Hayward Students Discover Jobs in the Watershed

“We are so proud to partner with KIDS for the BAY, a fabulous and impactful organization for environmental education and stewardship. Participating in the ‘Jobs in the Watersheds’ program is such a joy, sometimes I’m not sure who enjoys it more, the students or our staff! The enthusiasm, curiosity, knowledge, and delight the students show during our field trips leaves such an impression on our staff, we are raving about it for days afterward. And the KftB staff are superstars and wonderful to work with.” Melissa Kent, Biologist, Avila and Associates Consulting Engineers, Inc.

A beautiful view of rolling green hills, bright blue skies, and shady valley oak trees greeted our Hayward school students as they jumped off the bus at Sheep Camp Creek in the Sunol Regional Wilderness area. This special restoration site is managed by Avila and Associates Engineers Inc., as part of their work with the San Francisco Public Utilities Commission, and is a protected habitat for the California red legged frog and the tiger salamander. 

KIDS for the BAY fourth grade students from Glassbrook Elementary School were so excited to spend the day outside in nature on the watershed lands that their drinking water flows through every day. Volunteers from Avila were thrilled to have the opportunity to teach our young Environmentalists all about the work they do to help maintain this important area and ensure a healthy watershed environment for all.

Avila biologists Naomi and Cynthia instructed the fourth graders to spray their shoes with disinfectant before entering the site and explained that doing so prevents the introduction of sudden oak death to the protected area. After a short nature walk, the Glassbrook Environmentalists met their guest instructors for the day: biologists, engineers and scientists from Avila and Associates, and received their very own field journals. “What does a biologist do?” asked KIDS for the BAY Educator Grace Bedecarre. “In class, we learned that biologists study animals!” student Andrea exclaimed. “A biologist helps the environment!” added Aisha. “Today, you are all restoration biologists!” explained Ms. Grace. “Write down all of your findings and observations throughout the day, or draw pictures of the plants and animals you observe.” Damian noticed something along the trail and hurried to draw a picture in his field journal. “There is a frog right here in a hole in the ground!” he exclaimed. His classmates excitedly gathered around to observe. 

At the first station, volunteers Naomi and Heritiana introduced the restoration site’s star residents: the endangered California red legged frog and tiger salamander. Volunteer Naomi explained the importance of the Avila restoration work. “We protect these species because they provide food for many other species! If we didn’t have these frogs, we wouldn’t have our birds! They help support this entire ecosystem.” The biologists explained how they collect and record data to evaluate the success of their work to restore and maintain the habitat to keep its endangered residents healthy. Heritiana demonstrated how to use Geographic Information Systems (GIS) mapping technology to record data about a particular habitat. Our young Glassbrook scientists had the opportunity to map different sections of the restoration site. They learned how to use a compass to find north and mapped a route around a prickly patch of thistle.

Meanwhile, Naomi marked a square foot of foliage using pvc poles. “If we can identify what is growing in this small area, we can make an assessment about the biodiversity of plants in this whole field!” she explained. The Glassbrook fourth graders drew every plant and flower they observed in the micro-habitat transect investigation. “There are so many plants! What is this one with little white fluffs at the top?” asked Damian. Naomi shared, “That one is called popcorn plant, and this pink one right here comes from Hawai’i!”

The biologists led their group over to the cow water trough onsite to explain the land’s shared use with ranchers. The students stared at the murky water with a thick layer of algae and aquatic plants growing on the bottom of the trough. “I can’t tell how deep it is because there are so many plants!” noticed Jacob. As the students observed the trough, they noticed other forms of life; it was home to a hidden ecosystem of aquatic invertebrates! “I saw swimming beetles and water striders,” said Ximena. Dragonfly nymphs in different stages of molting clung to the side of the trough. The class witnessed adult dragonflies emerge from their nymph-stage exoskeletons right before their eyes! Dennis helped a newly winged creature onto his fingertips. “I want to make sure it doesn’t get wet and fall back into the water!” he explained. Dennis kept the creature comfortable during its transformation, watching its orange wings unfurl and stretch out before it flew away.  

Volunteer Cynthia kicked off the birding station activities by asking the young scientists, “Why do the birds matter? Why do we conserve their habitat?” 

“The birds matter and we should conserve their habitat because they bring music to the world and add color to the sky!”
Guadalupe, Fourth Grade Student, Glassbrook Elementary School, Hayward.

Biologists Joya and Cynthia pointed out a nearby turkey vulture nest and a baby owl nest on either side of the field. They set up a viewing scope, where each student got a special look at the fluffy great horned owl fledglings in their oak tree home. “That is so cool! I have never seen owl chicks before!” said Diego. “I think there are owls living in all the trees! When you see owl pellets on the ground that’s how you know one lives there,” said Ximena. While her classmates were taking their turn on the scope, Andrea noticed a spotted shell on the ground. The young Glassbrook scientists inspected it, noticing it was cracked and empty. “Something must’ve hatched from it! It’s bigger than the eggs you buy in the grocery store!” exclaimed Dayan. Volunteer Cynthia told the class, “I believe it might be a duck egg. A predator might have carried the egg up here from the creek.”

After observing the birds through the scope, the group joined Melissa at the biology station to learn another method to gather information about birds; dissecting owl pellets. The students parsed out small rodent bones from clumps of fur and used a diagram to identify the bones they found. Anothony found both pieces of a gopher’s jaw. He placed them together to show the intact skeleton. The students placed the hair and miniscule bones they found under microscopes to get a closer look.  

The Avila & Associates volunteers opened students’ eyes and minds to the wonders of the natural world and the importance of watershed restoration work. The Glassbrook students learned about the important roles that biologists and environmental engineers play in protecting the delicate ecosystems that make our local habitats unique, and how all organisms and ecosystems, big or small, are worthy of protection, conservation, and care. The Glassbrook Environmentalists were grateful for their time outside and the chance to participate in real-life science. Some even began to consider pursuing environmental action and restoration in their future careers!