Bringing Tucson's River of Words to your school
Information for educators
Tucson’s River of Words (TROW)
School Residency
These multi-disciplinary programs are offered on a limited basis to K–12 schools with an interest in participating
in Tucson’s River of Words Youth Poetry and Art Contest. Participation in these programs is not required for contest
entry. The TROW School Residency has two components; science and the arts. Science instructors engage K–12 students in a study of the local environment to learn the fundamental concepts of watersheds, water cycles, water resources, and conservation. The second component is visual art, poetry, or dance. Art instructors work with the students on individual and collaborative projects that demonstrate the integration of the arts into environmental education. A TROW School Residency can take place in the classroom and/or outdoor location such as a field trip to Agua Caliente Park. The duration and specific lesson plans for the TROW School Residency are determined at the time of scheduling.
Science Component
(Teachers select one science Component)
Exploring Watersheds
Students learn about the water cycle and construct a watershed model to track the movement of water through
the landscape to discover the connections that plants, animals, and people have to water. Upper grade levels
participate in a watershed management planning exercise to learn about land use issues that affect watersheds.
Linked to Arizona Academic Standards – Science – S4: C2: GK-4; S4, C4, GK-8; S6: C3: GK-4; S4: C3: HS; S6: C1: HS.
Sum of the Parts
Students build a river model as a means to illustrate the contributing factors to the pollution of a river and identify
ways to reduce sources of pollution.
Linked to Arizona Academic Standards – Science – S1: C1: G4-
8PO1; S1: C3: PO2, PO4; S1:C4, G4-8PO3; S3: C1: G4PO1, G5PO2, G7PO1-PO3, G7PO1, PO2
Arizona Water Web
Students research the roles of various water users in a typical community. In a group exercise the students act
out the roles of selected water users to demonstrate the interdependence among water users in Arizona.
Linked to Arizona Academic Standards – Science – G6-8S3:C1; G6PO2; G7PO2, PO3; G8PO1, PO2; C2: G6PO1, PO2, PO3; G7PO1, PO2; G8PO1, PO2, PO3. HS-S3: C1; PO1, PO2, PO3, PO4, PO5;
C2:PO1, PO2, PO3, PO4, PO5.
Art Components
(Teachers select one Art Component)
Visual Art
Students work with an artist to learn principles of basic design such as color, shape, and line as means to illustrate
their experiences and demonstrate learning during the science lesson. Students increase their visual literacy by
using critical thinking skills to translate science education to basic skill building in drawing and/or painting.
Students are encouraged to submit their art work to the Tucson’s River of Words Youth Poetry and Art Contest.
Linked to Arizona Academic Standards – Visual Art – S1: C1: PO 001, 101, 102, 403; S1, C2, PO 001, 002, 202; S1: C3: PO 001, 201; S1: C4: PO 001, 101, 201, 202; S1: C5: PO 001,101; S2: C1: PO 001, 202; S2: C2: PO 001; S2: C4: PO 001; S3: C3: PO 001.
Poetry
Students work with a poet to develop writing skills in poetry. Students read original works by published poets and
are introduced to poetry writing tools such as rhythmic verse, metaphor, couplets, imagery, and personification.
Students create original poems inspired by the science component introduced at the beginning of the TROW
School Residency. Additional class time will be necessary for students to complete their poems for submission to Tucson’s River of Words Youth Poetry and Art Contest.
Linked to Arizona Academic Standards – Writing – S2: C1: G1-2,
PO1, PO2; S2: C1: G3-5, PO1, PO2, PO3; S2: C1: G6-8, PO1, PO2,
PO4; S2: C1: G3-5, PO1, PO2, PO5; S2: C2: G6-8, PO1, PO2, PO6;
S2: C4: G1-2, PO1, PO2, PO3; S2: C4: G3-5, PO1, PO2, PO3, PO4;
S2: C4: G6-8, PO1, PO2, PO3, PO4; HS-S2: C1, PO1, PO2, PO3, PO5;
S2: C2: PO1, PO2; S2: C4: PO1, PO2, PO3, PO4, PO5; S2: C5: PO1,
PO2, PO3.
Dance
Students work with a dancer to learn basic modern dance movement, body skills and awareness, and how dance
can be used communicate personal, community, and environmental stories or perceptions. The students use
movement to create deeper understanding and awareness of the water cycle and how water moves through
the landscape. Dance curriculum can also be closely tied to poetry exercises, as students use movement to express
images, ideas, and feelings from text.
Linked to Arizona Academic Standards – Dance – S1: C4: PO 101, 102, 103, 104; S2: C3: PO 101, 102; S2: C4: PO 101.
For more information and scheduling call (520) 615-7855 or email Yajaira Gray at Yajaira.Gray@pima.gov. Tucson’s River of Words Entry Forms and Teacher Resources are available at pima.gov/nrpr/eeduc/kids/riverofwords.htm