classrooms and discovered they already knew a lot about ecosystems and pollution. As we discussed radiation, the Columbia River watershed, and Hanford history and cleanup, they continued to impress me with their knowledge. We finished by separating into three groups and playing a card game matching descriptions of animals on the Hanford Site to their pictures, trying out groundwater cleanup methods on a Hanford- specific model, and playing an educational video game about Hanford’s Waste Treatment Plant. One student commented that he couldn’t believe all he


had to do was write a letter to get a Hanford representative to come to his class. Surprised by the power of his own words, he sincerely appreciated that someone heard his voice and took action. Encouraging students to write letters to public officials shows them how grass-roots democracy works and provides an avenue for them to engage in the public process in the future. The genuine interest these kids showed in Hanford and the health of our environment demonstrated to me that youth can engage, and intelligently at that.


• Tri-Cities Prep high-school students learn about nuclear jobs and water quality testing As part


of an ecology unit, Tri-Cities Prep teacher Jim Dishon asked all 100 of his biology students to design their own science project. As part of this, he wanted to bring in organizations working on environmental issues so the students could learn about science-related jobs. I visited his class, along with toxicologist Beth Rochette and


MAKING HANFORD HAPPEN FOR STUDENTS


Hanford is complicated and important for so many


reasons, and understanding its past, present, and potential futures requires a process of inquiry. All of our projects and educational approaches invite students and teachers to research, problem solve, work collaboratively, and find meaning in their relationships to Hanford. Sometimes we are only able to help students step onto a path toward learning more about the site, like when we work with students on a one-time basis. Mere exposure to the importance of the site and its relationships to our communities is nonetheless a positive step forward. But many of our projects, especially SL projects, do much


more and help students to navigate their own path toward critically investigating and engaging in learning about Hanford. Regardless of discipline, Ecology can develop and help implement SL and other projects to meet any teacher’s pedagogical goals and curricular mandates. Getting help bringing Hanford into the classroom can be as easy as sending me an email; part of my job is to help you!


Tips for Hanford-curious educators: Starting is the hardest part


• Don’t let the idea of Hanford lessons overwhelm you. Make a little time and contact us. We can visit your classroom and run the lesson the first time, or every time.


• Let Hanford information come to you by joining our mailing lists, ECOconnect blog, and Hanford Education & Outreach Facebook page.


• Learn a few Hanford stories that you find interesting, concern- ing, and/or personally relevant. This way, you’ll remember them and share them with students in an engaging manner.


Tri-Cities Prep High School students take part in water testing investigations.


• Be honest with students about what you do and don’t know. Consider questions you can’t answer as opportunities to engross students in the research process. This empowers them to be knowledge-seekers, instead of relying on authority figures to spoon-feed answers.


• Find a community partner who is as enthusiastic as you are, and stay in touch! I’ve never turned a willing teacher away, and, after working together once, it becomes much easier (enjoyable even) to continue your partnership.


dangerous waste permit writer Annette Carlson, to present about Ecology’s mission, Hanford history, and cleanup. Then, each of us explained our jobs and how they contribute to cleanup. After our presentation, we tested the quality of the tap water


in their laboratory. Working in teams of six, each student was given a test strip for one of the following parameters: free and total chlorine, iron, copper, total nitrate and nitrite, pH and total alkalinity, and total hardness. After the results were in, the class regrouped, compared results, and discussed what these measures mean.


We also left behind a questionnaire that Mr. Dishon assigned


as homework, entitled “Do you know where you live?” It asks students things like where their drinking water comes from, where their garbage goes, what local plants and animals they can name, and so on. Though not directly about Hanford, it brings up issues students may or may not have thought of before and gets them thinking about the environment and their impacts on it.


• Know that you are taking a risk. Sometimes projects don’t pan out, but when both parties are equally committed, I’ve never seen a project fail. The reward far outweighs the associated risks and stress.


Hanford learning activity ideas


• Research an issue and write letters to public officials or, even better, submit a comment or question during a public comment period.


• Attend a public meeting. Annually, the Tri-Party agencies hold State of the Hanford Site Meetings. Meetings on specific cleanup decisions occur throughout the year.


• Learn about the Tri-Party Agreement. • Review environmental laws that guide cleanup. • Study the Columbia River watershed, the Hanford Reach National Monument, and/or the incidental preservation of Hanford’s large tract of shrub steppe habitat and the wildlife that lives there. Only 10 percent of Hanford’s land mass is contaminated; the rest makes a great home for many species.


Page 30 www.clearingmagazine.org/online CLEARING 2011


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