The purpose of this experiential lesson is to teach introductory to mid-level undergraduate students how to make detailed hydrologic field observations into a conceptual model using a painting medium. Students should have prior knowledge about the hydrologic cycle and the hydrologic budget. Part I is the field component where students make detailed observations about key processes of the hydrologic cycle near a river while canoeing, kayaking, or hiking. Part II is an outdoor art-lab lesson where students explore the intersection of science and art, are introduced to conceptual models, and take their observations and sketches from Part I and create a painting to explore one of five key hydrologic cycle processes. Part III is a post-lesson written assignment for students to reflect on their experience demonstrating their knowledge about the hydrologic cycle in relation to the local hydrology. Equipment needed include a field notebook, paints, a canvas, and handouts. This lesson would be well-suited to an introductory earth science, hydrology, or hydrogeology course and can be helpful when introducing the concept of scientific models.

In this lesson students embark upon a journey through the many ways we come to know a watershed, with foci on its physical geography and our embodied perceptions. This enables students to formulate a holistic understanding of the value of watersheds, situating any future discipline-specific foci within a broad understanding of what watersheds mean to humanity. Required site conditions are simply the bank of any river or stream channel. Equipment needs are minimal. Written data is collected in notebooks. The “data” will address questions of geography and philosophy, such as “what are the physical components of a watershed?” and “what are the roles of humanity in regard to rivers?” This lesson has broad applicability across different regions. It complements quantitative scientific river-based field lessons by actively grounding students’ understanding of humanity’s inherent subjectivity in their perceptions of rivers. The intent of this lesson is to engage with subjectivity, connecting students with the riverine place they are in through an exploration of their perceptions and feelings, ultimately deepening their relationships with rivers and places.

This lesson introduces students to field methods and theoretical concepts regarding the factors that shape river environments and ecosystems. Introductory material is followed by instruction in the Wolman Pebble Count and the Equation of Entrainment.

Traditional Ecological Knowledge is based on deep understanding of systems from observations made over hundreds to thousands of years. This resource connects Traditional Ecological Knowledge to modern conservation through media and primary literature interpretation. The adaptation of this research aims to link the material to the ecological concept of the intermediate disturbance hypothesis and to highlight ecologists whose careers have focused on the concept.

I implemented Unit 5 of the "Climate of Change" module into two weeks of my nonmajors Environmental Science course to cover the concepts of atmospheric science, climate change, and data evaluation.