At a third station, students mapped a 33 meter section of Jackson Run.  Each year the students map the same area so they can determine if the stream is changing its course over the years.  At the mapping station, the students also calculated the slope of the stream. 

         Physical Parameters, including stream and air temperature, stream width and depth, and stream velocity were measured at a fourth station. Using the measured width, depth and velocity, students then calculated the volume of flow.  

         At a fifth station, students learned about Forest Ecology and the effect of the forest on the watershed.  They also discussed how different land uses can affect the watershed, including agriculture and urban land use.  They studied maps of the Jackson Run Watershed to determine the amount of each land use type. 

          The sixth station was Watershed Journaling.  Students began by observing the watershed around them.  They could free-write in their journals on a watershed topic of their choosing, or they could complete the Biopoem sheet based on their observations and feelings toward the watershed. 

          After completion of the watershed days, the students went back to their classroom to complete their calculations and comparisons.  They were required by their classroom teachers to write a paper that outlined their results and observations.  In their papers, they each had to declare the relative health of Jackson Run based on their field day.  They also entered their data on the DCNR Watershed Education Database to be used for past and future comparisons.  A final piece of the students’ report was to use their classroom Wiki web page to report their findings.  The Wiki can be accessed at http://cloelake.wikispaces.com.