That’s a wrap on the spring semester! As thoughts turn to summer exploration, summer camps, fun events, and vacations, we want to take a moment to recap some of the local Tahoe Truckee school programs we did this school year.
With a huge thank you to our local community with grants from Powdr Corp Community Foundation, Martis Camp, Donner Party Charitable Fund, Tahoe Mt. Resorts, Truckee Airport Foundation, Truckee Rotary, North Tahoe Kiwanis, and Tahoe League for Charity. Thank you for all your support.
Alder Creek Middle School
Late this spring, we worked with ACMS 7th graders to create research projects focused around human impacts in Donner Memorial State Park! We began the week by joining students in class to talk about question asking and planning to collect data. Students were interested in the various ways that humans may impact the park, ranging from investigating water quality, to looking at trash and litter, to measuring plant and insect biodiversity. In order to test these questions, students collected data at the park during the middle of the week. Each group was able to collect data at various locations across the park, while also observing wildlife like frogs and lizards outside of their projects!
Thanks to the support of Tahoe Mountain Resorts Foundation, Martis Camp, and the hospitality of Donner Memorial State Park, this adventure was a wild success!
Truckee High School
Thanks to the incredible support of the Tahoe Mountain Resorts Foundation and the Martis Camp Foundation, we ran an amazing field program with Truckee High School for over 40 students! From formulating questions in the classroom to hands-on fieldwork at Donner Creek, students explored macroinvertebrate populations, measured stream pH and temperatures, and even discovered unexpected surprises like fish and a large crawfish! Back in class, they analyzed their data and delivered insightful presentations. A huge thank you to our sponsors for making this enriching experience possible!
Student questions were mostly centered around organisms within the stream, including fish, crayfish, and macroinvertebrate insects. Some groups were also interested in plants around the stream, and looked at biodiversity found in the area, as well as chemical composition of leaves.
Truckee Afterschool
This year, we received $5,000 from the Truckee Tahoe Airport District that we put towards a six-week after-school program with the Truckee Elementary School. This was a twice-weekly program that focused on grades 3rd through 5th. The program had a bird theme where students were introduced to new bird-related knowledge, games, and science activities each session. Each session was independent so that students could join without feeling left behind while those who attended multiple sessions could continue to ask questions about birds and expand their knowledge.
Students explored bird adaptations, migration patterns, behaviors, anatomy, and more. One activity we did every day was monitoring bird feeders to see what species were in the area and observing how that changed throughout the semester as our own citizen science project! However, our most popular activity was our owl pellet examination, where the students could see what the owls were consuming and reconstruct their skeletons.
Sierra Expeditionary Learning School
Projects focused on snow science, and how chemical and physical properties of snow are affected by location, depth of the snow pack, and presence of insects. Each groups’ question was inspired by a tour at the Central Sierra Snow Lab, where students got to learn about the large-scale climate and snow monitoring happening at the lab, before conducting their own smaller scale research.
Students were able to work in the area around the lab, collecting data, and also having fun playing in the snow and playing some group games.
La Fuerza Latina Truckee
Thanks to funding from Truckee Rotary, a group of La Fuerza Latina Truckee students from Truckee High School came with us to tour the Central Sierra Snow Lab and to start data collection. The students had really insightful ideas on what their data meant, and why they saw the trends they did, and it was great to see the students engage in that discussion around data visualization.
Donner Trail Yuba River Day
It was a great, warm, sunny October Day on the South Yuba River. Headwaters spent the day in the river teaching the kids about water speed and gradient in the river, as well as algae growth and water quality. The students loved using the ducks and meter sticks to measure the flow. They learned how increased gradient means increased water speed. They also learned how where in the river you are measuring changes the water speed. For example when the bank or logs/sticks jet out into the river they block the water and decrease the speed that is flows. Truckee Tahoe School district media was there and are interested in doing more stories with us.
King’s Beach Elementary
During this program, we developed hyper-local, sustainable food programming to engage with over 60 fifth-grade students, including varied paths to science, the importance of a sustainable diet, and creating a healthy meal from the local 7-Eleven.
Over three sessions, students learned about Headwaters’ program manager Courtney’s background, her master’s thesis, and how to make a healthy meal based on what you can find at the local 7-Eleven.
Students learned about the components of a healthy diet including understanding the role of carbohydrates, lipids, and proteins. During this discussion, students were able to cook themselves from boiling water, create salads, or pass out cut fruit. The students were surprised to see how much fruit and vegetables were available at the local 7-Eleven and how they could make healthy choices for their diets, no matter their access.
Headwaters hosted an introduction to research camp at the Clair Tappaan Lodge at Donner Summit last week for 18 students. Students thoroughly enjoyed their 3-day, 2-night field camp – as one said, “It’s fun to do science in the fresh air!” Thanks to the Tahoe Mountain Resort Foundation for funding this program and helping us bring these middle school students out to experience scientific research, mentorship, professional caliber scientific exploration, and the wonders of the Sierras.
We hoped to provide an opportunity for students to fully participate in the scientific process. We started camp with an overview of available methods for data collection to help students begin to think about what kinds of research questions can be asked and answered in the environment we are in with the tools we have available. Then we will start designing research questions in groups of about 5 and start thinking about what’s the best way to go about data collection. Some of the questions they came up with were “which species of trees die most commonly and why are there so many dead trees?” and “does soil pH affect how well a tree grows?” which were really insightful and set us up for some fun exploration throughout camp.
We spent most of the second day collecting data in the field, which required getting muddy to collect water samples. Some of the field techniques we practiced were:
assessing plant diversity and percent cover using quadrants
calculating tree density and tree age
soil chemistry
macroinvertebrate sampling to assess stream health
using bug nets to collect bugs in different environments
“I had a lot of fun catching insects and gathering data!” and as another student said “this was a really fun day!”
We dove into data analysis and interpretation of results on the third day. Because students were interpreting their own data, even those who had some trepidation about analysis grew comfortable and confident leading up to their final conclusions. Presentations were great! Everyone was so excited to share what they had found and proud of their accomplishments.
Students were especially grateful to have Bryn Anderson (Headwaters’ program manager), Beth Fitzpatrick (PhD student at University of Wyoming), Cas Carroll (PhD student at UNR), and Chloe Gorman (bachelor’s student at Claremont College) for guiding them through this program.
Our science mentors were very nice and excited to teach us new things. They are passionate about science!
Using the natural world to investigate a research topic in the field of ecology allowed students to really experience the process of science firsthand through a diverse set of research questions and we’re grateful to the Tahoe Mountain Resort Foundation for their funding. Headwaters always strives to make our programs, and by extension hands-on science education, approachable, accessible, and affordable and the Tahoe Mountain Resort Foundation shares these values, committing key support to this program.
Headwater Science Institute’s winter of studying the snowpack in the Sierra Nevada continued last week with the completion of the Tahoe Expedition Academy Snow Science Field Program.
It was two days of fun-filled and informative research, the first day for ninth- and 10th-grade biology students and the second for 11th- and 12th-grade earth science students.
“I never knew what I skied on everyday was so complex,” one student said.
The days were a shortened version of Headwaters’ Research Experience, an immersive, months-long program where students develop a formal research paper, allowing students to see how snow depth and density is measured and what kinds of water-quality metrics can be measured from snow melt.
Like the full Research Experience, these students then completed a mini research project of their own to experience how the scientific process works.
Here are some more quotes from the two field days:
“I loved learning about how snow layers are formed and seeing it in real life.”
“I got to learn about the importance of snow and different factors [that can be measured] in snow. I got to be outside and have a blast.”
“I had a lot of fun and learned about albedo and its impact on rate of snow melt.”
Building a snow cave at the 2022 Bay School Snow Science Camp.
Do roads impact water quality in the snowpack? How does a forest or an open meadow change snowpack depth?
These are just some of the questions students examined at the recently completed Headwaters Science Institute’s Bay School Snow Science Camp in the Sierra Nevada’s Olympic Valley – topped off with a healthy portion of cross country skiing, playing in the snow and even learning how to build an emergency snow shelter.
“I thoroughly enjoyed this trip, from going out into the meadow of snow and taking samples, to cross country skiing,” Bay School camper Coco told Headwaters. “I learned so much over the course of this trip, especially about the chemicals in snow, such as pH and how that affects drinking water and the native biotic species.”
Arie Koshkin, a graduate student studying snow science at University of Nevada Reno, brought her expertise to the camp examining the effects of fire on snow pack. She even brought some cool instruments from her lab for the students to use.
“I really enjoyed being in the snow and learning about its role – from the chemical composition of snow to skiing,” Arie, another camper, said. “I also met a lot of new people and found friends with similar interests in science. This trip was really amazing and I can’t wait to continue exploring science.”
This past week 7th-grade students from the Oakland School of Language, a dual language Spanish English public middle school in Oakland, California, came to the Clair Tappaan Lodge on Donner Summit for a snow science program with Headwaters. This was the first time many of the students had seen snow before and presented a very special opportunity for them to study the source of much of California’s water. One of the unique aspects of this program for Headwaters was that many of the students did not speak English. While some of our instructors could teach in both Spanish and English other instructors communicated to students using teachers as translators.
One of the most powerful moments of this 3-day overnight program came out of students and Headwaters instructors dealing with this language barrier. This was centered around two students, who were creating a project around density and snow water equivalent in the snowpack. While waiting for their teacher to translate between them and their Headwaters instructor they started using Google translate on their computer. The group was then able to communicate directly with their Headwaters instructor and continue analyzing their data and creating their research presentation.
This system of text-based google translation worked quite well allowing their teacher to step back and spend more time with other groups. At the end of the program, these students walked up to their teacher and told him “See look what we did [refering to their presentation] and we did it all without you with an instructor didn’t even speak Spanish.” The teacher later described this event to Headwaters staff as “the best snubbing he has ever received.”
Through their Headwaters program, these students not only completed a rigorous independent research project, but they also proved to their teacher and themselves that they could successfully complete complex tasks with someone who can only speak English. The pride they took in this accomplishment shows in their declaration of independence from their translator. Language barriers are massive and daunting hurdles, but these students were engaged in their research projects and met to this challenge with determination and a problem-solving mindset. While Headwaters programs typically don’t set out to help students break down language barriers, the critical thinking and self-motivation demonstrated here are exactly what we aim to pass on to every student we work with.
This program would not have been made possible without support from many members of the Oakland community, the Sierra Club, and Tahoe Donner XC. Thank you all for making this great educational experience possible.
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Matt Ellis-Ramírez is an interdisciplinary ecologist focused on science communication, education, and design. His work bridges the lab, classroom and community, from studying coral viruses as an NSF Microbiomes Fellow at UC Berkeley to leading field and professional development programs with Florida International University’s Coastal Everglades REU. He also co-created and taught a high school course on sea level rise that blends art and science to explore climate change. Matt is an Aspen Institute Future Climate Leader, former youth climate advisor to the Mayor of Miami-Dade County, and a published poet.
Most recently he served as an NSF Microbiomes Fellow at UC Berkeley studying the viruses that affect coral, however off the lab bench he led educational workshops at the Bodega Marine Laboratory. Previously he was the Assistant Program Coordinator for Florida International University’s Coastal Everglades Research Experience for Undergraduates (REU) leading professional development training and field-work opportunities for underclassmen. Additionally, Matt co-wrote and taught an interdisciplinary high school course on sea level rise in Miami bridging art and science to highlight the magnitude of
Matt is an Aspen Institute Future Climate Leader award recipient, a previous youth climate advisor to the mayor of Miami-Dade County and a published poet. During his free time you will find him outdoors getting way too close to the crabs in the tidepools, cooking for his friends or working on community-led projects back home in Guatemala.
Baylee grew up in Lake Tahoe, California, where her love for wildlife and wild places first began. She earned her degree in Zoology from Oregon State University and has spent the past six years working in environmental education and conservation across eight states. From teaching ecology and wildlife programs in the wetlands of Florida to leading science-based field trips in the mountains of Washington, Baylee has dedicated her career to helping people better understand and appreciate the natural world. Her work with a variety of nonprofits and science organizations has strengthened her commitment to making education accessible, engaging, and inclusive for all learners.
Outside of work, Baylee feels most at home outdoors—whether she’s hiking through forests, paddleboarding on alpine lakes, or photographing wildflowers and starry skies. She believes that fostering curiosity and wonder in nature is the first step toward inspiring stewardship and conservation.
Senior Marketing, Communications, and Development Manager
Jenn Cotton holds a B.S. in Event Management from the University of Central Florida and brings over 15 years of diverse experience in education and science. Her career spans from hands-on marine science instruction—teaching through shark research and field investigations—to leading science education initiatives for over 300 secondary educators in a Florida school district. Jenn has served on the board of the Florida State Science and Engineering Fair, launched an educational program for OCEARCH’s Global Shark Tracker, and most recently worked as a Risk Manager at NASA.
Mary Kathryne Schumaker has a Bachelor of Science in Coastal Environmental Science from Louisiana State University and A&M College with a minor in Mandarin Chinese and Disaster Science & Management. She was previously the Watershed Programs Coordinator for the Tennessee based water quality nonprofit WaterWays, where she taught science programs and assisted with communications and fundraising efforts. She is excited to continue to help with school programs in the Bay Area while exploring the natural beauty the West Coast has to offer.
Communications Director and Research Program Manager
Megan Joyce works at the intersection between science, education, and storytelling as a communications consultant. She has worked to advance conservation in the US with Defenders of Wildlife, the Wolf Conservation Center, and NOAA, and works globally with Reverse the Red. Megan has also consulted with child and family services stakeholder engagement in San Francisco. Megan graduated from Cornell University with a B.S. in Environmental and Sustainability Sciences and from Syracuse University with an MPA in Environmental Policy.
In her free time, Megan is often outsides hiking, rowing, coaching adaptive skiing, or taking photos of wildlife!
Monique graduated from Vassar College with a double major in Biology and STS (Science, Technology, and Society) and a minor in Education. She is passionate about sharing her excitement for science with students through hands-on research. Before joining Headwaters, she worked as a kayak and bike guide in Washington State’s San Juan Islands. In her free time, Monique enjoys exploring the outdoors, hiking, biking, kayaking and trail running.
Chase Oishi is a passionate naturalist with a proven ability to develop and implement engaging educational programs spanning from early childhood to adults. His educational initiatives specialize in fostering a social-emotional connection, inclusivity, and cultural responsiveness. Throughout his career, he’s focused on shaping the next generation of environmentally conscious individuals through innovative and impactful nature-intensive science programs.
Brea Gillespie has a PhD from the University of California, Davis, and San Diego State University and an undergraduate degree from Spelman College. Her research has ranged from fog occurrence throughout California to salinity in the Florida Everglades to bumblebees in Connecticut. She has taught elementary-aged children and informed them of the importance of data-driven policy and open-access data. In her free time, she volunteers with local organizations such as the Bringing Back the Natives Garden Tour, Pollinator Posse, and the California Native Plant Society to make her community more representative of the original landscape.
Mary Ellen holds a BA in Biology/Environmental Studies from University of California, Santa Cruz. She has worked as an environmental education guide for more than 10 years, balancing that with substitute teaching K-12 in the local school district. For fun she coaches a high school Nordic ski team and tries to get in as much play time outside, skiing, running and biking. She hopes to inspire students to be curious about natural processes in order to foster a deeper appreciation of our environment.
Eva Bradman
Program, Marketing, and Fundraising Assistant
Eva Bradman has a Bachelor of Arts in Biology from UC Santa Barbara, with minors in Science Communication and Spatial Science. She has worked with multiple nonprofits as an environmental science educator, teaching in classrooms and leading programs along the coasts of Santa Barbara and the San Francisco Bay Area. During undergrad, she worked in the field through marine science research, habitat restoration, and field ecology coursework. As a Berkeley native, she is excited to collaborate with local schools to inspire students and share her passion for science.
Anne holds a Ph.D. in Ecology, Evolution, and Conservation Biology from the University of Nevada, Reno where she researched the impacts of human-induced changes on sexually selected signals of a butterfly. She has also been a part of several scientific outreach programs, including a community science project (Pieris Project) and the University of Nevada’s Museum of Natural History. Anne is excited to continue sharing the scientific process and research with a diversity of students through the Headwaters Science Institute!
Katie Cannon
Program Manager of the Bay Area
Katie is the Program Manager of the Bay Area, managing after school and summer camps. Katie is originally from North Carolina and just recently made the move to California. She has her degree in special education and is working on her master of arts in biology through Project Dragonfly out of Miami University in Ohio. When not working, Katie loves to hang out with her rescue dog Charley and explore new areas in her new hometown.
Megan holds a PhD in zoology from Washington State University and is passionate about science and the environment. Her focus is on teaching more people the process of science and she hopes to bring it to as many students as possible across the US. In her free time, Meg enjoys Nordic skiing, running, and playing with her family in the Sierra.
