12th Annual

Albuquerque Bernalillo County Children’s Water Festival Albuquerque Convention Center, October 13 & 14, 2010

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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.

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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

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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

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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

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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

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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

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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

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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

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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%

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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%,

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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%

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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%

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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 ksche@bosqueschool.org

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 kswanson@cabq.gov

Bill Pentler Phone (505)452-5222 E-mail wpentler@cabq.gov

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 Julie.Filatoff@hdrinc.com

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 sawpierce@gmail.com

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 BDayyani@abcwua.org

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 garlisch@ad.nmsu.edu

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 rjchapman@aol.com

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 jromanowski@abcwua.org

Katherine Yuhas Phone (505)768-3633 E-mail kyuhas@abcwua.org

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 matthewc@bernco.gov

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 tish.morris@state.nm.us

Mike Sanchez Phone (505)841-2853 E-mail michael.sanchez1@state.nm.us

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 vdclear@sandia.gov

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 karen.herzenberg@state.nm.us

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 smlucero@nmsu.edu

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 ncarnevale@fs.fed.us

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 sara.rhoton@ch2m.com

Elizabeth Anderson Phone (505)884-5600 E-mail elizabeth.anderson2@ch2m.com

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 blromero@abcwua.org

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 bzimmerman@abcwua.org

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 kbeamish@aa.edu

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 jalderete@uc.usbr.gov

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 jill.turner@state.nm.us

Affordable Solar Group, LLC

Kaycie Robinson Phone (505)944-4237 E-mail kaycie.robinson@affordable-solar.com

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 tuitesc@cdm.com

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 deirdre.kann@noaa.gov

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 anchavez@bernco.gov

Bernalillo County Public Works

Steve Glass E-mail sglass@bernco.gov

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

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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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