The following resources should be of help to teachers and homeschooling parents. Please let us know if there are additional resources you believe we can provide.
Festival School Checklist
- Schedule of Sessions (additional copies for chaperones)
- T-Shirts for students, teachers and chaperones
- Directions to Georgia Southern University (and campus map)
- Student lunches – ONLY if you have made prior arrangements
- All participants dressed appropriately for weather conditions and walking (some sessions will be outside) – include rain gear if necessary.
- Name tags on all participants (students, teachers, and chaperones)
- Festival Coordinator’s phone number in case of an emergency on the day of the festival
A correlating Teacher Workshop with PLU credit will be held at Georgia Southern. Dates and other details are being worked out.
All teachers bringing a class to the Festival are eligible to participate. An instructor will present the Georgia Conservancy’s curriculum, Georgia’s Native Waters. Instructors will also present information about the Lower Savannah and the Ogeechee Basins in the next workshop. Other basins will be covered in future workshops.
In addition to a copy of the curriculum, participating teachers will receive a stipend and classroom materials including videos, books and watershed models. Sign up forms for the workshop will be mailed in the fall.
Watch this page for additional details as they become available.
Pre and Post Tests
Pre and Post Tests for classes and homeschooling parents participating in the Festival will be available before the next festival. These can be sued to enhance learning and encourage participation during the events.
Georgia Performance Standards
The following are the Georgia Performance Standards that are covered by Winning Water festivals and activities.
S4E3 Students will differentiate between the states of water and how they relate to the water cycle and weather.
a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water vapor/steam) and changes from gas to liquid to solid.
b. Identify the temperatures at which water becomes a solid and at which water becomes a gas.
c. Investigate how clouds formed.
d. Explain the water cycle (evaporation, condensation, and precipitation).
e. Investigate different forms of precipitation and sky conditions (rain, sleet, snow, hail, clouds, and fog).
S4E4 Students will analyze weather charts/maps and collect weather data to predict weather events and infer patterns and seasonal changes.
a. Identify weather instruments and explain how each is used in gathering weather data and making forecasts. (thermometer, rain gauge, barometer, wind vane, anemometer)
b. Using a weather map, identify the fronts, temperature, and precipitation and use the information to interpret the weather conditions.
c. Use observations and records of weather conditions to predict weather patterns throughout the year.
d. Differentiate between weather and climate.
S4L1Students will describe the roles of organisms and the flow of energy within an ecosystem.
a. Identify the roles of producers, consumers, and decomposers in a community.
b. Demonstrate the flow of energy through a food web/food chain beginning with sunlight and including producers, consumers, and decomposers.
c. Predict how changes in the environment would affect a community (ecosystem) of organisms.
d. Predict effects on a population if some of the plants or animals in the community are scarce or if there are too many.
S4P1 Students will investigate the nature of light using tools such as mirrors, lenses, and prisms.
a. Identify materials that are transparent, opaque, and translucent.
b. Investigate the reflection of light using a mirror and a light source.
c. Identify the physical attributes of a convex lens, a concave lens, and a prism and where each is used (rainbow).
Social Studies Standards
SS4G1The student will be able to locate important physical and man-made features in the United States.
a. Locate major physical features of the United States to include, Atlantic Coastal Plain, Great Plains, Continental Divide, The Great Basin, Death Valley, Gulf of Mexico, St. Lawrence River, the Great Lakes
SS4G2 The student will describe how physical systems affect human systems.
a. Explain why each of the Native American groups occupied the areas they did, with emphasis on why some developed permanent villages and others did not.
b. Describe how the early explorers adapted, or failed to adapt to the various physical environments in which they traveled.
c. Explain how the physical geography of each colony helped determine economic activities practiced therein.