Adopt-A-Stream teacher's guide for grades K-12

Adopt-A-Stream Teacher's Guide
For grades K-12
Georgia Department of Natural Resources Environmental Protection Division
October 1996

Adopt-A-Stream Teacher's Guide
Acknowledgments
Georgia Adopt-A-Stream wishes to acknowledge the contribution of volunteers working to monitor, protect, and restore Georgia's streams, rivers, and lakes. Working together we can protect our streams, one stream at a time. Indeed, only through all types of education can we truly create an ethic of environmental protection.
Georgia Adopt-A-Stream gratefully acknowledges Susan Hendricks, Gail Marshall, Chris Martin, Petey Giroux and Dee Shore who edited this guide.
Thanks especially to our summer intern, Tina Williams, for all her hard work putting this guide together.
And finally, thank you Sheryl Williams for all your support and hard work making this guide a reality!!
We sang the song that carried in their melodies all the sounds of nature - the running waters, the sighing of winds, and the calls of the animals. Teach these to your children that they may come to love nature as we love it.
Grand Council Fire of American Indians
What's the use of a house if you don't have a decent planet to put it on? Henry David Thoreau
Anyone who can slove the probelm of water will be worthy of two Nobel prizes - one for peace and one for science.
John F. Kennedy

Adopt-A-Stream Teacher's Guide
Introduction
Georgia Adopt-A-Stream is a Department of Natural Resources, Environmental Protection Division program that promotes public awareness of water quality and citizen involvement in protecting streams, rivers, and lakes. Volunteers agree to adopt a section of stream or other water body for one year during which time they can increasingly learn about and protect local water bodies.
Since the program's inception in 1993, students and teachers have been one of Adopt-A-Stream's most active volunteer groups. Many teachers have asked for help in putting Adopt-A-Stream activities into a lesson plan format. This guide is designed for school groups actively involved in the Georgia Adopt-A-Stream program. We hope this teacher's guide will allow you to bring streams and water quality to your classroom and spark your students' interest in protecting our precious water resources. If there are any questions, please call Georgia Adopt-A-Stream at (404)656-0069 or (404)6560099.
The activities in this guide are grouped according to grade levels. Four major subject areas mirror the Adopt-A-Stream activities: watersheds, non-point source pollution, biological and chemical monitoring of stream conditions. This guide has largely drawn from existing environmental education materials. Georgia Adopt-AStream gratefully acknowledges Project WILD, Air and Waste Management, AIMS(Activities Integrating Mathematics and Science) and the Izaak Walton League of America for their permission to use activities for this guide. We appreciate the use of these materials which will help encourage students to protect our natural resources.
Note:
Many of these lesson plans require a class to collect samples from nearby streams. It is vital to know the condition of the stream before sampling. Animal waste, agricultural runoff (pesticides, herbicides, etc.), industrial wastes, or sewage leaks can be hazardous to you and your students. If you find a stream with any of the above contaminants, a class should not collect samples in the stream or use proper precautions. Students should wear protective boots, gloves, and goggles when necessary or when stream conditions are unknown. In case of serious water quality problems, notify local or state authorities.

TABLE OF CONTENTS
GRADES K-5 Stream Journey (Introductory) K-2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 An Imaginary River (Watershed) K-2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Are You Me? (Biological) K-2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Water Wings (Nonpoint and Biological) K-2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Little Sprouts (Biological) K-5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
GRADES 3-8 Picture Perfect (Nonpoint) 5-8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Pollution Solutions (Nonpoint) 3-8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Adopt-A-Stream Detectives (Biological) 3-5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Pondering pH (Chemical) 3-5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
GRADES 6-12 How BIG is the River - Really? (Watershed) 6-12 . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 How Much Water Falls Here? (Watershed) 6-12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Dragonfly Pond (Nonpoint) 6-8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Name those BUGS! (Biological) 6-12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Adopt-A-Stream Chemical Monitoring (Chemical) 6-8 . . . . . . . . . . . . . . . . . . . . . . . . 60 Fertile Green (Biological) 6-8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Watershed Walk (Watershed) 6-12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Rolling down the River (Watershed) 6-12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Lethal Lots (Nonpoint) 9-12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Adopt-A-Stream Chemical Monitoring (Chemical) 9-12 . . . . . . . . . . . . . . . . . . . . . . . 84 Breathtaking (Biological) 9-12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
APPENDICIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Appendix A Watersheds Appendix B Nonpoint Source Pollution Appendix C Biological Monitoring Appendix D Chemical Monitoring
1

Stream Journey

INTRODUCTORY

Objective:
Location: path Time Frame: Subjects: Level:

Students will discover the role of a stream in providing wildlife habitat and state examples of living and non-living objects at the stream. Outdoors (Teachers will need to determine a safe location and for students to take to the stream) 45-60 Minutes Science, Art, English, Language Arts K-2nd grade

Background: Habitat - the type of surroundings in which an animal or plant species normally
lives, consisting of food, shelter, air, water and space in a suitable arrangement. A home.
Living - An organism that performs biological functions, such as growing and reproducing. Examples include humans, fish, insects, trees, and grasses.
Non-living - unable to perform biological functions. Examples include water, rocks and dirt.
A stream provides habitat for a variety of living organisms. A fish has water to live in and rocks to hide under. Also, there are aquatic insects that serve as a food source for the fish. Mammals, such as beavers make their home in the stream, taking branches from trees to dam up the water.
Many non-living things in a stream go unnoticed. They are valuable to the stream and serve to provide habitat for the living organisms. For example, the rocks in the river are non-living. Salamanders and aquatic insects live under the rocks. The soil under your feet, water in the stream, and the air are other examples of non-living things in or near a stream.
In addition, streams and rivers provide drinking water, recreation and places to enjoy for people.

Materials:

Activity sheet Sketch book or paper Pencils and Crayons Optional: Books or field guides related to aquatic insects, plants, fishes, reptiles, amphibians, and freshwater wildlife

Preparation: Teachers will need to locate a safe path to take students to the stream. Check
for any potential dangers (crossing a road, slippery streambanks). Have parents or aides with each group of 5 or more students. In addition, spread student groups out

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along the stream so they all have areas to observe simultaneously and to reduce the impact of many children in a small area. Make sure to check if any student has allergies. (e.g. Poison ivy, bee stings, golden rod, etc.)
Note: It is vital to know the condition of the stream before sampling. Animal waste, agricultural runoff (pesticides, herbicides, etc.), industrial wastes, or sewage leaks can be hazardous to you and your students. If you find a stream with any of the above contaminants, a class should not collect samples in the stream or use proper precautions. Students should wear protective boots, gloves, and goggles when necessary or when stream conditions are unknown. In case of serious water quality problems, notify local or state authorities. Review "Think Safety" for field safety tips in the appendix.
Procedures: Part One: 1. Before going to the stream discuss safety with the class. Set up the "buddy"
system. 2. Discuss the following terms: Living, non-living, and habitat. 3. At the stream, have each group of students choose a spot in a designated area
and draw examples of the living and nonliving things they can see. Because it is difficult for students to manage paper and books at the stream, the teacher and aides should carry the materials. 4. Bring students together and ask them to share their drawings with others in the class. Discuss how some of these interact with one another. For example, for plants, you might have students consider questions such as:
What do plants need to live? Does anything eat the plant? 5. Have the students return to their area. Tell them to close their eyes, stand still and use only their senses of hearing, smell, and touch to add to their drawings. 6. Have the students share any new observations with the class and discuss how these additional items are related to each other and to the things already on their lists. 7. Have the students return to their area a final time to look for signs of humans impact. Signs may include trash, bottles, tires, roads, buildings, etc. Have the students draw what they see. Ask the students if they notice any difference in the signs left by people and those left by other animals. 8. Collect the sketchbook and crayons before part two.
Part Two: 1. Have the students spend time walking along the river. The teacher can have the
students count the number of living and non-living things they see at the stream. On the "Stream Journey" sheet, mark the number of things the students see. Make sure to look under rocks, along banks, packs of leaves in the stream,
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around logs, and in rocky areas (in or out of stream). The teacher may wish to pull rocks out of the stream to see if any aquatic insects are present. 2. Back in the classroom, review all the things the students saw along the stream and which category they saw the most things (e.g. birds, plants, rocks, etc.) 3. Have the students display their drawings on a board or classroom wall. Questions: 1. What types of plants and animals live near/in a stream? 2. Give an example of a non-living and living thing at a stream. 3. Give an example of something left by humans. Extension: 1. After returning to the classroom, you may wish to have students create a mural showing the animals, plants and nonliving things in the ecosystem. They could draw arrows to show the connections between parts of the ecosystem or connect related components of the ecosystem with pieces of yarn.
Based on Always A River, "Wetlands Safari".
4

An Imaginary River

WATERSHED

Objective: to Location: Time Frame: Subjects: Level:

Students will design their own miniature river system and be able explain the concept of a watershed Indoors 30 minutes Science, Art, Language Arts, and Social Studies K-2nd grade

Background: Rivers are a result of many streams coming together to form a large flowing body
of water. In a river, water flows from upstream to downstream due to the elevation of the land.
The water that flows through a river is a result of rain and/or snowmelt from the surrounding watershed and may be supplemented by groundwater sources. The size of a watershed depends on the elevation of the land. Where rain falls on a hill determines the direction the water will runoff into a stream. The areas of high elevation surrounding the stream will mark the outer edges of the watershed (see Appendix A-1).
In this activity, the students will take a piece of paper and place it at an angle. When blue paint is blown onto the page, the force of gravity causes the paint to run down the page. Just like the paint is subject to gravity, the water in a stream moves due to the elevation of the land and the force of gravity on the earth. As teachers, it is important to help students to understand the forces that cause a stream to move downstream.

Materials:

White printing or construction paper Water soluble paint (non-toxic) Straws Newspapers and smocks for kids (old shirts) Road map showing the water systems (or topographical maps)

Preparation: Depending on the thickness of the paint, water may need to be added to the
paint. Have the student place newspaper where they will be working. Advise the students to bring a large, old shirt to wear as a smock.

Procedures: Part One: 1. Give each student a white piece of paper and place a drop of paint on the top of
the paper. 2. Each student then should hold the paper at an angle, watching the paint move
down.

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3. Ask why the paint moved down the paper. Explain that the force of gravity pulled the paint down the paper, just as it pulls a ball to the ground.
4. Explain that the same force, gravity, pulls water to the ground when it rains and also pulls waters down a hill or gentle slope. Gravity pulls the water from streams and rivers all the way to the ocean.
Part Two: 1. Give each student a white piece of paper and a straw. Place a drop of paint on
the top of the paper. 2. Each student then should hold the paper at an angle, and have each student
blow above the paint blot creating a branching pattern similar to a river and its tributaries. 3. Tell each student they have made an imaginary river system. Their breath served as the force of wind, which along with gravity, made the paint drain or run onto other areas of the paper. 4. Have the students name their river and the small streams. 5. Explain the following terms to the students: upstream and downstream. Ask the students to decide which way their river flows. 6. Explain how you tell which direction is upstream in a real river or stream.
Part Three: Place a map showing rivers and streams on the tables between the students. Show the students where they are on the map.
1. Have the students look for a stream that looks similar to the "imaginary river" they have on their paper.
Part Four: 1. Have the students attach their drawings together (river to river) on the board.
They have now formed a river basin. 2. Have the students give the entire river basin a name.
Questions: 1. Describe how a river looks. 2. Tell what makes water move in a stream. 3. How can you tell which direction is upstream or downstream in a real river?
Extensions: 1. Arrange a trip to a nearby stream. Read over "Stream Journey" before taking
a trip to the stream. 2. Have the students draw in a sketch book the animals, plants, and insects they
see at the stream. 3. Return to the classroom. Have the students cut out their drawings, discuss
what they saw, and tape the drawings onto the river basin.
7

Based on Always A River, "An Imaginary River".
8

Are You Me?

BIOLOGICAL

Objective:
Location: Time Frame: Subjects: Level:

Students will recognize various young stages of aquatic animals and match them with corresponding adult stages. Indoors 60 minutes Science K - 2nd grade

Background: Many animals look significantly different in their earliest stages of development,
compared to adulthood. This is true for most aquatic insects. Many aquatic insects undergo metamorphosis. Metamorphosis means changes during growth. Some insects experience incomplete metamorphosis while others undergo complete metamorphosis. In incomplete metamorphosis, the insect's egg hatches to produce a nymph. Insect's nymphs have essentially all the features of adults. As they grow, the nymphs begin to resemble adults.
Insects that experience complete metamorphosis are characterized by eggs that hatch into larvae. The larva grows though several stages and then changes into a pupa. Pupae are usually encased in a protective cover for their next stage of growth. From the pupae emerges the soft-bodied, often pale-colored insects. They differ remarkably in appearance from their earlier forms. Gradually the soft body develops firmness and color. In complete metamorphosis, there is little resemblance between adult and earlier forms. Additional information on aquatic insects is located in Appendix C-1.
There are also remarkable similarities and differences between other aquatic animals in different life stages. The eggs of many animals hide their eventual form (alligators, turtles, birds). Pelican hatchlings, for example, may be the closest image of miniature dinosaurs to be found on the planet. Aquatic mammals often are easy to recognize. They frequently do not change as dramatically as some other animals in overall appearance as they grow from young to adult stages.
The major purpose of this activity is for students to recognize that there are differences in the life stages of aquatic animals as they grow. The students will increase their appreciation of the diversity of wildlife as well as their understanding of growth and change in animals.

Materials:

Optional:

Picture cards (provided) Paper to construct an aquatic ecosystem

Pens and Crayons

Stapler

9

Preparation: Make pairs of aquatic animal cards. The animals in the pair should be the same
kind. (See attached pictures). Make a master for the students to compare cards by linking the adults and young pair together.
Procedures: 1. Introduce the following terms: young and adult (Include metamorphosis for 3rd
graders). 2. Introduce the aquatic cards. Divide the class in two. Designate one half of the
students "adults" and the other half "young". Give each student, according to their group, an "aquatic animal card". Attach the cards to a string loop so the pictures can hang around the student's neck. 3. Instruct the students to look for their "match". Have the students move around the room to find their match. 4. After the students find their "match", have the students check the "pair" with the answers on the master copy. If the match is incorrect, have the students try again. The students need to color the animal card. 5. Optional: Prepare a bulletin board or area on a wall to represent a stream where the animals live. Have the students place the colored card on the board where they belong. For example, the board or large sheet of paper should have a river, sky, trees and plants. The students will add the critters (cards).
Questions: 1. Pick two aquatic animals. Draw a picture of each animal as an adult and as
a young animal. 2. Pick two aquatic animals. Where does the animal live in a stream? Where does
it live when young? Where does it live when an adult? What changes enable it to live in a different place? (Answers may vary). Possible animals include birds, aquatic insects, etc.
Extension: 1. Instruct the students to go home and find pictures of aquatic animals from a
magazine. Bring pictures to school and place on the board.
Based on the Aquatic Project WILD, "Are you me?"
10

Water Wings

NONPOINT SOURCE POLLUTION AND BIOLOGICAL

Objective:
Location: Time Frame: Subjects: Level:

Students will be able to identify water-related sounds and their sources at a stream. Students will also explore their own thoughts and feelings about aquatic environments through visualization and creative writing. Indoors 20-minute listening and 20-minute art session Art, Language Arts, Music K - 2nd grade

Background: A stream provides a habitat for many plants and animals. In addition, streams
provide a source of beauty and recreation for people. All forms of life depend upon water, oxygen, nutrients and/or sunlight in some combination. Organisms are affected by and interact with the aquatic environment.
Unfortunately, the water in streams can be easily contaminated with agricultural runoff, sediment from erosion, and chemicals from industrial plants and our homes. Care must be taken to protect the quality of the water. Being aware of the many purposes of water helps us realize its usefulness and the need to be protected from pollution. Additional information is provided in Appendix B-2.

Materials:

Tape recording of water sound or of an aquatic habitat such as a river, lake, stream, swamp, or marsh. (You can find these tapes at local bookstores or make your own at a stream). The Georgia Wildlife Federation sells a "Natural Sounds of Georgia" tape.
Water-based paints (or poster paints), brushes, paper, containers for water
Pictures of water pollution (Garbage dumps at steams, paint or oil cans in water, etc.)
Objects that get thrown in streams (aluminum cans, plastic bottles, plastic bags, tires, clear cup of oil, clear cup of plant fertilizer, and a clear cup of mud)

Procedures: 1. Play the tape for the children. The first time, have them listen quietly and try to
picture a setting for the sounds they hear. Have them concentrate on the quality of the sound, but ask them to not draw anything while the tape is playing. 2. Now play the tape a second time. This time, have the children say the names of things they hear as they listen, as you write them on the board. 3. Ask the children to close their eyes and try to recreate the picture in their minds

15

that was created by the sounds. What do they see? Tell them to imagine as much detail as possible, the colors, the plants and animals, the sky. 4. Now tell the children they will be painting a picture of the scene they have just been listening to. Provide the materials and ask them to include all of the things that they heard and saw when they closed their eyes. 5. Now show the children pictures and objects that pollute the water. Ask the children how the pollution changes their pictures. Ask the children if they can think of any other things that damage streams and rivers. How would the tape of a polluted stream sound? 6. Have the students display their artwork on their desks or on a bulletin board.
Questions: 1. What type of sound comes from a clean stream? 2. Draw three sources of pollution in our streams? 3. How would the sounds differ for a clean and polluted stream? 4. What can adults and kids do to keep streams clean? (Answers may vary.)
Extension: 1. Take a short field trip around a local stream, pond, lake, or river when human-
made sound will be at a minimum. Have the students record the sounds they hear. Later in the classroom, play the sounds the students recorded during other activities.
Remember: It is vital to know the condition of the stream before sampling. Animal waste, agricultural runoff (pesticides, herbicides, etc.), industrial wastes, or sewage leaks can be hazardous to you and your students. If you find a stream with any of the above contaminants, a class should not collect samples in the stream or use proper precautions. Students should wear protective boots, gloves, and goggles when necessary or when stream conditions are unknown. In case of serious water quality problems, notify local or state authorities.
Taken from Always a River, "Water Wings".
16

Little Sprouts

BIOLOGICAL

Objectives: Location: Time Frame: Subjects: Level:

Students will determine how water quality affects plant growth. Indoors 3 weeks. Initial class of 30-40 minutes. Science, Math K-5th grade

Background: Water is essential for life. Most seeds will begin to germinate when soaked in
water. However, the quality of water can affect plant growth. In some sections of the country, the salt content in the soil is very high and affects the plant life in the area. Soap and detergents may represent pollutants such as nutrient run-off. Many detergents contain phosphorous, a nutrient in small amounts but a pollutant in large amounts. The vinegar represents acids that could result from acid rain, pesticides and other industrial chemicals. Vinegar is about 5% acetic acid and 95% water. In this exercise, salt, soap, and vinegar will be added to water to represent potential contaminants and environmental conditions. For more detailed information about nonpoint source pollution, see Appendix B-1.

Materials: 1 sandwich size baggie (for each student) Paper towel 1 large bag with pre-soaked lima bean seeds 4 Two liter plastic soda bottles filled with different watering solutions as follows: Solution 1- Tap Water Solution 2- Salt water (1 cup salt/2 liter bottle) Solution 3- Soap water ( cup liquid soap/2 liter bottle) Check to see if your detergent is "phosphate free". If so, add a tsp. plant fertilizer. Solution 4- Vinegar (use vinegar at concentration)

Preparation: 1. Pre-soak approximately 150 large lima beans overnight (lima beans from the
grocery store work well for this experiment). 2. Make a large bulletin board garden scene with 4 sections for each of the
different solutions.

Procedures: 1. Discuss what a seed needs to sprout. (Light, air, water). 2. Ask students if they think seeds would grow if they were given water that was
polluted with other substances such as salt, soap, and vinegar. Suggest that

17

they try each solution and see what happens. 3. Divide the class into groups of 4 and assign a different solution to each student
in the group. 4. Pass out 1 baggie, 1 paper towel and 4 pre-soaked seeds to each student.
Label each baggie with the student's name and solution. 5. Fold the paper towel in half and then in half again. Fold up the bottom edge of
the quarter section to form a "pouch" to place the seeds on and staple it in place. 6. Poke a small hole thorough the paper towel "pouch" below each seed. The roots
will be able to grow down through the hole to reach the water solution in the bottom of the baggie. 7. Insert the paper towel and seeds into the baggie and staple it to the baggie. Make sure part of the paper towel hangs down into the water solution so that the paper towel will be kept moist to hasten germination. 8. Pre-mix each watering solution in 2 liter soda bottles for easy access by the students. 9. Have each student pour about 70 ml of their solution into their baggie, moistening the paper towel and the seeds completely. 10. Each baggie may be stapled to a garden scene on the bulletin board or taped to a sunny window. 11. K-2: Have the students draw a picture of their seed's growth on their activity sheets. 3rd-5th: Count the number of seeds that germinate and measure height. Have 3rd-5th students make a bar graph.
Questions: 1. Did all the seeds start to grow? 2. Which seeds grew at the beginning of the experiment? at the end? 3. What did the seeds look like when they stopped growing? 4. Why do you think they stopped growing? 5. Which liquid would you choose to water your seeds?
Extension: 1. Experiment with other types of seeds by following the same procedures. 2. Transplant seeds into larger pots at the end of the last observation.
Taken from the Activities Integrating Mathematics and Science, Water precious Water, "Little Sprouts".
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Treatment Water

Little Sprouts ACTIVITY SHEET
Picture

Water plus salt

Water plus soap

Water plus vinegar
Treatment Water

Number Germinated (out of 4) Height (average)

Water plus salt

Water plus soap

Water plus vinegar

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Picture Perfect

NONPOINT SOURCE POLLUTION

Objective:
Location: Time Frame: Subjects: Level:

Students will identify different types of water pollution and describe the differences between non-point and point pollution. Indoors 60 minutes Science 5th - 8th grade

Background: Water pollution is generally defined as any human-caused contamination of
water that reduces its usefulness to humans and other organisms in nature. There are two broad classes of water pollution. One is point source pollution. It has its source in a well-defined location, such as the pipe through which factory discharge enters a stream. The other is non-point source pollution. It has its source over large areas such as farms, grazing lands, logging roads, construction sites, abandoned mines, and the gardens, lawns, streets, and parking lots of cities. Non-point source pollution is more difficult to control than point source pollution because it is so wide spread.
Other than sediment, the pollutants of greatest concern from rural and urban areas are plant nutrients, mainly nitrates and phosphates. Non-point sources of nutrients include inorganic fertilizers and animal wastes from agricultural operations, runoff from urban gardens and lawns, and septic tank failures. Excessive nutrients can cause unsightly growths of algae and aquatic weeds which adversely impact the entire aquatic ecosystem. Excess nutrients in the water increase algal and plant growth. These plants produce oxygen due to photosynthesis. If the stream has continual days without sunlight, these plants and algal blooms respire taking available oxygen out of the water. Thus, plants and algae deplete the supply of oxygen available to fish, and may cause fish kills. Fish kills occur when dissolved oxygen levels drop below levels required by the fish. (See Appendices A-2, B-1 and B-2).

Materials: Handout attached.

Preparation: Make copies of handout for students or other pictures of a stream with potential
sources of non-point source pollution.

Procedures: 1. Introduce the terms water pollution, point, and non-point pollution. Discuss how
different land uses might affect the quality of streams, lakes, and rivers. (See

21

Appendix A-2.) 2. Group the students. Have each group find all the possible sources of pollution
on the handout provided. Explain to the students that many of the non-point source pollutants cause a problem only when it is raining. The students can list the possible sources or present the findings to the class. 3. To help the students, you may want to explain each type of pollutant after the students find the sources of pollution on the handout. The following may be on the poster: -Runoff from streets causes oil, gas, and/or brake dust to flow into the stream. -Unregulated smoke released from factories and cars causes air pollution. -Banks without vegetation can erode, causing sediment to run into the water. -Excess fertilizers added to cropland may runoff into streams and cause an increase of nutrients in the water. -Cows releasing organic materials (wastes) into a stream causes an increase of nutrients in the stream and lowers the oxygen due to the breakdown of waste. In addition cows increase erosion when they walk in the stream.

Other possible pollutants: -Septic tanks may leak and release wastes into the water. -Leaking underground storage tanks at gas stations release gas and oil into the soil which will reach the stream. -Construction may leave soil bare increasing erosion and sediment going into the river. -Garbage is a hazard to fish. -Improper forestry practices can cause erosion and increase temperature in the stream by removing sources of shade. Also, deforestation decreases the rainwater's ability to be absorbed into the ground. See Appendices A-2, B-1, and B-2 for additional information.

NOTE:

It is important for students to realize the damaging levels of certain impacts vary. For example, small areas of erosion on a bank have less impact on a stream than a dozen cows walking through the stream. Also, certain practices minimize the impacts on a stream. When timber is cut, a buffer zone (area of uncut timber) can be left next to a stream to prevent erosion and shade the stream.

4. Review the different industries and potential sources of non-point source pollution in your community that may affect the stream.
5. Discuss possible solutions to the problems on the handout. See Appendix B-2 for additional information.

Questions: 1. List five types of non-point source pollution.

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Extension: 1. Contact the Department of Natural Resources and ask for the "Mountain Stream"
"Lake Ecosystem" poster for the class. You can call the local DNR office or (404) 918-6418 to obtain a poster. Compare posters to the handout or a local stream. Note activities available on the back. 2. Have the students make "stream awareness" posters and place them throughout the school.
Illustrations from Environmental Resource Guide, "Water Pollution Detectives".
23

Pollution Solutions

NONPOINT SOURCE POLLUTION

Objectives:
Location: Time Frame: Subjects: Levels:

Students will be able to identify practices that contribute to non-point source pollution. Indoors 30-45 minutes Science, Ecology, Geography 3rd - 8th grades

Background: Pollution sources are divided into two groups, depending on how the pollution
enters a body of water. Point-source pollution is waste that comes from a specific point. Factories and wastewater treatment plants may have discharge pipes that lead directly to a waterway. These are considered point sources because they are easily identified as coming from one site.
Non-point source pollution comes from more than one specific location. It results from the runoff of water (rainfall, snowmelt, etc.) over land. As this water passes over the ground, it picks up pollutants and carries them into local streams and rivers. Nonpoint source pollution can also result from airborne pollutants that are deposited in waterways.
Non-point sources can be either rural or urban. Non-point source pollution in rural areas usually results from such things as poor agricultural or forestry practices. Urban non-point source pollution is caused by the run-off from city and suburban areas, such as oil, gas, and fertilizers from lawns. Additional information is provided in Appendices A-2, B-1, and B-2.

Materials:

1 Die from another board game Playing board (See attached. Included is a copy of the board. Please copy the board and color for the students to use for the activity) Cards (Included. Copy a set of cards for each group) Crayons or highlighters Cut square from different color construction paper Optional: Vials with aquatic insects

Preparation: Copy the playing board for each group (~5 boards). Have the students put
together and color the boards as follows: To put the board together, copy the four attached pages and have the students
tape it together as follows:

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#1

#3

#2

#4

The board has spaces with proper and improper water quality practices. Have the students color or highlight the spaces which are negative with red, positive with green, and neutral with blue.
Copy the "Card Page" and "Card Page Answers" (specific for the grade) onto the front and back of a piece of paper. Have each group cut out a set for their game.
Procedures: 1. Divide the class into groups of five. Have each student cut out construction
paper in a square to represent a player. Make sure each team member has a different colored square. Optional: You may wish to use small vials of different types of aquatic insects to represent each player. The aquatic insects can be collected by using the procedures given in the Adopt-A-Stream Biological
Monitoring lesson plan. 2. Each player is to line up on the "starting line" 3. Roll the dice to see who will move first. (The highest number rolls first, and so
on) 4. Have the students move the number of spaces rolled on the dice. 5. Each student is to follow the directions in the space. They may have to move
up, back, or stay in the space. 6. If a student falls on the space marked "read card", they are to take the card on
the top of the pile, follow directions and then return it to the bottom of the pile. 7. The game will continue until a student reaches the "finish".
Questions: 1. Give two examples of non-point source pollution. 2. What is Non-point source pollution? 3. List two things that indicate a healthy stream. 4. List two things that can harm a stream.

Extension: 1. Have the students make up additional cards for the game. Make sure that each
question the student writes has an answer. 1. Have the students participate in a Watershed Walk. See activity "Watershed
Walk" or "Stream Journey."

26

Cards...."Pollution Solutions" 1. Give two examples of Non-point source pollution.
Move 2 spaces.

2. Name two animals that live in a stream.
Move 1 space.

3. What does Non-point source pollution mean?
Move 2 spaces.

4. How can cows damage a stream if they walk through it?
Move 1 space.

5. Name two rivers in Georgia. Move 2 spaces.
6. List two things that could harm a stream. Move 1 space.

5. Cutting trees next to a stream is harmful to aquatic organisms. (True/False)
Move 1 space.
7. List two things you can do to help a stream
Move 1 space.

8. Name two activities for which a stream 9. Name two things you can find in a

can be used.

healthy (clean) stream.

Move 1 space.

Move 1 space.

10. If you find water that smells bad and looks very dirty, whom do you need to tell?
Move 1 space.
12. When oil and chemicals get in a stream, they end up downstream. (True/False)
Move 1 space.

11. How do you know when water is polluted?
Move 1 space.
13. Non-point pollution can easily be seen in a stream. (True/False)
Move 1 space.

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Card Answers...."Pollution Solutions" Answers for 3rd-5th grades

1. Cows walking in streams, sediment (soil) in stream, parking lot run-off, cutting trees next to a stream, agricultural run-off, etc.

2. Fish, turtles, frogs, salamanders, aquatic insects, beavers, ducks, etc.

3. Non-point source pollution is contamination that originates over a broad area from a variety of causes. (Erosion, Agricultural run-off, parking lot runoff, etc.
5. Chattahoochee, Flint, Savannah, Oconee, Altamaha, Ogeechee, etc. Any local rivers can be used.

4. Cows release organic materials into a stream (cause an increase of nutrients in the stream). Also, cows increase erosion by walking in stream.
5. True- causes erosion and increase temperature in the stream by removing sources of shade.

6. Agricultural run-off, cows in the stream, sediment in the stream, increase in temperature, elevated pH level, low dissolved oxygen, etc.
8. Canoeing, fishing, kayaking, swimming, tubing, etc.

7. Remove garbage in the stream, streambank restoration, help prevent erosion, check for aquatic insects in the stream and other animals living in the water.
9. Aquatic insects, fish, frogs, etc. Any living animal will answer this question.

10. You need to contact or tell someone who can tell the proper people. (Water Quality, EPA, etc.)
12. True- Any added chemicals upstream will travel downstream.

11. Trash in the water, high level of nutrients in the water, cows walking in a stream, water smells bad, and it may look dark green with algae growing on the rocks.
13. True or False- Depending on the source of the pollution it may be seen. An increase in algae will leave a green color in the water or grow on the rocks (High nutrients).

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Card Answers...."Pollution Solutions" Answers for 6th-8th grades

1. Erosion of stream banks (construction, improper forestry techniques), Cows walking in stream, parking lot run-off, agricultural run-off

2. Caddisfly larvae, mayfly larvae, largemouth bass, bluegill, salamanders, frogs, turtles, and aquatic plants

3. Non-point source pollution is contamination that originates over a broad area from a variety of causes. (Erosion, Agricultural run-off, parking lot runoff, etc.)
5. Chattahoochee, Flint, Savannah, Oconee, Altamaha, Ogeechee, etc. Any local rivers can be used.

4. Cows release organic materials into a stream causing an increase of nutrients in the stream lowering the oxygen due to the breakdown of wastes. Also, increase erosion by walking in stream.
5. True- causes erosion and increase temperature in the stream by removing sources of shade.

6. Agricultural run-off, cows in the stream, sediment in the stream, increase in temperature, elevated pH level, low dissolved oxygen, etc.

7. Remove garbage in the stream, streambank restoration, monitor a stream, etc.

8. Canoeing, fishing, kayaking, swimming, tubing, etc.

9. Caddisfly larvae, hellgrammite, mayfly larvae, trout (N. Ga streams), turtles, and frogs.

10. Call the local authorities- EPA, Water Quality, or someone who can contact the proper authorities.

11. High phosphates and nitrates, smells bad, packs of algae growing on rocks, rocks covered with sediment, and trash.

12. True- Any added chemicals upstream will travel downstream.

13. True or False- Depending on the source of the pollution it may be seen. An increase in algae will leave a green color in the water or grow on the rocks (High nutrients).

29

Adopt-A-Stream Detectives

BIOLOGICAL

Objectives:
Location: Time Frame: Subject: Level:

Students will conduct a biological monitoring project to determine the health of a stream. Outdoors 2 - 60 minutes sessions Science, Math 3rd - 5th grade

Background: Water with a rich and varied range of aquatic creatures is usually a healthy
environment, whereas water with just a few different species usually indicates conditions that are less desirable. Pollution generally reduces the quality of the environment and in turn the diversity of life forms. In some cases the actual biomass or amount of living material will increase due to pollution, but the diversity of species inevitably goes down.
Macroinvertebrates, such as burrowing dragonflies and damselflies, are found in streams. Scientists have learned that some species of macroinvertebrates are sensitive to pollution and will not be found in a polluted stream, whereas other species are more pollution tolerant. These species will be present in polluted and unpolluted streams, but will dominate in polluted streams. Additional information on aquatic insects is provided in appendices C-1 and C-4.

Materials: Pencil and clipboard white plastic dishwashing tubs tweezers and forceps hand lens old tennis shoes or waders rubber gloves kick net or D-frame net:(See below) Optional: Collection jars with rubbing alcohol (baby food jars work great!) "Stream Insects and Crustaceans"

Note: It is very important to realize the dangers in a stream. Before taking the students to the stream, check the site. Visit the stream to determine the easiest access. Also, check for any dangers, such as broken glass. Finally, it is a must to check how fast the water is flowing through the stream. Fast moving water is dangerous and students should not get into the stream, especially after a rainstorm. A good tip to remember is not to let the student get above their knees in the water. In addition, rocks can be

34

slippery, therefore; students should not stand on rocks or play around in the water. Having an assistant or parent work with the class is advised.
Preparation: The students can go to the stream and collect the water samples or you may have them ready for the class. Teachers may want to attend an Adopt-A-Stream workshop on biological monitoring to practice sampling methods and learn macroinvertebrate identification.
Many of these lesson plans require a class to collect samples from nearby streams. It is vital to know the condition of the stream before sampling. Animal waste, agricultural runoff (pesticides, herbicides, etc.), industrial wastes, or sewage leaks can be hazardous to you and your students. If you find a stream with any of the above contaminants, a class should not collect samples in the stream or use proper precautions. Students should wear protective boots, gloves, and goggles when necessary or when stream conditions are unknown. In case of serious water quality problems, notify local or state authorities.
Procedures: Part One: 1.Read "Some background on aquatic insects" (Appendix C-1). 2.Make a kick seine (See appendix C-5), purchase a D-frame net or borrow from a local Adopt-A-Stream group or Regional Training Center.
Part Two: 1. Find a sampling location in your stream. Macroinvertebrates can be found in many kinds of habitats--places like riffles (where shallow water flows quickly over rocks), packs of leaves, roots hanging into the water, old wood or logs, or the stream bed. If present, riffle areas will have the most macroinvertebrates. Sample these areas first, following step 2a. If your stream has a muddy bottom, follow step 2b.
For streams with riffles: 2a. Assign students to one of the jobs listed below. Collect macroinvertebrates in riffles with a kick seine. Look for an area where the water is 3 to 12 inches deep. Place the kick seine downstream and firmly wedge the seine into the streambed. Gently rub any loose debris off rocks and sticks so that you catch everything in the seine. When you have "washed off" all the rocks in a two foot by two foot area, kick the streambed with your feet. Push rocks around, shuffle your feet so that you really kick up the streambed. Now gently lift the seine, being careful not to loose any of the macroinvertebrates you have caught. Add two handfuls of old, black leaves to your sample. Take the seine to an area where you can look it over or wash the contents into a bucket. Repeat in two different riffle areas.
35

1. Net holders- Two individuals anchor the net to the bottom of the stream below a riffle. One individual can anchor the bottom of the net with rocks, so that nothing washes under the net.
2. Rock rubbers-Individuals rub rock surfaces to wash off any anchored critters attached to the rock. Rub all rocks in a 2 x 2 area.
3. Stream dancers-Students should begin kicking the bottom of the stream with a shuffling motion to disturb the first few inches of the stream bottom. Begin three feet upstream and move toward the net.
4. Net removers-Have the rock rubbers feel along the bottom of the net and gently remove any large stones holding down the net. As the rocks are removed, rub them quickly to wash off any critters that may be clinging to them. Have two students grab the bottom of the net and scoop it forward, making sure leaves, sticks and debris does not fall out.
5. Leaf lifters-Have two students each gather a handful of old, black clumps of leaves. Place in bucket.
6. Bug pickers-Carry the net to a flat area along the stream and spread it out. Immediately begin picking up anything that moves and placing it in pans of water. Pick up large organisms first so they do not crawl away. Look carefully on leaves, twigs, and gravel. Take the critters and place them into a tray or tub to look at.
7. Bug Detectives-Using a small magnifying box, have the students look at the bugs in water. Have the students count the number of bugs in each seine net.
For muddy bottom streams: 2b. If you sample a habitat other than a riffle area, use a D-frame (or dip) net to collect macroinvertebrates from these three habitats: steep banks/vegetated margins, silty bottom with organic matter, wood debris with organic matter, and sand/rock/gravel/substrate. In this method you will sample from three different habitats. Each sample involves a quick forward motion of one foot (a scoop). Collect several scoops from each habitat listed below. As you collect your samples, place the contents of the net into a bucket. Keep water in the pan to better see the organisms you have caught.
Steep banks/vegetated margins
This habitat is the area along the bank and the edge of the waterbody consisting of overhanging bank vegetation, plants living along the shoreline, and submerged root mats. Move the dip-net quickly in a bottom-to-surface motion, jabbing at the bank to loosen organisms. Each scoop of the net should cover one foot of submerged (under water) area.
Woody debris with organic matter
Woody debris consists of dead or living trees, roots, leaves and other submerged organic matter. It is a very important habitat in slow moving streams and rivers. The wood helps trap organic particles that serve as a food source for the organisms and provides shelter from predators, such as fish. To collect woody debris, approach the area from downstream and hold the net under the section of wood you wish to sample, such as a submerged log. Rub the surface of the log for a total surface area of one
36

square foot. Or put a large handful of dead leaves in your net.
Sand/rock/gravel/substrate
The streambottom can be sampled by moving the net forward (upstream) with a jabbing motion to dislodge the first few inches of gravel, sand, or rocks. You may want to gently wash the gravel in your screen bottom bucket and then discard gravel in the water.
Each time you sample you should sweep the mesh bottom of the D-Frame net back and forth through the water (not allowing water to run over the top of the net) to rinse fine silt and mud from the net. This will avoid a large amount of sediment and silt from collecting in the pan, which will cloud your sample.
3. Place macroinvertebrates in a white sorting pan or plastic sheet. Separate creatures that look similar into groups. Draw different types of insects found. Be sure to look at the number of tails, legs, size and shape of head and body.
Discussion: Discuss which insects you found and if they would likely be found in a healthy or impacted stream. Make sure to tell the students the diversity (number of different kinds of insects) helps determine the health of a stream.
Questions: 1. Describe and name three aquatic insects that might be present in a stream.
Consult the "Stream Insects and Crustaceans" sheet found in appendix C-2. 2. Why do you sample a stream? 3. Where did you find insects and other animals in the stream? What is the term for their "home"? (answer-habitat)
Extensions: 1. Begin a regular monitoring program to determine the health of the stream.
Determine how the aquatic insects may vary depending on the season. 2. Have the students identify the bugs according to the "Aquatic Insect Guide" in
Appendix C-2. Enlarge pictures of the aquatic insects and their names. Have students match names and pictures.
Based on Izaak Walton League of America, Save our Streams, "Stream Doctors" and the Georgia Adopt-AStream program.
37

Pondering pH

CHEMICAL

Objective:
Location: Time Frame: Subjects: Level:

Students will determine the pH of various substances, differentiate between acidic and basic substances, and make generalizations about the effect of pH on the aquatic environment. Indoors and Outdoors (Optional) 60 minutes Science 3rd - 5th grade

Background: pH - a measure of the concentration of hydrogen ions in a solution.
Different levels of acidity and alkalinity of water solutions are expressed in terms of pH. The pH scale ranges from 0 to 14, with each whole number decrease in pH representing a tenfold increase in acidity. A substance greater than 7 is a base, and one with a pH below 7 is an acid, but a pH of 7 is neutral.
Pure water has a pH of 7; however, the pH of water depends upon the environment that it passes over since water can dissolve substances that can change its pH.
The pH of water plays an important part in the distribution of plants and animals in the environment. Most fish can tolerate pH values of about 5.0 to 9.0, but fish eggs are more sensitive to the pH. In addition, the pH of the water may cause other reactions with chemicals and metals added to the water. Ranges for pH are discussed in Appendix D-1.

Materials:

Distilled water (tap water or spring water may be substituted) White vinegar Baking soda Water samples from a nearby stream (or two samples, one upstream and
one downstream of a land area that may impact the stream) Measuring cups ( and 1/4 cup) and teaspoons ( tsp.) pH paper, pH meter or universal indicators found in water quality test kits
and pH chart (can be ordered from a supply company or ask a high school chemistry teacher) 4 small clear cups 3 stirring spoons Notebook pH scale (included)

Preparation: Have small groups of students set-up with the following in small cups: water, vinegar,

38

baking soda, and stream water samples.
Optional: The class can take a visit to a nearby stream to collect the stream samples.
It is vital to know the condition of the stream before sampling. Animal waste, agricultural runoff (pesticides, herbicides, etc.), industrial wastes, or sewage leaks can be hazardous to you and your students. If you find a stream with any of the above contaminants, a class should not collect samples in the stream or use proper precautions. Students should wear protective boots, gloves, and goggles when necessary or when stream conditions are unknown. In case of serious water quality problems, notify local or state authorities.

Procedures: 1. Explain to the students that they will be measuring the pH of various solutions
using pH paper, meter or universal indicator solution. 2. Divide the students up into groups of three or four. Give each group four to five
cups, three spoons, and pH paper. Ask each student to label one cup "vinegar", one cup "baking soda", one cup "tap or distilled" water, and one cup "stream" water. 3. With the cups of baking soda, vinegar, distilled water and stream water already at the workstation, have each group mix the following into individual cups:

Vinegar: Baking soda: Distilled Water: Stream Water:

c. Tap water + tsp vinegar c. Tap water+ tsp of baking soda c. Tap water c. Stream water

4. At the workstation, have each group dip an unused, clean strip of pH paper in the vinegar cup for 2 seconds and immediately compare it with the color chart. Write down the value of the following worksheet. Is the vinegar an acid or a base?
5. Follow procedure four for the baking soda cup, stream water cup, and the tap water cup.

Note: In some cases, distilled water may register as an acid because carbon dioxide is present in the water.

Discussion: 1. What kinds of substances could enter the water to change its pH? (Consider
some of the items the class tested and discuss pollutants and fertilizers. See Appendix B-1) Where would these substances come from (Urban, industry, agriculture)? Is there anything people could do to make the pH of water

39

neutral? (Neutral is when the pH is 7. Buffers can neutralize a solution.) 2. Discuss how the pH of water could affect the plant and animal life that live in
a stream (Some aquatic organisms cannot survive in very acidic waters. See the attached pH values and effects.) Questions: 1. What is the difference between an acid and a base? 2. Name two substances that are bases. 3. Name two substances that are acids. Extension: 1. Ask the students to guess whether some common household products are acidic or basic. Examples include lemon juice, tomatoes, milk, shampoo, ammonia, coffee, soap solutions, and oven cleaners. Have the above solutions available for the students test pH. Discuss the different characteristics of a base verses an acid. (For example, bases are slippery and sour. Acids burn the skin.) 2. Make your own indicator. Red cabbage contains a chemical that turns from its natural deep purple color to pink in acids and blue/green in bases. Boil the cabbage in a covered pan for 30 minutes ( or microwave for 10 minutes). Let the cabbage cool and then remove it. Pour 1/4 c. of cabbage juice into two clear cups. Add tsp of baking soda to one cup and tsp of vinegar to the other cup. Stir each cup with a spoon and observe the color changes that take place. Pour the contents of the vinegar cup into the baking soda cup. Does the color change? What does this tell you about the solution? (It has become neutral).
Based on Always A River, "Pondering pH".
40

Student Data Sheet:

Materials: Vinegar Baking Soda Tap Water Stream Water #1 Stream Water #2

pH Value

1. Are the following an acid or a base? A. Shampoo B. Milk C. Soap D. Lemon juice

Is it an acid or a base?

41

How BIG is the River - Really?

WATERSHED

Objective:
Location: Time Frame: Subjects: Levels:

Students will understand the concept of a watershed, identify a river's watershed system, and describe the immediate watershed in which they live. Indoors 60 minutes Geography, Science, Social Studies 6th - 12th grades

Background: Watershed - Land area from which water drains to a particular water body. As streams increase in flow and join with other streams, a branching network is
established, much like the branches of a tree. This network is called a river system. A watershed is all the land area that contributes runoff to a particular body of
water. It is a catch basin that guides all the precipitation and runoff into a specific river system. What affects a watershed in one place eventually affects other sites downstream. Damage often accumulates as water proceeds downstream.
A topographic map can be used to determine the contours of a watershed, identify some land use practices, and plan best management programs to prevent or reduce pollution. To effectively use topographic maps, it is necessary to understand the information depicted.
Topographic maps show the shape of the earth's surface using contour lines. Contours are imaginary lines that trace the land's surface at a particular elevation. Elevation is important in analyzing water flow patterns. Because water flows downhill and perpendicular to contours, a watershed can be determined from a topographical map. Intervals between contour lines are indicated on the map scale. A typical interval is 20 feet or 20 meters. Concentric circles, ovals or ellipses indicate a knob or hill. By marking the hilltops and ridges, it's possible to create a good outline of the complete watershed. Appendix A-1 gives instructions for mapping out a watershed.

Materials: -Copies of a topographical map (scale 1:100,000) of the river watershed nearest the school. There needs to be a map for every group in the class. -A large map of Georgia (scale 1:24,000) showing the rivers and tributaries -To order maps call the Geological Survey, Environmental Protection Division - 404-656-3214. -Transparency pens -Acetate sheet and tape (plastic) - only needed if the maps are not laminated.

43

Preparation: Before giving out the maps, have the Georgia and topographical maps laminated
so they can be used again. Be able to map out a watershed before helping the students. Clear instructions are provided in Appendix A-1.

Procedures:

Part one: Mapping the Watershed (Grades 6th - 12)

1. Discuss the following terms: watersheds, contour lines, elevation, runoff and

non-point source pollution. Definitions and explanations are given in

Appendices A-1, A-2, and B-1.

2. Divide the class into groups of 3 or 4. Give each group a Georgia map showing

the rivers and tributaries and the "Major Watersheds of Georgia" (located in

Appendix A-3).

3 Have students find their own town or community on the maps.

4. Have students locate the main river closest to the school on the Georgia map

(scale 1:24,000) and trace over it with a marker or crayon.

5. Have the students locate the rivers that join to form the main river and trace over

them with a different color marker or crayon.

6. Give each group a topographical map. If the maps are not laminated, give each

group an acetate sheet to tape to the map.

7. Have the students outline the watershed next to the school. The students

should

first locate the high points (hilltops) in the areas then draw the watershed

following the contours. Follow the directions and examples given in

Appendix A-1.

8. Ask students to tell the direction the water is flowing and how they know.

*Make sure to mark any lakes that are a result of a dam. If a dam is present,

discuss the advantages and disadvantages.

9. Have students determine where the river nearest to you goes. Rivers in Georgia

flow to the Atlantic Ocean or the Gulf of Mexico.

Part two: (Grades 9th - 12th) - Estimating the size of the Watershed

Materials: Dot grid (provided)

1. Copy the dot grid and provide each group with a copy.

2. Have the students take the acetate sheet off the topographic map and place it

onto the dot grid.

3. Count all of the dots that are fully within the watershed boundary plus every

other dot that falls on the line around the area. Record the number of dots.

Repeat this procedure three times, randomly placing the dot gird each time.

Take the average number of dots from the three counts and multiply by the

appropriate acres/dot factor on the bottom of the dot grid. This will be the

estimate of the size of the watershed in acres.

Optional: Calculate the amount of rain that falls on the watershed by finding out the 44

average rainfall and multiplying the value by the watershed area. It may be more appropriate if the amount of rain is converted to gallons. (Contact the local Soil Conservation Service for rainfall data.) Discussion: 1. What is a watershed? 2. What is runoff and where does it come from? 3. Knowing the size of the watershed, how do you think the land uses in the watershed affect water quality? (Answers can be found in Appendix A-2). 4. Discuss the different land uses that exist in the watershed the students mapped out. (Examples may include farms, crop land, forests, parking lots, etc.) 5. Propose solutions to any existing problems in the watershed. Questions: 1. What is runoff? What land uses may influence the quality of runoff? (roads, parking lots, farms and lawns). Possible answers in Appendix A-2. 2. How might this affect the water in the watershed's streams ? (fertilizers, pesticides, silt, and other pollutants could run into the streams) 3. How is the volume and rate of runoff affected by the land use in the watershed? (More impervious surface in watershed increases both.) 4. Will the conditions of the runoff in your watershed affect others downstream? 5. Where does all of the water eventually go? (Gulf of Mexico or Atlantic Ocean)
Based on the Tennessee Valley Authority - Fall Workshop Teacher Guide, "Interpreting a Topographic Map."
45

How Much Water Falls Here?

WATERSHED

Objective:
Location: Time Frame: Subjects: Levels:

The students will calculate the volume of water that falls onto an area of the school parking lot. Older students will compare this volume to common water-consuming activities. Indoors/Outdoors 90 minutes (can be divided into two class sessions) General Science, Ecology, Physical Science, Biology, Chemistry, Physics, Math 6th - 12th grade

Background: Pollutants can enter our water supply from a variety of sources. Runoff from
large areas of pavement is particular likely to contain pollutants, since none of the water or pollutants can be absorbed through the pavement. Urban stormwater runoff may contain sediment, debris, oil, gasoline, and heavy metals (nonpoint source pollution).
Urbanization and other development may adversely affect stream health by increasing the volume of surface runoff while decreasing runoff times. When it rains in areas with lots of impervious surface (parking lots, roofs, roads), water runs off at a higher speed because it is not absorbed into the ground. Potential pollutants are transported more quickly from the land to the receiving water. This sometimes causes a phenomenon to occur called "shock loading". This can result in fish kills or algal blooms depending upon the type of pollutants in the runoff. Suspended materials in the runoff can also absorb and store heat which increases the water temperature. Changes in water temperature can also harm aquatic life. Areas with lots of vegetation absorb rainwater, slow runoff and filter pollutants.

Materials:

Yardstick

Tape measure

Trundelwheel (optional)

Clipboards (optional)

Writing materials

Protractors

Graph paper

Calculators

Rulers

Local rainfall data

Long piece of twine (meter and foot intervals)

Preparation: Call the local weather center or Soil Conservation Service in the county to find
out the average annual rainfall for your area.

48

Procedures: Explain to the students they are going to calculate the volume of runoff from the
school parking lot. This volume flows to the nearest stream.

Part one: (Grades 6th - 12th) - Calculate the area of the school parking lot and volume of runoff. 1. Divide the class into teams of 3-5 students. 2. Draw a sketch of the parking lot on the board. Have each team select an area
they wish to measure. If the lot has multiple sections, give each group a certain area to measure. Note: Make sure the students use the same measurements (feet or meters). 3. Have the students go outside and take needed measurements. Transfer measurements and any landmarks to sketch on board. 4. Have students draft a sketch of the parking lot with all measurements one on a regular piece of paper (Grades 6th - 8th) and/or to scale on graph paper (Grades 9th - 12th). 5. Have each team determine the direction of runoff and distance to nearest stream Note: A map can be used to estimate a distance to the stream, if the stream is not next to the parking lot. 6. Have the students estimate the area of the parking lot. Have the students divide up the lot into shapes then calculate the parking lot area. For example:
Square: Area=Length X Width Triangle: Area = Base X Height The values should be in the units the students measured on the parking lot. Add together all the individual shapes' areas to find the total area of the parking lot. 7. Determine the volume of rain falling on the parking lot annually. Multiply the average annual rainfall (convert to feet or meters) by the area of the parking lot (square feet or meters). Volume should be recorded in cubic feet (ft3) or cubic meters (m3).

Part two: (Grades 9th - 12th) - Comparisons of runoff volume to everyday water usage.

The following conversions are useful:

______________________________________

1 ft3 =

7.2827 gallons

1 m3 =

1000 liters

5 minute shower = 25 gallons or 95 liters

Density of water = 1 gallon = 8.34 lbs.

1 liter = 1 kg.

_______________________________________

49

1. Have students calculate the following:

Average annual rainfall:

______________ inches

Convert rainfall from inches to feet

______________ ft (X 1ft/12in.)

Surface Area of Parking Lot

______________ ft2

Volume of runoff

______________ ft3

Convert volume of runoff to gallons ______________ gallons of runoff

Determine how many 5 min. showers ______________ showers can be taken with the amount of runoff

If you took a shower every day, how long would it take to shower this many times?

______________ years

Determine the weight of runoff in lbs. ______________ lbs.

2. Compare the student's estimates to see the variations in values. Make sure all students understand how final answers were derived.

Questions: 1. Where does the runoff from the parking lot go? 2. What route does the runoff take? (Stormdrain, drainage ditch, stream,
culvert) Is the area from the parking lot to the nearest stream vegetated or paved? If both, estimate percentage of each.

Extension: 1. Predict how much erosion will occur at your school with a 30-minute rain. The
following values can be obtained from the Soil Conservation Service in your county.

To calculate: E= R X K X LS X C X P

E = R= K = L.S. =

Soil lost by erosion (tons/acre/yr) Rainfall factor Soil erodiabilty factor (tons/acre) (based on the soil type) Topographic factor (based on slope)

50

C = Cover and vegetation type 2. Place a rain gauge next to the school. During the next rain, record the
rainfall duration and amount. Calculate the amount of rain in 30 minutes. Using the erosion calculation from above, determine the amount of erosion occurring as a result of the latest rainfall.
Based on the Environmental Resource Guide.
51

Dragonfly Pond

NONPOINT

Objective:
Location: Time Frame: Subjects: Level:

Students will evaluate the effects of different land uses on wetland habitats and discuss lifestyle changes needed to minimize non-point source pollution. Indoors 60 minutes Science, Social Studies 6th - 8th grade

Background: Every human use of land affects wildlife habitat, positively or negatively. What
humans do with land is a reflection of human priorities and lifestyles. The search for a modern day "good life" and all of its conveniences produces mixed results for wildlife and the natural environment. Sometimes people see undeveloped areas of the natural environment as little more than raw material for human use. Others believe that the natural environment is to be preserved without regard for human needs. Still others yearn for a balance between economic growth and a healthy and vigorous natural environment. Very real differences of opinion regarding balance exist between people.
At the core of land use issues is the concept of growth. Growth in natural systems has inherent limits. Continued survival for plants and animals is determined by food, water, shelter and space availability. Often, humans do not realize the impacts of their activities on the surrounding environment. Non-point source pollution is one negative impact humans may have on their local environment. Non-point source pollution harms streams. Further information on non-point source pollution is provided in Appendices B-1 and B-2.

Materials: Each group will need: Scissors Masking tape Paste or glue Paper One set of land use cutouts Large piece of paper which to fasten the cutouts.
Preparation: Prepare copies of the two cutout sheets ahead of time.

Procedures: 1. Explain the activity by telling the students they will be responsible for arranging
the pattern of land use around the "Dragonfly Pond" in such a way as to do the best they can to preserve the health of this beautiful area.

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2. Divide the class into groups of three to five and give out the land use materials. Have the students cut out the land use pieces. Tell them all the land use pieces must be used on the pond area. The park and farm land may be cut into smaller pieces, but each piece must be used. Parts may touch, but not overlap. It is important to inform the students that the "bleach factory" must have access to the water for production and the "farm feed lot" is an area of little grass where cows are overcrowded and fed grain. Additional highways can be added. Note: Make sure they indicate which direction the water flows (from top to the bottom of the page).
3. Have the students arrange the parts on the paper. Once all the groups have agreed on the land use location, have the groups tape the pieces to the paper.
4. Begin a discussion with the possible pros and cons of each land use. The following are a few examples:

PROS

CONS

Farm:

*produce food
*economic value *provide jobs

*use pesticides that may run off into the water *soil erosion *use chemical fertilizers that may
damage water supplies

Businesses: *produce employment *provide commerce *economic stability

*produce wastes and sewage *contaminate water (detergents, etc.) *use chemical fertilizers

Homes:

*provides a sense of place *provides a community *provides shelter

*generate wastes and sewage *use water *loss of wildlife habitat

5. Have the groups reexamine the pond. Without changing the land use

pieces, have each group decide if the pond best supports the :

a. Residents

b. Farmers

c. Business

d. Gas station owners

e. Parks

f. Highway

g. Bleach factory

h. Wildlife

6. Invite each group to volunteer to display and describe their "ponds". Look for the consequences of their proposed land use plan. Be firm about the issues, but fair about this plan. Additional points should include the need for an economic base for the town.

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Also, farmlands provide habitat for some wildlife, but if the wetland has to be drained for the farmland a habitat will have been destroyed. Make sure to point out the advantages to every plan. In addition, ask for any suggestions. 7. Water drains downstream, so all the wastes that go into "Dragonfly Pond" will affect the waters downstream. When all the students have finished proposing their plans, have each group tape their ponds to the board with the drainage from one group's plan to another. The streams should attach on every plan. 8. When each town plans its water use without considering downstream impacts, what happens? Have the students tell the possible consequences and possible solutions to the problem. For example, where will the water be treated? Where will the water go? 9. Ask the students to create a list of things they can do to begin to reduce the potentially damaging effects of their own lifestyles on the "downstream" habitats and protect water quality. Use DNR's Pointless Pollution brochure.
Questions:
1. What are pollutants? Give two examples from the exercise. 2. What affects does industry have on downstream water supplies? 3. What affects does agriculture have on the water supply? 4. List possible solutions to the problems associated with growth. 5. Can you name people or organizations in your area that protect streams and
rivers? What do they do?
Extension: 1. Trace a stream or river system that passes through your community from its
source to the sea. Look at land use adjacent to the stream or river. How does that land use affect water quality? 2. Find out about organizations that work to protect streams. Some examples are Georgia Adopt-a-Stream, The Nature Conservancy and Trout Unlimited. Find out about what they do and how you can get involved. 3. Find out the quality of the local stream near the school.
Taken from Aquatic Project WILD, "Dragonfly Pond".
54

Name those BUGS!

BIOLOGICAL

Objective:
Location: Subjects: Time Frame: Level:

Students will learn how to evaluate the quality of a stream based on the diversity of aquatic insects found. Outdoors Math, Science 60 minutes 6th - 12th grade

Background:

Biological monitoring involves identifying and counting macroinvertebrates. The purpose of biological monitoring is to quickly assess both the water quality and habitat of a stream. The abundance and diversity of macroinvertebrates found is an indication of overall stream quality. Macroinvertebrates are aquatic insects, crayfish, and snails that live in various stream habitats and are used as indicators of stream quality. Macroinvertebrates are present during all kinds of stream conditions--from drought to floods. These insects and crustaceans are impacted by all the stresses that occur in a stream environment, both man-made and naturally occurring. Follow steps one through three to complete a biological sample of your stream.

Note: It is vital to know the potential upstream contaminants reaching the stream. Animal waste, agricultural runoff (pesticides, herbicides, etc.), industrial wastes, or sewage leaks can be hazards to students and you. If you find a stream with any of the above contaminants, a class should not collect samples in the stream or use proper precautions. Students should wear protective boots, gloves, and goggles when necessary. In case of serious contamination, notify local authorities.

Materials:

Optional:

kick screen or D-frame net

preservation jars or baby food jars

sorting pans or white plastic tub

rubbing alcohol, for preservation

tweezers or forceps

bucket with screen bottom

pencils and clipboard

(for muddy bottom sampling)

hand lens

Adopt-A-Stream survey sheet (appendix C-4)

SOS Macroinvertebrate guide (appendix C-2)

rubber waders or old tennis shoes

rubber gloves (dishwashing gloves)

Procedures:

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1. Find a sampling location in your stream. Macroinvertebrates can be found in many kinds of habitats--places like riffles (where shallow water flows quickly over rocks), packs of leaves, roots hanging into the water, old wood or logs, or the stream bed. If present, riffle areas will have the most macroinvertebrates. If you have a stream with riffles, follow step 2a. If your stream has a muddy or sandy bottom (and no riffles), you will sample using the method in step 2b. Sample the same stretch of stream each time, to ensure consistency (for example 50 yard stretch). Sample every three months, approximately once each season (spring, summer, fall and winter).
For streams with riffles: 2a. In this "rocky bottom" method, you will sample two different habitat--riffles
and leafpacks. First, identify three riffle areas. Collect macroinvertebrates in all three riffles with a kick seine, sampling a 2 x 2 foot area (the kick seines are usually 3 x 3 feet). Look for an area where the water is 3 to 12 inches deep. Place the kick seine downstream and firmly wedge the seine into the streambed. Gently rub any loose debris off rocks and sticks so that you catch everything in the seine. When you have "washed off" all the rocks in a 2 x 2 foot area, kick the streambed with your feet. Push rocks around, shuffle your feet so that you really kick up the streambed. Now gently lift the seine, being careful not to loose any of the macroinvertebrates you have caught. Take the seine to an area where you can look it over or wash the contents into a bucket. Now look for decayed (old, dead) packs of leaves next to rocks or logs or on the streambed. Add 4 handfuls of decayed leaves to your sample. The total area of stream you will sample is 16 square feet.
For muddy bottom streams: 2b. In this method, you will sample three different habitats, using a D-frame
(or dip) net. The habitats are: vegetated margins, wood debris with organic matter, and sand/rock/gravel streambed (or substrate). In this method you will scoop the stream a total of 14 times or 14 square feet. Each scoop involves a quick forward motion of one foot. To maintain consistency, collect the following numbers of scoops from each habitat each time you sample:
- 7 scoops from vegetated margins - 4 scoops from woody debris with organic matter - 3 scoops from sand/rock/gravel or coarsest area of the stream bed
As you collect your scoops, place the contents of the net into a bucket. Separate the samples collected from the rocky stream bed and vegetated margin or woody debris samples. Keep water in the bucket to keep the
58

organisms alive. Note descriptions below of each muddy bottom habitat and collection tips:
Vegetated margins
This habitat is the area along the bank and the edge of the waterbody consisting of overhanging bank vegetation, plants living along the shoreline, and submerged root mats. Vegetated margins may be home to a diverse assemblage of dragonflies, damselflies, and other organisms. Move the dip-net quickly in a bottom-to-surface motion, jabbing at the bank to loosen organisms. Each scoop of the net should cover one foot of submerged (under water) area.
Woody debris with organic matter
Woody debris consists of dead or living trees, roots, limbs, sticks, leafpacks, cypress knees and other submerged organic matter. It is a very important habitat in slow moving streams and rivers. The wood helps trap organic particles that serve as a food source for the organisms and provides shelter from predators, such as fish.
To collect woody debris, approach the area from downstream and hold the net under the section of wood you wish to sample, such as a submerged log. Rub the surface of the log for a total surface area of one square foot. It is also good to dislodge some of the bark as organisms may be hiding underneath. You can also collect sticks, leaf litter, and rub roots attached to submerged logs. Be sure to thoroughly examine any small sticks you collect with your net before discarding them. There may be caddisflies, stoneflies, riffle beetles, and midges attached to the bark.
Sand/rock/gravel streambed
In slow moving streams, the streambottom is generally composed of only sand or mud because the velocity of the water is not fast enough to transport large rocks. Sample the coarsest area of the streambed--gravel or sand may be all you can find. Sometimes, you may find a gravel bar located at a bend in the river. The streambed can be sampled by moving the net forward (upstream) with a jabbing motion to dislodge the first few inches of gravel, sand, or rocks. You may want to gently wash the gravel in your screen bottom bucket and then discard gravel in the water.
If you have large rocks (greater than two inches diameter) you should also kick the bottom upstream of the net to dislodge any borrowing organisms. Remember to disturb only one foot upstream of the net for each scoop.
Each time you sample you should sweep the mesh bottom of the D-Frame net back and forth through the water (not allowing water to run over the top of the net) to rinse fine silt from the net. This will avoid a large amount of sediment and silt from collecting in the pan, which will cloud your sample.
3. Place macroinvertebrates in a white sorting pan or plastic sheet. Separate creatures that look similar into groups. Use the SOS identification guide to record the types and numbers of each kind of insect. As you sort through your collection, remember that each stream
59

will have different types and numbers of macroinvertebrates. Calculate a score for your stream using the index on the Adopt-A-Stream Survey form. Use the table below to interpret your results.

If you find:

You may have:

Variety of macroinvertebrates, lots of each kind

Healthy stream

Little variety, with many of each kind

Water enriched with organic matter

A variety of macroinvertebrates, but a few of each kind, or No macroinvertebrates but the stream appears clean

Toxic pollution

Few macroinvertebrates and the streambed is covered with sediment

Poor habitat from sedimentation

Questions: 1. If you find low diversity of macroinvertebrates in a stream (Index value equals less than 11), and water quality appears good, what may be influencing your stream? Hint-Is there a lot of sediment in the stream? Where do macroinvertebrates live? 2. If you sampled your stream in the winter and then found a lower diversity index in the summer, does that mean your stream has been negatively impacted? (Not necessarily, there are seasonal variations to the macroinvertebrate populations).
Extension: 1. Enlarge pictures of aquatic insects, laminate and put on poster board. Enlarge names of insects and have students match. 2. Start a regular monitoring program of a local stream. Sample quarterly. 3. Sample different streams and compare results. Be sure and look at the stream habitat AND water quality as influences on your results.
Based on Georgia Adopt-A-Stream

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Adopt-A-Stream Chemical Monitoring CHEMICAL

Objectives:
Location: Time Frame: Subjects: Level:

Students will gain information regarding the conditions of streams by performing chemical water quality tests and interpreting the data. Dissolved oxygen, temperature and pH will be tested in this exercise. Indoors/Outdoors Two 60 minute session Biology, Chemistry, Ecology 6th - 8th grade

Background: Chemical testing allows information to be gathered about specific water quality
characteristics. A variety of water quality tests can be run on fresh water - including temperature, dissolved oxygen, pH, water clarity, phosphorus, nitrogen, chlorine, and alkalinity. The basic set of tests for Adopt-A-Stream groups include temperature, pH, settleable solids, and dissolved oxygen. Advanced tests include alkalinity, phosphate and nitrate. These tests allow volunteers to take the "life signs" of their stream.
In this exercise, two water samples will be compared. The first will be run inside on tap water and simple solutions. The second will be a free flowing stream. A regular sampling program can be started, but because water conditions can vary weekly, daily or even hourly, frequent and regular sampling should be conducted (weekly or monthly).
Water temperature is important in determining which species may or may not be present in a stream system. Temperature affects feeding, reproduction, and the metabolism of aquatic animals. Not only do different species have different requirements, but the optimum temperature may change for each stage of life. Fish larvae and eggs usually have narrower temperature requirements than adults.
pH tests indicate the amount of hydrogen ions in the water. A range of pH 6.5 to pH 8.2 is optimal for most aquatic organisms. Rapidly growing algae or submerged aquatic vegetation removes carbon dioxide (CO2) from the water during photosynthesis, increasing the pH levels.
Dissolved oxygen (DO) is critical to many forms of aquatic life. DO is measured in parts per million or ppm. One ppm is equal to one milligram of oxygen dissolved per one litter of water. DO levels below 3 ppm are stressful to most aquatic organisms. DO levels below 2 or 1 ppm will not support fish; levels of 5 to 6 ppm are usually required for growth and activity. Colder water can hold more dissolved oxygen, so the highest DO levels will be found during the winter. Streams that have a high velocity and flow over rocky areas (mountain streams) likewise will have higher DO levels because the water mixes with the air more frequently.

Note: Because the quality of the stream may not be known, it is best to take

61

precautions with students in the water. Gloves and wading boots in the stream are a must.
Note: Many of these lesson plans require a class to collect samples from nearby streams. It is vital to know the condition of the stream before sampling. Animal waste, agricultural runoff (pesticides, herbicides, etc.), industrial wastes, or sewage leaks can be hazardous to you and your students. If you find a stream with any of the above contaminants, a class should not collect samples in the stream or use proper precautions. Students should wear protective boots, gloves, and goggles when necessary or when stream conditions are unknown. In case of serious water quality problems, notify local or state authorities.
Materials: dissolved oxygen test kit (Chemetrics, LaMotte or Hach)* pH paper or test kit (fish tank test kit, Chemetrics, LaMotte or Hach)* thermometer* Rubber gloves Safety glasses Container to bring back waste chemicals (old milk jug) Bucket with rope (if sampling off a bridge or deep water) Pencil First Aid Kit Lemon juice Ammonia or Baking Soda Plastic cups
*certified thermometer, LaMotte or Hach kits used in collecting quality assured data for Georgia Adopt-A-Stream. Note-LaMotte and Hach kits have concentrated sulfuric acid, may be appropriate for older students.
Procedures:
Part one: 1. Preparing the students to perform these tests on a stream requires the
students spend time inside practicing with the kits. Review chemical monitoring instructions and safety precautions found in the appendix. 2. Set out the lemon juice, ammonia or baking soda, an aerated water sample(aerate with air hose), and a water sample that is not aerated. Add approximately cup of lemon juice or ammonia to a half gallon of water. 3. Set out thermometers, test kits and water samples. 4. Divide the class into groups and have one member of each group collect a small amount of each sample in a cup. Note: the oxygen level in the aerated sample will quickly change as oxygen diffuses back into the
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atmosphere. 5. Have each group conduct either the dissolved oxygen test or take the
temperature and determine the pH of the samples. If time permits, have the groups switch tests so all students have run all tests. 6. Have students record results on Adopt-A-Stream data sheet or blank piece of paper. Compare results.
Discussion: 1. What values did you obtain for each sample? Why is the oxygen level
higher in the sample that was aerated? Why does the lemon juice sample have a lower pH then the tap water? Why does the ammonia sample have a higher pH than the tap water? 2. Calculate the percentage difference between answers. To meet Georgia Adopt-A-Stream quality assurance criteria, duplicate tests results should be within 15 percent.
Percent difference = [(1st duplicate-2nd duplicate)/average of duplicates] x 100
3. What values for DO, temperature and pH to you think will be found in a fresh water stream? Why?
4. Why are these parameters important to understanding the health of a stream?
Part Two: 1. Locate a nearby stream, pond or drainage ditch. Look on county or
topographical maps to find a waterway or ask local water authorities or extension officers. 2. Review safety precautions at site. Make sure students wear safety glasses and gloves. Know location of nearest phone. Bring first aid kit. 3. Divide the class into groups. Rinse glass tubes or containers twice with stream water before running each test. Collect water samples from midstream and mid-depth. Measure the air and water temperature in the shade, avoid direct sunlight. 4. Have each group measure DO, temperature and pH. 5. Record data on Adopt-A-Stream data sheet (or one of your own). 6. Compare results at site or back in classroom.
Discussion: 1. What values did you obtain for each sample? Why is the oxygen level
higher or lower than the classroom samples? Temperature? pH? 2. Calculate the percentage difference between answers. To meet Georgia
Adopt-A-Stream quality assurance criteria, duplicate tests results should be within 15 percent. 3. What values would you expect at a different time of day? A different time of year?
Questions:
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1. What does pH tell you about a stream? What is the optimum pH? 2. What is dissolved oxygen? How does it get into the water? What are the
optimum ranges. 3. Why is temperature an important parameter to measure?
Grades 9th-12th 4. What do phosphates and nitrates measure in a stream? Is a high amount of
phosphate good for a stream? Extension: 1. Start a regular chemical monitoring program. Test at least once a month
at the same location and time of day. Keep detailed records of the chemical results and graph changes throughout the year. Be sure and register with Georgia Adopt-A-Stream! 2. Visit a different stream or river site once a month. Compare results between sites. How do the different watersheds compare and affect water quality? Are there any point or nonpoint discharges?
Based on Georgia Adopt-A-Stream
64

Fertile Green

BIOLOGICAL

Objective:
Location: Time Frame: Subjects: Level:

Students will identify sources of fertilizer runoff and describe the effects fertilizer has on algal growth by performing an experiment with different water sources. Indoors 2- 60 minute session Science, Math, Language Arts 6th - 8th grade

Background: One of the problems facing streams is excess nutrients. Nutrients, mostly
nitrogen and phosphorus, act as a fertilizer causing an increase in the growth of algae and other aquatic plants. Too much nutrients can cause algal blooms, which increase oxygen demand and can limit oxygen available to fish and aquatic breathing organisms. It is important to remember nutrients are important to streams, but when the nutrient load is in excess, it is harmful to the organisms living in the stream.
Nutrients naturally occur in streams from leaf litter and plants. In fact, the proper amount of nutrients produces abundant plant life. However domestic sewage, industrial wastes, chemical fertilizers from lawns and fields can reach the stream and build up. Long term nutrient enrichment may cause a lake to be choked by vegetation, covered with scum, and have a foul odor. In addition, a heavy plant bloom can reduce the oxygen and result in a fish kill.

Materials:

Clear plastic containers, 4/group (ie. 2 liter soda containers) Measuring spoons Water samples from stream, lake or pond Plant fertilizer Tap water Dissolved oxygen kit (optional) Camera and Film (optional) Photographs of water bodies with algal problems and eutrophication (optional)

Preparation: Fill several buckets or other containers with tap water and let them sit for a day
or so to allow any chlorine to dissipate. Prepare fertilizer according to the package directions and double its strength.
For example, if the directions call for one teaspoon per quart add two teaspoons of fertilizer to one quart of the water sample.

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Procedures: 1. Explain to the students that water pollution is (1)any human-caused
contamination of water that lessens its value to human and nature; and (2)phosphorus entering lakes in runoff from fertilized area can cause heavy algal blooms and excessive weed growth in lakes. 2. Make a list of all potential sources of nutrients which might wash into a waterbody after a heavy rain. The list should include agriculture, forests, plant nurseries, golf courses, home or business landscapes, and home gardens. Remember, the leaf litter in the stream is also a source of nutrients. 3. The students will be observing the effects of fertilizer runoff on a water body. The plant fertilizer will represent the fertilizer being washed into streams, rivers, and lakes after a heavy rain. 4. EXPERIMENT: Have the students bring water samples to class taken from a stream, lake, pond, aquarium, or puddle and place on a table with the bucket of tap water.
Divide the class into groups of two or three. Have each group get four jars. Label the jars:
#1 Tap Water (Control) #2 Tap water + fertilizer #3 Aquarium/pond/lake #4 Aquarium/pond/lake + fertilizer Have students fill each jar with the appropriate water sample. Then have them add the appropriate amount of fertilizer to jars #2 and #4 (double strength of instructions).
Set all four jars in window sill or a place where there is good light. Be sure not to place them in a drafty or cold location because constant temperature is needed for best algal growth. STUDENTS MUST WASH THEIR HANDS AFTER PREPARING JARS.
5. Have each group write a hypothesis of what they think will happen. 6. Observe the jars every day for a week and then once a week for a month.
Record any changes in the jars on a data sheet. You may want to photograph the jars. If possible, check the dissolved oxygen in the jars once a week at THE SAME TIME OF DAY (oxygen levels vary throughout the day and night) 7. At the end of the experiment, have each group write their result in a report. As a class, discuss the results.
Questions:
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1. Which jar has the greatest algal growth? Why? 2. Which jar had the least algal growth? Why? 3. As algal growth increases, what happens to the dissolved oxygen? 4. What happens to the oxygen levels at night? Why? 5. Name land uses and activities that contribute nutrients to streams. 6. What would result if more fertilizer were used? 7. What effects do nutrients have on aquatic life? Extension: 1. Follow the same procedures listed above, but test for changes in
dissolved oxygen rather than algal blooms. 2. Collect additional water samples from different locations of a stream or
pond. Test the dissolved oxygen levels in each sample. Note the land uses of surrounding the sampling area. Have the students determine that land uses affect the oxygen level of a stream. 3. Observe algae under a microscope, have students identify types of algae based on handout.
Based on Environmental Resource Guide.
67

Watershed Walk

WATERSHED

Objective:
Location: Time Frame: Subjects: Level:

Students will understand the concept of a watershed, identify a river's watershed system, and describe the immediate watershed in which they live. Indoors 60 minutes Geography, Science, Social Studies 6th - 12th grade

Background: A watershed is all the land area that contributes runoff to a particular body of
water. It is a catch basin that guides all the precipitation and runoff into a specific river system. Changes in a watershed affect all living and non-living things within its boundaries. For example, a mostly forested watershed that is logged will result in changes in water flow and sediment entering streams. Sedimentation in turn will reduce the diversity of macroinvertebrates found in streams.
Perhaps the single most important thing to remember about watersheds is that they are single units connected to other watersheds as they are traced downstream. What affects a watershed in one place eventually affects other sites downstream. Impacts can accumulate as water proceeds downstream.
A topographic map can be used to determine the contours of a watershed, identify some land use practices, and plan best management programs to prevent or reduce pollution. To effectively use topographic maps, it is necessary to understand the information depicted. More information on watershed mapping is provided in Appendix A-1.
During a visit to a stream, students can learn about a watershed. The land use around the area affects the quality of a stream. For example, poor agricultural practices next to a stream may add pesticides and excessive fertilizer to the stream. Urban land uses, such as parking lots and roads contribute small amounts of oil and gas to stormwater . Students should take note of the land use and the condition of the streams. Asking questions like "Is the water silty", "Is the water a green color" and "Are there signs of pollution" will help identify the quality of the stream. See appendices A-2 and B-1.

Materials:

Several copies of Adopt-A-Stream "Watershed Walk" see Appendix A-5. Copies of a topographical map (Scale 1:1,000,000) of the river watershed nearest the school. There needs to be a map for every group in the class. A large map of Georgia (Scale 1:500,00) showing these rivers and its tributaries

69

would be helpful. Topographic maps and the Georgia maps can be obtained from the Geologic Survey Branch of Georgia Environmental Protection Division, 404-656-3214 Markers, crayons, or transparency pens Acetate sheets or laminate for maps (optional)

Preparation: It is vital to know the potential upstream contaminants reaching the stream. Animal waste, agricultural runoff (pesticides, herbicides, etc.), industrial wastes, or sewage leaks can be hazards to students and you. If you find a stream with any of the above contaminants, a class should not collect samples in the stream or use proper precautions. Students should wear protective boots, gloves, and goggles when necessary. In case of serious contamination, notify local authorities.

Procedures:

Part One:

1. Discuss the following terms: watersheds, runoff, non-point source pollution, and

land uses. Have each student look at the "Major Watersheds of Georgia" map in

Appendix A-1.

2. Make copies of the Adopt-A-Stream "Watershed Walk" and "Visual Survey"

forms

from Appendix A-5.

3. Take the students to a river or stream, survey a 1/4 mile bank, and fill out the

forms to determine land use, erosion, water color, water clarity, animal life,

and human impacts on the stream.

4. In the classroom, discuss the categories and overall condition of the stream. If

you suspect the stream to be polluted, ask what can be done to improve the

quality of the stream? What is affecting the health of the stream?

Part Two: Laminate the local and topographical maps so they can be used again.
1. Divide the class into groups of 3 or 4. Give each group a city or county map. 2. Have students find their own town or community on the map. 3. Have students locate the river or stream closest to the school and trace over it
with a marker or crayon. 4. Have the students locate the streams that join the main river and trace over
them. 5. Give each group a topographical map. 6. Have students find and trace the section or tributary of the main river that
flows closest to them with a transparency pen. 7. Ask students to outline the watershed. Detailed instructions are provided
in Appendix A-1.

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Questions: 1. What are the landuses in your area? (urban with roads, parking lots and
buildings, suburban with houses and lawns, rural with farms) 2. How might these land uses affect the water in the watershed's streams ?
(fertilizers, pesticides, silt and other pollutants may run into the river) See appendix A-2. 3. How is the volume of water affected by the watershed? (the size of the watershed, land uses, and vegetation will affect the amount and quality of runoff that reaches a stream.) 4. Will the conditions in your watershed affect others downstream? How? 5. Where does all of the water eventually go? (Gulf of Mexico or Atlantic Ocean) Can you follow the rivers on a map all the way? Extension: 1. Have students identify the rivers that make up the main river watershed. Students should be able to explain how the different waters of the main river watershed are interconnected. Have them draw an imaginary river system, labeling the sources and tributaries of the river, and outlining and naming the watershed. 2. Have the students collect newspaper or magazine articles that reflect the impact of water in one area of the state on others. These could be current articles or historical ones obtained from the library.
Forms are provided by the Georgia Adopt-A-Stream program.
71

Rolling down the River

WATERSHED

Objective:
Location: Subjects: Time Frame: Level:

Students will be able to compute the velocity and discharge of a stream. Outdoors Math, Physics, Science 60 minutes 6th - 12th grade

Background: Knowing the velocity of a stream is important for determining the aquatic
organisms that live at a stream site. Some organisms, such as trout, prefer quickly moving, highly oxygenated water. Other aquatic critters adapt well to slow moving warm waters. Velocity is an important characteristic of your stream. The velocity of a stream equals the distance the water travels per unit of time.
Volume and discharge are also important characteristics and can be easily calculated on your stream. The volume of water flowing through your stream is the area of the stream channel multiplied by stream length. The discharge is the volume per unit of time. The total discharge of a stream is important, how much water is being drained from your watershed? The discharge may vary as land use in the watershed changes and from season to season.

Note: It is vital to know the potential upstream contaminants reaching the stream. Animal waste, agricultural runoff (pesticides, herbicides, etc.), industrial wastes, or sewage leaks can be hazards to students and you. If you find a stream with any of the above contaminants, a class should not collect samples in the stream or use proper precautions. Students should wear protective boots, gloves, and goggles when necessary. In case of serious contamination, notify local authorities.

Materials:

50 foot piece of string or 5, 10 foot sections (marked in 1-foot intervals). Yardstick Orange Stop watch Pencils and notebooks Copies of water flow chart.

Procedures: Note: Do not choose a deep pool or riffle, flowing water is dangerous and students should not be above their knees in the water. Also, consider the flow of the stream, if it is moving too fast do not let the students get in the water.

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For grades 6th - 8th: 1. Discuss the following terms: velocity and discharge. 2. Using the string, have the students mark off a 50-foot section (length) of a
stream moving downstream. Position two students every 10 feet of the measured section. One will hold the string and one will record times. 3. Designate one student to be the timer. This student will call out times as the orange floats past each 10 foot section. 4. Release the orange upstream. Begin timing. Record results. Repeat twice. 5. Calculate stream velocity as follows:
V = Distance (feet)/time (second)
For grades 9th - 12th:
1. Discuss velocity, volume and discharge. 2. Follow steps 1 through 5 above. 3. Divide the class into groups of four. Have each group use a string to
make several measurements (approx. 4) of the width of the stream within the 50-ft measured section. Record these numbers on the provided worksheet. 4. Have the students make several depth measurements of the stream using the yardstick and record the values on the data sheet. 5. At this point, each group should draw two views of the stream: a top view including widths and a cross section with depths marked on the diagram.
In the classroom, each group should: 6. Plot a stream profile. The profile plots the depth of the stream versus the
width of the stream. 7. Average the depth measurements to get one number for the depth. Average
the stream widths to get one number for the width. 8. Multiply width x depth x length (10 feet) to get the volume of water in that
section of the stream. Explain volume as the amount (how much) water is in a certain area. 9. Average the time it takes for the orange to travel 10 feet. The creek's discharge is the volume of water that flows in a certain amount of time. Have each group determine how much water flows by in one second, one minute, and one hour.
Questions:
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For grades 6th - 8th: 1. Calculate the velocity of the stream if the orange flows at a rate of 100ft in
1.5 minutes. 2. Can you name two animals that live in fast moving water? 3. What does the velocity tell you about the watershed? For grades 9th - 12th: 1. If the average depth of the stream is 4 ft and width is 7.5 ft and it took the
orange 10 seconds to travel the 10 foot length of the stream, what is the volume? 2. If two streams drain equal sized and comparable watersheds, and one watershed is forested while the other is urban, which will have a greater discharge of water? Why? Extension: For grades 6th - 8th: 1. Perform this same exercise, but calculate the velocity of two different sites; a riffle and a pool. For grades 9th-12th: 1. Calculate the amount of water entering the stream from the watershed. Calculate the area of a watershed. Have the students look at a topographic map and draw out the watershed. Estimate the area of the watershed with a dot grid or a local Soil Conservation Service can measure the watershed. Find out the average annual rainfall for the area by contacting the SCS. Multiply these values and determine the volume of water in the stream. Calculate the value in gallons.
Based on Georgia Adopt-A-Stream
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Student Data Sheet: Velocity

Distance traveled

Time to travel distance (sec.)

Time to travel each Velocity

10 ft. section

(10 ft./sec.)

Average Velocity
Volume and Discharge Width measurements:

Depth measurements:

Average -
Calculations: Volume = width x depth x length Discharge = volume (ft3)/time (sec.)

Average -

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Lethal lots

NONPOINT

Objective:
Location: Time Frame: Subjects: Level:

Students will explain how bioassay methods are used to determine toxicity. By using daphnia, the students will determine the toxicity of an urban runoff water sample. Indoors/Outdoors 3-60 minutes classes Science, Ecology, Biology, and Chemistry 9th - 12th grade

Background: Daphnia are small freshwater crustaceans that are food sources for many other
animals. They are very sensitive to changes in temperature and water chemistry. For this reason, they are sometimes used for detecting the presence of toxic substances in a water supply. The examination of such organisms to detect the presence and relative amounts of toxic substances in a water supply is called biomonitoring. The technique used in this activity is called bioassay. A bioassay is a method used to test the concentration of a substance by observing its effects on the growth of an organism under controlled conditions.
Toxic chemicals in a water supply can harm the plants, animals, and humans that depend on it. Toxic chemicals and other pollutants can enter a water supply from many sources such as urban and rural polluted runoff, leaking landfills, and mining areas. Toxic chemicals from a parking lot, for example, might include oil, antifreeze, brake fluid, lead, chromium, iron, and manganese. For additional information on nonpoint source pollution, see Appendix B-1.
Runoff from large areas of pavement is likely to contain pollutants. Since none of the water or pollutants can be absorbed thought the pavement, the water runoff is unfiltered. In this activity, the toxicity of runoff from the school parking lots will be determined.

Materials:

3 liters of runoff water from the school parking lot (collect after a storm) Clean sponge, turkey baster, or rulers and clean dust pans to collect
water Plastic containers with lids to store sample 50 live daphnia (available from biological supply company) 5 gallon container or aquarium Daphnia food:
tropical fish food yeast alfalfa distilled water

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Aerator Compound microscopes Microscope slides and cover slips Blender 1 aquarium thermometer Grease pencil or permanent marker Labels or masking tape 30 eyedroppers 50 ml. cylinder 5-500 ml. beakers 30-50 ml. beakers 2-cycle semi-log graph paper Saturation Concentration Dissolved Oxygen data sheet Data sheet Daphnia media:
20 liters distilled water NaHCO3 MgSO4 X H2O (Epsom salt) KCL CaSO4. Water quality test kit (optional) Daphnia anatomy sheet (optional)
Group Discussion: 1. Discuss with the students the role of urban runoff as a non-point source of
pollution. Explain that runoff can contain toxic chemicals and pavement runoff will not absorb into the earth allowing it to be naturally filtered. What type of toxic chemicals could be in the runoff? What are the sources of these toxic chemicals? (Additional information in Appendix B1). Note: Explain to the students that storm water runoff is usually piped directly into local streams. The runoff does not go to a treatment plant first before entering a stream. Urban storm water may contain sediment, debris, and toxic chemicals such as herbicides, pesticides, oil, antifreeze, and heavy metals. 2. Discuss that some organisms are more sensitive to pollutants than are others. Why are these sensitive organisms good indicators of water quality? (It is easier to detect low concentrations of pollutants with sensitive organisms.) 3. Point out the disappearance of certain plants or wildlife in a water body is an indicator of changing water quality. 4. Toxic chemicals can enter a water supply from many sources such as agriculture, mining, construction sites, landfills, farms, homes and forestry operations.
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Preparation: You may wish to have the students perform the following:
1. When daphnia arrive, acclimate them to the laboratory aquarium. Have the water temperature the same in the shipping container and in the aquarium before transferring daphnia.
The culture medium in 5 gallon(20 liter) container/aquarium should be prepared as follows:
Fill a clean 20 liter container to the 19 liter mark with distilled water. Pour out approx. 500 ml into a separate clean beaker and completely dissolve the following chemicals in it before adding back to the 20 liter container:
2.88 g NaHCO3 1.80 g MgSO4 X 7H2O (Epsom salt) 0.45 g KCl Remove another liter from the 20 liter container into another clean container, add 1.80 g CaSO4. Add this mixture back to the 20 liter container. Aerate the mixture for two hours using an aquarium aerator Allow the mixture to reach room temperature before adding daphnia. 2. Have the daphnia food prepared and feed them once a day : 6.3 g tropical fish food 2.6 g yeast 0.5 g alfalfa 500 ml distilled water Blend all ingredients for five minutes on low speed. Cover and let stand in refrigerator for one hour. Pour off top liquid and save in refrigerator. Dispose of the rest. Feed once a day. Food is good for two weeks
3. Two days before the experiment, prepare new culture media to be used in the experiment.
Procedures:
Part one: 1. Check the daphnia one day prior to running the experiment to ensure that
the culture is healthy. If 10 percent or more of the daphnia die between their arrival and this time, you may wish to reorder. Because daphnia are sensitive, they must be protected from hair spray, perfume, smoke, bug repellant, and the room temperature should be kept as a constant 68 degrees F.
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2. Have the students collect approximately 3 liters of runoff from the school parking lot after a rainstorm in a clean container with a lid and store in the refrigerator (up to 2 weeks) until time for the experiment. Collect the runoff sample by one of the following: A clean sponge to absorb the water and wring into a container, or A turkey baster to siphon the water into a container, or A cleaning squeegee to push the water into a dust pan and then into a container.
3. Place 10 daphnia containing embryos in each of the five 500ml beakers with 300ml of culture medium and 0.5ml of food. Make sure culture media is at room temperature. Because air bubbles can become trapped under the daphnia, place the daphnia into the media without pouring the sample. Use an eyedropper and release them slowly into the media.
Note: Do not use daphnia with ephippia or dark eggs because they will not hatch from them in time for the experiment.
4. Use the newborn daphnia found in the beakers the next day for the experiment. Newborns will be smaller than the parent. Newborns are used to eliminate some sampling error from the experiment because this assures all organisms used in the experiment are the same age. (If you do not have time to remove newborns, use daphnia in the culture which do not have embryos or ephippia.)
5. If water quality kits are available, test the dissolved oxygen of the media. The DO should be 40 percent saturation or greater. Otherwise, the daphnia will be stressed and die from low DO. Try using aerators if the DO is low.
Part two: 1. Divide the students into teams of two. 2. Give each team a compound microscope and daphnia (on a slide) to observe. 3. Have the students distinguish between daphnia with embryos and ephippia. 4. In the laboratory, have the students prepare and label four 50ml beakers of each
of the following concentrations of runoff water. Each group will be responsible for setting up the experiment and recording the results.

Concentrations 100%

Runoff Water 40 ml
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Culture Media 0 ml

50% 25% 10% 5% 2.5%

20 ml 10 ml 4 ml 2 ml 1 ml

20 ml 30 ml 36 ml 38 ml 39 ml

5. Have the students label each beaker using tape or a grease pencil. Have the student write the date, temperature, and time the experiment begins. If a DO kit is available, test the dissolved oxygen.
6. When the beakers are ready, introduce five daphnia into each of the beakers. *Use an eyedropper to transfer daphnia *Record time on each beaker * Do not collect daphnia from top or bottom of beaker. DO NOT FEED DAPHNIA DURING EXPERIMENT
7. Have the students count the number of dead daphnia in each beaker at the end of 24 hours and 48 hours.
8. Distribute 2-cycle semi-log paper. 9. On semi-log paper, the lower half of the paper goes between 1-10 in logarithmic
steps on the y-axis and the upper half goes from 10-100 in the same fashion. Have the students plot percent mortality (on the x-axis) and percent concentration (on the y-axis). Explain that the graph will help the students determine at which concentration the parking lot runoff has an LC50. 10. Explain LC50 or lethal concentration. This is the concentration of runoff where 50 percent of the daphnia die. On the percent concentration scale, have students locate the point at which 50 percent mortality occurred. This point is the LC50 for the experiment expressed as percent parking lot runoff volume. For example, if 25 percent concentration treatment results in 50 percent mortality, then report the LC50 as 25 percent. (NOTE: If the 2.5 % concentration treatment results in greater than 50% mortality, report LC50 as less than 2.5% or repeat the procedure using a dilute sample.
Questions: 1. Why were four beakers of each concentration used? (Replication) 2. What is the purpose of the control? (To make sure other factors beside the
runoff didn't kill the daphnia) 3. Why do some daphnia die before others? (Some are more sensitive than others) 4. Why is an LC50 used instead of an LC100? (LC50 is more exact. It is difficult to
extrapolate because 100 percent of the organisms are dead, the concentration used in the experiment killed them) 5. On the basis of your results would you consider the runoff from the school
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parking lot to be toxic? 6. What can you do to protect nearby streams? (Monitor regularly and filter
stormwater before it enters the stream.) Extension: 1. Invite someone from the Department of Natural Resources or Natural
Resources Conservation Service to visit your school parking lot and discuss what best management practices could be used on your site to prevent pollution from begin funneled directly into water bodies. After the guest speaker, have the students design a "best management plan" or BMP for your school parking lots and work with school officials to get it implemented.
Taken from the Environmental Resource Guide, "Lethal Lots".
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Adopt-A-Stream Chemical Monitoring

CHEMICAL

Objectives:
Location: Time Frame: Subjects: Level:

Students will gain information regarding the conditions of streams by performing chemical water quality tests and interpreting the data. Indoors/Outdoors 60 minute session Biology, Chemistry, Ecology 9th - 12th grade

Background: Chemical testing allows information to be gathered about specific water quality
characteristics. A variety of water quality tests can be run on fresh water including temperature, dissolved oxygen, pH, water clarity, phosphorus, nitrogen, chlorine, total dissolved solids and salinity. Each of these parameters gives you specific information about your stream's "life signs".
Chemical testing should be conducted at least once a month because this type of testing measures the exact sample of water taken, which can vary weekly, daily and even hourly.
Temperature is one important factor which determines which species may be present in the system. Temperature affects feeding, reproduction, and the metabolism of aquatic animals. Not only do different species have different requirements, but optimum habitat temperature may change for each stage of life. Fish larvae and eggs usually have narrower temperature requirements than adults.
pH tests indicate the amount of hydrogen ions in the water. A range of pH 6.5 to pH 8.2 is optimal for most aquatic organisms. Rapidly growing algae or submerged aquatic vegetation remove carbon dioxide (CO2) from the water during photosynthesis, increasing the pH levels.
Dissolved oxygen (DO) is critical to many forms of aquatic life for respiration. DO levels below 3 ppm are stressful to most aquatic organisms. DO levels below 2 or 1 ppm will not support fish; levels of 5 to 6ppm are usually required for growth and activity.
Phosphorous and nitrogen are nutrients found naturally in small amounts in streams. Unfortunately, many suburban and rural areas contribute excessive amounts of these nutrients to streams through fertilizer and livestock runoff. Too much phosphorous or nitrogen leads to algae blooms and fish kills.

Note: It is vital to know the potential upstream contaminants reaching the stream. Animal waste, agricultural runoff (pesticides, herbicides, etc.), industrial wastes, or sewage leaks can be hazards to students and you. If you find a stream with any of the above contaminants, a class should not collect samples in the stream
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or use proper precautions. Students should wear protective boots, gloves, and goggles when necessary. In case of serious contamination, notify local authorities.
Materials:
Water quality testing kit (LaMotte or Hach) (Should contain: dissolved oxygen, pH, temperature, phosphate and nitrate)
Imhoff Cone for settleable solids Adopt-A-Stream survey sheet (see apendix D-3) Rubber gloves Safety glasses Container to bring back waste chemicals (old milk jug) Bucket with rope (if sampling off a bridge or deep water) Pencil First Aid Kit
Preparation: In preparing the activity, it is important to visit the stream. Survey the stream for
any dangers, a clear path to the stream, and permission to be on the land. In addition, see the note above.
Procedures: 1. Read through test kits in class. Practice tests in class with tap water if
desired. Depending on your kit, directions may vary and some are difficult to follow. 2. At the stream, divide the class into groups of 4. Assign two tests per group. Make sure students are wearing safety glasses and gloves. 3. Measure the air and water temperature in the shade, avoid direct sunlight. 4. Rinse glass tubes or containers twice with stream water before running the test. 5. Collect water for the tests approximately midstream, mid-depth. 6. Perform DO, pH, phosphate, nitrate, settleable solids. An Adopt-AStream data sheet has been included for the students to record the stream data on for future comparisons. 7. Once all the parameters are collected, bring the data into the lab. 8. Have each group write the values on the board. 9. Have students share their results. Next to the parameters, have the students give one reason each parameter could be high or low.
Discussion: With the water quality values, begin a discussion about potential water problems. Ask the students what accounts for the differences between each group's values. In addition, discuss any parameter that do not fall into the optimum conditions.
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Questions: 1. What does pH tell you about a stream? What is the optimum pH? 2. What is dissolved oxygen? How does it get into the water? What are the
optimum ranges? 3. What do phosphates and nitrates measure in a stream? What are
sources of phosphates and nitrates? Is a high amount of phosphate good for a stream? 4. Why is it important to run duplicate samples? Some groups tested for the same substance. How did the results compare? Account for any discrepancies. Extension: 1. Visit several streams in your area and compare chemical monitoring results. Test each site at the same time of day to minimize diurnal fluctuations. 2. The Adopt-A-Stream program has been developed to help monitor and make local changes needed to protect our stream. Have the students begin a local Adopt-A-Stream program at a local stream, monitoring the water quality of the stream every month.
Based on Georgia Adopt-A-Stream
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Breathtaking

BIOLOGICAL

Objectives:
Location: Time Frame: Subject: Level:

Students will describe the importance of dissolved oxygen (DO) to the survival of aquatic plants and animals by performing a controlled experiment with fertilizers, debris, and sediment. Indoors 4 - 30 minute sessions over 2 weeks Science, Ecology, Biology, and Chemistry 9th - 12th grade

Background: Oxygen is important to the animals living in the water as it is to those living on
land. Although oxygen does not dissolve very well in water, enough does to support a wide variety of living organisms. The solubility of oxygen in water depends on water temperature. Cool water can hold more oxygen than warmer water because gases are more soluble in cooler water. The amount of dissolved oxygen (DO) may vary significantly from one place to another and during times of the day in aquatic habitats for a variety of reasons. The highest concentration of DO occurs just at sunset. After sunset, plants respire (use oxygen). The lowest concentration of DO occurs at sunrise. This is the most likely time that a DO fish kill will occur. DO is in measured in parts per million (ppm). DO in aquatic environments can range from 0 to 15 ppm, but 6-10 ppm is sufficient for most aquatic animals.
Non-point sources of nutrient enrichment include fertilizers, livestock wastes, leaking septic tanks, and urban runoff. Phosphate detergents may enter water bodies in surface water runoff activities such as washing the car. Excessive nutrients entering a waterway can accelerate algae growth or cause an "algal bloom." Algal blooms can produce thick surface mats, turn the water green, stain boats, and may be toxic to animals that drink the water. When algae dies, oxygen is consumed by the decaying process which reduces the amount of oxygen remaining for use by aquatic animals.
Heavy rains can wash a variety of suspended materials into water bodies. Many other pollutants such as bacteria and harmful chemicals can also be transported on sediment. Sediment decreases light transmission thought the water, thus decreasing plant photosynthesis. In addition, livestock waste is another major non-point source pollutant. Wastes can be a major source of ammonia, a by-product of decomposition of fecal matter, uric acid, and urea. Additional information on non-point source pollution is in Appendices A-2 and B-1.

Materials: 10 one-quart wide-mouth jars 20 sample bottles 10 gallons of pond water

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cup grass clippings
cup liquid fertilizer cup topsoil from garden 10 measuring spoons 10 measuring cups 10 thermometers 10 turkey basters Masking tape Permanent ink pen Dissolved oxygen kit or meter Aluminum foil Goggles Gloves Data chart Optional: cup manure (Make sure to wear gloves when handling animal
waste) Grow light Note: Some of the equipment can be shared between groups
Preparation: Order or borrow dissolved oxygen kits or meters. The day before the
experiment, obtain top soil, manure, fertilizer and grass clippings. (ALWAYS handle any animal waste with gloves and wash hands afterwards.)
Collect the pond water the morning of the experiment. Water can be obtained from an aquarium. Follow standard safety procedures if students collect sample.
Procedures: 1. Explain that the amount of DO present in the water depends on the
following: water temperature, amount of air mixed into the water as it moves, the amount of oxygen produced during photosynthesis by aquatic plants, the amount of oxygen used by plants and animals in respiration, and the amount of oxygen used by bacteria to decompose organic wastes. 2. Divide the class into groups of two or three and give each group a clean jar. 3. Using the chart included, assign one of the ten water samples to each team and have them prepare their samples as indicated.
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Sample 1 & 2

Treatment None; 3 cups pond water only

3 & 4 5 & 6 (Optional) 7 & 8 9 & 10

1/4 cup liquid household fertilizer in 3 cups water 1/4 cup manure in 3 cups water (Estimate) 1/4 cup grass clippings or leaf litter in 3 cups water 1/4 cup top soil or potting soil in 3 cup of water

4. Have the students swirl their samples (including controls) to stimulate the natural mixing of a body of water. Keep the pond/aquarium water sample to re-fill the jars on day 3 and 7.
5. Have the students label the jars. 6. Have the students measure and record the room and water temperature
and the appearance of their samples on the data chart. 7. Place the uncapped jars in a sunny location near a window. A grow light can
be used if a window isn't available. 8. Have the students record observations on their water samples daily for a course
of 10 days. (You may wish to shorten the activity to five days. If you do, only add cup of extra water on day 3 and demonstrate the DO test near the end of the 5-day period.) They are to answer the following questions on their chart: 1. Is the water cloudy? 2. Has the color changed? 3. Is there more algal growth? 4. Is a film forming on the surface? 9. On days 3 and 7, have the students add cup of the extra aquarium water into the samples. Make sure the water is at room temperature. 10. Using the DO meter or kit, on the tenth day measure and record the DO of their water samples. (Use a turkey baster to transfer the water into the test bottle) 11. Compile all the class data on an overhead and discuss: a. DO levels in water can be reduced by non-point source pollutants. b. DO levels can be reduced when phosphates and nitrates from fertilizers
are mixed with water. c. Bacteria which decompose organic material often actively compete with
other oxygen-demanding organisms.

Evaluation: 90

1. Which samples had the highest DO? 2. Arrange the DO's of the samples from highest to lowest and discuss why
you got these results. 3. Assuming the water was taken from a stream, what types of fish and
macroinvertebrates would likely be present in each of the streams? 4. What are the most likely non-point sources of organic waste pollution in
streams? Extension: 1. Test DO upstream and downstream from a suspected non-point source of
fertilizer or livestock waste. Does the DO content differ in these two areas? Why? What factors may be responsible for these differences?
REMEMBER: Follow safety precautions. 2. Perform DO test as before on freshwater streams containing different sediment
loads. Correlate DO with sediment loads and discuss the results with each student.
Based on the Environmental Resource Guide, "Breathtaking".
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Additional Reference Information

For additional information:

Activities Integrating Mathematics and Science Water precious Water P.O. Box 8120 Fresno, CA 93747-8120 (209) 255-4094

Air and Waste Management Environmental Resource Guide One Gateway Center, Third Floor Pittsburgh, PA 15222 (412) 232-3444
Always A River EPA Form # AWBERC-91-09

Aquatic Project WILD 5430 Grosvenor Lane Bethesda, MD 20814 (301) 493-5447

Rusty Garrison/ Georgia Widlife Resources Division 2425 Marben Farm Rd. Mansfield, GA 30255 770-784-3059

Save Our Streams
Izaak Walton League of America 707 Conservation Lane Gaithersburg, MD 20878-2983 (301) 548-0150

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