don’t often see,
• make connections every time they turn on a tap, and
• understand why it’s important to protect special places.
It will be an experience they will never forget.
2 Exploring our Watershed
I’m not experienced with this content nor teaching out-
doors. How does this program work for me?
Your guide will lead the day and, together with your students,
you will explore and discover amazing things. We count on
you to help us manage the class. You can also help students
work through assigned steps or questions when they’re
working in small groups with techniques that allow them to
discover content and ideas themselves.
What have you done to make it easy for me?
We’ve assembled materials to reduce prep time.
How does the program work?
There are three main parts for student learning:
Exploring Expectations–Part 1 is about preparing for the day.
We’ve mapped out the ‘best of the best’ activities to help you
ready students to make the most of their visit with us. Our
goal is to have you introduce the topic and stir-up a sense of
wonder by getting students predicting, and guessing about
the visit.
Experiencing a Special Place–Part 2 is their special day in
a very special place. We provide the bus and guide your
group through the watershed and activities. We’ve mapped
out a variety of ways to engage learners. We focus on small
group formats so you can get involved easily, and learn right
alongside your class.
Reflecting & Connecting–Part 3 is about reflecting
on experiences and making meaningful and relevant
connections, while creating opportunities for student
assessment.
What if I have more questions?
Contact Visitor Services to discuss booking arrangements at
watershed.ed@metrovancouver.org or 604-432-6359.
“Direct experience with the environment, both
individually and in groups, is an important and
vital way to learn about sustainability. These
opportunities must be provided for the studies to be
relevant, because they help provide students with
a deeper understanding of natural systems and the
impact humans have on those systems.”
BC Ministry of Education Environmental Learning and
Experience: An Interdisciplinary Guide for Teachers (2007)
 Check-lists
A. Before your visit
o Submit payment.
o Complete Part 1 with students. You may need more/less time than
what this guide suggests.
o Send PARENT/GUARDIAN CONSENT form (page 19) home with students.
o Organize at least one adult to accompany you and the class, but a
maximum of three.
o Explain to adult volunteers how they can best support you and your students on the day of the program.
Ensure they, along with your students, dress in layers appropriate for the weather, bring appropriate
footwear (no flip-flops), and bring a litterless lunch as there are no facilities to purchase anything nearby.
Outhouses are located at each stop.
o Email a reminder about how to prepare your children to the parents the day/night before the program.
o Make nametags (ideally waterproof) for students to wear on the day of the field trip.

B. Field trip–the day of your visit

o Organize students into two groups – one on the left and one on the right side of the bus.

o Bring completed ADULT DECLARATION form (page 20). These will be required for check-in at the security gate.
o Provide two copies of your class list with school name, contact person and phone numbers
(one copy to leave at security gate and one for education staff).
o Bring student lunches, snacks, drinks and extra supplies for those who may forget or need additional.
o Bring extra clothing for cold and wet conditions (gloves, toques, mitts).
o Optional: Hand sanitizer (there is no running water). Outhouses are located at each stop.
o Return the Watershed Discovery Kit. Hold on to one satellite map and this planning guide.

C. After your visit

o Complete Part 3 of this guide with students.
o Please complete the evaluation survey that will be emailed to you.
o Share student work and success with us. Email: Tanya.Melanson@metrovancouver.org

How to reach us
For payment information, program registration, or to adjust your program booking, contact:
Visitor Services, Metro Vancouver
6th Floor, 4330 Kingsway
Burnaby, BC V5H 4G8
tel: 604-432-6359, fax: 604-432-6296, email: watershed.ed@metrovancouver.org
To speak to the Program Coordinator, call 604-451-6506.
In the event of an emergency on the day of the program ONLY, call 604-987-5354 if you are visiting the LSCR, or
604-942-5090 if you are visiting the Coquitlam Watershed.

Exploring our Watershed 3

 Exploring Expectations

PART 1 – Exploring Expectations

PRE-TRIP ACTIVITIES
We suggest doing these activities within a week or so of your visit.
What you do
1. There are 4 activities outlined here that will help prepare your class visit to the watershed.
2. Read to understand what’s involved to complete each activity.
3. Examine the Watershed Discovery Kit to see what’s included.

Watershed Discovery Kit (to be returned on the day of your visit)

o 6 large SATELLITE maps*
o WATERSHEDS MYSTERY bag (6 items inside)
o WATER LINE-UP cards & answer key (2 sets)
o WATER WATCHER cards & answer key (2 sets)
o MONTHLY WATER USAGE chart (2 sets)
o WATER CLOCK envelopes (2 sets)
o WATERSHED WILDLIFE cards (2 sets)
Our Best Tip
o ADULT Watershed Security DECLARATION form We’ve noticed that students
(all adult volunteers must sign this) who did one or more of
these pre-trip activities got
* Keep one for reference after your visit.
more out their field trip.
We think that’s because
Prepare, for each student, a copy of:
they seem more
o Parent/Guardian CONSENT form comfortable
o GETTING READY student worksheet and ready to learn.

What teachers appreciate about the program:

I appreciated…
…the opportunity to bring students to a natural setting that is not normally open to the public.
…the time and effort that staff put into preparing and guiding us.
…that students were outside and used their senses to appreciate the watershed; that they weren’t given
worksheets to complete; that they visited 3 distinct areas.
…the walk through the forest gave students a multi-sensory experience of the habitat, which really helped with
teaching other concepts in our unit.

4 Exploring our Watershed

 Exploring Expectations
Teacher Page
Activity One – PART A
GET ON THE MAP

PURPOSE
To introduce students to:

1
- the concept of a watershed,
- learn how water moves through a watershed and,
- understand how they are connected to this place.

PART A - GET ON THE MAP: Exploring the satellite map of our region
1. Divide students into 6 groups. Provide each group with map and student instruction card
“GET ON THE MAP”. (1 per group-see Watershed Discovery kit)
TIME
2. Give your students time to find the different features on their maps
30 min
(3 different kinds of water – fresh, salt, and snow). Make sure everyone has found all of the
features.
MATERIALS
3. Allow your students to work on questions 2-6 and then ask each group to share their answers
• Satellite maps (6) during a class discussion. The following is a short list to help you add to the discussion:
• Student Instructions (6) Q3: What do you think are some advantages and are there disadvantages of using these lakes
for our drinking water supply?
Advantages: High up so gravity aids in distribution; close to where we live so easy to access,
natural landscape so source water is pretty clean.
Disadvantages: still need to move it into cities through pipes. Not as close as ground water.

4. Q4: Why does our drinking water need protection?

Keeping people out means minimal disturbance to the landscape and water supply.
No industry, agriculture or development=minimal sources of water contaminates.

5. Q5: When it rains in a watershed, where do you predict all of the rainwater ends up?
Key Creeks, streams rivers and reservoir. Look for water erosion marks on hills.
 Can you find any evidence that shows how rainwater moves through a watershed to end up
Message where you predicted? Look for water erosion marks on hills.
Humans borrow
6. Q6: What is a watershed?
water from the Watershed: An area, usually defined by elevated ridges within which all water flows into the
water cycle. We need same catchment area such as a river or lake. A drainage basin that collects water at the lowest
to take care of it elevation.
because we cannot
create new water. It’s
like borrowing your
friend’s sweater. You
should return it as
clean as when you
first got it.

Exploring our Watershed 5

 PART 1 – Exploring Expectations
Teacher Page
Activity One – PART A
GET ON THE MAP: Explore the satellite map of our region

Allow student groups to work through the following questions

using the map and Student Instruction cards.

1 1. Search and find these features on the map:

• Land • Roads • Rivers (at least 3)
• Water (3 different kinds) • Our school neighbourhood • Lakes (at least 5)
• Farms • Mountains • Ocean
• Cities

2. There are over 2.4 million people living in the area shown by this map. Every one of these
people needs safe drinking water on a daily basis.
• Using the map, identify at least 3 possible sources of drinking water these people could use.
3. Look in the legend for the dam facility symbol. Find three dams and the large lakes they are
connected to. These lakes supply our drinking water.
• What do you think are some advantages and are there disadvantages of using these lakes
for our drinking water supply?
4. Look in the legend for the blue watershed boundary line. Trace the boundaries of the three
different watershed areas surrounding our drinking water supply lakes. These huge areas of
land are protected to keep our drinking water safe.
• Why does our drinking water need protection?
5. Trace the watershed boundary lines again. Most of these lines run along the tops of mountains.
• When it rains in a watershed, where do you predict all of the rainwater ends up?
• Can you find any evidence that shows how rainwater moves through a watershed to end
up where you predicted?
6. As a group, decide how to explain what a watershed is to someone who doesn’t know.

6 Exploring our Watersheds and Discovering Connections

 PART 1 – Exploring Expectations
Teacher Page
Activity One – PART B
WATERSHED + THE WATER CYCLE

PURPOSE
To introduce students to:

1 - the concept of a watershed,

- learn how water moves through a watershed and,
- understand how they are connected to this place.

1. Provide each student with photocopy of “The Water Cycle” diagram (see page 8) or have
them make their own. Examine the picture/chart as a class. Discuss and define a watershed.
2. Ask your students to imagine they are a raindrop that has landed on the top of a mountain and all
TIME they want to do is to get to the river below. If a watershed was nice, flat rock from top to bottom
45 min then getting down would be easy. However, Metro Vancouver watersheds are full of living and
non-living things that might slow, stop, or redirect a raindrop on its journey. With your students,
MATERIALS brainstorm lists of living and non-living things that might waylay a raindrop. Have students label
these things on their chart.
• One copy of the
“Water Cycle” diagram 3. Review the 4 major processes of the Water Cycle: Evaporation, Condensation, Precipitation
per student. (see p.8) and Transpiration. (a kettle of boiling water and glass bowl full of ice can quickly and easily
demonstrate all 4 processes).
• Coloured pencils
(not provided) 4. Have students consider how humans fit into this cycle. Label where we live, play, shop, go to
school, etc. Consider toilet use, showers, dishes, swimming pools, ice rinks, restaurants, and
where this water goes when it goes down the drain.
5. Ask students to consider all ways water is used by people, how it is used and where it goes.
An example of what a Water Cycle diagram might look like:

clouds
condensation
transpiration

precipitation snow
rain field

melting
evaporation

mountains
lake

dam
f
of

forest
n-
ru

plants
ocean school apartments
animals

rive
r

hospital shopping centre

homes

Exploring our Watershed 7

Student Name:_________________________
The Water Cycle

Student Name:_________________________
The Water Cycle

8 Exploring our Watershed

 Exploring Expectations
Teacher Page
Activity Two
MYSTERIOUS ITEMS FROM A SPECIAL PLACE:
What do these items have to do with the place you will visit?
1. Divide your students into 6 groups. Ask each group to make connections between the item they
pull from the Watershed Mystery Bag and Metro Vancouver’s Watersheds. Suggest that they

2
consider the function or origin of the item they’ve chosen before considering how it relates
to our watersheds.
2. Ask each group to share their ideas or connections with the rest of the class and invite any
additional connections they can think of.
3. Included in the chart below is a question you can ask that can help your students think more
deeply about these items and the connections to their lives.
TIME
Item Examples of CONNECTIONS
20 - 25 min
lock & keys “Locks provide security for people, places and things. Our drinking watersheds are closed and protected
and access is controlled by security staff. Keeping people out = minimal sources of contamination to
MATERIALS water supply”.
pipe “Pipes move water from one place to another. Water enters large pipes at the drinking water reservoir and
• WATERSHED
travels through smaller and smaller underground pipes until it exits the small pipes connected to our taps
MYSTERY at home. How far do you think water travels to get to your home?”
bag (1)
A: Metro Vancouver manages over 550kms of water mains that take water into cities. Then your city takes
• Student care of pipes that take it to your home. The distance to your house depends on how far away you live
Instruction from the reservoirs.
cards (6) measuring “There are a lot of things that are measured in the watershed: reservoir depth, rainfall, snowpack, and even
tape how dirty the water is. Why are these measurements important?”
A: To plan, predict and monitor. To ensure a clean, safe, reliable supply is available all year round.
tree cookie “These tree cookies came from watershed trees. Healthy forests help to keep our drinking water supply
clean and aid in preventing soil erosion. What other jobs do watershed trees (many of whom are hundreds
of years old) do?”
A: They store large volumes of water and release it slowly, part of the water cycle through
evapotranspiration. Roots act as nets and sponges to hold soil on banks and filter water. They also clean
the air, taking CO2 from cities and turning it into oxygen we can breathe.
can of “All of the rivers and lakes in our watersheds are home to salmon and other fish species. A dam can impact
salmon their ability to swim upstream to spawn or to swim downstream to the ocean. Why are salmon important
here on the West Coast?”
A: Keystone species; their presence is crucial in maintaining the organization & diversity of their ecological
communities. They also have strong cultural significance to First Nations.
plug or cork “Just like a plug can hold water in a sink, a dam holds water in a reservoir. With over 2.4 million people
living in Metro Vancouver, we use three dams to provide enough drinking water for everyone’s daily needs.
With 1 million more people moving to Metro Vancouver by 2030, how can we make sure to have enough
drinking water for everyone?”
A: Conserve it. Use it wisely. Meter, increase infrastructure, look for new reservoirs,
mandate stricter building codes.

Extension: 4. Discuss ideas about how to use water wisely at home. (full dishwasher, shorter showers, less lawn
sprinkling etc.)
5. Discuss with your students the positive and negative consequences of building a dam on a river.
Are our needs for clean, safe water important enough to justify building the required infrastructure?
Who else is affected by these choices? What is the cost?

Exploring our Watershed 9

 Exploring Expectations
Teacher Page
Activity Three
WHERE IS WATER IN THE WATERSHED?
Three stations to do in small groups

PURPOSE:

3 To help your students discover the different ways that water can move through
a watershed and how water moves differently depending on the season.

What to do
1. Set up six stations around the edge of your classroom as follows:
Station A, B, C, A, B, C. (Included are enough materials for six groups but you
may wish to set up only 3 stations if you have a small class.) Using this layout
allows student groups to visit 3 different stations regardless of the direction
TIME you have them rotating around the room in.
40 - 60 min 2. Explain to students that they will be rotating through three different stations
and will have 10 minutes to complete each activity. Each group will also be
responsible for writing down 1 question they’d like to “ask an expert about”
STATION A:
related to the activity they just completed.
• WATER CLOCK
3. Provide students with a brief description of each activity and indicate the
envelopes (2)
direction they will move in from one station to the next. Signal students
• WATER USE CHART when their 10 minutes is up so that they can take a minute or two to
(2 sets) generate their questions before rotating to the next station.

STATION B: Reflection
• WATER LINE-UP cards 4. With your class, debrief each station by asking a couple of students to
(2 sets) share something they learned while completing it. Then ask all of the
groups to share the questions they generated for that station and
• WATER WATCHER cards
record these on the board.
(2 sets)

STATION C:
• WATERSHED WILDLIFE
(2 sets)
• pen/pencil (not provided)
• 11x17 blank paper
(not provided)

Life is holistic. Learning must be authentic and tied to real life situations.
–Jim Weise

10 Exploring our Watershed


Activity Three
WHERE IS WATER IN THE WATERSHED?
Three stations to do in small groups
WATER CLOCK: When do we get water in the watershed and
3 how do we use it?
MATERIALS for each station
Station A
• A copy of the “Monthly Water Usage”
chart
• A set of “Average Monthly
Precipitation” bars
• “Water Use” chart provided (laminated)
• White board marker/felt for cleaning
• Student Instruction card
WATER LINE-UP / WATER WATCHER
MATERIALS for each station
Station B
• 1 set of WATER LINE-UP cards
• 1 set of WATER WATCHER cards
• Student Instruction card
WATER WEB: Where does water hang-out in our watersheds?
MATERIALS for each station
Station C
• A set of WATERSHED WILDLIFE cards
• pencils or pencil crayons
• 11x17 blank paper
• Student Instruction card
Exploring Expectations
Teacher Page
DESCRIPTION
At this station, students will attach the
“Average Monthly Precipitation” bars to
the “Monthly Water Usage” chart but
will have to fill in the unlabelled cards
on their own. The point is to illustrate
that our greatest water demand happens
when we have the least amount of
precipitation, and to consider how we use
water and when; supply vs. demand.
DESCRIPTION
At this station, students will arrange a
set of cards describing the path water
takes as it moves from clouds to tap. They
will then match up a collection of words
and images that introduce students to
vocabulary around what Metro Vancouver
monitors to ensure our drinking water is
safe and clean.
DESCRIPTION
At this station, students will develop
a “water web” which is similar to a
food web. The connections are used to
illustrate the many different ways that
living things can delay the movement
of water on its journey through
the watershed. It also shows how
interconnected these things are.
Exploring our Watershed 11
 Exploring Expectations
Teacher Page
Activity Three
WHERE IS WATER IN THE WATERSHED?
Three stations to do in small groups

Using the materials provided + Student Instruction card, have students work

3
through the following questions:

WATER CLOCK: When do we get water in the watershed

and how do we use it?
WORK as a TEAM
1. Take a look at the MONTHLY WATER USAGE chart to see how our consumption
changes throughout the year. (how much we each use)
a. When do we use the least water? (list 2 months)
Station A

b. When do we use the most water? (list 2 months)

c. Do we use the most in spring, summer, fall or winter?
With your group, think of activities we do that use extra water during the high
usage months of the year.

2. On your table is a WATER USE chart showing where we use water inside our homes.
a. As a group, decide which activity uses most. Place #1 beside it.
b. Label each activity from most to least using #1-4

3. On your table is a bag with AVERAGE MONTHLY PRECIPITATION markers inside.
There are 12 monthly precipitation markers altogether but only 9 of them are
labelled. Your challenge is to fill in the unlabelled markers correctly and complete
the year.

4. Now take a look at the two charts. Examine how the MONTHLY WATER USAGE and
the AVERAGE MONTHLY PRECIPITATION compares.
a. How much precipitation do we receive during periods of high consumption?
(months when we use the most)
b. What kinds of problems might this cause?
c. How can we help to reduce these problems?

5. Return the materials to the correct bags and set the station up for the next group.

12 Exploring our Watershed

 3
Activity Three Teacher Page – Answer Key
Water Use Chart
How we use water
1. Guess how much water you
use in your home?
Laundry and washing dishes Write the #1-4 in the circles. 1=most water used.
2. Guess how much water you use each day?
Circle your answer.

3 20L 100L 400L

3. Guess how much that water costs you?
* Circle your answer.
1,000L

Less than 50¢ $1 $ 10 $100

Bathing and cleaning

1
Station A

Drinking and cooking

4
Toilet flushing

2
Please note: Metro Vancouver provides water to our member municipalities at seasonal rates.
** Per capita water use is approximately 300L/day if you only include water used inside the home.
* This cost is an approximate average of what our member municipalities charge residents. Exploring our Watershed 13
 Exploring Expectations
Teacher Page-Answer Key
Activity Three
WHERE IS WATER IN THE WATERSHED?

WATER CLOCK: When do we get water in the watershed

3 and how do we use it?

WORK as a TEAM
1. Take a look at the MONTHLY WATER USAGE chart to see how our consumption
changes throughout the year.
a. When do we use the least? Winter (December, February, March)
b. The most? Summer (July, August)
c. With your group, think of some activities that increase our water consumption at
that time of year.
Lawns, gardens, outdoor swimming pools, car washes, golf courses
Station A

2. On your WATER USE chart show how we use water inside our homes.

Background: Did you know that Canadians are one of the biggest water users
in the world? We use about 400L/person/day.
a. As a group, decide how much water one person would use each day.
The daily average for Metro Vancouver residents is:
1. bathing and cleaning 32%
2. toilets 30%
3. laundry & dishes 25%
400 L/per day/person
4. drinking & cooking 13%
b. Add them up. What is the total for all of the activities together?
 Total: 100%. We use an average of 400L/person/day if we include use outside
home (restaurants, schools, hair salons, lawn sprinklers, etc.)

3.  1500
MONTHLY WATER USAGE
200
On your table is a bag with AVERAGE
175
MONTHLY PRECIPITATION markers inside.
WATER DEMAND IN ML/D

1400
PRECIPITATION IN MM

150

1300
125 There are 12 monthly precipitation markers
altogether but only 9 of them are labelled.
1200 100

75
1100

1000
50

25
Your challenge is to fill in the unlabelled
900
J F M A M J J A S O N D
0
markers correctly and complete the year.

4. Now take a look at how the MONTHLY WATER USAGE and the AVERAGE MONTHLY
PRECIPITATION compares.
a. How much precipitation do we receive during periods of high consumption?
Missing months: April 88.8 mm, August 42.3 mm, November 181.8 mm
b. What kinds of problems might this cause? Supply and demand are not equal.
c. How can we help to reduce these problems?
We need to especially consider conservation in the summer but change our
behaviour all year.

5. Return the materials to the correct bags and set the station up for the next group.

14 Exploring our Watershed

 Exploring Expectations
Student Instruction
Activity Three
WHERE IS WATER IN THE WATERSHED?
Three stations to do in small groups

Using the materials provided + Student Instruction card, have students work through the

3
following questions in their small groups:

WATER LINE-UP/WATER WATCHER

How do humans fit into the water cycle?
WORK as a TEAM
PART 1 - WATER LINE-UP cards
1. Work with either pictures or words. It is your choice.
2. Put these cards in order to show how water moves from the sky.
3. Compare your order with the answer key.
4. Discuss these questions:
a. What helped your team figure out the order?
Station B

b. What was the most difficult card to place in order?

c. What steps or cards could be added?
5. Close the answer key, shuffle the cards, place them back in the bag and set it
aside

PART 2 - WATER WATCHER cards

6. Match as many pictures and words as you can.
7. Make your best guess for any words you don’t know or use a dictionary.
8. Compare your matches with the answer key.
9. Discuss these questions:
a. What was the easiest match to make?
b. What was the hardest?
c. Why do you think you were given these words?
10. Close the answer key, shuffle the cards, place them back in the
bag and set the station up for the next group.

Exploring our Watershed 15

 Exploring Expectations
Teacher Page
Activity Three
WHERE IS WATER IN THE WATERSHED?
Three stations to do in small groups
Using the materials provided + Student Instruction card, have students work through the

3
following questions in their small groups:

WATER WEB: Where does Water hang out in our Watersheds?

WORK as a TEAM
1. Open the bag with the “WATERSHED WILDLIFE Cards” and pass around the different
plants, animals, and fungi that live in the Watershed you’ll be visiting.
2. As a group, split the cards into two different piles according to:
a. Wildlife you’ve heard of vs. Wildlife you’ve never heard of, OR
b. Wildlife you’ve seen before vs. Wildlife you’ve never seen before
3. Gather the cards, shuffle them and then deal them face down to all players.
DO NOT LOOK AT YOUR CARDS YET!
4. Your group is going to build a “Water Web” 1 card at a time. A Water Web is the
same as a food web only we are looking at how water moves when it is inside living
creatures:
Station C

a. The youngest person (player 1) goes first, drawing a card from the top of their pile
and laying it in the centre of the table.
b. Player 2 draws their card next (player 2 is clockwise from player 1).
c. As a group decide if the wildlife on that card is connected to the first card by asking
“Does one consume the other?”
d. If the answer is “yes”, then draw a line between the two cards with an arrow
pointing at the consumer. This shows the direction that water is travelling in the
Water Web.
e. If the answer is “no” then place the card somewhere else on the paper. Eventually
enough cards will be drawn that everything will become part of the Water Web.
f.  The next player should draw their card and repeat step “c”. Continue until
everyone’s cards are on the table.
5. Were there any cards that couldn’t be connected to the Water Web?
a. Why couldn’t they be connected?
b. Do you think the unconnected cards hold onto their water forever?
c. Which cards appear to collect the most water in the Watersheds?
6. When you are finished place the cards back in the bag and set the station up for the
next group.

16 Exploring our Watershed

 Exploring Expectations
Teacher Page
Activity Four
GETTING READY - How to best enjoy your Watershed visit

PART A – WHAT TO EXPECT? class discussion.

1. As a class, discuss the type of weather you could expect on your fieldtrip. Talk about the kinds

4
of shoes and clothing you should bring to stay warm and dry.
Scenarios
a. It might be a warm, sunny day. What clothing and supplies should we bring?
b. We may have some hills to climb and trails to follow. What footwear should we bring?
c. In the watershed, the weather can change suddenly. If it becomes cold, wet and stormy,
what extra clothing would be smart to bring? What extra footwear would be smart to bring?
TIME
d. Outhouses are the only facilities available
Part A – 10 min
Part B – 20 - 30 min NOTE TO TEACHER: Your students and chaperones are not encouraged to bring umbrellas with
them on this trip; therefore some kind of rain gear will be essential for their comfort in the event
of bad weather. We do have a small supply of emergency ponchos that students who do not own
MATERIALS rain gear can borrow.
• PART B
GETTING READY Part B – WHAT TO PACK? colouring activity.
worksheet (page 18)
(one copy per student) 2. Ask students for their ideas by asking “What do you need to pack in your backpack?” OR
unpack a backpack you’ve prepared and ask students to suggest reasons why each item is
• Your pre-packed included. (You can add funny unappropriate items to get them thinking too.)
backpack as an
example 3. Have students complete the “Getting Ready” worksheet.
Teachable Moment
You may want to discuss
Suggested items for student backpack: the pros and cons of
choosing a reusable
• BIG lunch container for water/drink
• drink in a reusable container versus a single-use
(1 litre bottle recommended) water bottle.
• several snacks
The watersheds • hat
are often colder • gloves Did you know?
than where 1,000 L of Metro
• warm socks*
we live. Vancouver tap water
• camera
costs about $1.
• sunscreen
1000 L of bottled water
• bag for your garbage
would cost well over
*Bring extra socks; there may be an option to complete part
$2,000.
of the forest walk in bare feet.
www.metrovancouver.org search “zero waste”
or “tap water campaign”

Exploring our Watershed 17

Name:_________________________
Exploring Expectations
Date:__________________________
Student Page
Activity Four
4 GETTING READY - What should I pack in my backpack?
1. When you visit the watershed you need to be prepared to be outside for more than three
hours. What will you need to bring on your trip?
2. Draw or write each item beside the backpack.
3. Take this page home to help make sure your backpack is packed correctly.
Parents: Umbrellas are NOT suitable for this trip.

18 Exploring our Watershed

Parent/Guardian Consent Form
Exploring our Watershed Note: This form must be returned in order for your child to participate.

Dear Parents/Guardians,

On __________________________________,_______________________ ,____________________ , our class will be travelling to

(day) (month) (date) (year)

_____________________________________ Watershed for a SPECIAL day of outdoor learning connected to school curriculum.

This watershed is one of three major sources of our region’s tap water. These areas are closed to the public except for education
through organized school programs and public tours in the summer. Metro Vancouver’s water supply is one of just a few systems in
North America that are closed, as one of several steps taken to protect the quality of tap water.
Students will have the opportunity to learn about the unique features of this area and become champions for sharing what they learn.
They will learn about biodiversity and ecosystems by hiking in a mature forest, see some of the complex systems in place to provide
safe drinking water, and discover how people work to protect our tap water.
Please be advised that students will be walking uphill on an un-surfaced trail for an hour. It is important that they wear comfortable
footwear. The watershed is a wilderness environment and we are fortunate to share this land with wildlife including black bears
and cougars. Every attempt will be made by our educators to keep your child safe during their visit. They each have a great deal of
experience working in wilderness settings and are trained in level 1 First Aid. Many safety techniques will be employed throughout the
field trip, along with a chance for students to learn more about these great creatures and their habitat. Please encourage your child to
follow the instructions provided to ensure a safe and enjoyable program for all.
The watershed is a large forested environment and students will be outside for the duration of the program
(about 4 hours). It is often wetter and cooler in the watershed area than in the city.
There are no facilities to purchase anything. Only outhouses are available.
THE BEST WAY YOU CAN HELP YOUR CHILD IS TO MAKE SURE THEY WEAR/BRING:
• layers of clothing • a BIG LITTERLESS lunch, water in a reusable container and extra
• comfortable walking shoes or boots (no flip-flops please) snacks (The fresh air makes everyone more hungry than usual!)
All garbage must be taken home with the students as part of our
• a RAINCOAT (umbrellas are not suitable for this trip) ‘pack out what you pack in’ policy.
• an extra sweater, socks and hat

Students will leave the school at ______ am by bus, and return to the school at approximately ______ pm. They will be accompanied
by _____ teacher(s) and _____ adult volunteers. One certified educator will be assigned to each group of 15 students. The cost to the
students is $_________. In the event of an emergency, on the day of the program only, please call 604-987-5354.
Please return the bottom of this form to the school, along with the fee, no later than ___________________.

I, ___________________________________________, give permission for my child, ________________________________________,

(print name) (print name)

to attend the Metro Vancouver Watershed Education program on _____________________________________________.

(date)

Signed: _______________________________________________

SERVICES AND SOLUTIONS FOR A LIVABLE REGION Exploring our Watershed 19

 adult Declaration Form
To enter watershed areas
Metro Vancouver & The Greater Vancouver Water District Watershed Regulations
The following rules and regulations of the are for the protection of the water sources from pollution and fire. Access
is restricted and those who participate in education programs or tours are expected to adhere to the same rules and
regulations in place for everyone with specific jobs to do in the watershed areas.
Metro Vancouver’s drinking water treatment strategy has been developed to protect the water supply from contamination.
It is absolutely essential that everyone realize that the water supply is potentially vulnerable to microbiological and
chemical contamination through their actions and that they make every effort to prevent contamination by complying
with these regulations. Failure to adhere to the requirements of these shall be grounds for immediate eviction from the
watershed and may result in permanent cancellation of entry privileges.

Date of your visit: ______________________________________________

We will: • follow the instructions of our guides and watershed personnel

• stay with the group
• use toilets provided
• pack out whatever we pack in
• not smoke

• have fun 

The names and signatures of the teacher(s) and all adult volunteers on the education program are listed below with signatures.

Class Teacher ___________________________________________ Signature ______________________________

Other Teacher __________________________________________ Signature ______________________________

(where applicable)

Adult Volunteer _________________________________________ Signature ______________________________

Adult Volunteer _________________________________________ Signature ______________________________

Adult Volunteer _________________________________________ Signature ______________________________

Adult Volunteer _________________________________________ Signature ______________________________

20 Exploring our Watershed SERVICES AND SOLUTIONS FOR A LIVABLE REGION

 PART 2 – Field Trip
PART 2: Field Trip – Outline
What can we expect the day to look like?

Timing What happens? What’s that look like?

8:30 – 9:00 Bus arrives at your school Remember:
(depending on Meet your driver and • 2 copies of your class list
where your school board the bus
is located and your • divide students into 2 equal groups
school schedule) • completed ADULT DECLARATION FORMS
• PARENT/GUARDIAN CONSENT FORMS
• 5 satellite maps and the Watershed Discovery Kit.
(unless there is another class booked for a visit)
8:45 – 9:15 (varies) Depart the school Invite students to have a snack on the bus, while en route to the
watershed.
9:45 – 10:00 Arrive at the watershed 1. Meet the education team and begin the program.
security gate 2. Hand in class lists, ADULT DECLARATION forms, and Watershed
Education team will Discovery Kit.
set up the day

10:00 Participate in the first activities We will jump off the bus, visit the outdoor bathrooms, and play a
few activities to get the wiggles out. Activities include our popular
Reservoir Race that involves shooting water from our evaporators.
10:30 Travel through watershed on our We will take in the views of our scenic “classroom” and have a
magic school bus chance to eat a snack.
11:00 Explore the watershed on foot We will begin our hike of this amazing location and learn the role
that a healthy forest plays in providing excellent tap water.
12:20 – 12:40 Time for lunch Now it’s time eat, soak in the scenery, visit the outdoor bathrooms,
(varies) and engage in a few activities.
1:00 Participate in further exploration Let’s see what else this watershed has to explore! Maybe it is a trip
over the dam or checking out the intake pipes….
2:00 Depart watershed to head back We will reflect on our adventures in the watershed and students will
to school leave with a little something to help them remember our day in the
watershed.

Exploring our Watershed 21

 Reflecting & Connecting

PART 3 – Reflecting & Connecting

1. Post-trip activities help to:
A. extend student engagement by providing opportunities for reflection, addressing
questions and enhance the relevance of what they have just experienced,
B. help solidify memory and gain deeper understanding of concepts covered, and
C. help students transform fragmented bits of information into a seamless web of knowledge.

2. Help us continue to improve our program by completing the survey that will be
emailed to you in the next month.

Activity Five
Water Drop Journey Teacher Page

Instructions: Have students create a story to illustrate their understanding of

5
how water moves through the natural environment, and how humans fit into
the cycle. Have them create their own comic strip or use the template provided.
1. H
 ave students reflect on what they saw during their visit to the watershed
(trees, animals, plants, lake, dam, etc.). Ask them to create a list.
2. Each student will invent a name for their water drop and decide where it will
start the adventure.

TIME 3. Have students share their lists as a class so that everyone has a lot of ideas
to work with. Have students work individually to write a short story about
60 minutes
the journey their water molecule will take as it travels from the watershed
to their tap. Review process words such as evaporation, condensation, etc.
MATERIALS 4. Have them illustrate the story on the template comic strip
• Copy of “Water provided (see page 23) or by creating their own.
Drop Journey” 5. Share stories in partners.
Template
• Or 8.5 x 11
blank paper
(not provided)
(one per student)
• Coloured pencils
(not provided)

22 Exploring our Watershed

Name:_________________________
PART 3 – Reflecting & Connecting
Date:__________________________
Student Page 5
Activity Five
Water Drop Journey: Template

1 2 3

4 5 6

7 8 9

Exploring our Watershed 23

 PART 3 – Reflecting & Connecting
Teacher Page
Activity Six
Wearing Water

PURPOSE:
To provide students with an understanding of how much water is used to make the things

6
we consume. Saving water can be achieved by consuming wisely and consuming less.
In Metro Vancouver we have some of the highest per capita water consumption rates in the
world. In 2014, we used 400 litres per person per day. This is calculated by dividing total water
use in the region (water losses and leakage, water use at home, work and school, and all non-
residential use such as industrial, commercial, institutional and agricultural users) by the total
number of people Metro Vancouver supplies water to. This number does not include the many
other ways that we tend to consume water in our daily lives.
TIME
Ask Your Students To:
30 minutes
1. Think of other ways that our society uses tap water beyond normal household uses.
Demonstrate what 1 L looks like.
MATERIALS 2. Divide your class into 6 smaller work groups and provide each group with a set of images
• Wearing Water you’ve provided. See template. Have them cut out the images.
Template 3. Ask groups to make a list of how water might be used in making these items and to come
(make 6 copies) up with a total for the amount of water they think was used (in litres).
• 6 sets scissors 4. Ask students to line up the cards from the most water used to the least water used.
(not provided)
5. When the students have returned to their seats, write the actual amount of water used
• Note books beside their guess. Have a discussion with your students considering the following:
(not provided)
• What item’s water use surprised you the most? Why?
• What items would be easiest for you to stop using?
• Why do people drink bottled water?

Background/Answers
Did you 1. Jeans = 6,814 L
2. Hamburger = 2,393 L
know? 3. Bowl of rice = 524 L required to produce 1 cup (210 g)
2.8 million paper coffee
cups are thrown away 4. Chocolate bar= 280 L
every day, based on 5. Jug of milk = 88L to produce 3.8L
just one cup a week 6. Bottled water = 3 L to produce 1 L bottle
among coffee drinkers.
* Source: The Hidden Water We Use
http://environment.nationalgeographic.com/environment/freshwater/embedded-water/

The best way to conserve water is to consume less and

be sure not to waste anything you do have.

24 Exploring our Watershed Exploring our Watershed 24

 Activity Six PART 3 – Reflecting & Connecting
6 Wearing Water: Template Student Page
✂

Bottled water - 1L New jeans

Chocolate Bar - 45g Milk - 3.8L

Bowl of rice Hamburger

Exploring our Watershed 25

 Activity Seven PART 3 – Reflecting & Connecting
watershed
7 WATER AUDIT
lake and dam
Teacher Page

TIME PURPOSE:
bathtub
Unknown To help students recognize how much they depend on water daily, to understand which
activities
water inspectionuse the most water; and help them achieve realistic goals to use less.

pipe MATERIALS lake and dam

oir and dam

• One copy of Can you save water at home?
watershed

Water Audit Now that you have seen where our water comes from and all the steps Metro Vancouver takes to protect
handout per this resource, our hope is that you have a better understanding of the value of this resource, recognize your
student connection to it, and become a champion for sustainability. One very important step you can take is by
bathtub
(see page 27) tracking your water use at home. Discover how you can further conserve water.
lake and dam
toilets
water inspection
4 tiny pipes Instructions: Ask students to track their water use in the bathroom for one day.
medium pipe It should be on a day when they take a shower.

1. Students need to track the following - so they can answer these

questions in the Green Bricks online water audit: (greenbricks.ca/water/)
water treatment/cleaningwater inspection
toilets
4 tiny pipes

Toilet
1. How many times did you flush the toilet today?
2. Do you have a dual flush toilet or low flush toilet? Answer yes if you have either
(ask an adult if you’re not sure)
water treatment/cleaning
rtments toilets

Shower
3. How many minutes was your shower today? (Average person takes 8 minutes - can you take less than this?)
4. Do you have a low flow showerhead? (ask an adult if you’re not sure)

Bathroom sink
5. How many times did you brush your teeth today?
6. Did you turn the tap off when you were brushing?
7. How many times did you wash your hands today? Hand washing keeps you healthy!
8. Did you turn the tap off when you were soaping your hands?

2. Students go online and answer the questions -

which will instantly tell the students how much water they saved!
Go to the following link to complete the audit: http://www.greenbricks.ca/

3. Wait to see if your class is the winner! - for every student who completes this audit,
you will earn an entry into our draw for a great prize for your entire class.

26 Exploring our Watershed

 Activity Seven PART 3 – Reflecting & Connecting
7 WATER AUDIT Student Page (optional to handout)

Students:
1. You can use this table to track your water use in the bathroom for one day. It should be on a day when you take a shower.

Toilet Answer

Record how many times you flushed the toilet today?

Do you have a dual flush toilet or a low flush toilet? Answer

yes if you have either (ask an adult if you’re not sure)

Shower Answer

Time your shower (make sure you get clean!) and record how
many minutes you took
Note: An average person takes 8 minutes - can you take less than this?

Do you have a low flow showerhead?

(ask an adult if you are not sure)

Bathroom Sink Answer

Record how many times you brushed your teeth today?

DId you turn the tap off when you were brushing your teeth?

Record how many times you washed your hands today?

Hand washing keeps you healthy!

Did you turn the tap off when you were soaping your hands?

2. Go online to greenbricks.ca/water/ and input your answers. You will then learn instantly how much water you saved! What
ways can you save more water? Share with your friends and families how you saved water and get them
to join your challenge! Every drop counts!

Name: ______________________________________________

Date:
______________________________________________ Exploring our Watershed 27
Vocabulary List
Some of the following vocabulary words have more than one definition. We have provided the definition that is the most
relevant for your Watershed Field Trip experience.
Chlorine an element often used in small amounts to treat drinking water because of its ability to kill microorganisms
that could otherwise make people sick

Condensation the process of a gas changing into a liquid

Contamination when a substance becomes less pure because another substance has been mixed into it

Corrosion the process by which a material (usually a metal) is eventually destroyed through chemical reactions with its
environment

Dam a structure built to reduce or stop the flow of water (such as a river) in order to create a reservoir

Ecology the study of the relationship of living things and how they interact with one another and the environment

Erosion the wearing down or washing away of the land’s surface by water, wind or ice

Evaporation the process of a liquid changing into a gas

Filtration to pass something (liquid, gas, light, or sound) through a device to remove unwanted materials from it

Microorganisms any organisms too small to be seen by the eye alone

Ozone a gas made from the element oxygen often used in small amounts to treat drinking water because of its ability
to kill microorganisms that could otherwise make people sick

pH is a measurement of how acidic or basic a solution is

Pollution any substance that decreases the ability of the environment to provide what is needed without harming those
that need it

Precipitation water falling from the sky in a liquid (rain) or solid (snow) state

Reservoir a large volume of water (such as a lake) stored for future use

Resource any material, found naturally or created, that is desired and therefore valued

Sediment solid pieces of material often eroded and small enough to be carried by water, wind, or ice

Transpiration the process by which water that has been absorbed by plants is evaporated into the air from the plant surface
(usually the leaves)

Turbidity a measure of the cloudiness of water created by small, suspended particles within it

UV stands for “ultraviolet” and refers to a specific kind of light used to treat drinking water because of its ability
to kill microorganisms that could otherwise make people sick

Watershed an area, usually defined by an elevated ridge, within which all water flows into the same collecting body (such
as a river or lake). A drainage basin.

Water cycle 
the path water takes through its various states (gas, liquid, and solid) as it moves through the air, the land,
fresh and salt water, and living and non-living things on the Earth

28 Exploring our Watershed

 Field Trip Location

Lower Seymour Conservation Reserve Coquitlam Watershed

4900 Lillooet Road -or- 2052 Pipeline Road
North Vancouver, BC Coquitlam, BC

We’d love to hear from you and your students!

Please share your students’ work or comments and send them to:
Tanya Melanson
9th Floor, 4330 Kingsway
Burnaby, BC V5H 4G8

How to reach us
For payment information, program registration, or to adjust your program booking, contact:
Visitor Services, Metro Vancouver
6th Floor, 4330 Kingsway
Burnaby, BC V5H 4G8
tel: 604-432-6359, fax: 604-432-6296
email: watershed.ed@metrovancouver.org
To speak to the program coordinator, call 604-451-6506.
In the event of an emergency on the day of the program ONLY, call 604-987-5354.

Exploring our Watershed 29

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30 Exploring our Watershed

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Exploring our Watershed 31

services and solutions for a livable region