ABSTRACT
This exploratory study examines how a team of three seventh grade teachers from a rural/suburban middle school in the Mid-Atlantic region of the United States adapted the WATERS curriculum for asynchronous online delivery. The study shows that many hurdles can be mitigated with intentional planning, dedicated resources, and professional development. Students who engaged with the WATERS curriculum made statistically significant gains in their watershed content knowledge. This study highlights both the barriers to transitioning instruction online and the resources that support this transition. The study also illuminates factors that decision-makers must consider as they craft policies related to continuing education remotely during times of crisis and school closures.