Kids in the Creek



Kids in the Creek

A Water Quality Monitoring and

Stream Ecology

Field Experience for

8th Graders

Teacher Manual

Presented by:

NC Cooperative Extension Service

Mud Creek Watershed Restoration Council

Tennessee Valley Authority

With assistance from:

U.S. Forest Service

Environmental and Conservation Organization

Blue Ridge Community College

Americorps – Project Conserve

Trout Unlimited

Introduction

Kids-in-the-Creek (KIC) is an active, hands-on, water quality education program for 8th grade students. Students participate in a 3-4 hour field experience in which they conduct real scientific work in the field under the guidance of professional scientists and educators from natural resource management agencies.

Students learn how field scientists assess and monitor water quality. Students participate in four activity stations on a rotating basis during the 3-4 hour work time. Stations include macroinvertebrate sampling, fish sampling, chemical testing, and an overview of stream ecology and evaluation of the riparian corridor. In the process, they gain knowledge of watershed ecology, biology, and chemistry. They gain science skills including data collection, synthesis, and analysis; measuring skills; taxonomic identification; and safety protocols. They also gain or practice social skills including cooperative learning, teamwork, behavioral self-control, and time management.

The program includes pre- and post-event classroom visits from educators from the sponsoring agencies, and this teacher handbook that contains all the planning and lesson materials needed to carry out the program.

Kids-in-the-Creek is a partnership between the presenting agencies and the participating schools. Each partner has a role to fulfill that is critical to the overall success of the program. Roles and responsibilities are outlined later in this handbook.

Experience has shown that hands-on, active, real-world field experiences often are among the most meaningful and memorable units of study in students’ school careers. Such experiences can provide long-lasting impacts in interest and motivation, as well as the content knowledge and skills they help students develop.

We appreciate your commitment to providing an exciting, memorable, and highly effective learning experience on the topic of water quality and we look forward to working with you.

Please address any comments, questions, concerns and suggestions to your program coordinator:

Diane Silver

NC Cooperative Extension Service

Henderson County Center

Mud Creek Watershed Coordinator

828 697-4891

diane_silver@ncsu.edu

CONTENTS

I) Introduction and Contact Information i

II) Table of Contents ii

III) KIC Curriculum Overview 1

Pre-Event Lesson 1

Field Day 2

Post-Event Lesson 2

Additional Resources 3

IV) Logistics and Planning 4

School Preparation Checklist 4

Schedule 5

Parent Letter 6

Behavioral Agreement (Rules of Conduct) 7

Permission Slip / Release Form 8

Chaperone Guidelines 9

Participant Equipment/Preparation List 10

Equipment provided by KIC 11

STUDENT HANDBOOK

I) Background Information 2

Know Your Watershed 2

What Makes a Healthy Stream? 4

Stream Assessment 5

Chemical Testing 5

Macroinvertebrate Sampling 8

Fish Sampling 10

Riparian Corridor Assessment 11

II) Student Handouts / Field Journal 13

Macroinvertebrate Sampling

• Pollution Tolerance Index data sheet 13

Chemical Testing

• Data sheet for chemical test results 14

Riparian Corridor Assessment

• Riverwalk checklist 15

Fish Index of Biological Integrity (IBI)

• Fish Sampling Data Sheet 17

• Metrics used with the scoring system 18

• Worksheet to calculate IBI 21

III) Appendix

Dichotomous Key for macroinvertebrate identification

Instructions for chemical test kits

Material Safety Data Sheets (MSDS) for chemical tests

KIC CURRICULUM

Pre-Site Lesson

The pre-site lesson takes place in the classroom, prior to students’ field trip to the stream site. An educator from the Kids in the Creek program will arrange times to meet with all your classes to conduct this lesson.

A video of the Kids in the Creek program is available. We recommend you show the video to students prior to the pre-site lesson, as their first introduction to the program.

This pre-site lesson provides an overview of what a watershed is and how non-point source pollution is created, using a plastic Enviroscape™ watershed model. This will provide an introduction to various land uses, and demonstrate how sediment, chemicals, metals, salts, and oils can get into surface waters.

The pre-site lesson will also include a brief look at tailored maps of your county, your major watershed basin, and the watersheds of local streams in your school’s area (see tailored maps in the background information section, page x).

Finally, in the pre-site lesson, the instructor will review expectations for student behavior, review equipment students will need to bring, and answer students’ questions.

For the pre-site lesson, the instructor will need students to gather around the Environscape™ model, and then he/she will need to project overheads of maps for student viewing. Your assistance in setting up your classroom accordingly will be most helpful.

HOMEWORK:

After the pre-site lesson and before the field day, students need to read the background information provided in this handbook so that the stream activities will be meaningful for them.

Field Day:

The field day consists of students rotating through four activity stations at the stream site. Stations include macroinvertebrate sampling, fish sampling, chemical testing, and an overview of stream ecology and evaluation of the riparian corridor.

Please read the background information in this handbook for details about the curricular content of each station.

Please refer to all the logistics and planning materials in this handbook to ensure a safe, smooth and organized field experience.

Note that the fish sampling activity involves using battery powered electrodes to create an electric current in the water sufficient to temporarily stun any fish in the nearby area. The scientists conducting the work wear protective waders and rubber gloves to ensure that no part of their skin comes in contact with the water. Students will use the same safety gear and follow all of the established safety precautions to protect themselves from being shocked during the IBI collection.

Be assured that the IBI activity is extremely safe when all safety protocols are followed. Safety protocols are presented later in the student behavior contract later in this handbook. KIC staff is extremely serious about these procedures and practice a zero-tolerance policy for horseplay or failure to follow instructions. The participation of teachers and chaperones in providing diligent supervision is critical. The result is a meaningful, relevant, and SAFE learning experience.

The IBI procedure is also perfectly safe for the fish. Fish are stunned long enough to be netted and collected. They are quickly sorted, identified, and released. They recover fully within a few minutes and generally suffer no impacts from the study.

Students will need copies of the student handouts for their field day. We recommend that you package the background information and handouts to create a student field journal.

Post-Site Lesson:

The post-site lesson takes place back in the classroom, after students’ field trip to the stream site. An educator from the Kids in the Creek program will arrange times to meet with all your classes to conduct this lesson.

The post-site lesson involves synthesizing and analyzing the data students collected in the field for fish and macroinvertebrates. Using a computer spreadsheet, the instructor will lead students through the task of entering their raw data into the spreadsheet, and completing the worksheets to calculate the Index of Biological Integrity for the fish and the Pollution Tolerance Index for the macroinvertebrates. The analysis will culminate in some preliminary conclusions about the health of the stream that was sampled and discussion of the strengths and weaknesses of those conclusions.

Finally, information will be provided about local watershed projects and opportunities for further action to help conserve and restore local streams. We encourage you to consider becoming involved in local watershed projects as a class, as a follow-up to the Kids in the Creek program. We also ask for your assistance in working with students to share this information with their families, in an effort to reach more members of the community with local watershed information.

Additional Resources

(more information to be added)

Other water quality monitoring programs - networking opportunities

• Global Rivers Environmental Education Network (GREEN) - a program of EarthForce

• Save our Streams – Izaak Walton League

• Adopt-A-Stream – Environmental and Conservation Organization (ECO)

• Streamwatch - NC Division of Water Quality

GIS and mapping curricula and software

• ESRI

LOGISTICS AND PLANNING

School Preparation Checklist

___ Program dates and pre-and post-site lesson times scheduled.

___ Chaperones signed up-- KIC depends on teachers and parent volunteers to help lead and supervise student groups. A ratio of one adult per 15 students is required.

___ Chaperone Guidelines distributed to volunteers

___ Participant Equipment List distributed to volunteers – chaperones and teachers should bring lunch, water, raingear, etc., same as students.

___ Transportation (Students & Teachers) -- The school is responsible for transporting participants to and from the field site.

___ Release forms and behavior agreements distributed, signed and collected.

___ Parent letter

___ Behavioral Guidelines / Contract

___ Permission / Release Form

___ Participant Equipment List

___ Background information and student field sheets copied and distributed - (we recommend that you make a field journal for students containing pages xx – xx, plus a few blank sheets at the back).

Kids-in the Creek

Field Day Schedule

Leave School: 9:30_AM___

Arrive @ Site: 10:00_AM___

Orientation, teams, stations: 10:00 – 10:10

10:10 to 10:20 Put on waders A & B

10:20 to 11:00 A Fish

B Benthic/Bugs

C Water Quality

D Riverwalk

11:05 to 11:45 B Fish

A Benthic/Bugs

D Water Quality

C Riverwalk

11:45 to 12:15 Lunch Break (A&B out of waders; C&D into waders)

12:15 to 12:55 C Fish

D Benthic/Bugs

A Water Quality

B Riverwalk

1:00 to 1:40 D Fish

C Benthic/Bugs

B Water Quality

A Riverwalk

1:45 to 2:00 Out of waders, Load on bus

2:30 Return to School

Dear Parent:

Your child’s class will soon be participating in a science field day called Kids-In-the Creek.

Kids-in-the-Creek (KIC) is an active, hands-on, water quality education program for 8th grade students. Students will participate in a four-hour field experience in which they conduct real scientific work in the outdoors under the guidance of professional scientists and educators from natural resource management agencies. Originally developed by the Tennessee Valley Authority, the program is organized in Henderson County by the Land-of-Sky Regional Council of Governments and the North Carolina Cooperative Extension Service. A number of agencies and organizations, listed below, contribute their professional time to provide this valuable learning experience for students.

In this program, students will learn how field scientists assess and monitor water quality.

They will participate in four activity stations: macroinvertebrate (bug) sampling, fish sampling, chemical testing, and an overview of stream ecology. In the course of the program, students will truly get “in the creek” for two of the activity stations.

We emphasize to you and your child that students are still in class during this outdoor experience. This is NOT a picnic, hike, party, or a day off. It is a learning experience that has been planned to enhance your school’s academic curriculum. We want to assure you that this program is carefully planned and implemented to ensure the health and safety of all participants while providing a top notch educational experience. Among the safety procedures established for the program is a set of behavioral guidelines which students are expected to follow. It is critical that students and parents understand that these guidelines are essential to ensure the safety of all participants. For this reason, the program adheres to a zero-tolerance policy for horseplay. Students who are unable to work within these guidelines may be removed from the program immediately and face disciplinary action upon returning to school. The behavior guidelines are attached. We ask that you review them with your child and that both you and your child sign them and return them to your RT teacher on Monday, April 27, 2009.

We are very excited to have the opportunity to participate in Kids-in-the-Creek. Experience has shown that hands-on, active, real-world field experiences often are among the most meaningful and memorable units of study in students’ school careers. Such experiences can provide long-lasting impacts in interest and motivation, as well as the content knowledge and skills they help students develop. We anticipate that your student will return home from this field day with new ideas, new enthusiasm, and many stories. We appreciate your support in providing an exciting, memorable, and highly effective learning experience for your child.

If you have any questions or concerns about this program, please feel free to contact us at school.

Sincerely,

Chad Neuburger

Eighth Grade Science Teacher

Apple Valley Middle School

(828)-697-4545

KIC Contributing Partners:

|Land of Sky Regional Council of Governments |Mills River Partnership |

|NC Cooperative Extension Service |Environmental and Conservation Organization |

|Mud Creek Watershed Restoration Council |Blue Ridge Community College |

|Trout Unlimited |Henderson Co. Soil and Water Conservation District |

|U.S. Forest Service |Americorps Project Conserve |

Kids in the Creek

Student Expectations / Behavioral Contract

Respect 1-2-3

All of the rules and expectations of the Kids in the Creek program can be viewed as falling into three categories of respect. The following guidelines are designed to make it easier for all program participants to work effectively together and to feel safe and free to learn. To ensure this positive learning environment exists, we expect you to honor the following items:

1) Respect for Others:

|• Program leaders and instructors |• Other program staff such as volunteers, etc. |

|• Your teachers and chaperones | |

|• Your peers | |

We expect you to be kind to all people, to behave in such a way as to help keep everyone safe and healthy, to be polite and respectful to the public (anyone enjoying the program site who is not part of your group), and to help keep program equipment and everyone’s personal belongings in good condition. This includes, but is not limited to:

• No horseplay – splashing water; throwing rocks or anything else; pushing, tripping, intentionally startling others, etc.

• Follow all instructions regarding boundaries and activity procedures.

2) Respect for the Environment:

• The natural environment

• The built environment

Please keep plants, animals, land, and water in good condition and disturb them as little as possible. Follow all instructions for minimizing impact to the program site. Please keep picnic tables, parking facilities, and any other amenities of the program site in as good condition as you find them upon arrival.

3) Respect for Yourself:

• Safety

• Health

Please protect your own health and safety by monitoring how you are feeling and reporting any problems you may experience (for example, if you become chilled, let a teacher know). Follow the attached guidelines for personal items to ensure that you have what you need to stay healthy during the day (sun screen, drinking water, etc.).

Student Contract:

I agree to follow the above guidelines and all Kids in the Creek program rules. I agree to do my best to make this a good experience for myself and for other people. I understand that Kids in the Creek has a zero-tolerance policy for horseplay and that if my behavior is deemed to jeopardize the health and safety of others at any time, or disrupt the learning experience of others, I may be removed from the program immediately and face disciplinary consequences upon returning to school. I am committed to contributing to this program in a positive way at all times.

Signature of Student Date

Kids-in-the-Creek

Permission Slip / Release Form

Name of Student

Primary Parent or Guardian

Home Address

Home Phone

Primary Parent or Guardian’s Business Phone

Primary Parent or Guardian’s Cell Phone

I hereby give permission for my child to participate in all program activities for Kids in the Creek, including walking as a group to the program site, on the date of April 26, 27, or 28 2011.

The cost for the Kids in the Creek Program is $8 which covers the instructional materials used during the field investigation.

Further, I give permission for use of photos or video of my child participating in all program activities for promotional purposes. Further, I have reviewed the Student Expectations / Behavioral Contract (attached) and I support them. My child will follow the rules of the program and the directions of all program leaders.

Signature of Parent or Guardian Date

Authorization for Emergency Treatment

In the event of an emergency, if I cannot be reached, I hereby give permission for local EMS or medical personnel selected by my child’s school to secure and administer treatment for my child as named above, including ordering X-rays, routine tests, hospitalization, and necessary transportation for my child.

Signature of Parent or Guardian Date

Parent Volunteers

In order for students to be successful during the program we are in need of volunteers to help monitor students and student behavior. As a volunteer you would be responsible for approximately 10 students. You would rotate with the same group of students throughout the day. The schedule for your day would require you to be at school from 8:00-11:00, or 12:30-3:00.

If you are interested please complete the bottom of this form.

Thank you.

___________________________________ ___________________________________

Name Phone Number/Email Address

Kids-in-the-Creek

Chaperone Guidelines

Thank you so much for volunteering to help supervise students during the Kids-in-the Creek program. Without your commitment and effort, we would not be able to offer this learning opportunity to your children.

Below are some guidelines which we hope will help clarify your role:

We are counting on you to manage any incidences of student behavior that strays from the established behavior guidelines (attached). This includes:

• Any behavior that poses an immediate danger to the student or those around him/her.

• Any behavior that disrupts the program activities for other students.

• Any behavior that could lead to damage of equipment or personal belongings.

• Any behavior that is disrespectful to others – youth or adults.

• Any behavior that could cause damage to the natural environment – this includes

- entering / exiting the stream at points along the bank other than those designated as entry/exit points

- picking vegetation

- digging up the streambanks or otherwise causing erosion

- disturbing the streambed in excess of procedures needed for the scientific activities

- dumping liquid or solid waste on the ground or in the stream

How to manage behavior:

•As a chaperone, you have the authority (and we count on you) to ACTIVELY intervene with students to eliminate any unacceptable behavior. Behavior management strategies include:

• A gentle tap on the shoulder and a meaningful look or shake of your head.

• A polite but firm reminder that the behavior is unacceptable and should be stopped immediately.

• Pull the student away from the group to have a longer conversation about behavior out of earshot of other students:

- Remind the student about the behavioral expectations of the program

- Ask / confirm that the student signed the behavior contract

- Ask the student if he/she thinks his/her current behavior falls within the contract.

- Ask the student what he/she thinks should happen next. (Encourage the student to choose to return to the program activities with acceptable behavior. If the student states an unwillingness to do so, bring in one of the school’s teachers or administrators to decide next steps).

- If the unacceptable behavior is a repeat occurrence, choose a safe place slightly away from the group but still within view and ask the student to sit there quietly in lieu of participating. Bring in one of the school’s teachers or administrators for next steps.

We sincerely hope that these strategies will not be needed during the KIC program. We have confidence that most students are sufficiently mature to participate in this program appropriately. We are looking forward to a fun and positive day in the field. Your assistance will help ensure that it is.

[Don’t forget to bring your own lunch, water bottle, raingear, etc., for the day. Consult the Participant Equipment List for a checklist of personal items you should bring].

Kids-in-the-Creek

Participant Equipment/Preparation List

I) Food

• Lunches

• Water Bottle / juice

II) Data Recording Gear

• Pencil

• Clipboard

• Data Sheets / Field Journal

• Place clipboard in a large ziplock plastic bag to protect it from the elements. (Provided by science teacher)

III) Water/Outdoor Gear

• Raincoat, poncho, etc. (based on forecast)

• Layered clothing, according to the weather – sweatshirt, jacket

• Sunglasses (on a cord), lip balm, sunscreen, hat

• Bug spray

• Water Bottle

• Change of Clothes

• Towel

• Old shoes (not open sandals) to get “in the creek.”

• Dry shoes and socks to change back into after finishing in the creek.

Note: without old shoes you will not be able to go into the water!

EQUIPMENT / STAFF PROVIDED BY KIC

• Staffing

1 Event Director

1 Site Leader

Biologists/Instructors

1 Fish

3 Benthic/bugs

4 Water Quality

TOTAL: 8 minimum

Safety/First Aid

2 EMT – if deemed needed, based on location of program site

2 Water Rescue - if deemed needed, based on location of program site

Note: Safety and Water Rescue personnel will vary depending on stream size and flow conditions.

Total: 2 (minimum)

• Pre-event introductory presentations in the classroom for students and teachers

• Enviroscape

• Site Permission

• Media coverage

• Video and photography (as needed / available)

• Miscellaneous Equipment/Supplies

• Antibacterial hand soap (no water/rinse)

• Paper Towels

• Water

• Trash bags

• First Aid Kit

• Whistles (group captains) or loud horn for signaling rotation

• Waders

• Wader belts

• Tarps

• Bug Trays

• Forceps

• Benthic/Bug Identification Sheets

• Thermometers (F/C)

• Hach Kits (or probes)

• Station Signs

• D-Nets

• Buckets—white plastic

• Sampling Permits

• Backpack Shocker

• Fuel

• Rubber Gloves (shocker)

• Seine

• Dip Nets

• Small Aquarium for specimens collected during AM or PM session

Misc. office supplies

• Pencils, pens, sharpies

• Erasers

• Sharpener

• Tape

• Scissors

• String

• Glue stick

• Safety pins

• Paper clips

• Rubber bands

• Stapler

Kids in the Creek

Field Journal

Name:

School:

Teacher/Team:

Presented by:

NC Cooperative Extension Service

Mud Creek Watershed Restoration Council

Tennessee Valley Authority

With assistance from:

U.S. Forest Service

Environmental and Conservation Organization

Blue Ridge Community College

Americorps – Project Conserve

Trout Unlimited

Background Information

Know Your Watershed

We all live in a watershed. A watershed is a drainage basin. It consists of the main stem of a river or stream, plus all the tributaries that drain into it, plus all the surrounding land that drains to either the tributaries or the main stem.

Our entire landscape is divided into watersheds and sub-watersheds. High points in the landscape that form the natural dividing lines between watersheds are called, appropriately, divides.

The connection between rivers and streams and the surrounding land that forms their watersheds is a key relationship. Run off from land within the watershed has a great impact on water quality. Land-use choices and the behavior of residents, businesses, and visitors within a watershed are critical to the health of local water resources.

The following map shows the drainage patterns of sub-watersheds within Henderson County, NC. The branching patterns of the streams are set off in alternating colors to reveal the division of the land into small drainage basins. Streams in Henderson County drain to the French Broad River, the Broad River, or the Green River. Some of the sub-watersheds shown drain first to Mud Creek or its main tributaries before reaching the French Broad River. The Mud Creek Watershed is outlined in black. Similarly, some sub-watersheds drain first to the Little River before reaching the French Broad River. Each sub-watershed could be further divided into smaller sub-basins for the purpose of study and management.

[pic]

What Makes a Healthy Stream?

A healthy stream requires the presence of ALL of the following elements:

• Good water quality

• Clean substrate

• High quality riparian vegetation

• Diverse habitats: riffles, runs, pools

• Abundant and diverse benthos with large percentage of intolerant species

• Diverse fish assemblage

All of the above characteristics must be present to have a truly healthy stream.

Water quality parameters that are measured in the field include dissolved oxygen, temperature, pH, conductivity, and turbidity. These must be within certain ranges in order to support life.

In addition to the quality of the water itself, streams must provide supportive habitat to aquatic organisms in order to have an overall healthy aquatic community. Habitat is the physical environment in which an organism lives. To be supportive, habitat must provide ALL of the following, represented by the acronym FWORPS:

Food

Water

Oxygen

Reproduction (conditions for successful reproduction)

Protection (from predators and the elements)

Space (lack of crowding)

These factors can be affected by the physical condition of the streambed, the streambank, and shape of the stream channel. The area along the banks of a stream extending 30 to 50 feet back from the stream is called the riparian zone or riparian corridor. (Riparian means relating to a body of water). A stream walk to observe the condition of the riparian zone will reveal important information for the overall assessment of the health of the aquatic community.

Lastly, a healthy stream will support many different kinds of macroinvertebrates and fish. In western North Carolina, a healthy stream could and should have as many as 400-500 different species of macroinvertebrates. The fish population will not be as diverse, but there should be 10 to 30 species depending on the size of the stream.

Stream Assessment

In the Kids-in-the-Creek program, you will assess the quality of all of the above listed criteria to evaluate the health of a local stream.

Chemical Testing

Dissolved oxygen, temperature, pH, nitrates, phosphates, and turbidity.

Oxygen: All living organisms require oxygen to survive. Plants take in oxygen from the surrounding air or water through their leaves and roots. Animals use either lungs or gills to extract oxygen from air or water. Oxygen is critical for survival. While some organisms can go into torpor (greatly reducing their metabolic rate) and survive for many months with very little oxygen, most organisms will die within minutes if they do not receive enough oxygen.

In air, free O2 molecules are mixed with molecules of other gases that make up our atmosphere. Air is about 21% oxygen. In water, oxygen molecules are dissolved into the water. Oxygen saturation can vary depending on the temperature of the water and the rate of use by plants and animals.

Dissolved oxygen is used by aquatic plants and animals. To be replenished, oxygen must be released under water (e.g., from plants during photosynthesis, or from other chemical reactions) or air must be mixed with the water for oxygen to dissolve into the water -- (e.g., wave action or whitewater rapids capture air and mix it with water).

In water, oxygen levels may vary over a 24-hour period. This is because during the daytime, aquatic plants engage in photosynthesis, which releases oxygen into the water. At night photosynthesis ceases, while oxygen demand from plants and animals continues. Thus, oxygen levels may be depleted overnight and restored during the daytime. (Although the same cycle of photosynthesis occurs on land, depletion of oxygen in the open air is not a concern because of the cycling of air via wind currents, because of the great volume of plants on earth that are photosynthesizing, and because oxygen makes up such a large percentage of our air. Of course, pollution of the air with other substances is certainly a concern).

Cold water is able to hold more oxygen than warm water. (Think of cold water as a big sponge with the potential to absorb a lot, and think of warmer water as a small sponge with less capacity to absorb). Colder water, with its greater oxygen-holding capacity, is more able to meet the oxygen demand of aquatic life, especially at night as the total amount of oxygen is depleted. This is why clear, cold, fast-running streams are more abundant than warm, slow, muddy ones. (Velocity and cloudiness (turbidity) are separate parameters that can be measured, but they are important because they affect temperature, which in turn affects capacity for holding oxygen).

Oxygen levels may also be affected by increased oxygen demand (such as the presence of excessive amounts of decaying plant matter in the water -- decay consumes oxygen).

Dissolved oxygen (D.O.) is measured in parts per million (ppm). What is a “good” result? The amount of oxygen required by organisms depends on species and stage of life. DO below 3 ppm is stressful to most organisms. DO below 2 ppm will not support fish. 5-6 ppm is usually required for growth and activity.

Temperature:

Water temperature is an important factor in stream health. Aquatic organisms require a relatively narrow temperature range to survive: 55-68 °F (13-20 °C). When water temperature rises above or falls below this range, organisms become stressed and eventually die. Temperatures outside the healthy range affect organisms’ metabolic rates, and render them more sensitive to toxics, parasites, and diseases.

In addition, water temperature affects many of the other chemical and biological parameters that affect stream health. Colder water can hold more oxygen than warm water. Warm water causes organisms’ metabolism to increase, causing them to need more oxygen. Thus, warm streams provide less oxygen while causing organisms to need more. At the same time, warmer water increases plant photosynthesis. The cycle of plant growth and death increases, resulting in more dead and decaying plant matter in the stream. While photosynthesis releases oxygen, the decay process consumes it, and the net result is oxygen depletion. Thus, stream temperatures above 68° provide a triple whammy that impacts the health of aquatic organisms.

pH:

pH is a measure of how acidic or non-acidic the water is. pH is measured on a scale of 1-14, with 7 representing neutral pH, neither acidic nor basic. The unit of measure is pH. A result is written as pH__ . A pH measure below seven is acidic, and a pH measure above 7 is basic or alkaline. (Basic and alkaline essentially mean the opposite of acidic. They refer to the ability to neutralize acid).

The pH scale is exponential -- each step along the scale is ten time more acidic or basic than the previous step. Thus, counting down from seven:

A pH of 6 is 10 times more acidic than 7.

A pH of 5 is 100 times more acidic than 7.

A pH of 4 is 1000 times more acidic than 7. And so on.

Counting up from seven:

A pH of 8 is 10 times more basic than 7.

A pH of 9 is 100 times more basic than 7.

A pH of 10 is 1000 times more basic than 7. And so on.

Here is a pH scale with some common substances shown. Think about whether fish and aquatic plants and insects would grow well in lemon juice or bleach.

014

most neutral; most basic

acidic distilled water or alkaline

(7.0)

battery acid vinegar ammonia coffee

(≈1.0) (≈3.0) normal rain (≈11) (≈12.5)

(≈5.8)

baking soda

(≈8.2) bleach

lemon juice cola (≈12.0)

(≈2.0) (≈4.0) mouthwash

(≈9.0)

Aquatic organisms have a range of pH levels at which they can survive. Highly sensitive organisms have a narrower range of tolerance (around the neutral level), while more tolerant organisms have a wider tolerance range. pH levels above or below the range of tolerance become corrosive to the organism -- the water will start to eat away at the organism’s cells, a lot like a chemical burn. The largest variety of aquatic animals requires a pH ranging from 6.5-8.5. Anything below 6.0 is too acidic for anything to live except bacteria. Bacteria die off at a pH of 2.0

Here is a pH scale showing the ranges that support aquatic life:

014

most neutral; most basic

acidic (7.0) or alkaline

Bacteria

(≈ 2.0 - 13.3)

Plants (algae, rooted plants)

(≈ 6.8 - 12.5)

Carp, suckers, catfish,

some insects (≈ 6.0 - 9.8)

Bass, bluegill, crappie

(≈6.2-9.4)

Snails, clams, mussels

(≈ 7.4 - 9.9)

Largest variety of animals

(trout; mayfly, stonefly,

caddisfly nymphs (≈ 7.1 - 8.6)

From Field Manual for Water Quality Monitoring, Mark Mitchell and William B. Stapp, Thomson-Shore, Dexter, MI, 1994.

Turbidity:

Turbidity measures the cloudiness of the water. Cloudiness is caused by suspended solids floating in the water. Suspended particles may consist of a number of different substances but the most common is sediment.

Sediment is the number one pollutant of streams in Western North Carolina. Turbidity measures sediment that is currently being carried along in the stream flow. When floating particles finally settle out of the water, they no longer contribute to turbidity, but they degrade the quality of the stream bed by filling in the spaces between rocks and gravel. Eventually, the stream bed becomes buried and consists mainly of sand. Sedimentation will be discussed further under stream ecology / riparian corridor evaluation.

Turbidity affects the health of a stream because turbid water restricts the passage of light, and floating particles clog the gills of fish and benthos. Turbid water also absorbs heat, resulting in warmer water temperatures and all the resulting impacts discussed above.

Nutrients (Nitrogen (Nitrate) and Phosphorus (Phosphates)):

Excessive nutrients in the water cause spurts of plant growth, both rooted plants and algae. Excessive growth of plants can cause a stretch of stream to become filled with vegetation. This alters the ecology of the stream, and can also impede swimming and boating. In addition, spurts of algal growth are short-lived, and result in blooms of dead, decaying algae. The decay process consumes oxygen.

Macroinvertebrate Sampling

While chemical testing reveals specific information about water quality at a particular stream site, it is time consuming and can be expensive. Therefore, Natural Resource managers use biological indicators as a first test of water quality.

Biological indicators (bioindicators) are plants or animals (living things) whose presence indicates something about the health of the surrounding environment. Parakeets were used as bioindicators in deep-rock mines: when oxygen levels began to run-out, the parakeet would suffocate before depletion became detrimental to people. As long as the parakeet was alive, its presence indicated the existence of sufficient oxygen. Amphibians (frogs, toads, etc.) serve as bioindicators for overall health of their environments. Because amphibians have permeable skin (they absorb water and air directly through their skin), they absorb pollutants directly into their bloodstream faster than other animals. Thus, amphibians become sick, mutated, or die off before other animals may begin to show the effects of environmental hazards. Changes observed in amphibian populations serve as early indicators of causal impacts happening in the environment.

In rivers and streams, benthic macroinvertebrates serve as bioindicators for general water quality. Macro = big enough to be seen without a microscope; vertebrate = having a backbone, and invertebrates = animals without a backbone; benthic = bottom-dwelling. So benthic macroinvertebrates (or benthics or benthos for short) are non-microscopic animals without backbones that live in the substrate of a river or stream. They include insects, crustaceans and spiders, as well as worms and molluscs.

Many aquatic macroinvertebrates are the larval (or juvenile) form of flying insects that lay their eggs and hatch in water, but live on land and in the air as adults. They usually colonize rocky substrate or clumps of dead leaves and sticks in shallow riffles and along the edges of a streambed.

Aquatic macroinvertebrates have a range of environmental limits -- certain parameters such as temperature, pH, and oxygen levels that they need to survive. Some benthics have a rather broad range of tolerance -- they can survive even when temperature or pH or oxygen levels vary widely. Others are more sensitive and have a narrower range of tolerance; they will die if their critical parameters aren’t just right. Therefore, the presence of a great variety of benthic macroinvertebrates, especially the highly sensitive ones, serve as an indication that overall water quality is pretty good, and chemical testing for individual parameters may not be necessary. Sampling that results in only a few species, especially only the highly tolerant ones, suggests that the environment is not supportive of the more sensitive species. Additional testing may be needed to determine what parameters have been altered and how.

A biological index can be used to calculate a water quality rating based on the results of biological sampling. There are a number of different kinds of indices that could be calculated; this activity uses a Pollution Tolerance Index. The index gives a numerical result that can be used to do statistical analysis over time. However, it is important to understand the meaning of this result: It gives a general rating for the quality of the water, based on the tolerance of various organisms that are usually found in this habitat. If the water quality rating is not as good as you hope it would be, it does not necessarily mean that the water quality us dangerous or unhealthy. However, it does mean that this river or stream is worthy of further study and testing of particular parameters to try to discover why this biological index is less than ideal. It could be that the substrate along this particular stretch of river does not provide the right habitat for many of the organisms in the index to colonize. Perhaps they are colonizing farther up- or down-stream, where there is a rocky riffle with better habitat. On the other hand, perhaps the oxygen levels in the water have been depleted due to some impact of surrounding land use, or perhaps toxins or heavy metals are poisoning the animal life, or perhaps the water temperature has been altered due to either natural or human causes. Similarly, a good biological index is not a guarantee of healthy or safe water. A great diversity of organisms may be present in the water, but high levels of bacteria or other microscopic organisms that are dangerous to humans could also be present in the water. Today, natural resource agencies monitor our water resources that are used for recreation and provide advisories if swimming, wading, or other uses are unsafe.

Macroinvertebrate sampling gives a good first overview of the health of a river or stream, but it does not tell the whole story. To get more information, it would be important to sample several sites at various intervals along the course of the river or stream, to sample with some regularity over time (perhaps once a month), and to conduct tests of particular water quality parameters.

Fish Sampling

Diversity of fish species is another valuable indicator of overall health of a stream. For fish to survive, they need good water quality and good habitat. Different species have slightly different ranges of tolerance, so a great diversity of species (presence of many different KINDS of fish) is a good indicator of overall health.

Kids-in-the-Creek uses an Index of Biotic Integrity, or IBI, to assess diversity of fish species. The IBI involves using battery powered electrodes to create an electric current in the water sufficient to temporarily stun any fish in the nearby area. The scientists conducting the work wear protective waders and rubber gloves to ensure that no part of their skin comes in contact with the water. You will use the same safety gear and follow all of the established safety precautions to protect yourself and others from being shocked during the fish collection.

Be assured that the IBI activity is extremely safe when all safety protocols are followed. KIC staff is extremely serious about these procedures and practice a zero-tolerance policy for horseplay or failure to follow procedures.

The IBI procedure is also perfectly safe for the fish. Fish are stunned long enough to be netted and collected. They are quickly sorted, identified, and released. They recover fully within a few minutes and generally suffer no impacts from the study.

Fish that are collected during the shocking procedure are identified and measured, examined visually for the presence of disease, and their species, size and condition is recorded. Information on the population is synthesized, including the feeding habits, tolerance of pollution, ages, health (diseased or not) and the diversity of species found. From this collection of data, an index is calculated that represents the overall integrity of the fish population.

The IBI score is based on the sum of twelve metrics separated into three categories:

I. species diversity and pollution tolerance. II) Food preferences (trophic composition). III) Fish abundance and condition.

The value of each metric is compared to the value expected at a site located in a similar geographical region on a stream of similar size in good ecological health. Using the maximum expected values for each metric, scoring criteria are developed that rate the metric: Each metric receives five points if its value is close to the maximum expected value; 3 points if its value deviates somewhat; and 1 point if its value deviates strongly from the value expected at a relatively undisturbed site. The scores for each metric are then added to give an ecological health rating of excellent, good, fair, poor or very poor. An IBI Score of 60 is excellent while 12 is very poor.

More detailed explanation of the scoring system will be provided in the post-site classroom lesson when the data is synthesized and analyzed.

Riparian Corridor Assessment

Good water quality by itself is not enough. To be healthy, a stream must provide all the elements of supportive habitat (Food, Water, Oxygen, Reproduction, Protection, Space) for the aquatic organisms that live there. The condition of the riparian zone (the stream channel, streambed, and surround banks, up to 50 feet back) impact these habitat factors.

Streambed:

Sedimentation is the number one pollutant in streams in Henderson County. In addition to the impacts caused by turbidity (discussed above), settling of sediment on the streambed degrades the habitat provided. The substrate (rocks, gravel, and sand) in the stream bed is where the aquatic organisms live. The spaces around the rocks must be clean of sediment and silt so that these bugs and small fish can breathe and feed, and so that fish eggs can develop. When sediment builds up, bugs, fish, and eggs get smothered. Thus, a sandy bottom is poorer quality habitat than a rocky bottom because feeding, oxygen and reproduction are affected.

Sediment enters streams through run-off from the surrounding land and through erosion of the streambanks themselves. Streambank erosion is the result of the scouring energy of high volume and velocity of stream flow during and immediately after big rain events. Stormwater run-off is quickly becoming one of the most serious contributors to stream degradation in Henderson County because volume of storm run-off increases as we convert permeable landscapes (forests and fields) into impermeable city- and suburban-scapes of paved roads, buildings, parking lots, sidewalks, etc. The higher volume of storm run-off from developed areas results in higher velocity of stream flow during peak times, and the higher velocity results in greater scouring of the streambanks. The result is increased sedimentation, and the incising of the stream so that it cannot access its floodplain. The impact becomes a vicious cycle.

Besides good water and clean substrate, a healthy stream usually has diverse habitats. In steep mountainous areas, this may be a series of step-pools. The water flows over rocks and plunges into a pool. Where the slope is not so steep, the stream will form a sequence of riffles, pools, and runs. Riffles are the shallow, rocky, turbulent water in a stream. This is the area of highest food production, where a large variety of benthic macroinvertebrates live. The white-water action of the riffles also serves to oxygenate the water by mixing it with air as it tumbles. The deep pools provide cooler habitat for larger fish and other types of macroinvertebrates. The runs are flat, unbroken water, deeper than riffles. These areas are the least productive portions of the stream. Trees, branches, and root wads that may fall into the stream also provide areas of good habitat for both benthos and fish.

Again, sedimentation degrades the habitat provided by riffles and pools by burying the rocks that cause the riffles and by filling in the pools. This eliminates the areas of highest food production and oxygenation, and the deep, cooler refuges, resulting in shallower, warmer flats. Food, oxygen, protection, and living space are all affected.

Stream channel:

The shape of the channel itself also affects the quality of habitat, because the shape of the channel affects stream flow and scouring. Streams in their natural condition have meanders. The curves in the course of the stream serve to slow down the water, reducing the scouring energy of the current. In some areas, streams have been straightened to facilitate farming, development, industry, or other land uses. This is called channelization. Straight, channelized streams tend to lack riffles and pools, and are prone to streambank erosion, incising, and sedimentation because the velocity of the current goes unchecked.

Streambanks: the riparian zone is the area along the banks of a stream extending 30 to 50 feet back from the stream. Riparian vegetation such as shrubs and trees send down many roots that anchor the soil and also provide oxygen to the deeper layers of soil. Vegetation along the banks also helps to filter materials that flow overland during storm events. Thus sediment, grease, oils, and other waste products are trapped on the land and do not enter the stream. Riparian vegetation shades the stream, keeping temperatures cooler. It also contributes woody debris to the stream (fallen leaves, twigs, and branches), which provides surfaces on which benthics colonize (living space) and which breaks down to provide a food source that forms the foundation of the food chain.

Thus, a lack of stable, woody vegetation results in degraded habitat by allowing pollutants, especially sediment, to enter the stream from run-off, by eliminating shade, and by eliminating a source of food and colonizing surfaces.

The Kids-in-the-Creek stream corridor assessment involves walking a length of stream and observing the condition of the stream channel, stream bed, and streambanks for the habitat factors discussed above. These factors are usually included in the data collection for any riparian field study scientists conduct.

Pollution Tolerance Index for

Benthic Macroinvertebrates

This water quality rating is based on a Pollution Tolerance Index. There are many other kinds of indices that can be used to calculate a quantitative water quality result based on biological sampling.

Site Location:

Date & Time:

Weather conditions:

Put a check mark next to each one for which at least one individual was found:

|Group 1 |Group 2 |Group 3 | |

|(Most Sensitive / |(Medium Sensitive) |(Least Sensitive / | |

|Least Tolerant) | |Most Tolerant) | |

| | | | |

|___ stonefly nymph |___ dragonfly nymph |___ aquatic worms | |

|___ mayfly nymph |___ cranefly larvae (hellgrammite) | | |

|___ water penny |___ scud |___ midge larvae | |

|___ caddisfly larvae |___ clam | | |

|___ dobsonfly larvae |___ crayfish / crawdad |___ leeches | |

|___ riffle beetle adult |___ sowbug | | |

|___ snails (except pouch snails) |___ damselfly nymph |___ black fly larvae | |

| |___ beetle larvae | | |

| | |___ pouch snails | |

| | | | |

|Total number checked: |Total number checked: |Total number checked: |Pollution |

|___________ | | |Tolerance |

| |___________ |___________ |Index |

|x3 = | | | |

| |x2 = |x1 = | |

| ___________ ____________ ___________ = | |

Circle the water quality rating based on your index results:

23 or above: Excellent 17 - 22: Good 11 - 16: Fair 10 or less: Poor

Water Quality Worksheet

Chemical Testing

Group Members:

Site Location:

Date & Time:

Weather conditions:

Temperature:

• Submerge thermometer about 2 feet

• Hold in water for 2 minutes Temperature Result: __________ °C

• Record temperature in Celcius

Dissolved Oxygen:

• Read the directions all the way through.

• Remember that when adding drops, hold the bottle completely vertically.

Dissolved Oxygen Result: _______ ppm (parts per million)

Nitrate:

• Read the directions all the way through.

• Take special note off the hazardous nature of the reagents in this test. -- wear gloves! Don't inhale the Nitrate Reducing Reagent powder.

• Remember that when adding drops, hold the bottle completely vertically.

Nitrate Result: _________ ppm Nitrate as Nitrate-Nitrogen (NO3 - N)

X 4.4 = ____________ ppm Nitrate (NO3)

Phosphate:

• Read the directions all the way through.

• Take special note off the hazardous nature of the reagents in this test. -- wear gloves!

• Remember that when adding drops, hold the bottle completely vertically.

Phosphate Result: _________ ppm orthophosphate.

pH:

• Read the directions all the way through. pH Results: pH ____________

Turbidity:

• Read the directions all the way through.

• Remember that you add 0.5 ml. of reagent at a time, not one drop at a time.

Turbidity result: ____________ JTUs.

River Corridor Assessment

School Name: Date:

Team Members:

Stream Name:

Receiving Stream:

Survey Location:

|Topo Map: |Specific directions to the site, including landmarks: (e.g.: 100 ft. |

|Coordinates: |below crossroads of Main and 2nd Streets, just past the parking lot). |

|County: | |

|Elevation: | |

|Stream Mile Marker: | |

Weather:

|Weather in past 24 hours: |Weather Now: |Physical Measurements: |

|Storm (heavy rain, > 2 inches) |Storm (heavy rain, > 2 inches) |Air Temperature: _____ °C |

|Rain (steady rain, 1-2 inches) |Rain (steady rain, 1-2 inches) |Water Temperrature: _____°C |

|Showers (intermittent, < 1 inch) |Showers (rain, < 1 inch) |Stream Flow: ______ ft3/sec. |

|Overcast |Overcast |(attach stream flow calculations) |

|Clear/Sunny |Clear/Sunny | |

Briefly describe the location:

STREAMBED

|Stream Bottom: | Rocky | Sandy | Silty | Other: __________ |

| |Gravelly | | |__________________ |

STREAM CHANNEL

|Channel Shape | Natural Meanders | Altered | | |

|Water appearance: | Clear | Milky / white | Grey/Black | Green /Algae |

| |Oily (multi-colored, oily |Muddy / Brown |Scummy |Other: _________ |

| |sheen) |Foamy / Suds | | |

|Odor: | None | Musky / Organic | Rotton Eggs / Sewage |

| |Chemical |Gas / Oil |Other: _______________________ |

|Algae: | Minimal growth | Floating in thick spots |

| |Covers substrate |Thick mats |

STREAMBANK / SURROUNDING LAND

|Cover | |Percentage of the streambank that is vegetated: |

| |Large Trees | |

| |Weeds / HerbaciousPlants |Up to 20% |

| |Exposed Soil |20%-50% |

| |Small Trees / Brush |50%-75% |

| |Rip-Rap (rock) |75%-100% |

| |Other: ________________________ | |

|Stability | No evidence of erosion | 50%-75% of the bank surveyed is eroded |

| |Up to 20% of the bank surveyed is eroded |70%-100% of the bank surveyed is eroded |

| |20%-50% of the bank surveyed is eroded | |

|Surrounding Land Use | Natural / undisturbed | Developed |

| |If so: |If so: |

| |Forest |Agricultural |

| |Field / meadow |Residential |

| |Other: _______________________ |Urban / Commercial |

| |_______________________________ |Other: _______________________ |

| | |_______________________________ |

Problems / Concerns:

Trash / litter in the stream

Trash / litter on the streambank and surrounding land

Big items in the stream or surrounding land (you would need equipment to get them out – if so,describe below)

Discharge pipes entering the stream

Any additional comments, observations, concerns, etc. (Use a separate sheet if needed):

Fish Sampling Data Sheet

|Species |Sample Number |Disease / |Hybrid (() |

| |Tally # of each species collected: (for example: llll llll ) |Abnormalities | |

| |1 |

|Metric Description |Helpful Tips |Observed |

|Total number of native fish species |Count # of SPECIES, not total # of individual fish | |

|Total number of darter species | | |

|Total number of sunfish species | | |

|Total number of sucker species | | |

|Total number of intolerant species | | |

|Percentage of individuals as tolerant species |Calculate percentage | |

| |______________ ÷ ______________ = | |

| |# tolerant fish ÷ total # of fish in sample | |

|Percentage of individuals as omnivores |Calculate percentage | |

| |______________ ÷ ______________ = | |

| |# omnivores ÷ total # of fish in sample | |

|Percentage of individuals as insectivores |Calculate percentage | |

| |______________ ÷ ______________ = | |

| |# insectivores ÷ total # of fish in sample | |

|Percentage of individuals as piscivores |Calculate percentage | |

| |______________ ÷ ______________ = | |

| |# piscivores ÷ total # of fish in sample | |

|Catch rate (average # of fish caught per 300 sq. ft. |Calculate percentage | |

|sampling run) |______________ ÷ ______________ = | |

| |total # of fish in sample ÷ # of sampling runs | |

|Percentage of individuals as hybrids |Calculate percentage | |

| |______________ ÷ ______________ = | |

| |# hybrids ÷ total # of fish in sample | |

|Percentage of individuals with disease, tumors, fin |Calculate percentage | |

|damage, or other abnormalities |______________ ÷ ______________ = | |

| |# damaged ÷ total # of fish in sample | |

Index of Biotic Integrity

Scoring Criteria

|Stream: |Topo Map: |

|Receiving Stream: |Coordinates: |

|Ecoregion: |Date: |

|Drainage area above sample location: |County: |

| |Elevation: |

|Metric Description |Maximum Expected |Observed |Scoring Criteria |Score |

| | | |1 3 5 | |

|Total number of native fish|32 | |< 10 |10-19 |>19 | |

|species | | | | | | |

|Total number of darter |4 | |< 2 |2 |> 2 | |

|species | | | | | | |

|Total number of sunfish |4 | |< 2 |2 |> 2 | |

|species | | | | | | |

|Total number of sucker |4 | |< 2 |2 |> 2 | |

|species | | | | | | |

|Total number of intolerant |2 | |0 |1 |> 2 | |

|species | | | | | | |

|Percentage of individuals |-- | |> 59 % |59-30 % |< 30 % | |

|as tolerant species | | | | | | |

|Percentage of individuals |-- | |> 45 % |45-22 % |< 22 % | |

|as omnivores | | | | | | |

|Percentage of individuals |-- | |< 16 % |16-32 % |> 32 % | |

|as insectivores | | | | | | |

|Percentage of individuals |-- | |< 1 % |1-5 % |> 5 % | |

|as piscivores | | | | | | |

|Catch rate (average # of |24 | |< 8 |8-15 |> 15 | |

|fish caught per 300 sq. ft.| | | | | | |

|sampling run) | | | | | | |

|Percentage of individuals |0 | |> 1 % |1 |0 | |

|as hybrids | | | | | | |

|Percentage of individuals |-- | |> 5 % |5-2 % |< 2 % | |

|with disease, tumors, fin | | | | | | |

|damage, or other | | | | | | |

|abnormalities | | | | | | |

| | | | | | | |

|TOTAL SCORE | | | | | | |

|IBI Stream Classification |0 |12-22 |28-34 |40-44 |48-52 |58-60 |

| |No fish |Very Poor |Poor |Fair |Good |Excellent |

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Local Watershed Map here, if desired.

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