Fayette County, Kentucky middle school children benefited from the Junior Hydrology summer camp program hosted by the LEAP Academy and presented by Ed Wilcox, Kentucky State University’s Watershed Research and Extension Associate.  The Junior Hydrology program not only improved the knowledge of the middle school participants and adult volunteers but increased the likelihood they will adopt conservation behaviors that reduce the impact of their activity on water quality.  

Demetria Blair, the director of the LEAP Academy, collaborated with Ed Wilcox to provide the four-day Junior Hydrology program as part of a larger summer camp held by the LEAP Academy.  Ms Blair wanted to have science education programming as part of the summer camp.  After several meetings, a water science program structured around core hydrology concepts:  1) where is water on planet Earth, 2) how does the water move from place to place, 3) how do people use water on planet Earth, and 4) how do people manage the water they use.  

The Junior Hydrology program activities were derived from Project WET lessons.  The activities to understand some properties of water included observing the transitions between solid, liquid, and gaseous states.  Participants observed the effects of cohesion and adhesion on the shape of water and how water is contained.  Also, the affects of soap on cohesion were observed.  The ability of water to dissolve some materials but not others was observed.  An EnviroScape model was used to demonstrate how watersheds work and instructions were provided for building a homemade watershed model.  Students took on the role of a water molecule travelling through the water cycle and they kept a “passport” to see their various destinations.  Pollution in the form of cocoa powder was applied to watershed models to demonstrate the impacts of land use on water quality and best management practices were applied to reduce the impacts of pollution.  

There was a percent increase in knowledge in defining a watershed, the effects of impermeable surfaces on storm water, defining pollution, identifying water’s different states of matter, understanding the water cycle, and understanding the difference between weather and climate.  After throwing out an 857% increase on one question that was skewing the average, the average percent increase was 24%.  There was also an increase in correct identification of conservation behaviors.  One Junior Hydrology program participant stated, “I really get this now.”  Another mentioned a conservation behavior she could engage in, “My family already recycles but I can save water too.”  During a volunteer training session, a volunteer exclaimed, “I want to do this with my kids!”  

Volunteer opinions were collected during and after a volunteer training session.  Percent increase and decrease results were calculated from pre- and post-test scores.  Following the post-test, there was an informal question and answer period to have the participants express their learning.  

The Junior Hydrology program is part of an effort to increase the nation’s environmental literacy.  An increase in education is a great step toward that goal.