REALMS Magnet School
An EL Education Credentialing Portfolio
High Quality Work - Claim 3
Authenticity: Tumalo Creek
8th Grade Tumalo Creek
In 8th grade students immerse in the study and stewardship of Tumalo Creek. This expedition includes 10 days of fieldwork in the Tumalo watershed. It launches from their previous experience at Ryan Ranch and becomes more abstract, incorporates more branches (science, social science, literacy, art, math), and splits into multiple case studies with complex learning and authentic final products. Students take a leadership role in conducting their field science; develop an understanding of issues surrounding our watersheds; build a relationship with the creek; investigate the carbon storage of the forest; and take action on their knowledge to create change. From their hands on learning, interacting with experts, use of real world methods and formats, personal connection, and peer collaboration students engage in a rich learning process that culminates in high quality products.
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All 8th graders are a part of the Tumalo Expedition. Students of different abilities, and interests engage as we come to the work from different angles - writing, artwork, mathematics and scientific data collection. With this, all students become motivated to work to a high level. Final products always include work from the entire class. Jump to final published products here.
Students collect and categorize macroinvertebrates.
Tumalo Creek In-depth Investigation
In 8th grade students own the process of conducting their field science including designing their own field research question culminating in an on-demand in-depth investigation written analysis. Students develop an understanding of riparian vegetation and various water quality factors through complex background readings and sharing knowledge through presentations. They practice the skills of writing various types of questions, then identifying and classifying variables in a comparative or correlative question. Students build their skills, and then apply their learning to their TCii question. Working in teams students collect data in the field, following set procedures, of real scientists, to monitor stream health in terms of water quality, habitat diversity, and riparian zone development. Students collect, record, and analyze their data in terms of what it means for the health of the river.
Working Independently to Complete a Formal Science Write-Up
8th graders work independently (on-demand assessment) to create a formal scientific write-up of their question, background, and findings. They create their own graphs of the data related to their individual questions, analyze the data, and come to conclusions about the answer to their question, the reasons for the trends that they find, and the implications of the data in terms of the health of the creek and the suitability of the environment for the native trout there.
Click on "image" to see the whole document.
Click on "image" to see the whole document.
Healthy Communities Need Healthy Water
To culminate the multi-disciplinary, in-depth learning at Tumalo Creek, each year students take this background and focus to become an expert in one aspect of the creek. By observing Tumalo through one or more “filters”: social scientist, ecologist, geographer . . . students work individually and in small groups to create a section of a polished product. The final piece conveys, through a concrete focus, to a chosen audience, a sense of place, the role of the wilderness, and the value of stewardship that they learned from their experiences with the Tumalo Creek Watershed. Below are three examples.
Our Rivers, Our Future,
Your Choice
Our Rivers, Our Future, Your Choice
Students created this informative Public Service Announcement (one of four – each addressing a different constituent group) to teach and inspire the designated audience why and how to maintain our healthy watersheds. Beyond the watershed content learned, students studied the qualities of PSA’s, were advised by a professional film maker, learned storyboarding techniques, honed interview questions and skills to gather specifics from experts, studied and used script writing and revision methods, refined scene flows, worked on voice and reading techniques, composed music and used specialized recording and editing tools to complete the final products. This year REALMS included 26% of students with disabilities and 40% of students economically disadvantaged, all of these class members were contributors throughout the research and product process. This PSA opened the 2014 Telluride Film Festival in Bend at the Tower Theater, both nights, and was viewed by more than 800 people.
Click on image to view 3 minute PSA.
Seeing Through the Blindfold: A Field Guide to Plants of Tumalo Valley
To fill a need for a focused, youth friendly field guide, students created a field guide to the plants of the Tumalo Valley for use by elementary and middle schools. Using the ecologist filter, students chose then studied a specific plant through observation, focused readings, and documentation. They learned scientific drawing skills focusing on noticeable characteristics, sharpened descriptive writing using specific, precise terms, and studied layout techniques. Students created the success criteria in content, quality, organization, scientific drawing and writing techniques. In this field guide each student created all the content in a single page and all students completed one. This class included 25% students on IEPs. The Upper Deschutes Watershed Council and the Environmental Center in their watershed education programs use this booklet with local students. Trevor's title essay won the Nature of Words Rising Star award for nature writing. He read his piece on stage along side Terry Tempest Williams.
Click on image to see the whole booklet.
A Mosaic of Tumalo Creek
Students created this booklet to contribute a deeper understanding of the character of the Tumalo Watershed through a mosaic of filters, by highlighting the relationship between its ecology, human impact, landscape, and emotional and aesthetic experiences that charts the history, the changes, represents today, and lends itself to the future. Beyond the watershed content learned, students designed the criteria for content and quality of the product and honed writing techniques including the appropriate voice for the “filter,” layout processes and Photoshop, and design concepts. Teams of students created each section of the Mosaic. Each student in the group was an expert who looked at the area from a different lens and all contributed to the final product as that expert. This class included 23% students on IEPs. This booklet is used by the Upper Deschutes Watershed Council in their watershed education programs with local students, as well as several other schools and programs in the area.
Click on image to see the whole booklet.