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Rivers & reefs
Follow your watershed
Where does rain from your school go, and what might it carry?
Connect your neighborhood to its watershed. Follow water on a map, look for possible sources of pollution, and propose a way to reduce runoff.
3–4 class periodsGrade 8 · adaptable for grades 6–9
Your investigation
Mark your school on a map. Find the nearest stream, lake or other receiving water. Use an official watershed map to check your route.
Trace the route water could take. If a drain's destination is unknown, label it unknown rather than guessing. Some watersheds end in inland lakes instead of the sea.
List three land uses along that route. For each, predict a possible pollutant and explain how it could travel.
Observe a school-ground area with your teacher. Record what you see without touching waste or opening drains.
Propose one change at school. Explain how you would check whether it helps.
What happens when stress returns before a reef can recover?
Explore coral bleaching and use a simple classroom model to compare two stress schedules. The model is a learning tool, not a forecast.
2 class periodsGrade 8 · adaptable for grades 6–9
Your investigation
Read NOAA's coral bleaching explanation. Explain the relationship between coral and its symbiotic algae.
Start two model reefs at 30 counters each. Run 30 rounds, with each round representing one model year.
Scenario A: lose 10 counters in rounds 10, 20 and 30. Scenario B: lose 10 in rounds 5, 10, 15, 20, 25 and 30. In other rounds add 2, up to a maximum of 30. Never go below zero.
Record both reef totals after each round and graph them. Use the same rules in both scenarios except for stress frequency.
Explain the difference. List two features of real reefs that this model leaves out.
What can careful observation tell us about a habitat?
Use HERO's rainforest photographs or a teacher-approved local green space to observe wildlife and habitat without disturbing them.
2 class periodsGrade 8 · adaptable for grades 6–9
Your investigation
Choose a photograph or observation site. Record date, setting and what you can actually see.
List five observations of living things or habitat features. Use 'unidentified frog' or 'unknown plant' if you cannot support a species identification.
Sketch one organism and two habitat features it might use. Separate your observations from your interpretations.
Compare with a second photograph or a repeat observation. State one difference and an alternative explanation.
Propose a way to protect or monitor the habitat. Do not handle frogs, remove plants or share sensitive wildlife locations.
What is one environmental problem you can investigate and help address?
2–3 weeks
Choose a specific, manageable issue with your teacher. Define the place, question and evidence you need.
Gather baseline observations or use a clearly cited published dataset. Record how and when the evidence was obtained.
Compare two possible actions. Consider cost, access, safety, permissions and how you could measure a result.
Carry out a teacher-approved action, or present a reasoned proposal if implementation is not possible.
Repeat your observations when appropriate. Present what changed, what remains uncertain and a next step.
Explore with care.
Ask your teacher or a trusted adult before outdoor work. Stay away from roads, floodwater and unsafe shorelines; do not handle waste or wildlife. Classroom photographs and published sources are useful alternatives.
It turns out that everyone needs a HERO — even our environment. Every gift supports research, rainforest protection, marine justice, and free resources for students.
