Students understand their valuable role in the community. They recognize their immediate contributions to the community by helping to identify water resource issues and then proposing solutions.


Students take ownership of water resources in their community. They identify water resource issues affecting their community and actively partner with other ownership groups (governmental agencies, organizations, advocacy groups) to propose and implement solutions.


Students understand the necessity of water to the health and growth of a community and see a personal responsibility to care for this important resource.


Students proactively pursue educational opportunities to increase their awareness, knowledge, skills and participation in water resource issues facing their community. Students carry on the educational process by sharing their knowledge with others in their circles of influence.

  • Awareness – Help students acquire an awareness and sensitivity to the economic, social, political and ecological interdependence in urban and rural areas; develop the ability to perceive and discriminate among stimuli; process, refine, and extend these perceptions; and use this new ability in a variety of contexts.
  • Knowledge – Help students acquire a basic understanding of how the environment functions, how people interact with the environment, and how issues and problems dealing with the environment arise and how they can be resolved.
  • Attitudes – Help students acquire a set of values and feelings of concern for the environment and the motivation and commitment to participate in environmental maintenance and improvement.
  • Skills – Help students acquire the skills needed to identify and investigate environmental problems and to contribute to the resolution of these problems.
  • Behavior – To create new patterns of behavior of individuals, groups and society as a whole towards the environment.