RED RIVER BASIN WATER SYSTEMS Grade 8 Curriculum Guide

Home , Northern Manitoba, Winnipeg River

Prepared by: Sherry Dangerﬁ eld S. Dangerﬁ eld Interpretive Planning 3-733 McMillan Avenue, Winnipeg October 2005

Additional copies of this curriculum guide are available from Rivers West 201- One Forks Market Road Winnipeg, MB R3C 4L9 945-7733 www.riverswest.ca Rivers West Red River Corridor Inc. Corridor Rivière Rouge inc.

About Rivers West

Rivers West is a not-for-profit organization. Its Given its mandate and commitment to the mandate is to develop and implement a long-term greenway program, Rivers West is in an ideal tourism and conservation strategy focusing on position to develop a curriculum guide for and the development, promotion and management about the Red River Basin. The guide brings of the natural, tourism, cultural/heritage and together the many existing resources from recreational resources of the Red River from individual organizations and enhances them Emerson to Lake Winnipeg. with additional components directly related to the Red River. This guide is about Manitoba and Two key components of Rivers West’s mandate are made in Manitoba. to facilitate a coordinated approach to programming, and provide direction for conservation and To find out more about Rivers West visit its stewardship initiatives. website at www.riverswest.ca. As a part of the international Greenway Program, which aims to protect the environment and preserve cultural and historic areas, Rivers West is committed to help support or enhance: ➢ protection, promotion and management of the cultural/heritage resources ➢ rehabilitation of riparian zones along the river ➢ development of linkages among corridor communities, parks, festivals and events, attractions and other community assets ➢ opportunities to educate regarding the Red River and the importance of the greenways

RED RIVER BASIN – WATER SYSTEMS Page i About the Guide

The grade 8 science curriculum unit – Water Field Trips Systems – is the target to teach students about The guide includes information about site-based the Red River Basin. Water cycle, watersheds programs and how they might be used to teach and drainage systems, characteristics of rivers, the water systems unit. A series of specially erosion and deposition, human interventions designed field trips was developed and focus to prevent erosion, water quality, flooding and tested for this project. These include the Red technologies used to mitigate flooding are some River Floodway, St. Adolphe, Niibii, and Grand of the outcomes or topics covered. Beach field trip programs. The menu of potential Currently a number of organizations in the Red field trip modules has been developed to help River Basin offer excellent curriculum-based you find existing site-based programs as well as school programs, such as Ste. Agathe’s Red teacher-led field trips. River Floods Interpretive Centre, Fort Whyte Centre and Oak Hammock Marsh Interpretive Teacher Resources Centre. These school programs focus in some The guide includes a number of helpful way on the Red River either from a science or resources for teachers: local professional social perspective and are tied to the Manitoba development opportunities, available booklets, curriculum. While there are many curriculum- and CDs, DVDs and videos related to watersheds. based programs available, it takes time to find A wide range of resources are available to them all. This package has begun to gather the teachers, such as Project Wet. This guide provides resources in one spot and the binder format reference information for teachers regarding allows you to add more resources as they these resources. A list of suppliers for kits such become available. as water monitoring equipment is provided. Websites are listed that provide background Teachers wishing to use the Red River Basin information as well as online or classroom to teach the water systems unit will benefit activities, and reproducible graphics. Websites from this package. It coordinates a variety are prioritized in order of Manitoban, Canadian of information, such as local resources, and and international focus. provides a wealth of background information and new ideas. Updates Water Systems Please be sure to register your copy of the manual with Rivers West so that updates can The package includes background material on be sent to you. Information in this document is the watershed-related curriculum outcomes. the best available at the time of printing. Some The material includes definitions, background statistics are inconsistent, depending on which information, helpful websites, potential body gathered the information and what was activities and field trip opportunities. included. An example is water usage by province Activities – some statistics show Manitoba as a high water user while provincial data demonstrates that we A number of activities for the field or the are a relatively low consumer. classroom are included in the guide. Hands-on activities and student-led learning are often the Rivers West is pleased to provide you with this most effective teaching tools. guide to assist you, the teacher, to develop in- class instruction and tailor-made field trips for effective instruction of the grade 8 water unit focusing on the Red River Basin.

RED RIVER BASIN – WATER SYSTEMS Page ii Table of Contents

Acknowledgements 1. Introduction ...... 1 2. Curriculum ...... 4 3. Water Systems ...... 6 3.1 Vocabulary ...... 6 3.1.1 Curriculum Outcome ...... 6 3.1.2 Definitions ...... 6 3.2 Water Cycle ...... 11 3.2.1 Curriculum Outcome ...... 11 3.2.2 Definitions ...... 11 3.2.3 Overview Refresher ...... 12 3.2.4 Websites and Other Resources ...... 16 3.2.5 Activities ...... 16 3.2.6 Field Trips ...... 16 3.3 Watersheds ...... 18 3.3.1 Curriculum Outcome ...... 18 3.3.2 Definitions ...... 18 3.3.3 Overview Refresher ...... 21 3.3.4 Websites and Other Resourcess ...... 21 3.3.5 Activities ...... 22 3.3.6 Field Trips ...... 22 3.4 Erosion ...... 24 3.4.1 Curriculum Outcome ...... 24 3.4.2 Definitions ...... 24 3.4.3 Overview Refresher ...... 25 3.4.4 Websites and Other Resources ...... 32 3.4.5 Activities ...... 33 3.4.6 Field Trips ...... 33 3.5 Flooding ...... 34 3.5.1 Curriculum Outcome ...... 34 3.5.2 Definitions ...... 34 3.5.3 Overview Refresher ...... 35 3.5.4 Websites and Other Resources ...... 39 3.5.5 Activities ...... 40 3.5.6 Field Trips ...... 41

RED RIVER BASIN – WATER SYSTEMS Page iii 3.6 Flood Mitigation ...... 42 3.6.1 Curriculum Outcome ...... 42 3.6.2 Definitions ...... 42 3.6.3 Overview Refresher ...... 42 3.6.4 Websites and Other Resources ...... 48 3.6.5 Activities ...... 49 3.6.6 Field Trips ...... 50 3.7 Drinking Water ...... 51 3.7.1 Curriculum Outcome ...... 51 3.7.2 Definitions ...... 51 3.7.3 Overview Refresher ...... 51 3.7.4 Websites and Other Resources ...... 54 3.7.5 Activities ...... 55 3.7.6 Field Trips ...... 56 3.8 Waste Water and Water Pollution ...... 58 3.8.1 Curriculum Outcome ...... 58 3.8.2 Definitions ...... 58 3.8.3 Overview Refresher ...... 59 3.8.4 Websites and Other Resources ...... 70 3.8.5 Activities ...... 71 3.8.6 Field Trips ...... 72 3.9 Water Management and Problem Solving ...... 73 3.9.1 Curriculum Outcome ...... 73 3.9.2 Definitions ...... 73 3.9.3 Overview Refresher ...... 73 3.9.4 Websites and Other Resources ...... 78 3.9.5 Activities ...... 78 3.9.6 Field Trips ...... 79 4. Activities ...... 80 4.1 Introduction and Matrix ...... 80 4.2 Water Cycle ...... 82 4.2.1 Web-Based Activities ...... 82 4.2.2 Additional Classroom and Field Activities ...... 82 4.2.2.1 Label Water Cycle Diagram ...... 83 4.2.2.2 Water Cycle Play ...... 84 4.3 Watersheds ...... 86 4.3.1 Web-Based Activities ...... 86 4.3.2 Additional Classroom and Field Activities ...... 88

RED RIVER BASIN – WATER SYSTEMS Page iv 4.4 Erosion ...... 98 4.4.1 Web-Based Activities ...... 98 4.4.2 Additional Classroom and Field Activities ...... 98 4.4.2.1 Sediment Quiz ...... 99 4.5 Flooding ...... 101 4.5.1 Web-Based Activities ...... 101 4.5.2 Additional Classroom and Field Activities ...... 101 4.5.2.1 The Flood Bowl ...... 102 4.5.2.2 Marcie’s Story ...... 103 4.6 Flood Mitigation ...... 117 4.6.1 Web-Based Activities ...... 117 4.6.2 Additional Classroom and Field Activities ...... 117 4.7 Drinking Water ...... 118 4.7.1 Web-Based Activities ...... 118 4.7.2 Additional Classroom and Field Activities ...... 118 4.8 Waste Water and Pollution ...... 119 4.8.1 Web-Based Activities ...... 119 4.8.2 Additional Classroom & Field Activities ...... 119 4.9 Water Management and Problem Solving ...... 134 4.9.1 Web-Based Activities ...... 134 4.9.2 Additional Classroom and Field Activities ...... 134 5. Fieldtrips ...... 135 5.1 Field Trips – Site-Based Learning ...... 135 5.2 Neighbourhood Fieldtrips ...... 139 6. Teacher Resources ...... 140 6.1 Booklets/manuals – curriculum-based ...... 140 6.2 Booklets/manuals – other resources related to watersheds ...... 141 6.3 CD ...... 141 6.4 Websites – research/information ...... 142 6.5 Websites – activities related to watersheds ...... 145 6.6 Courses & Professional Development ...... 146 6.7 DVD/Videos ...... 147 6.8 Books ...... 148 6.9 Kits ...... 148 6.10 Other ...... 148

RED RIVER BASIN – WATER SYSTEMS Page v Acknowledgements

Rivers West would like to thank the many Thanks also to Larry Whitney formerly of individuals and organizations that helped in Manitoba Conservation, Aileen Najduch preparation of this package. of Manitoba Education and Wendy Ralley of Manitoba Water Stewardship for reviewing The Steering Committee: Linda Morin, (chair) the manual. Rivers West Board of Directors, Gary Dickson, Culture, Heritage and Tourism, Brendan Thanks to Pamela Michael of River of Words for Carruthers, Manitoba Hydro, Roger Schroeder, permission to use the beautiful artwork created Manitoba Water Stewardship, and Lorna by children around the world in celebration of Hendrickson, Executive Director, Rivers West. water and watersheds (www.riverofwords.org). Environment Canada illustrations are by Trevor Teacher Advisors: Terry Serediuk and Linda Johnston (www.trevorjohnston.com) and used McPherson of Morris School and Cathy Gamble with permission. Thanks to Melissa Bobrowski of St. Adolphe School. Thanks to Cheryl Boguski and Carmel Knutt, Morris School, for use of and Dan Marshall for comments. their field trip photographs. Park Interpreters: Bobbie Saurette of St. Malo Graphic design and layout by Trudy Dingwall Provincial Park and Kelly Mackling of Grand of LightVisions. Beach Provincial Park, as well as Ken Porteous, Head of Interpretation for Manitoba Parks and Rivers West would also like to thank Manitoba Natural Areas. Hydro for its financial support of the project. Roseau River First Nations, in particular Charlie Nelson for his hard work to establish a Sherry Dangerfield M.N.R.M. learning experience for schoolchildren where S. Dangerfield Interpretive Planning, 2005 the First Nation can share their knowledge and worldview. Also thanks to Brian Henry and many other members of the community who assisted in the program. Marcie Kosman, former resident of Rue St. Paul, for sharing her story of surviving the Flood of the Century. The many individuals and organizations who work in the area of water resources or education and who took the time to assist with this guide – Brad Alan, Nathalie Bays, Rick Bowering, Ron Bryer, Diane Bruyère, Garry Enns, David Hurford, Bryron Klassen, Becky McEachern, Ronuk Modha, Doug Peterson, Dave Sexton, Morley Smith, Lisa Tack, Aynsley Toews, John Towle, Fort Whyte Centre, Manitoba Floodway Authority, Manitoba Water Stewardship, Oak Hammock Marsh Interpretive Centre.

Great Blue Heron Michelle Krein, age 11 Watsonville Charter School of the Arts Watsonville, California © River of Words 2005

RED RIVER BASIN – WATER SYSTEMS Page vi RED RIVER BASIN WATER SYSTEMS Grade 8 Curriculum Guide

1.0 Introduction

A river is water in its loveliest form, rivers have life and sound and movement and infinity of variation, rivers are veins of the earth through which the life blood returns to the heart. Roderick Haig-Brown, A River Never Sleeps

Manitoba has 900 trillion litres of surface water kilometres and emptying it into Lake Winnipeg. covering approximately 16% of the province. We From the lake, it will continue to flow north into have three of the 15 largest lakes in Canada. It is Hudson Bay to become part of the Arctic Ocean. hard to believe that water is a resource of which one day we may not have enough. As populations The River climb and global warming dries the Great Plains, The Red is a meandering river, 880km long by there is growing pressure on our water sources length but 456km long as the crow flies. It is a – 70% of which comes to us from the United relatively young river compared to other rivers of States and other Prairie Provinces. Couple that the world – the Nile, Ganges or Amazon. The Red with a long history of using our waterways as a was established on the bed of glacial Lake Agassiz means to dispose of our wastes. It is clear we need as it receded some 8,000 years ago. The sediment- to be better stewards of our water. Water quality covered lakebed became a great plain through and water conservation are issues at the forefront which the young Red River cut its course. Over of the new millennium, globally and locally. In thousands of years, the flowing water eroded the past we have taken it for granted; now it is and deposited silt along its banks, creating the time to learn to be better stewards. meandering channel.

The Basin Lush strips of riverbottom forest developed along the riverbanks, one of the few environments in The Red River starts as a trickle on the border of the great sea of prairie grasses where trees could South Dakota and Minnesota. Gravity pulls it grow. These ribbons of forest provide structure north. Creeks and rivers that drain the farmlands to the river channel and became one of the of Minnesota and North Dakota join the Red as most productive and diverse wildlife habitats on it flows north through the cities of Fargo, then the Prairies. The forest grew to be a migratory Grand Forks. It crosses the international border corridor for wildlife and offered winter shelter on into Manitoba with an average summer flow of the windswept plains. 162 cubic metres per second. Flooding was part of the natural rhythm of The Roseau, Rat, Morris, in total 14 more rivers the river. Every spring the water stored on the draining the farmland on the east and west land in the form of snow began to flow again, side of the valley, empty into the Red north of pulled to the river channel by gravity. As the the border. As it flows through the centre of channel filled, the water spilled over the banks Winnipeg, the Red is joined by the Assiniboine into the riverbottom forest, depositing a layer that has brought water from across the Prairies of rich sediment that kept the forest lush and as far away as the Rocky Mountains of Alberta. green. When a wet autumn combined with a The Assiniboine River drains an area of 163,000 heavy winter snowfall and rapid spring melt, an square kilometres. The Red River drains 116,500 exceptional flood would occur, spreading well square kilometres. Together they are the Red beyond the riverbottom forest out onto the plain. River Basin, collecting water from 279,500 square

1 Introduction RED RIVER BASIN – WATER SYSTEMS Page 1 As Lake Agassiz receded, the first people moved first trains into the interior. They were housed north, some following the river while searching in “immigration sheds” beside the river at Fort for game. The river and its forest provided water, Dufferin and Winnipeg, waiting for papers food, shelter, firewood, medicine and building before striking out onto the plain on foot or by materials. Over time, the river was a major wagon or oxcart. transportation route, providing a landmark The grasslands were ploughed, trees were and shelter for those walking and a quick means planted, wetlands were drained, channels were of travel for those in canoes. People camped dredged and the farmland prospered. Wherever along the river with its abundance of game and they found it, people settled beside the flowing access to transportation and potable water on a water – creek or river. Water was the one thing parched prairie. they could not live without. Across the Red River Valley towns grew beside the waterways – a source of drinking water, waste disposal and transportation. At the confluence of the Assiniboine with the Red a town grew. The rivers were vital to the success of the new boomtown – they provided drinking water, sewage disposal, water for manufacturing and industry, transportation and even fish for food. The confluence of the two rivers had long been a gathering place for the First Nations. It was a centre for trade and commerce, hunting and fishing, and to exchange knowledge and Winter in Cheesequake Park Oleksandra Barysheva, age 14 hold celebrations. But the great nations of the Entered individually Assiniboin, Cree and Ojibwe had not settled Matawan, New Jersey permanent camps at this location because they © River of Words 2005 were familiar with the rhythms of the river. The earliest settlers experienced two of the greatest European explorers found their way to the floods on record, one in 1826 and again in 1852. interior of the continent using the river systems as highways and First Nations people as guides. Despite this history of flooding the town of An alternative route to the edge of the prairie, Winnipeg, meaning muddy waters, grew into avoiding some of the bugs and bog of the a thriving city. When the Red inundated the boreal shield, came via the Roseau into the Red. city in 1950, flooding it to a depth of 3.7m in As the fur trade flourished, the Red provided places, the folly of its location was felt by both access north to Lake Winnipeg and south to the residents and businesses. After the devastating frontier towns of the central states. Freighter flood the government knew it had to find some canoes and York boats shipped the furs north way to protect the capital city and valley, or few while wooden oxcarts creaked their way south businesses, industries or people would locate along the river trails. where flooding could so easily destroy them. Métis put roots down into the rich soil along There is no way to control the weather, the the river as they divided their time between changing of the seasons or the inevitable farming their long river lots and bison hunting flooding of the river. Ways had to be found to on the plain. Soon settlers from eastern Canada live with the river but minimize its impact on and as far away as the Steppes of Eastern the capital city and the homes, farms, towns and Europe were lured to the plains with promises businesses in the Red River Valley. of rich farmland. Paddlewheel boats brought a Great engineering projects were undertaken. wave of new immigrants, with provisions and Towns along the Red were encircled with livestock, down the Red River from the United permanent ring dikes. Homes and businesses States where they transferred from one of the outside the towns were raised onto mounds or

Page 2 RED RIVER BASIN – WATER SYSTEMS 1 Introduction permanently diked. Water entering the province Treatment of the water to make it safe for from the west via the Assiniboine River was held drinking is expensive. Using treated water on back at the Shellmouth Dam. Water draining our lawns and to wash our cars is not the most into the Assiniboine within Manitoba could efficient use of the treated water. The cost of be diverted to Lake Manitoba by the Portage water treatment is growing with our demand for Diversion. Together the dam and diversion water. Water conservation will help keep costs controlled some of the water entering the Red down and in areas where water is scarce, helps to at Winnipeg. guarantee a continued supply of water. The Red River and its tributaries continue to flow through the valley despite the changes we have made to it. We can learn to be better stewards and managers of the Red River Basin. A first step is to know our rivers, to have an informed and intimate understanding of the river environment. Through firsthand experience with local creeks, rivers and the watershed, students can gain knowledge and appreciation for what Roderick Haig-Brown called the veins of the earth through which the life blood returns to the heart.

Turtle Emilia Economou, age 17 Druid Hills High School Atlanta, Georgia © River of Words 2005

But the greatest engineering feat of them all was the Red River Floodway. It was the largest excavation project in Canada, bigger than the Panama or Suez canals. The floodway was built to take floodwater from the river south of the city, around Winnipeg in a channel 48km long and empty it back into the river north of the city. It took three years to plan and six years to build. Today the Red River Floodway is a National Historic Site. The river has been receiving our wastes for more than a century. With time we have increased the amount of treatment the wastes receive before emptying it into the river system. But even today untreated sewage is dumped directly into the Red. Commercial and industrial users also dump wastes into the river. With growing populations the river can no longer dilute and break down our wastes. Many towns, even some cities, take their drinking water from the Red and its tributaries. Waterdrops on the Petals Seung Hyeon Kim, age 13 J Art Studio Annandale, Virginia © River of Words 2005

1 Introduction RED RIVER BASIN – WATER SYSTEMS Page 3 2.0 Curriculum

Manitoba Curriculum Framework of Outcomes: Specific Learning Outcomes Grade 8: Water Systems

Overview 8-4-08: Describe how erosion and deposition In this cluster, students investigate the are influenced by the flow rate of a stream or properties of water, its global manifestations, river, and contrast the related characteristics of and its impacts. They compare and contrast young and mature streams. fresh and salt water, describe factors that affect Examples: meanders, oxbows, alluvial deposits, ocean currents, and recognize the impact sandbars, flood plains, deltas (GLO: D5, E3) of large bodies of water and ocean currents on regional climates. Features of the North 8-4-11: Describe examples of human American drainage system are identified, and interventions to prevent riverbank or coastal factors that influence erosion and deposition erosion. Examples: vegetation, reinforcement in streams and large bodies of water examined. (concrete, boulders), piers, breakwaters Students determine causes of flooding and (GLO: B2, B5, D5) examine methods and technologies used to 8-4-12: Identify factors that can cause flooding contain or prevent damage from erosion and either individually or in combination. floods. Sources of drinking water are identified, methods for treating water are discussed, and Examples: heavy snowpack, quick thaw, waste water disposal systems are compared. rain in spring, lack of vegetation to remove Students explore water pollution problems and water through transpiration, frozen ground identify environmental, social and economic preventing absorption, agricultural drainage factors important to the management of systems, dams, diversions (GLO: C8, D5) water resources. 8-4-13: Provide examples of the way in which technology is used to contain or prevent The complete Manitoba grade 8 science damage due to flooding, and discuss related curriculum is available on the Department positive and negative impacts. Examples: of Education website, www.edu.gov.mb.ca/ floodway, diversion, dike, levee ks4/cur/science/outcomes/5-8/clusters/ (GLO: A5, B1, D5) grade8_overall.html. The following curriculum outcomes are covered in this guide. 8-4-14: Identify sources of drinking water and describe methods for obtaining water 8-4-01: Use appropriate vocabulary related to in areas where supply is limited. Examples: their investigations of water systems. desalination, melting of ice, condensation Include: heat capacity, fresh water, salt water, (GLO: B1, B2, B3, D5) convection, Coriolis effect, global water cycle, 8-4-15: Explain how and why water may drainage system, watershed, continental divide, need to be treated for use by humans. Include: erosion, deposition, flow rate, tides, terms filtration, settling, chlorination, fluoridation related to water treatment (GLO: C6, D5) (GLO: B1, B3, D5) 8-4-06: Describe the components of the global 8-4-16: Compare the waste water disposal water cycle and explain how it works. system within their communities to one (GLO: D3, D5, E2) used elsewhere. Include: process involved, 8-4-07: Describe features of the North environmental impact cost (GLO: B2, B5) American drainage system. Include: local and regional watersheds, direction of water flow, continental divide (GLO: C6, D5)

Page 4 RED RIVER BASIN – WATER SYSTEMS 2 Curriculum 8-4-17: Identify substances that may pollute water, related environmental and societal impacts of pollution, and ways to reduce or eliminate effects of pollution (GLO: B2, B3, B5, D5) 8-4-18: Identify environmental, social and economic factors that should be considered in the management of water resources. Examples: ecosystem preservation, employment, recreation, industrial growth, water quality (GLO: B5, D5) 8-4-19: Use the design process to develop a system to solve a water-related problem (GLO: B2, B3, C3, D5)

Happy Families Samuel Huang, age 7 Little Fish Art Edison, New Jersey © River of Words 2005

2 Curriculum RED RIVER BASIN – WATER SYSTEMS Page 5 3.0 Water Systems

3.1 Vocabulary these small aquatic animals were consumed in large quantities by birds, the levels of 3.1.1 Curriculum Outcome DDT in the birds became very high due to biological accumulation.) 8-4-01: Use appropriate vocabulary related to Biodegradable: a product that can be broken their investigations of water systems. down in the environment by microorganisms Include: heat capacity, fresh water, salt water, BOD: biochemical oxygen demand – amount of convection, Coriolis effect, global water cycle, oxygen required to decompose organic matter in drainage system, watershed, continental divide, a specific volume of water erosion, deposition, flow rate, tides, terms related to water treatment (GLO: C6, D5) Braided stream: a stream that flows in a network of many interconnected rivulets around numerous bars 3.1.2 Definitions Breakwaters: a barrier built out into a lake or Each chapter begins with a list of definitions sea to protect a coast or harbour from the force appropriate to that chapter. All definitions have of waves been compiled here for your convenience. CEC: Manitoba Clean Environment Commission Alluvial deposits: deposits of material is an arm’s-length provincial agency that transported by water facilitates public involvement in environmental matters and offers advice and recommendations Alluvial fan: a fan-shaped deposit of sediment to the Minister of Conservation on typically located at the mouth of a stream environmental issues, project approvals and emptying onto a flat plain environmental licences Aqueduct: a long pipe, channel or raised Channelization: straightening or dredging a bridge-like structure used for carrying water stream to make it deeper, straighter or shorter across country (Once a popular method to remove water from Aquifer: a body of rock, gravel or porous stone farmland, now viewed as a poor management that holds water or through which water flows technique; some jurisdictions are recreating the natural channel courses in formerly Bar: a ridge of sediment, usually sand or channelized streams.) gravel, that has been deposited in the middle or along the banks of a stream by a decrease in Chlorine: a poisonous green gaseous chemical stream velocity element, used in small quantities to treat drinking water Basin: the land area that drains water into the large rivers and lakes (The words basin and Chlorinate: treat with chlorine watershed are often used interchangeably but Condensation: as water vapour rises, it cools the Province of Manitoba considers a basin as a and eventually condenses, usually on tiny larger unit of measure – a number of watersheds particles of dust in the air; when it condenses it make up a basin.) becomes a liquid again or turns directly into a Bioaccumulation: accumulation of substances solid – ice, hail or snow that are non-biodegradable by nature and are Continental divide: the height of land that magnified or accumulated with each level of the separates rivers that flow into the Pacific from food chain (For example, the chemical DDT was rivers that flow into the Atlantic, Hudson Bay ingested by small aquatic animals and although and Gulf of Mexico each animal consumed only small quantities of DDT, the chemical built up in their flesh. When

Page 6 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems Convection: (1) in meteorology, vertical Drainage system: the surface and sub-surface atmospheric motion in a predominantly water within a clearly defined catchment area, unstable atmosphere, in the absence of wind, usually bounded by ridges or other topographic which results in the vertical transport and features, encompassing part or all of a basin mixing of atmospheric properties (2) the transfer or watershed of heat by the movement of a gas or liquid Ecosystem Based Management: a (convection, conduction and radiation are the management practice and philosophy aimed three principal means of energy transfer) at selecting, maintaining or enhancing the Coriolis effect: an effect whereby a body ecological integrity of an ecosystem – an moving relative to a rotating frame of reference important component in the maintenance of is accelerated in a direction perpendicular both ecological structures and processes within to its direction of motion and to the axis of the ecosystem rotation of the frame (The effect helps to explain Effluent: the liquid waste from sewage, global wind patterns – rotating clockwise in municipal or industrial processing the northern hemisphere, counterclockwise in the southern.) Erosion: wearing away of the land surface by water, wind, ice, or other geological agents Cryptosporidium (crip-toe-spor-ID-ee-um): a (Sheet erosion is the removal of soil from the parasite that may contaminate drinking water land surface by rainfall and surface runoff) supplies and cause human illness Escarpment: long, steep slope that separates Delta: a body of sediment deposited at the an area of high ground from an area of mouth of a river when the river’s velocity lower ground decreases as it flows into standing water such as a lake or ocean Eutrophic lake: a lake with a high concentration of nutrients Deposition: the settling of transported material, sediment is deposited when running water, Evaporation: as water is heated by the sun, its glacial ice, waves or wind lose energy and can surface molecules become sufficiently energized no longer transport the load they are carrying to break free of the attractive force binding them together, and then evaporate and rise as invisible Deposition zone or environment of vapour in the atmosphere deposition: the location where sediment material comes to rest, such as the point bar on Exotic species: a species that is accidentally or the inside bend of a river channel intentionally introduced into habitats where it is not naturally found Desalination: removing salt from seawater Externalities: when a company or proponent Dike: a barrier built to prevent flooding, usually considers the cost of a project but does not constructed of earth or sandbags include all costs such as treating its wastes, the Dissolved load: the dissolved load in a stream treatment of wastes becomes an “externality”; is the water-soluble products from the these are hidden costs not always borne by the weathering process company or proponent but often forced on society as a whole Diversion: an alternative water channel built to reduce water volumes during high water Fecal coliform bacteria: bacteria that originate events (Examples include the Portage Diversion in the intestines of all warm-blooded animals, that diverts water from the Assiniboine River at including humans and livestock; these bacteria Portage la Prairie into Lake Manitoba and the in water often indicate contamination by human Seine River Diversion that diverts water into the or animal feces Red River south of the floodway.) Filtration: passing water through a series Drainage divide: a ridge or strip of high ground of filters dividing one drainage basin from another

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 7 Fish kill: partial or complete destruction of the Heavy metals: metals such as mercury, lead, zinc, fish population generally due to low oxygen copper, that in high concentrations can be toxic concentrations or heat stress, often caused by to living organisms and may bioaccumulate in algae blooms due to nutrient loading the food chain; heavy metals can occur naturally in soils or may be introduced into aquatic Flash floods: local, sudden floods of large ecosystems through the discharge of municipal volumes of water, usually of short duration, and industrial effluents often triggered by heavy rainstorms Herbicide: chemical agent that kills or inhibits Flood: a surface water flow that exceeds the plant growth capacity of the stream channel and flows out onto the flood plain Hudson Bay Drainage Basin: 3,861,400-square- kilometre basin, which drains about 30% of Floodplain: a broad strip of land built up total Canadian runoff (Many of its rivers such by sediment deposits on either side of the as the Nelson and Churchill river systems drain stream channel eastwards from the continental divide to Hudson Floodway: a diversion ditch built to carry Bay. Other rivers also drain from the south and floodwaters (The Red River Floodway diverts east, such as the Red and Winnipeg rivers.) water from the Red River at St. Norbert around Hydraulic action: ability of the water to pick the City of Winnipeg and empties it back into up and move rock and sediment the river at Lockport.) Hydrologist: a person who studies water, Flow rate: the speed that a fluid moves in a given its properties and movement over and under amount of time (Base flow is the portion of land surfaces the stream discharge that is derived from natural storage such as groundwater, rainfall runoff, etc. Leaching: the separation of constituents from Peak flow is the highest recorded discharge over the soil by the movement of water through the a specified time period) ground; soluble components are carried down by the moving water where they may enter Fluoridation: adding traces of fluoride to groundwater aquifers drinking water to reduce tooth decay Levee: an American expression for dikes; a ridge Fluvial sediment: sediment eroded by water of sediment deposited naturally alongside a river Fresh water: water not of the sea Meanders: pronounced sinuous curves along a Global water cycle or hydrologic cycle: naturally stream’s course; regular and repeated bends of occurring, solar-driven cycle that moves water similar amplitude and wavelength along a between the atmosphere and terrestrial, aquatic stream channel or ocean environments (Components of the Meander cutoff: a new, shorter channel across water cycle are evaporation, transpiration, the narrow neck of a meander condensation, precipitation and runoff water.) Meander scar: an abandoned meander filled Greywater: kitchen, shower and bath water, not with sediment and vegetation toilet water Non-point source pollution: a source of Groundwater: subterranean water held in cracks atmospheric, aquatic or terrestrial pollution and pore spaces within the aquifer (Depending on originating from a number of small sources the geology, the groundwater can flow to support that accumulate streams. It can also be tapped by wells. Some groundwater is very old and may have been there Non-persistent pollutant: a pollutant that for thousands of years.) is degradable; the damaging effects from the pollutant can usually be reversed Heat capacity: thermal capacity – the number of heat units needed to raise the temperature of a Orthophosphate: a chemical added to the water body by one degree to reduce the amount of lead in tap water from lead pipes

Page 8 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems Oxbows: a closely looping stream meander the Roseau River, Rivière aux Marais, Rat River, having an extreme curve or loop such that only Morris River, La Salle River and Seine River. a thin neck of land is left between the two parts Reservoir: large lake or storage area used as a Oxbow lake: crescent-shaped lake created when source of water a stream cuts through a meander to form a new Retaining wall: flood-proofing technique straighter stream channel where a wall holds the permanent earth dike in Pathogen: disease-causing organism place around a home Percolation: some precipitation and snowmelt Ring dike: a permanent earth dike that may moves downwards, percolates or infiltrates the have an open access that can be quickly closed earth through cracks, joints and pores in soil off if waters rise, built around a single home, a and rocks until it reaches the water table where collection of homes or an entire town it becomes groundwater Runoff: overland flow to creeks and ditches Persistent pollutant: pollutant that degrades produced by excessive rain or snowmelt; a visible very slowly and remains in the environment flow of water in rivers, creeks and lakes as the for years water stored in the basin drains out Pesticides: toxic chemicals used to eliminate Salt water: a dilute solution of several salts or control unwanted insects, plants or other derived from weathering and erosion of organisms; pesticides include insecticides, continental rocks (The salinity of seawater is herbicides and fungicides expressed in terms of total dissolved salts in parts per thousand parts of water. Salinity varies Point bar: steam bar deposited on the inside of from nearly zero in continental waters to about a curve in the stream, where the water velocity 41 parts per 1,000 in the Red Sea, a region of is low high evaporation, and more than 150 parts per Point source pollution: a static identifiable 1,000 in the Great Salt Lake. In the main ocean, source of air, soil or water pollution (An example salinity averages about 35 parts per 1,000.) of point source pollution is sewage effluent Sandbar: long, narrow sandbank discharging from a pipe into a river.) Sediment: fragmented material that originates Pollution: materials that are considered to from the weathering of rocks and decomposition be contaminants of organic material that is transported in Potable: suitable for drinking suspension by water, air or ice, to be later deposited at a new location Precipitation: rain, snow and hail that come from clouds Sheetwash: thin layer of unchanneled water flowing downhill during a heavy rainfall Pumping station: pump water from the reservoirs to the home and industrial users by Stream: body of running water that is confined creating water pressure in the water mains that in a channel and moves downhill under the push the water forward influence of gravity, from a small trickle to a huge river Red River Basin: The Red River headwaters are in the United States. The river empties into Lake Stream banks: sides of the stream channel Winnipeg which in turn empties into Hudson Stream bed: bottom of a stream channel Bay via the Nelson River. The Red River’s total length is 877km. All the streams that drain into Stream channel: long narrow depression the Red River are part of its basin. The Red River shaped by the stream, usually on the floor of a drains an area of 116,500 square kilometres in broader valley Canada and the United States. The Assiniboine Stream discharge: amount or volume of water River, a tributary of the Red River, adds another in a stream that flows past a given point in a 163,000 square kilometres of drainage. Some of unit of time the streams draining into the Red River include

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 9 Stream gradient: downhill slope of the stream Watershed: topographic boundary, usually a bed; one factor that controls stream velocity and height of land, which marks the dividing line erosive power from which surface streams flow in two different directions (The words basin and watershed are Stream order: system of stream classification often used interchangeably but the Province of based on a number from one to six or higher, Manitoba considers a basin as a larger unit of ranked from headwaters to river terminus, that measure – a number of watersheds make up a designates the relative position of a stream in basin. The Province defines a watershed as an a drainage basin or watershed (The smallest area of land that drains water into smaller rivers, unbranched, perennial tributaries, terminating and watersheds sometimes divide into smaller at an outer point, are first-order streams. Two areas called sub-watersheds.) first-order streams join to make a second-order stream, etc.) Water table: the level below which the ground is saturated with water Stream terrace: step-like landform found above a stream and its flood plain Z-Dike: an extension to the West Dike of the Red River Floodway that protects the city from Stream velocity: speed at which water in a water coming in west of the St. Norbert inlet, stream travels. (A moderately fast river flows at also called the Brunkild Dike about five kilometres per hour. During floods the velocity is much higher, 25 kilometres an hour or more.) Structural dike: non-permanent dike that can be constructed when needed using posts, plywood, concrete base and plastic Suspended load: sediment in water that is light enough to remain lifted indefinitely above the bottom by water turbulence Tides: the rising and falling of the ocean surface, or other large body of water, due to the different gravitational pulls of the sun and moon Transpiration: water vapour emitted from plant leaves Turbidity: measure of water clarity, or the degree to which water is opaque due to suspended silt or other sediments (High turbidity over prolonged periods will alter the aquatic habitat by reducing light penetration and photosynthetic activity. The sediment that settles out reduces riverbottom habitat quality.) Tributary: small stream flowing into a larger one Water main: large pipe in a water supply system Water quality: the chemical, physical and biological characteristics of water

Page 10 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems 3.2 Water Cycle

3.2.1 Curriculum Outcome 8-4-06: Describe the components of the global water cycle and explain how it works. (GLO: D3, D5, E2)

Trevor Johnston, Environment Canada: www.ec.gc.ca/water/en/info/pubs/fs/e_FSA1-1.htm

3.2.2 Definitions Groundwater: Subterranean water is held in cracks and pore spaces. Depending on the Condensation: As water vapour rises, it cools geology, the groundwater can flow to support and eventually condenses, usually on tiny streams. It can also be tapped by wells. Some particles of dust in the air. When it condenses groundwater is very old and may have been it becomes a liquid again or turns directly into there for thousands of years. a solid (ice, hail or snow). These water particles then collect and form clouds. Percolation: Some precipitation and snowmelt moves downwards, percolates or infiltrates the Evaporation: As water is heated by the sun, its earth through cracks, joints and pores in soil surface molecules become sufficiently energized and rocks until it reaches the water table where to break free of the attractive force binding them it becomes groundwater. together, and then evaporate and rise as invisible vapour in the atmosphere. Precipitation: Precipitation in the form of rain, snow and hail comes from clouds. Clouds move Global water cycle – or hydrologic cycle: The around the world, propelled by air currents. naturally occurring, solar-driven cycle that For instance, when they rise over mountain moves water between the atmosphere and ranges, they cool, becoming so saturated with terrestrial, aquatic or ocean environments. water that water begins to fall as rain, snow Components of the water cycle are evaporation, or hail, depending on the temperature of the transpiration, condensation, precipitation and surrounding air. runoff water.

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 11 Runoff: Excessive rain or snowmelt can produce TThehe WWaterater CCycleycle overland flow to creeks and ditches. Runoff is Water storage visible flow of water in rivers, creeks and lakes as in ice and snow Water storage in the atmosphere Condensation the water stored in the basin drains out. Sublimation Precipitation Evapotranspiration

Transpiration: Water vapour is emitted from Evaporation plant leaves by a process called transpiration. Surface Runoff Snowmelt runoff to streams Every day an actively growing plant transpires Streamﬂ ow Inﬁ ltration Evaporation five to 10 times as much water as it can hold at Spring G Freshwater ro once. [To demonstrate transpiration in the classroom u Storage nd Water storage -w enclose some of the leaves of a living plant in a ate in oceans r d isch clear plastic bag for several days and see how much arge water collects.] Ground-water storage The water droplets may freeze to form ice Precipitation crystals, snow, hail or remain as droplets to form rain. Eventually the water falls as precipitation. As snow, the water is put into storage until the snow melts and becomes runoff. As rain, the Soil zone water begins its journey back to the ocean.

Recharge to Water table As droplets hit the ground they are pulled water table downhill by gravity. They form surface runoff Unsaturated zone Unsaturated Capillarypy fringe g and gather in streams and lakes, which empty Saturated zone into the oceans. Some water percolates or below the water table infiltrates into the ground to become part of the groundwater system. As groundwater, the water (Ground water) might flow into streams, be used as well water or irrigation or it may be trapped for thousands of Water table: The water table is the level below years deep below the surface in aquifers. which the ground is saturated with water. Unsaturated zone Water table Water table 3.2.3 Overview Refresher Stream

Unconﬁ ned aquifer Water is the driver of all nature.

Leonardo da Vinci Conﬁ ned aquifer

Water Cycle The water cycle or hydrologic cycle is an endless circulation of water between the Earth and the atmosphere. The sun powers this circulation. Good luck and good work for the happy The sun evaporates water from the oceans – the mountain raindrops, each one of them a high key process that keeps the cycle moving. The waterfall in itself, descending from the cliffs oceans contain most of the Earth’s water. and hollows of the clouds to the cliffs and The sun causes water to evaporate and form hollows of the rocks, out of the sky-thunder water vapour, which rises into the atmosphere. into the thunder of the falling rivers. There it cools and condenses as water droplets John Muir, My First Summer in the Sierra that gather into clouds. At the same time, plants are giving off water vapour, which also rises, condenses and becomes part of the gathering moisture in clouds.

Page 12 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems Water can change states as it moves through the We forget that the water cycle water cycle – liquid, vapour or solid. In Manitoba and the life cycle are one. most of our precipitation is stored as snow or ice during the winter. In spring when the snow Jacques Cousteau, Oceanographer melts, there is a flood of water that forms spring runoff. Twenty-five percent of Manitoba’s annual precipitation is snow. Is Water Plentiful? The cycle is never-ending. The water in a juicy orange you eat today may have fallen as rain The amount of water on the planet has in Florida six months ago and evaporated essentially never changed. It is continually being from a lake in Africa a year ago. Before that it recycled. It is either moving or in storage. It can could have been stored away as groundwater be stored in lakes and oceans, in glaciers and deep below Africa for a thousand years until icecaps, or as groundwater. We can not diminish it reached the surface again. The water from the amount of water but we can diminish its the orange might be stored in your body for quality, rendering it unusable. a day then be flushed into the sewer system It is estimated that there is over one billion cubic and eventually into the Red River on its way to kilometres of water in the world – enough to Hudson Bay and the Arctic Ocean. fill 300 billion Olympic-sized swimming pools. Water covers three-quarters of the Earth’s surface and is in the atmosphere and underground. In Manitoba, land of 100,000 lakes, we tend to take water for granted.

Water links us to our neighbour in a way more profound and complex than any other. John Thorson

Sip Sunshine Gong, age 13 Fang’s Art Studio West Lafayette, Indiana © River of Words 2005

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 13 How much of the world’s water is available to us?

Trevor Johnston, Environment Canada www.ec.gc.ca/water/images/nature/prop/a2f1e.htm

Trevor Johnston, Environment Canada www.ec.gc.ca/water/images/nature/prop/a2f2e.htm

Page 14 RED RIVER BASIN – WATER SYSTEMS We may think there is a lot of water in the world If we do not take care of the water – conserve but very little is fresh water that is not frozen the amount we use and keep it clean – even or locked away underground. Only that small Manitoba can run out of usable water. percentage is available to us from lakes and rivers.

If there is magic on this planet, it is contained in water. Loran Eisley, Anthropologist, The Immense Journey

• Raindrops are not tear-shaped. Scientists, using high- speed cameras, have discovered that raindrops resemble the shape of a small hamburger bun. • About 70% of the human body is water. • Life on Earth probably originated in water. • More than half of the world’s animal and plant species live in the water. • Almost 75% of the Earth is covered in water. • The human body needs two litres of water a day in our climate; we can last only a few days without water. • Most of our food is water: tomatoes (95%), spinach (91%), milk (90%), apples (85%), potatoes (80%), beef (61%), hot dogs (56%). Environment Canada

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 15 3.2.4 Websites and Other 3.2.5 Activities Resources For more information on the following activities consult Chapter 4: Activities. 3.2.4.1 Canadian Websites • 4.2.1.1: Water: A Never-Ending Story • Manitoba Water Stewardship: www.gov. mb.ca/waterstewardship/water_guide/ • 4.2.1.2: Red River and You Institute resource/watcycl2.html • Lesson Plan 2003: The Incredible Journey The Manitoba Clean Water Guide, part of by G. Dietz the Water Stewardship website, provides an • Lesson Plan 2003: Old Water by G. Dietz overview of the water cycle with some facts specific to Manitoba. It includes a graphic • 4.2.2.1: Label the Water Cycle Diagram of the global water cycle for copy. The entire • 4.2.2.2: Water Cycle Adventure: Script site provides excellent information for teaching the water systems unit. • Environment Canada: www.ec.gc.ca/water/ 3.2.6 Field Trips en/info/pubs/FS/e_FSA1.htm The following field trips relate to the Water Cycle Within Environment Canada’s Freshwater portion of the curriculum unit. You can find website is a wealth of information on water details for these programs in Chapter 5. and the water cycle. Under their publications • 5.1.4: Niibii Program, Roseau River First list (www.ec.gc.ca/water/en/info/pubs/ Nation – the morning portion of the program e_pubs.htm) is Water – Nature’s Magician will include a section on the water cycle that addresses the water cycle (The Sun- powered Cycle) and associated definitions. • 5.1.5: St. Malo Provincial Park field trip There are eight other “Fact Sheets” that • 5.1.12: Lake Winnipeg, Grand Beach field trip address different aspects of the water systems • 5.1.13: Fort Whyte curriculum. The website provides Canadian facts and figures as well as helpful graphics. • 5.1.14: Oak Hammock Marsh 3.2.4.2 Other Websites • 5.2.1: Schoolyard – map water cycle units in your schoolyard • United States Geological Survey’s (USGS) Water Science for Schools website: http:// ga.water.usgs.gov/edu/watercycle.html The Water Science for Schools website offers information on many aspects of water, along with pictures, data, maps, and an interactive centre where you can give opinions and test your water knowledge. Offered in many languages. • United States Environmental Protection Agency website: www.epa.gov/safewater/ kids/teachers_4-8.html Activities for teachers and students by grade level. Follow EPA Home > Water > Ground Water and Drinking Water > Kids’ Stuff > For Teachers (Grades 4-8). Activities include build your own aquifer, disappearing water A fieldtrip to Roseau River covers the water cycle. (evaporation) and other activities related to the water cycle.

Page 16 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems • Only 2.7% of the Earth’s water is fresh water. Of that 2.2% is locked up in glaciers and polar ice caps, leaving about 0.5% distributed as groundwater, soil moisture, atmospheric water vapour, lakes and rivers. • The average annual precipitation in Manitoba ranges from 400 millimetres in northern Manitoba to 600 millimetres in the southeastern corner. • Two-thirds of Manitoba’s precipitation falls between May and October. • Manitoba’s average snowfall ranges from 1,200 millimetres in the south to 1,700 millimetres in the north. • Each year, an average of 300 – 350 millimetres of water is evaporated in the north while 450 – 500 millimetres evaporates in the warmer half of the province. • Manitoba’s large lakes have a moderating effect on climate – they act as heat sinks, making the fall and early winter milder and the summer cooler. • Winter snowfall serves as water in storage. When the winter snow melts in the spring, Manitoba’s rivers and streams carry large amounts of water and many serve as important spawning grounds for fish. • Heavy rains result in more runoff while light steady rains generally soak into the soil. Manitoba Water Stewardship

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 17 drains an area of 116,500 square kilometres in 3.3 Watersheds Canada and the United States. The Assiniboine River, a tributary of the Red River, adds another 3.3.1 Curriculum Outcome 163,000 square kilometres of drainage. Some of the streams draining into the Red River include 8-4-07: Describe features of the North American the Roseau River, Rivière aux Marais, Rat River, drainage system. Include: local and regional Morris River, La Salle River and Seine River. watersheds, direction of water flow, continental divide (GLO: C6, D5) Stream order: A system of stream classification based on a number from one to six or higher, ranked from headwaters to river terminus, that 3.3.2 Definitions designates the relative position of a stream in a drainage basin. The smallest unbranched, Basin: The land area that drains water into the perennial tributaries, terminating at an outer large rivers and lakes. For example, the Red River point, are first-order streams. Two first-order Basin is made up of a number of watersheds such streams join to make a second-order stream, etc. as the Morris River Watershed. (The words basin 1 and watershed are often used interchangeably 1 1 1 1 but the Province of Manitoba considers a 1 1 2 2 1 basin as a larger unit of measure – a number of 1 2 2 watersheds make up a basin.) 1 3 2 1 2 2 Continental divide: The height of land that 1 1 2 separates rivers that flow into the Pacific from 1 2 3 rivers that flow into the Atlantic, Hudson Bay 1 3 and Gulf of Mexico. 3 Drainage divide: A ridge or strip of high ground dividing one drainage basin or 1 watershed from another. 4 Drainage system: The surface and sub-surface water derived within a clearly defined catchment 4 area, usually bounded by ridges or other similar topographic features, encompassing part, most Watershed: The topographic boundary, usually or all of a basin or watershed. a height of land, which marks the dividing line Hudson Bay Drainage Basin: The Red River from which surface streams flow in two different is part of the Hudson Bay Drainage Basin. directions. (The words basin and watershed are This basin, 3,861,400 square kilometres, drains often used interchangeably but the Province of about 30% of total Canadian runoff. Many of Manitoba considers a basin as a larger unit of its rivers such as the Nelson and Churchill river measure – a number of watersheds make up a systems drain eastwards from the continental basin. The Province defines a watershed as an divide to Hudson Bay. Other rivers also drain area of land that drains water into smaller rivers, from the south and east, such as the Red and and watersheds sometimes divide into smaller Winnipeg rivers. areas called sub-watersheds.) Red River Basin: The Red River headwaters are in the United States and it empties into Lake Winnipeg which in turn empties into Hudson Bay via the Nelson River. The Red River’s total length is 877km. All the streams that drain into the Red River are part of its basin. The Red River

Page 18 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems 3.3.3 Overview Refresher The streams occupying a drainage Aboriginal peoples consider sacred many places basin form a close to water. On a height of land in northern hierarchical Manitoba, there is a pond from which water network of flows east into the Hayes River, and west into channels, like the Nelson. This is the Echimamish, “the-river- branches of a that-flows-both-ways”. In tribute to the almost tree, that hold mystical reversal of flow that made portaging increasingly between the rivers so easy, Native people left a sub-basin larger volumes offerings each time they crossed this divide. Several drainage basins. of water as you Environment Canada move toward the mouth of the basin. A stream’s order is its rank, or relative position, within the network. A first- Basins and Watersheds order stream is a channel with no tributaries or The words basin and branches. A second-order stream is a channel watershed are often used fed by at least two first-order tributaries. The interchangeably but the joining of two second-order streams forms a Province of Manitoba third-order stream. considers a basin as a larger unit of measure – a number of Stream ranking continues in this manner watersheds make up a basin. until the highest-ordered channel, the trunk A basin is the area drained of the tree, is reached. First- and second-order by a large river, such as the streams are located in the headwater areas Red, and all of its tributaries. of watersheds and typically convey small A watershed is a smaller unit, volumes of water. These lower-order streams are such as the area drained by vulnerable to pollution because they are unable the Rat River. The Rat River Watershed is part of to dilute contaminants. the Red River Basin. Rain that falls within the divide of a basin or watershed will drain to the bottom because of gravity and collect in a main From the glaciers and ice valleys of this great stream channel. range of mountains innumerable streams A divide, or high point of land, separates each descend into the plains. For a time they wander, basin and watershed from the surrounding ones. as if heedless of direction, through groves and Divides follow ridges, hilltops or contour lines. glades and green spreading declivities; then, If a raindrop falls on one side of a divide, it will assuming greater fixidity of purpose, they gather flow down one side of the hill or slope and into up many a wandering rill, and start eastward one drainage basin. If the raindrop falls on the upon a long journey.... This river, which has other side of a divide, it will flow into a different along it every diversity of hill and vale, meadow- drainage basin. land and forest, treeless plain and fertile hillside, is called by the wild tribes who dwell along A watershed is more than a collection of streams its glorious shores the Kissaskatchewan, and adjacent lands – it is a natural system in or Rapid-flowing River. which humans and other organisms interact William Francis Butler, The Great Lone Land, with the land and its resources. Natural resource tells of his journey to the Rocky Mountains managers use basins and watersheds as planning from Fort Garry areas because they provide a holistic approach when looking at an environment. Using natural boundaries instead of political boundaries (e.g. Rural Municipalities) is more effective for managing our natural resources.

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 19 Sub-watersheds A large area, like the Red River Basin, is composed of numerous watersheds and sub- watersheds of tributary rivers and creeks. The largest tributary of the Red River is the Assiniboine River, itself considered a basin. The Assiniboine, in turn, is composed of the smaller watersheds. Each of those watersheds may have sub-watersheds. Watersheds, like streams, are ranked according to order. A first-order watershed is drained by a first-order stream, whereas the main Stream Functions in Watersheds channel of a second-order watershed is a second-order stream, and so Stream systems have many functions. They on for each higher-ordered watershed. A large provide habitats for aquatic organisms, are watershed, therefore, is a nested hierarchy of important components of terrestrial ecosystems, numerous lower-ordered sub-watersheds. convey runoff and sediment loads out of their watersheds. A stream’s load consists of three kinds of materials: dissolved materials carried in solution, fine particles held in suspension, and A mountain stream is a chord of many notes heavier or coarser materials, like rocks, pushed or strung out stereophonically across the path bounced along the channel bottom. of the attentive listener. Over time, a stream becomes graded. That is, a R. Murray Schafer, contemporary composer balance or equilibrium is reached among channel slope, channel characteristics, available discharge and load. Stream banks and channels are relatively stable under graded conditions. This balance can be upset by changes to the land cover and surface characteristics of the watershed. The urbanization of watersheds increases the imperviousness of land surfaces, alters the density of channels and diverts much of the surface drainage to underground storm sewers. This dramatically changes the volume of water and the amount and type of material that streams in urban watersheds can convey. Urbanization also changes the physical configuration and stability of stream channels, often removing vegetation cover, reducing their value as wildlife habitats and increasing erosion. In the diagram there are many smaller basins Likewise, agricultural use has an impact on stream that are part of the Hudson Bay Drainage Basin, equilibrium. Where natural vegetation buffer including the Red River Basin. strips are removed from the areas adjacent to the streams, the balance will be upset. Streams will widen and become shallow, causing intermittent flows. Erosion and sediment become problems, as do other water quality factors.

Page 20 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems 3.3.4 Websites and Other cartography, to an online project, to an Resources interactive glossary tool and much more, the Atlas of Canada is more than just maps. 3.3.4.1 Canadian Websites You can find free classroom maps and activity guides. • Manitoba Water Stewardship: www.gov. mb.ca/waterstewardship/index.html This website includes information on water 3.3.4.2 Other Websites quality in rivers, lakes and wells; drinking • Red River Centre for Watershed Education: water; fish and habitat; licensing, regulation www.tri-college.org/watershed/rrb.htm and policy; and water services agencies. Under Water Information you will find The Red River Centre for Watershed information such as flood forecasting reports, Education was formed to create and maps, hydrology – surface water, water use implement education and professional efficiency, transboundary issues, riparian programs in Watershed Science. The areas and wetlands. website provides a variety of background information on the Red River Basin as well Also available on the website is a map of the as information for teachers and classroom Basins and Watersheds of Manitoba. activities. Links provide maps of the Red • Lake Winnipeg Stewardship Board: www. River Basin and a variety of studies. Be sure lakewinnipeg.org/web/index.shtml to check out their professional development courses – they come well recommended. Lake Winnipeg is the receiving body for the Red River Basin. The role of the Lake • Red River Basin Decision Information Winnipeg Stewardship Board is to assist the Network: www.rrbdin.org Government of Manitoba to achieve the main RRBDIN is an internet-based decision commitments in the Lake Winnipeg Action support system for the Red River Basin. Plan of reducing phosphorus and nitrogen RRBDIN provides a one-stop portal to in the lake to pre-1970 levels. The website information about water management provides some of the board’s findings and within the basin. This information includes recommendations as well as studies on the databases, references, technical tools, health of Lake Winnipeg and general facts communication tools and GIS data. about the lake. www.rrbdin.org/tools/mapviewer/ • Guelph University: www.aquatic.uoguelph.ca basinviewer.htm provides an interactive map This website contains information on to view the Red River Basin where various Canada’s aquatic environment. Under the map layers, such as ecoregions and sub- Habitats section go to the heading Rivers and watersheds, can be added or removed from you will find just about every aspect of rivers the map. including watersheds. Good information • Ohio Stream Management Guide: www.dnr. about Canada’s rivers. An excellent resource. state.oh.us/water/pubs/fs_st/streamfs.htm • Atlas of Canada: http://atlas.gc.ca/site/ Includes a number of excellent PDF articles english/maps/freshwater on watersheds, stream processes, restoring Explore many maps including interactive stream banks and more. drainage pattern maps. Students can have fun exploring their watershed through the interactive maps that let them turn on and off different mapping features. Learning Resources contains a selection of useful resources for both teachers and students. From basic

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 21 3.3.4.3 Other Resources 3.3.6 Field Trips Healthy Rivers: A Water Course. Minnesota The following field trips relate to the Watersheds Department of Natural Resources. An portion of the curriculum unit. You can find interactive tool to understand the ecology details for these programs in Chapter 5. and management of river systems. To order • 5.1.1: Red River Valley Floods Interpretive copies of the CD contact Minnesota’s Centre Bookstore in St. Paul, (651) 297-3000 or www.minnesotasbookstore.com. • 5.1.5: St. Malo Provincial Park • 5.1.6: St. Adolphe 3.3.5 Activities • 5.1.7: Floodway South Gate For more information on the following activities • 5.1.12: Lake Winnipeg, Grand Beach consult Chapter 4: Activities. • 5.1.14: Oak Hammock Marsh, Watershed • 4.3.1.1: What’s Up in the Environment: program Watershed Project • 5.2.1: Schoolyard – trace the route of • 4.3.1.2: Red River Basin Decision rainwater, build a model of your watershed Information Network – interactive map of in a sand pile the Red River Basin • 5.2.2: Local creek – find the sources of water • 4.3.1.3: Atlas of Canada – explore your or tributaries draining into your local creek watershed through the interactive maps or river, map the various stream orders all the way to the Red River • 4.3.1.4: The Globe – Teacher’s Guide – Hydrology Chapter: Model a Catchment Basin • 4.3.1.5: Red River and You Institute • What is a Watershed by LaChapelle • Colour Me a Watershed by Schmidtke • 4.3.1.6: Manitoba Education • Where Is the Watershed? • Journey to the Sea (Hudson Bay) • 4.3.1.7: River of Words

• 4.3.2.1: Watershed Models – create a working Grand Beach Park Interpreters explore the watershed concept. watershed • 4.3.2.2: Educating the Community: A Watershed Model Project. Green Teacher 66, Fall-Winter 2001 • 4.3.2.3: Tempting the inner beaver: Creating a working model of a stream. Green Teacher 66, Fall-Winter 2001

Page 22 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems • Manitoba has 900 trillion litres of surface water, which covers approximately 16% of the province. • Three of Canada’s 15 largest lakes are found in Manitoba – Lake Winnipeg, Lake Manitoba and Lake Winnipegosis. • West Hawk Lake is the deepest lake in Manitoba – 115 m. • About 12,000 years ago, glacial Lake Agassiz covered 5/6 of Manitoba. It drained 7,500 years ago. • Manitoba is the only province in Canada where all water in the rivers eventually flows north. • More than 70% of the flow in our streams originates outside of Manitoba. • Lake Winnipeg – the largest lake in Manitoba and the twelfth largest in the world – covers 24,389 square kilometres. • The Nelson, Churchill, Seal and Hayes rivers carry more than 99% of the water flowing from Manitoba into Hudson Bay. The Nelson River alone carries over 60% of this flow. • Global warming is expected to influence Manitoba’s water resources. For example, warmer temperatures are likely to increase water temperatures and reduce the length of time of ice-cover. • Like most of the rivers in southern Manitoba, the Red River carries ¾ of its annual runoff between April and June. Manitoba Water Stewardship

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 23 Breakwaters: A barrier built out into a lake or 3.4 Erosion sea to protect a coast or harbour from the force of waves. 3.4.1 Curriculum Outcomes Channelization: The straightening or dredging 8-4-08: Describe how erosion and deposition of a stream to make it deeper, straighter or are influenced by the flow rate of a stream or shorter. Once a popular method to remove river, and contrast the related characteristics of water from farmland, now viewed as poor young and mature streams. management technique; some jurisdictions are recreating the natural meandering channel Examples: meanders, oxbows, alluvial deposits, courses in formerly channelized streams. sandbars, flood plains, deltas (GLO: D5, E3) Dissolved load: The dissolved load in a 8-4-11: Describe examples of human stream is the water-soluble products from the interventions to prevent riverbank or coastal weathering process. erosion. Examples: vegetation, reinforcement (concrete, boulders), piers, breakwaters Erosion: The wearing away of the land surface (GLO: B2, B5, D5) by water, wind, ice, or other geological agents, including such processes as gravitational creep. Sheet erosion is the removal of soil from the 3.4.2 Definitions land surface by rainfall and surface runoff. Alluvial deposits: Deposits of material Delta: A body of sediment deposited at the transported by water. mouth of a river when the river’s velocity Alluvial fan: A fan-shaped deposit decreases as it flows into standing water such as BASIN of sediment typically located at the DIVIDE a lake or ocean. mouth of a stream emptying Deposition: Transported material settling or onto a flat plain. N coming to rest in slower moving water. Sediment SIO ERO is deposited when running water, glacial ice, AGGREGATION waves or wind lose energy and can no longer ALLUVIUM transport its load. The deposition zone or MOUTH OF STREAM environment of deposition is the location Longitudinal proﬁ le along main stream where the material comes to rest, such as the Bar: A ridge of sediment, usually sand or gravel, point bar on the inside bend of a river channel. that has been deposited in the middle or along Flood plain: A broad strip of land built up the banks of a stream because of a decrease in by sediment deposits on either side of the stream velocity. stream channel. Braided stream: A stream that flows in a Flow rate: The speed that a fluid moves in a network of many interconnected rivulets around given amount of time. numerous bars. Fluvial sediment: Sediment eroded by water.

STRAIGHT CHANNEL BRAIDED STRAIGHT CHANNEL SINOUSITY <1.5 CHANNEL SINOUSITY <1.5 Hydraulic action: The ability of the water itself to pick up and move rock and sediment. BANK POINT BAR LINE Meander: A pronounced sinuous curve along ALTERNATE a stream’s course. Regular and repeated bends BAR SEDIMENT BARS of similar amplitude and wave length along a POOL POOL stream channel. Meander cutoff is a new, shorter channel across the narrow neck of a CROSSING meander. Meander scar is an abandoned RIFFLE POOL meander filled with sediment and vegetation. CROSSING

Page 24 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems BOUNDARY OF MEANDER BELT

SINE WAVE BANK BANK OVERFLOW PATTERN BUILDING EROSION CHANNEL

EROSION RESISTANT DEPOSIT EXISTING CHANNEL FUTURE CHANEL POSITION O E XBOW LAK SILTED OXBOW

Oxbows: A closely looping stream meander Suspended load: Sediment in water that is light having an extreme curve or loop such that only enough to remain lifted indefinitely above the a thin neck of land is left between the two parts. bottom by water turbulence. Oxbow lake is the crescent-shaped lake created Turbidity: A measure of water clarity, or when a stream cuts through a meander to form a the degree to which water is opaque due new straighter stream channel. to suspended silt or other sediments. High Point bar: A stream bar deposited on the turbidity over prolonged periods will alter the inside of a curve in the stream, where the water aquatic habitat by reducing light penetration velocity is low. and photosynthetic activity. The sediment that settles out reduces riverbottom habitat quality. Sandbar: A long narrow sandbank. Tributary: A small stream flowing into a Sediment: Fragmented material that originates larger one. from the weathering of rocks and decomposition of organic material that is transported in suspension by water, air or ice, to be later 3.4.3 Overview Refresher deposited at a new location. Stream: A body of running water that is In time and with water, everything changes. confined in a channel and moves downhill Leonardo da Vinci under the influence of gravity, from a small trickle to a huge river. Shaping the Earth Stream channel: A long narrow depression Water plays one of the most important roles shaped by the stream, usually on the floor of a in shaping our landscape. Running water is the broader valley. dominant process in landscape development Stream gradient: The downhill slope of the using erosion, transportation and deposition stream bed; one factor that controls stream to sculpt the land. Through erosion, water velocity and erosive power. moves large amounts of soil in the form of Stream terrace: A step-like landform found sediment. The erosion cycle is one of many above a stream and its flood plain. cycles in nature. Sediment is eroded from the land, transported by river systems and Stream velocity: Speed at which water in a eventually deposited. stream travels. A moderately fast river flows at about five kilometres per hour. During floods the velocity is much higher, 25 kilometres an hour or more.

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 25 Erosion them along, resulting in sheet erosion. Streams The first step in the process is erosion. Particles and rivers then act as pathways for sediment or fragments are weathered from rock material. movement. The faster a stream flows the more Water, wind, glaciers, even plants and animals power it has to carry sediment. The running contribute to the erosion of the Earth’s surface. water within streams can also dislodge sediment Natural erosion takes place slowly, over centuries from the banks and transport that material. Any or millennia. Erosion that occurs as a result of running water can transport sediment. human activity is accelerated, taking place much Deposition faster. The final step is deposition. When there is Sediment – fragments of material from the not enough energy or power to transport the weathering of rocks and decomposition of sediment, it settles out of the water. Deposition organic material – is transported by water, air is visible as new deposits of material on a flood or ice and later deposited at a new location. plain, bars and islands in a channel or as deltas. Fluvial sediment is the term used to describe the Substantial deposition occurs out of sight on sediment eroded by water. lake bottoms and riverbeds.

Transportation Nothing on Earth is so weak and yielding Any material that can be dislodged can be as water, but for breaking down the firm transported. The transportation process can start and strong it has no equal. on the land surface when raindrops dislodge Lao-tzu fragments of earth and the running water carries

Glaciers retreated 10,000 years ago, leaving large amounts of easily erodible material across much of western Canada. In mountainous areas (e.g., the Fraser, Peace and upper Mackenzie rivers), steepness and abundant water supply enable large amounts of sediment to be carried away. In contrast, the flat and dry conditions of the Prairies result in much lower sediment loads. In eastern Canada, where much of the land is bedrock, there is limited sediment supply and therefore smaller loads. Environment Canada Trevor Johnston, www.ec.gc.ca/water/en/info/pubs/FS/e_FSA8.htm#why

Page 26 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems Canada’s waterways move many millions of The shape of the stream channel also affects tonnes of sediment annually in the never- velocity. As the water flows along it drags against ending cycle of erosion, transportation the stream banks and bottom; the friction slows and deposition. the water. A wide, shallow channel slows a river because there is more surface for the water to Speed drag against. Running water is a dominant process in The roughness of the channel also affects landscape development through the erosion, velocity. A river flows more rapidly over a smooth transportation and deposition cycle. A channel than a rough one. The boulders or debris stream’s velocity is a key factor in the process. causing roughness create more friction and slow Stream velocity is the speed the water moves. the water. A stream’s velocity can be increased by A moderately fast river flows at about five human interference. Construction of a culvert kilometres per hour. During a flood the speed or bridge can partially block a channel – the can be four times the normal velocity. constriction will increase the velocity.

Maximum A A’ Creating the Landscape velocity Sediment transported by a stream is often deposited temporarily along the stream course forming bars and flood plain deposits. Bars

Maximum velocity are a ridge of sediment, usually sand or gravel, A A’ deposited in the middle or along the banks. B B’ The low velocity on the inside of a curve often B results in deposits on inside bends called point bars. Over time, more and more deposits form B’ successive point bars on the bends, exaggerating the curve.

C C’ C C’

MAP VIEW CROSS SECTIONS

A stream’s velocity is affected by the stream gradient – the downward slope of the stream bed. If the steam is in the mountains, it has a steeper gradient so it moves faster. Here on the Prairies the gradient is low so streams move more slowly. The Red River gradient is very low. The difference in grade from Wahpeton, North Dakota (287m above sea level) to Lake Red River Winnipeg, Manitoba (218m above sea level) The erosion of the outside curve and deposit is only 70m over 400km. A stream’s gradient on the inside curve creates meanders. Meanders usually decreases downstream. are pronounced sinuous curves along a stream’s course forming regular and repeated bends of similar amplitude and wavelength along a stream channel. A meander cutoff is a new, shorter channel across the narrow neck of a meander. An oxbow lake is created when a meander is cut off, leaving a crescent-shaped lake.

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 27 Development of river meanders by erosion and deposition on curves

Deposition Erosion

n n o o i i it s s o o r Cross section p E e Point

D bars

Corkscrew water motion on

Curve shifts

a curve helps cause erosion outward and

and deposition n

o downstream

i t

o r

E p

Meander neck Neck cutoff becomes occurs Oxbow Lake narrower

Other deposits occur on the flood plain during fan is like a delta that spills out onto dry land. floods. The flood plain is a broad strip of land Alluvial fans are usually found in dry climates built up by sediment on either side of the such as at the mouth of a desert canyon. stream. On the Prairies most flood plain deposits consist of many layers of fine-grained sediment Characteristics of Young and Mature Rivers deposited when the river overflows the banks. http://www.edu.gov.mb.ca/ks4/cur/science/found/5to8/8c4.pdf As the water spreads over the flood plain it slows and the sediment that it carries settles out onto Young Rivers Mature Rivers the plain. The sediment nearest the river is • flow fast • move slowly heavier so settles out first and the finer silts are • straight • meander carried further out onto the plain. • carve steep banks • gentle sloping banks A stream terrace is the upper level of the river edge. On the Prairies the uplands or terrace level • carry material of • carry small material is marked by the change in vegetation from large size and sediment riverbottom forest to grasslands. • erode banks quickly • erode banks slowly Deltas are sediment deposits at the mouth of a river that form when the fast water of a river Red River Gumbo enters the calm water of a lake or sea. The The mixture of clay and silt that we call Red water velocity slows and the sediment falls. River gumbo is a weak cohesive. Because it does The heavier sediment settles out first and the not hold together very well, the banks of the lighter silt travels further out into the lake where Red are subject to failure. You can often see it settles out. Most deltas are covered by small large masses of riverbank that have slid into shifting channels carrying water over the delta the river, trees and all. After a flood the banks to the lake. are saturated with water, which makes them An alluvial fan is a fan-shaped deposit of heavy. The clay is soft and slippery – think of sediment typically located at the mouth of a what pottery clay is like when wet. These two stream emptying onto a flat plain. An alluvial factors combine to cause the bank to slide along the “slip plane” – engineers can predict where

Page 28 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems these slip planes will occur. This mass erosion • introducing exotic species that disrupt the is accelerated when we remove the natural dynamic balance of the stream ecosystem riverbottom forest beside the river. • building structures like docks and dams in Slip watercourses – that accelerates water flow around the structure and causes erosion Original position Original of mass position • building poorly designed erosion prevention Moving mass Slumping mass structures in streams which often accelerates erosion • using powerboats and personal watercraft too close to the shore or at high speeds, causing wave action that erodes banks Slide Slump • using in-stream crossings for cattle, all-terrain Human Impacts and Intervention vehicles and machinery Erosion and deposition are natural processes that Erosion prevention is the best method to avoid help maintain a healthy environment. But, like the problems of accelerated erosion: many natural processes, they can be accelerated by human activities to the point where they • Plant or maintain a healthy natural vegetation create an unhealthy environment. buffer from the water’s edge up to the terrace level. A thick growth of native species will We can accelerate erosion by: provide the best protection and also wildlife • removing natural vegetation beside the habitat. Deep-rooted vegetation such as stream – reducing bank stability and native grasses, shrubs and trees as well as allowing more surface runoff to enter the aquatic vegetation such as reeds or cattails stream help “buffer” the shoreline. By reducing the energy of waves and currents, the buffer zone • planting non-native vegetation such as protects shoreline from erosion. Kentucky bluegrass that has a shallow root

system and, when mowed, does little to slow Te rrace Floodplain Channel Shelf runoff and assist infiltration Bur Oak Basswood Green Ash • allowing livestock to water in streams Manitoba Maple – destroying bank structure and causing American Elm Cottonwood erosion Willow • cultivating fields and gardens close to streams – decreasing bank stability and Waterway increasing sediment entering the water River bottom forest

• Leave driftwood, rocks and fallen trees in place along the shoreline to absorb the wave Water is powerful and yet it can be so gentle… energy. You can add these sorts of materials the water can bring down boulders along the waterfront. Secure a log to the and big huge trees. shoreline or anchor it slightly offshore to It can move anything – a whole mountainside. break the force of the waves. And yet if you sit by a little brook, which I often did when I had a home at • Provide off-site watering of livestock. Many Maple Lake, I can feel that – programs are available to assist landowners I experience all what my elders taught me – to develop alternative watering and maintain I personally experience it. healthy streamsides. For more information see Mary Thomas, Secwepemc Manitoba Habitat Heritage Corporation at www.mhhc.mb.ca.

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 29 • Avoid building structures in streams but • Do not build close to the riverbanks as the when necessary be sure to follow guidelines added weight may cause slumping that minimize erosion and destruction of and erosion. fish habitat. • Do not water or irrigate along the banks as • Use powerboats and personal watercraft excess water causes banks to slump. responsibly along shorelines. Buoys can be used to keep passing boats at a distance.

Mercy Lisa Catlin, age 12 Fang’s Art Studio West Lafayette, Indiana © River of Words 2005

Page 30 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems Sediment can have serious effects on the environment: • Pollution – sediment sometimes carries toxic chemicals from sources such as agriculture and industries. These toxins pollute our water supplies. • Obstruction of navigation – sediment can make navigation difficult or impossible. If sediment from fast-moving rivers is deposited downstream, it eventually builds up and may make the water too shallow for boats or ships to go through. • Damage to fish and aquatic habitat – sediment in streams directly affects fish in several ways: • Suspended sediment can irritate fish gills and lead to death. It can also destroy the protective mucus covering the eyes and scales of fish, making infection and disease more likely. • It cuts down on the light penetrating the water. This affects fish feeding and can reduce fish survival. • Settling sediments can bury and suffocate fish eggs. • Sediment particles absorb warmth from the sun and thus increase water temperature. This can stress some species of fish. • Damage to water supply plants – sediment in the water can wear out pumps and turbines which in turn can increase the cost of keeping things in good repair. And this can increase the costs of water supplied to households in Canada. • Interference with energy production – sediment affects the size and life expectancy of reservoirs that were created for power generation. A dam traps sediment that would normally be carried downstream, and that sediment builds up and decreases the size of the reservoir. • Erosion – some farming practices increase soil erosion. This affects Canadians in three ways: • productive soil is lost to farms • sediments and pollutants are added to streams • costs of maintaining irrigation systems rise • Negative effects from construction – sediment from construction sites can find its way to sewers and streams and increase the cost of water treatment or affect aquatic life. Environment Canada

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 31 3.4.4 Websites and Other Water Erosion Prevention Poster: Resources http://129.128.55.165/rr/SoilPosters/water.cfm This is one of a series of interpretive posters 3.4.4.1 Canadian Websites produced by SWCS to promote education in the conservation of our soil and • Manitoba Water Stewardship: www.gov. water resources. mb.ca/waterstewardship/water_guide/ quality/sediment.html and www.gov.mb.ca/ waterstewardship/water_guide/protection/ 3.4.4.2 Other Websites shore.html • Think Quest: http://library.thinkquest. The Manitoba Clean Water Guide, part org/20035/ of the Water Stewardship website, provides an overview of sediment and erosion with The home page is a good spot to study facts specific to Manitoba. It includes a physical geography for students and teachers. section on the impacts of erosion and This website is a good quick reference. shoreline protection. The entire site provides Pictures are added to make the learning excellent information for teaching the water more effective and exciting. Guidelines systems unit. enable students to confirm if they have really understood the chapter. From the • Manitoba Water Stewardship: www.gov. home page click on River Processes. mb.ca/conservation/sustain/8.html • Exploring Earth: www.classzone.com/books/ Manitoba Water Stewardship, Fisheries earth_science/terc/navigation/chapter13.cfm Branch, has produced a series of Teacher’s Resource Tools for K to S2, including a Unit 4: Earth’s Changing Surface includes grade 8 science program. Information is Chapter 13: Surface Water; you may also based on Manitoba Curriculum Framework want to look at Chapter 12 on Erosion. of Outcomes. Each outcome includes a Investigations are internet-based activities brief description of the outcome, teacher that use animations, interactive graphics, background information, suggestions for and unique imagery to help students instruction, a list of the general learning gather information about a particular Earth outcomes covered and overall skills and science theme, issue or concept. For each attitudes addressed in the outcome. investigation, students examine a sequence • Environment Canada: www.ec.gc.ca/water/ of web pages on which they manipulate en/info/pubs/fs/e_fsa8.htm graphics or interpret image data. The pages contain background text and questions to Within Environment Canada’s Freshwater help guide students’ thinking. Many of the website is a wealth of information on water. investigations end with a page of web links Under their publications list (www.ec.gc. for further investigation. ca/water/en/info/pubs/e_pubs.htm) is Water – The Transporter, which addresses erosion • PhysicalGeography.net: www. and sediment. There are eight other “Fact physicalgeography.net/fundamentals/10y. Sheets” in the series that may be useful. html • Living By the Water Project: www. Textbook-style site with definitions and livingbywater.ca/erosion.html illustrations of physical geography with chapter on stream processes and erosion. Provides a before and after illustration useful to review with students – find the erosion • On the Cutting Edge - Professional problems. Site provides good information Development for Geoscience Faculty: and tips for students and adults alike. http://serc.carleton.edu/NAGTWorkshops/ visualization/collections/erosion_deposition. html

Page 32 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems Teaching geoscience with visualizations, using 3.4.6 Field Trips images, animations and models effectively. Use this site to find web-based animations of The following field trips relate to the Erosion river erosion, transport and deposition. portion of the curriculum unit. You can find details for these programs in Chapter 5. • 5.1.1: Red River Valley Floods Interpretive 3.4.5 Activities Centre For more information on the following activities • 5.1.3: Forgotten Forests Self-guiding Trail consult Chapter 4: Activities. • 5.1.5: St. Malo Provincial Park • 4.4.1.1: Create a River: Manitoba Water Stewardship • 5.1.6: St. Adolphe • 4.4.2.1: In your schoolyard – use a patch of • 5.1.10: Lockport bare ground or a sand pile to demonstrate • 5.1.11: Floodway North Gate river flows, erosion and deposition • 5.2.1: Schoolyard – use a patch of bare • 4.4.2.2: At your local creek or river – have ground to demonstrate river flows, erosion students find and map examples of erosion and depositions and deposition on your local creek • 5.2.2: Local Creek or River – find and map • 4.4.2.3: Erosion Sediment Quiz examples of erosion and deposition; design a process to eliminate problem areas

• Root systems of grasses, shrubs and trees hold soil and help prevent erosion from wind and water. • Access points to stream crossings by cattle, all-terrain vehicles, and other large machinery expose the stream to land runoff, carrying silt and pollutants, like herbicides, pesticides and fertilizers. • Altering your shoreline will affect water quality for downstream users. Manitoba Water Stewardship

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 33 Hydrologist: A person who studies water, its 3.5 Flooding properties and movement over and under land surfaces. 3.5.1 Curriculum Outcome Sheetwash: A thin layer of unchanneled water 8-4-12: Identify factors that can cause flooding flowing downhill during a heavy rainfall. either individually or in combination. Stream: A body of running water that is Examples: heavy snowpack, quick thaw, rain confined in a channel and moves downhill in spring, lack of vegetation to remove water under the influence of gravity, from a small through transpiration, frozen ground preventing trickle to a huge river. absorption, agricultural drainage systems, dams, diversions (GLO: C8, D5) Stream channel: A long, narrow depression shaped by a stream, usually on the floor of a broader valley. 3.5.2 Definitions Stream banks: The sides of the stream channel. Basin: The land area that drains water into the Stream bed: The bottom of a stream channel. large rivers and lakes. (The words basin and Stream discharge: The amount or volume of watershed are often used interchangeably but water in a stream that flows past a given point, the Province of Manitoba considers a basin as a in a unit of time. larger unit of measure – a number of watersheds make up a basin.) Stream gradient: The downhill slope of the stream bed; one factor that controls stream Continental divide: The height of land that velocity and erosive power. separates rivers that flow into the Pacific from rivers that flow into the Atlantic, Hudson Bay Stream terrace: A step-like landform found and Gulf of Mexico. above a stream and its flood plain. Drainage system: The surface and sub-surface Stream velocity: Speed at which water in a water within a clearly defined catchment area, stream travels. A moderately fast river flows at usually bounded by ridges or other topographic about five kilometres per hour. During floods features, encompassing part or all of a basin. the velocity is much higher, 25 kilometres an hour or more. Escarpment: A long, steep slope that separates an area of high ground from an Tributary: A small stream flowing into a area of lower ground. larger one. Flash floods: Local, sudden floods of large Watershed: The topographic boundary, usually volumes of water, usually of short duration, a height of land, which marks the dividing line often triggered by heavy rainstorms. from which surface streams flow in two different directions. (The words basin and watershed are Flood: A surface water flow that exceeds the often used interchangeably but the Province of capacity of the stream channel and flows out Manitoba considers a basin as a larger unit of onto the flood plain. measure – a number of watersheds make up a Flood plain: A broad strip of land built up basin. The Province defines a watershed as an by sediment deposits on either side of the area of land that drains water into smaller rivers, stream channel. and watersheds sometimes divide into smaller Flow rate: The speed that a fluid moves in a areas called sub-watersheds.) given amount of time. Base flow is the portion of the stream discharge that is derived from natural storage such as groundwater, rainfall runoff, etc. Peak flow is the highest recorded discharge over a specified time period.

Page 34 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems 3.5.3 Overview Refresher was considered a one-in-300-year flood (likely to occur on average once in 300 years). The area that would become downtown Winnipeg was Without the cycling of water, ecosystems could under 3.5 metres of water. The second largest not function and life could not exist. Water flood on record was in 1852; it was just slightly is the medium by which materials make their larger than the 1997 flood. Other major floods never-ending odyssey through the ecosystem. occurred in 1861, 1950, 1966 and 1979. The Robert Leo Smith one many people remember is the Flood of the Century in 1997. The 1950 and 1997 floods are particularly significant because after both of Important Process those floods major projects were undertaken to Flooding is one of many natural processes on protect communities from flooding. Earth that serves a purpose and contributes to a healthy environment. Floodwaters carry nutrient-rich sediments out onto the land, renewing it annually. The Red River Valley is one of the most productive agricultural lands in the world, in part due to the frequent flooding of the Red River. The fluctuation of the water levels in rivers, lakes and wetlands is an important component of those ecosystems. Many plants have evolved with the regular flooding cycle and require some flooding to survive. The area beside a river, the flood plain and the river itself, combine to Flooding the Plain form a complex and dynamic biological system found nowhere else. High water and low water The Red River is a single-channeled, meandering are important cycles for this biological system. river. It is 880km long by length of channel There are many benefits to the flooding cycle or 456km long in a straight line, from the that are still not well understood. confluence of the Bois de Sioux and Otter Tail rivers in southern North Dakota/Minnesota to Lake Winnipeg. The basin encompasses an area The river moves from land to water to land, in of about 279,500km2, including the Assiniboine and out of organisms, reminding us what native River (163,000 km2) which joins the Red River at peoples have never forgotten: that you cannot Winnipeg. separate the land from the water, or the people from the land. The Red River flows northward along the very Lynn Noel, Voyages: Canada’s Heritage Rivers flat Red River Valley. The valley is a vast plain oriented north-south 64km to 80km wide and about 530km long. Within Manitoba, the Manitoba Escarpment forms the western edge History of Flooding of the valley, but to the east the margin is much The Red River has a long history of flooding. less distinct. In Manitoba, the river has an Archeological sites at The Forks in downtown average valley gradient of 0.0001. Winnipeg reveal many flood events in the last Despite the name, the Red River Valley predates 8,000 years. One flood layer, from approximately the river. Along the central Red River Valley, the 1,800 years ago, was six times greater than the bedrock is buried beneath late Pleistocene glacial flood of 1826 – our largest flood on record. sediments that, in turn, were covered with a Through recorded history – the last 150 years clay-rich deposit of sediments left by glacial Lake – there have been many significant floods along Agassiz. Lake Agassiz was a large glacial lake the Red and its tributaries. The largest, in 1826, that at one stage occupied most of Manitoba,

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 35 North Dakota, Minnesota, Saskatchewan and northwestern Ontario. Collectively, the deposits create the flat, gently northward-sloping plain. The Red River is a very young river. It was established on the bed of glacial Lake Agassiz between 8,200 and 7,8 0 0 years ago, as the lake receded northward. The river eroded a shallow stream-cut valley, up to 15m deep and 2500m wide, into the surface of the plain. The river valley is shallow because of the flat topography and low gradient of the plain. Twenty-five tributaries enter the Red River south of the border and 14 north of the border for a total of 39. Together the Red and Assiniboine rivers collect and drain water from Like all rivers, the size of the peak flow of the a 279,500km2 area. Red River varies considerably from one year to the next. Some years the peak flow is below the average while in others it exceeds it. Occasionally, the peak flow is far higher than average and there is an extreme flood, as occurred in 1997.

http://www.gsc.nrcan.gc.ca/floods/redriver/images/photo7.jpg

Page 36 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems Five Flood Factors Four of the five flood factors were present to Flooding along the Red River is caused by a create the Flood of the Century. The situation combination of factors: might have been even worse if the weather had warmed significantly during the spring melt, • wet ground conditions in the fall caused by rushing even more water off the land into a large amount of rain before freeze-up the rivers. • development of severe cold causing deep Slow Water Rising frost in late fall The Red River Valley is one of the flattest regions • heavy snowfall, particularly during the in North America. From the headwaters it takes latter part of the winter one week for the flood crest to reach Fargo, • a late spring followed by sudden warming another week to reach Grand Forks, a week after and quick snowmelt that to cross over the border at Emerson and five days later it reaches Winnipeg. Because of the • above normal precipitation during slow movement of the flood wave on the Red, spring snowmelt major floods rise and fall slowly over a period of These factors cause flooding along the majority several weeks. of rivers in Canada. When all five factors are present there is a risk of a severe flood. The Flood of the Century in 1997 illustrates the five flood factors. The rainfall across the Red River Basin was above normal in the fall of 1996, as much as twice the norm in some areas of the United States. The winter began with saturated ground. It was a long, cold winter so no melting occurred before spring. Four blizzards brought large amounts of snow to the valley. In the United States where 70% of the Red River’s water originates, the snowfall was the highest on record.

Red River in Flood

At the end of March and beginning of April, the weather warmed and the snow began to www.gsc.nrcan.gc.ca/floods/redriver/geological_e.php melt slowly so there was not too much runoff. Then a blizzard hit hard on April 5 and 6, dumping enough snow to raise the water in the river more than a metre.

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 37 Flooding of the Red River is not only slow, it into the rivers. Under natural conditions only spreads out well beyond what is normally thought about 25% of rainfall normally ends up as surface of as the flood plain on to the flat land. This runoff in rivers; the rest soaks into the ground makes the Red River floods unique in comparison or returns to the atmosphere by evaporation and to floods along other Canadian rivers. During transpiration. high flows, the river water spreads across the plain Many land use practices contribute to flooding: forming a long, broad flood zone. During the flood of 1997 an area of about 2,000km2 and up to • Natural water storage areas, such as ponds 40km wide was inundated in southern Manitoba and wetlands, have been filled with earth to between the border and the Floodway inlet at St. build towns and farm fields. In the past these Norbert. The flood zones of most other rivers are wetlands would act as temporary water storage comparatively narrow because the floodwaters areas. They absorbed the water and helped it remain confined within a distinct river valley. infiltrate the soil and groundwater system. As well, the water would be taken up by plants in the wetland and the standing water would have allowed evaporation. • The land has been altered with elaborate drainage systems designed to remove water as quickly as possible from the land into the rivers. This prevents water from infiltrating the soil and the groundwater system or evaporating, instead sending it rushing into the rivers. • Channelization, once a common practice, is still found across the valley. Straightening Ice Jams naturally meandering stream channels into A very cold winter produces thick ice on the river, water-shoots speeds water removal from the which takes longer to break up. Ice jams contribute land, increases water velocity (and erosive to flooding when they back up the water behind power) and the amount of water entering the jam. Then when the ice jam breaks, the water the river in a short period of time. In some rushes forward causing flooding downstream. jurisdictions, natural stream courses and meanders are being rebuilt in channels. In 1996 an ice jam caused flooding in Selkirk. In 1997 thousands of holes were drilled in the ice • Natural vegetation along creeks and river around Selkirk to weaken the surface and prevent banks slows the water flow and increases another ice jam. water infiltration to the soil and groundwater system. Vegetation also absorbs some of Ice can also be a major destructive force. As they the water. Removing the natural vegetation rush along with the water ice floes will rip through speeds up runoff into the stream channels, flooded buildings. increasing the volume of water.

Accelerating the Process • In cities extensive pavement prevents absorption of water and sends it rushing into Flooding is as much a natural process as the storm sewer systems that empty directly into changing seasons. Like the change of seasons, the river. flooding cannot be stopped but we can learn how to minimize the damage it causes us. All these land use practices act like a big squeegee clearing the water off the flat plain into the river The first step in minimizing the damage is looking as fast as possible, much faster than would occur for how we contribute to flooding. In many ways naturally. The result of our land use practice is we have increased the speed that water runs off more water entering the river than normal and the land and into the rivers. The result is less water at a much faster rate, contributing to flooding. infiltrating the ground and more water pushed

Page 38 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems 3.5.4 Websites and Other • Natural Resources Canada: www.gsc.nrcan. Resources gc.ca/floods/redriver/geomorphology_e.php Geoscientific insights into the Red River and 3.5.4.1 Canadian Websites its flood problem in Manitoba. • Manitoba Government: www.gov.mb.ca/flood. Geomorphology of the Red River and Red html River Valley includes background information Government of Manitoba’s Flood website. In on flooding and photographs. addition to announcements about current • CBC Archives: http://archives.cbc.ca/IDD-1- potential flooding, it has information about the 70-670/disasters_tragedies_extreme_weather/ flood of 1997. Included are facts and figures of manitoba_floods/ and http://archives.cbc.ca/ the flood, photographs, personal health and IDD-1-70-670/disasters_tragedies/manitoba_ safety guidelines and guidelines for what to do floods/ when returning to flooded residences. On the CBC Archives site go to Disasters and • Manitoba Government: www.gov.mb.ca/iedm/ Tragedies > Extreme Weather > Red River mrd/geo/pflood/ Rising: Manitoba Floods. There you will Paleofloods in the Red River Basin site provides find a series of media clips from various Red information and photographs of research into River floods. Be sure to check out the For ancient floods. Teachers area for the activities Building Earth and Sandbag Dikes where students explore the • Manitoba Historical Society: www.mhs.mb.ca/ science of dike-building and build a working docs/transactions/3/flood1950.shtml model, and Science of the Red River Floodway Reprint article The Red River Flood of 1950 by W. where they investigate the operation of the D. Hurst is a historical look at flooding of the Red River Floodway. Excellent site. Red River. • Red River Valley Flood Protection: http:// 3.5.4.2 Other Websites geoapp.gov.mb.ca/website/rrvfp/ • University of Wisconsin: http://dmc.engr.wisc. A web-based support system for the Red edu/courses/hazards/BB02-06.html River Valley – access to information on flood management and preparedness for the general Natural Hazards: Causes and Effects, public and emergency personnel. The system Lesson 6: Floods uses Geographic Information System (GIS) • Flood Theme Pages: www.cln.org/themes/ data to navigate through the Red River Valley floods.html using various tools such as zoom and pan. In the event of an upcoming major flood, The Community Learning Network “Theme homeowners in the valley could access the Pages” – floods. CLN’s theme pages are water level tool to view the forecasted flood collections of useful Internet educational level at their specific location. The system is resources within a narrow curricular topic a also able to calculate the number of sandbags nd contain links to two types of information. or cubic metres of material required to protect a Students and teachers will find curricular specific structure. resources to help them learn about floods. In addition, there are links to lesson plans, • International Red River Basin Task Force: www. which will help teachers provide instruction ijc.org/php/publications/html/taskforce.html on this theme. Report to the International Joint Commission • Nova Online - Flood! www.pbs.org/wgbh/ on Red River flooding December 1997. The nova/flood/textindex.html report provides good background information on flooding in the Red River Valley and Online source of information with some recommendations for mitigation. interactive components on floods; includes a teacher’s guide and classroom activities.

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 39 3.5.4.3 Other Resources Designed to introduce viewers to the Red River Floodway, constructed in the 1960s • Red River Divide: investigates the Red River to protect Winnipeg from flooding such as Valley’s geology and landscape, history of that which occurred in 1950. Discusses the flooding and flood mitigation. Available design and construction of the floodway from Prairie Public Television, as well as how and when it is put into 1-800-359-6900, www.prairiepublic.org. operation. Includes archival footage and • Red River Raging: The Flood of the Century, interviews with Duff Roblin, former premier Manitoba 1997, a video produced by CKND of Manitoba, Larry Whitney, formerly of Newsline and Canwest Global System, can Manitoba Conservation, as well as citizens of be obtained through the Manitoba Text Manitoba. Grades 4-Senior 4. Book Bureau. • A Red Sea Rising: the flood of the century, book, • Faces of the Flood: Manitoba’s courageous battle Author: Winnipeg Free Press. Publisher: against the Red River, book, photographs by Winnipeg Free Press, 1997. Tom Thomson, text by Jake MacDonald and • River Friendly, River Wild, book, Author: Shirley Sandrel. Jane Kurtz, illustrated by Neil Brennan. • A Flood of Images: a pictorial journey through Publisher: Simon and Schuster Books for the flood-ravaged Red River Valley 1997, book, Young Readers, New York, c2000. ISBN : author: Red River Valley Echo, publisher: The 0689820496 Notes: A family experiences Red River Valley Echo, Altona, Manitoba, 1997 a renewed appreciation for home and • The Red, video, author: Lawrence Bayne, community after they are evacuated during Rivers, Inc. Good Earth Productions. Port a spring flood and then return to survey Credit, Ontario, McNabb and Connolly the damage. [distributor], c2002. 1 videocassette (23 min.), Series: Great Canadian rivers II. 3.5.5 Activities Series designed to introduce viewers to Canada’s rivers and their impact upon culture, For more information on the following activities history and identity. This program tells the consult Chapter 4 Activities. story of the Red River, tracing its journey • 4.5.1.2: CBC Archives Red River Rising: from the United States to Lake Winnipeg, and Manitoba Floods – variety of activities revealing how despite disastrous consequences of past and present spring floods, it retains a • 4.5.1.3: CBC Archives Red River Rising: What fascination for those who live in the area of its Would You Do? After viewing clips from Red influences. Describes some of the plant and River Rising, students are asked to make a animal life found along its shores, notably quick decision – what to take in an average in the Netley Marsh wetlands, and examines size suitcase if they have to evacuate during its importance to the fur trade, to the lives of a flood the earliest pioneers, and to the Métis Nation. • 4.5.1.4: Virtual River – Geology Labs Online Includes archival footage, documentary, – learn about river processes like discharge, interviews and reenactment. Grades 7 - flooding and flood frequency Senior 4, adult. • 4.5.1.5: Nova Online - Flood! – students • The Red River Floodway, video, Author: construct a model of a river and wetland C. Larry Giesbrecht Communications Inc. system with dikes Manitoba Natural Resources, Publisher: C. Larry Giesbrecht Communication • 4.5.1.6: Flash Flood – interactive lesson Services, Manitoba Natural Resources, c1996. about different types of floods, preparing for Description: 1 videocassette (12 min.) a flood, flood watches and warnings Available from Manitoba Conservation, 200 Saulteaux Crescent, Winnipeg, call (204) 945-5451 or 945-4041

Page 40 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems • 4.5.1.7: Red River Valley Flood Protection – use 3.5.5 Field Trips GIS data to develop a flood-proofing plan for a specific structure of your choice in the Red The following field trips relate to the Flooding River Valley portion of the curriculum unit. You can find details for these programs in Chapter 5. • 4.5.2.1: Tempting the Inner Beaver • 5.1.1: Red River Valley Floods Interpretive • 4.5.2.2: Flood Bowl – hands-on activity Centre • 4.5.2.3: Marcie’s Story • 5.1.3: Forgotten Forests Self-guiding Trail • 5.1.6: St. Adolphe • 5.1.7: Floodway South Gate • 5.1.10: Lockport • 5.1.11: Floodway North Gate

• Tree rings help scientists study floods that occurred hundreds of years ago. • The largest Red River flood on record occurred in 1826, the second largest was 1852 and third largest was 1997. • At the time the 1950 flood was the worst natural disaster in Canadian history. • Wetlands made up 12% of the agricultural landscape in 1870 but only 3% in 1995. • In 1997 Ste. Agathe was flooded for the first time in recorded history. It flooded not from the river but from overland flows coming in from the west on the opposite side of town from the river. • During the 1997 flood the Canadian Forces sent 8,600 personnel, 150 watercraft, 1,000 vehicles and 34 aircraft to help in the flood protection. Flood of the Century Exhibit

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 41 3.6 Flood Mitigation 3.6.3 Overview Refresher

3.6.1 Curriculum Outcome The river flowed both ways. The current moved from north to south, but the wind usually 8-4-13: Provide examples of the way in which came from the south, rippling the bronze-green technology is used to contain or prevent damage water in the opposite direction. This apparently due to flooding, and discuss related positive and impossible contradiction, made apparent and negative impacts. Examples: floodway, diversion, possible, still fascinated Morag, even after the dike, levee (GLO: A5, B1, D5) years of river-watching. Margaret Laurence, The Diviners 3.6.2 Definitions A variety of technologies are used to contain or Dike: A barrier built to prevent flooding, usually prevent damage due to flooding. Many of these constructed of earth or sandbags. technologies were introduced following the Diversion: An alternative water channel built devastating flood of 1950. A Royal Commission to reduce water volumes during high water after the 1950 flood recommended development events. Examples include the Portage Diversion of the Red River Floodway, Shellmouth that diverts water from the Assiniboine River at Reservoir, Portage Diversion and ring dikes for Portage La Prairie into Lake Manitoba and the towns. It would take almost 20 years for the Seine River Diversion that diverts water into the floodway to be built but many of the other less Red River south of the floodway. expensive and controversial recommendations were instituted immediately. Floodway: A diversion ditch built to carry floodwaters. The Red River Floodway diverts After the 1997 Flood of the Century another water from the Red River at St. Norbert around commission recommended further flood the city of Winnipeg and empties it back into protection measures, mostly enhancing existing the river at Lockport. ones such as ring dikes and the floodway. Levee: An American expression for dike. A ridge of sediment deposited naturally alongside 3.6.3.1 Technologies Used to a river. Protect Rural Communities Retaining wall: A flood-proofing technique where a wall holds the permanent earth dike in Ring Dikes place around a home. Town ring dikes were one of the first methods Ring dike: A ring dike can be built around a used to protect rural communities from single home, a collection of homes or an entire floodwaters. After the 1966 flood Emerson, town. It is a permanent earth dike that may Letellier, St. Jean Baptiste, Morris, Rosenort and have an open access that can be quickly closed off if waters rise. Ring dikes around communities began after the 1966 flood and now most communities along the Red River have ring dikes. Structural dike: A non-permanent dike that can be constructed when needed using posts, plywood, a concrete base and plastic. Z-Dike: An extension to the West Dike of the Red River Floodway that protects the city from water coming in west of the St. Norbert inlet, also called the Brunkild Dike. http://www.gsc.nrcan.gc.ca/floods/redriver/images/view6.jpg Morris 1997

Page 42 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems St. Adolphe had permanent earth ring dikes built. Dominion City, Brunkild and Roseau River First Nation ring dikes were built in 1979. After the 1997 flood over $40 million was allocated to build ring dikes in rural communities in the flood-prone area. Many of the existing dikes were topped up after the Flood of the Century.

Ring dike around farm Other Dikes In addition to towns, ring dikes are also used around rural homes and businesses. In places, neighbours worked together to construct a ring dike around a collection of homes. After 1997, ring dikes were built to the 1997 flood water Town ring dike photo level plus 0.6m.

Raising Houses Homes that are outside ring dike communities have a number of options – raising onto a mound or some type of dike system. After the devastation of 1997 the government helped finance raising, diking, moving houses to a flood-proof area, or selling the property and relocating. Many chose to raise their house up on an earth mound or pad. These mounds are often called “anthills” and the dugout where the earth was excavated to build the mound Structural dike is referred to as a “fishpond”. The height of Other dike methods are structural dikes using the mound must be the 1997 flood water level either retaining walls or frames. Retaining walls plus 0.6m. After 1997 homeowners could be are built with landscaped dikes behind them. reimbursed for expenses up to $60,000 to raise Structural dikes include a frame that holds their homes. plywood and plastic walls that are assembled during high water events. After the 1997 flood these were required to provide protection to the 1997 local flood level plus 0.6m.

House on mound

Structural dike

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 43 Moving Red River Floodway Some homeowners chose to move their houses The floodway was not built when initially to a flood-proof area after 1997. If they did conceived because of the estimated cost – from so their lot would have to be cleared of all $29 to $82 million. After the bill for the 1950 structures. The government assisted them up flood came in at $100 million the floodway plans to $60,000 to move the house and purchase a were revisited. It became a very hot political new lot. topic championed by Premier Duff Roblin (1958- 67). Roblin argued that no one would invest in Relocation a province where the capital city is regularly After 1997 rural homeowners were given the flooded. Then the floodway was called either option of relocating – purchasing a home or Roblin’s Folly or Duff’s Ditch. It was built at a cost lot in a flood-protected area. The maximum of $62.7 million. From the time of its completion reimbursement was $30,000. in 1968 to the 1997 Flood of the Century, it has protected Winnipeg from more than 18 floods.

Eventually, all things merge into one, and a It has saved the province more than $8 billion in river runs through it. The river was cut by the flood losses, paying for itself many times over. world’s great flood and runs over rocks from the basement of time. On some of the rocks are timeless raindrops. Under the rocks are the words, and some of the words are theirs. I am haunted by waters. Norman Maclean, A River Runs Through It

3.6.3.2 Technologies Used to Protect Winnipeg As a result of the destructive 1950 flood three engineering projects were conceived of to Red River Floodway protect the capital city – Red River Floodway, The floodway took three years to plan and six Shellmouth Reservoir and Portage Diversion. years to build. It consists of dikes and a diversion It took some time for them to be completed. channel. The channel is 48km long and takes Together the three would minimize the water from the river south of the city at St. floodwaters entering the city of Winnipeg. Norbert, around the east side of the city and empties it back into the river north of Lockport. It is one of the largest excavation projects in Canada, requiring removal of 76.5 million cubic metres of earth. When it was first built it was 20m deep and 165m wide. As a major engineering project, the Red River Floodway was declared a National Historic Site. The 2005-2009 expansion of the floodway was undertaken to provide additional capacity. The expansion was a result of the 1997 flood, when the floodway’s capacity barely protected the city, the floodwater coming within centimetres of its limit. The expansion protects the city up to a http://www.eng.ucalgary.ca/CSCE-Students/WR_diversion.htm 1-in-700-year flood, approximately twice the size of the 1997 flood.

Page 44 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems Diversion Channel

Inlet control structure (gates)

West Dike

Returning to river

Observations: • Gates are on the river, not the floodway South Gates • Widespread flooding south of the gates The gates can be raised slowly to divert more water into the channel. There are rules for operating the gates and when the floodway can be put into action. The operating rules were The floodway gates south of the city at St. updated following the 1997 flood. Norbert are located on the river. When not in use the gates sit below the river bottom. When There are negative impacts of the floodway the gates are raised, they block the water flow in system. When the gates are raised and the water the river, backing it up so it flows over the lip of backs up, some artificial or additional flooding the floodway and down the floodway channel. can occur in the Rural Municipality of Ritchot, which includes the communities of St. Adolphe and Grande Pointe. This flooding is compensated for under the Red River Floodway Act.

The West Dike An important component of the floodway system is the West Dike or and its extension the Z-dike also called the Brunkild Dike. The dike originally stretched 13km from the floodway gates west towards Highway 3. This became a problem during the 1997 flood. As the floodwaters flowed north they spread overland further east and west than before. Just as the water was nearing the city, it was discovered that the overland flow on the west could connect with the La Salle River, which flows into the city north of the floodway gates. If the water reached the La Salle it would pour into the city, circumventing the floodway. The authorities had 72 hours to do something. Two things needed to be done. The existing West Dike needed to be raised and reinforced, and a 34km extension needed to be built, very quickly. To extend the dike, surveys had to be done to find the high ground. A survey that should have taken two weeks was done in one long day. The route they chose was Z-shaped.

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 45 The pressure was on: Work continued day and night. Military helicopters lit the night sky with phosphorus • Could the needed heavy equipment get to flares. Then help came in the form of a north the dike fast enough? wind – pushing the water south and buying a • Was there sufficient material in the existing few more days to build. The dike was finished as dike that could be used to make it higher? the water arrived at Brunkild. The dike held. The • Could the frozen earth be excavated, then water reached 779 feet at the dike that had been packed tight enough to withstand the 778.5 feet a few days earlier. coming water and waves?

• One million cubic yards of earth were used to construct the Z-dike. • 154,000 tons of limestone were trucked from north of Winnipeg to the Z-dike. • Huge 3,000-pound sandbags reinforced the Z-dike. • During the flood more than 11 million sandbags were used in Manitoba. • An average sandbag ¾ full weighs 45lbs. or 20kg. • City of Winnipeg policy was to check the sandbag dikes for leaks every 20 minutes. • The Canadian Coast Guard flew in two planeloads of pumps, which were kept busy controlling leaks. • After the flood over $70 million was put toward diking or raising individual homes and businesses in the valley. Flood of the Century Exhibit

Page 46 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems Shellmouth Reservoir The Shellmouth Reservoir was built on the Assiniboine River near the Saskatchewan border to control waters coming into Manitoba from the Assiniboine Basin. The Shellmouth Dam was built in 1972 at the confluence of the Shell and Assiniboine rivers at a cost of $10.8 million. The dam is 21m high and 1.3km long, creating a reservoir 54km long. The reservoir holds back water from the Assiniboine River to reduce the amount of water entering Winnipeg during high water events. The reservoir is known as Lake of the Prairies – a popular recreation area in Asessippi Provincial Park. http://www.eng.ucalgary.ca/CSCE-Students/WR_diversion.htm The flood protection and preparedness measures included: • over $70 million toward diking or raising individual homes and businesses • over $40 million for ring diking rural communities • $11.1 million to enhance the secondary diking system within Winnipeg (under this program, up to 800 Winnipeg homes were considered for enhanced flood protection) • over $6 million for enhancements to existing flood protection infrastructure, including: ➢ enhancement of the West Dike to 1997 http://www.eng.ucalgary.ca/CSCE-Students/WR_diversion.htm flood levels, plus extension of the West Dike to Brunkild Portage Diversion ➢ enhancing some existing community ring The diversion is a second control system on the dike systems Assiniboine River. The channel diverts water ➢ from the Assiniboine River at Portage la Prairie inspection and repairs to the gates at the to Lake Manitoba. The Portage Diversion was floodway control structure completed in 1970 and cost $20.5 million. The ➢ repairs to the downstream apron at the diversion is 29km long with four gates. The floodway control structure control dam is 10.6m high, 427m long and has • inspection and repairs at the Portage two gates. Diversion control structure • $1.5 million to improve the flood forecasting Flood Protection at What Cost? network of the Red River Valley – 47 existing The federal and provincial governments signed water-gauging stations were upgraded and 37 the Canada-Manitoba Partnership Agreement new stations were built on Red River Valley Flood Protection in • funding to help complete a 350-station 1999. This $100 million program followed climatological network in Manitoba to gather the previous $30 million Canada-Manitoba data and improve flood forecasting agreement for the 1997 Red River Valley flood- proofing and dike enhancement. • a four-year, $1 million scientific study of the long-term historical patterns of flooding in the Red River Valley

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 47 • development of a detailed flood activity/ • Western Economic Diversification Canada: emergency plan for Winnipeg to better www.wd.gc.ca/ced/redriver/default_e.asp prepare for future floods Canada-Manitoba Partnership Agreement on • consideration of requirements in future Red River Valley Flood Protection – four-year, infrastructure investments; for example, $100 million program following the previous 1997 flows in the floodway were approaching $30 million Canada-Manitoba agreement. the elevation of bridge decks, so when these This site provides information on flood bridges need to be replaced they could be mitigation in the Red River Valley. constructed at higher elevations • International Joint Commission: www.ijc.org

The International Joint Commission 3.6.4 Websites and Other prevents and resolves disputes between Resources the United States of America and Canada under the 1909 Boundary Waters Treaty and 3.6.4.1 Canadian Websites pursues the common good of both countries • Manitoba Government: www.gov.mb.ca/flood. as an independent and objective advisor to html the two governments. Government of Manitoba’s Flood website. In addition to announcements about current 3.6.4.2 Other Websites potential flooding, it has information about the flood of 1997. Included are facts and • Red River Basin Commission: www. figures of the flood, photographs, personal redriverbasincommission.org health and safety guidelines and guidelines The Red River Basin Commission works for what to do when returning to flooded together with residents, organizations residences. and governments to achieve basin-wide • Manitoba Floodway Authority: www. commitment to comprehensive integrated floodwayauthority.mb.ca/projectintro.html watershed stewardship and management. The Manitoba Floodway Authority, a • University of Wisconsin: http://dmc.engr. separate, independent, publicly accountable, wisc.edu/courses/hazards/BB02-06.html provincial agency manages the expansion and Natural Hazards: Causes and Effects, maintenance of the Red River Floodway. Its Lesson 6: Floods site includes information on the history and operation of the floodway. • Flooding Management Association: www. floodplain.org/flood_basics.htm The website includes a simulation demonstrating the impact of a 700-year flood This page provides a few basic facts and with the existing and expanded floodway; see suggestions concerning flooding and an www.floodwayauthority.mb.ca. opportunity to pose questions to flood experts. What can homeowners do to • Manitoba Clean Environment Commission protect against an imminent flood? How can Report on the Red River Floodway Expansion: homeowners protect themselves from future www.cecmanitoba.ca/files/RRFEPreport.pdf floods? What should communities think The final report of the CEC provides about as soon as the emergency is over? background information on the floodway and the expansion project including final recommendations to the government.

Page 48 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems 3.6.4.3 Other Resources • The Red River Floodway, video, Author: C. Larry Giesbrecht Communications Inc. • Manitoba Floodway Authority. Red River Manitoba Natural Resources, Publisher: Floodway Expansion Project flooding C. Larry Giesbrecht Communication simulation, www.floodwayauthority.mb.ca. Services, Manitoba Natural Resources, • Red River Divide: DVD, investigates the Red c1996. Description: 1 videocassette (12 min.) River Valley’s geology and landscape, history Available from Manitoba Conservation, of flooding and flood mitigation. Available 200 Saulteaux Crescent, Winnipeg, call from Prairie Public Television, (204) 945-5451 or 945-4041 1-800-359-6900, www.prairiepublic.org. Designed to introduce viewers to the Red • Red River Raging: The Flood of the Century, River Floodway, constructed in the 1960s Manitoba 1997, a video produced by CKND to protect Winnipeg from flooding such as Newsline and Canwest Global System, can be that which occurred in 1950. Discusses the obtained through the Manitoba Text Book design and construction of the floodway Bureau. as well as how and when it is put into operation. Includes archival footage and • Faces of the Flood: Manitoba’s courageous battle interviews with Duff Roblin, former premier against the Red River, book, photographs by of Manitoba, Larry Whitney, formerly of Tom Thomson, text by Jake MacDonald and Manitoba Conservation, as well as citizens of Shirley Sandrel Manitoba, Grades 4 - Senior 4. • A Flood of Images: a pictorial journey • A Red Sea Rising: the flood of the century, book, through the flood-ravaged Red River Valley Author: Winnipeg Free Press. Publisher: 1997, book, author: Red River Valley Echo, Winnipeg Free Press, 1997 publisher: The Red River Valley Echo, Altona, Manitoba, 1997 • River Friendly, River Wild, book, Author: Jane Kurtz, illustrated by Neil Brennan. • The Red, video, author: Lawrence Bayne, Publisher: Simon and Schuster Books for Rivers, Inc. Good Earth Productions. Port Young Readers, New York, c2000. ISBN: Credit, Ontario, McNabb and Connolly 0689820496 Notes: A family experiences [distributor], c2002. 1 videocassette (23 a renewed appreciation for home and min.), Series: Great Canadian rivers II community after they are evacuated during Series designed to introduce viewers to a spring flood and then return to survey Canada’s rivers and their impact upon the damage. culture, history and identity. This program

tells the story of the Red River, tracing its journey from the United States to Lake 3.6.5 Activities Winnipeg, and revealing how despite For more information on the following activities disastrous consequences of past and present consult Chapter 4: Activities. spring floods, it retains a fascination for those who live in the area of its influences. • 4.6.1.1: CBC Archives The Science of the Red Describes some of the plant and animal River Floodway – using a variety of web- life found along its shores, notably in the based resources, students will research the Netley Marsh wetlands, and examines workings of the Red River Floodway its importance to the fur trade, to the • 4.6.1.2: CBC Archives Building Earth and lives of the earliest pioneers, and to the Sandbag Dikes – students build a working Metis nation. Includes archival footage, model of an earth and sandbag dike documentary, interviews and reenactment, Grades 7 - Senior 4, adult. • 4.6.1.3: CBC Archives Red River Floodway: Pros and Cons – investigate and develop multimedia presentation

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 49 • 4.6.1.4: Nova Online – Flood! – construct a • 5.2.1: Schoolyard – build a model of your model of a river system with dikes watershed/drainage system in a sand pile; students demonstrate effectiveness of • 4.6.1.5: Flash Flood – identify different designs to prevent flooding using your types of floods, preparing for a flood, flood watershed model watches and warnings • 5.2.2: Local Creek or River – map the • 4.6.1.6: Red River Valley Flood Protection local creek and design the ideal landscape – use GIS data to develop a flood-proofing along the creek that will allow for a plan for a structure in the Red River Valley healthy stream and water quality and what • 4.6.2.1: Marcie’s Story environmental, social and economic factors need to be considered

3.6.5 Field Trips The following field trips relate to the Flood Mitigation portion of the curriculum unit. You can find details for these programs in Chapter 5. • 5.1.1: Red River Valley Floods Interpretive Centre • 5.1.3: Forgotten Forests Self-guiding Trail • 5.1.5: St. Malo Provincial Park • 5.1.6: St. Adolphe • 5.1.7: Floodway South Gate Students appreciate the impact of flooding on a field trip to • 5.1.11: Floodway North Gate Rue St. Paul in St. Adolphe.

A fieldtrip to the floodway gates helps students understand the mechanics. Top off your field trip to the floodway and St. Adolphe with a visit to the Red River Valley Floods Interpretive Centre.

Page 50 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems 3.7 Drinking Water 3.7.3 Overview Refresher

3.7.1 Curriculum Outcomes Hold a glass of pure water to the eye of the sun! …This is the nearest analogy to the essence 8-4-14: Identify sources of drinking water and of human life describe methods for obtaining water in areas Hugh MacDiarmid where supply is limited. Examples: desalination, melting of ice, condensation (GLO: B1, B2, B3, D5) Canadians use a lot of water. We tend to take it for granted. On average, we use about 335 litres 8-4-15: Explain how and why water may need to of water per person, per day – twice as much be treated for use by humans. Include: filtration, as many Europeans. And who is the biggest settling, chlorination, fluoridation domestic user? The 13 to 19 age group. Why? (GLO: B1, B3, D5) Lots of showers!

3.7.2 Definitions Aqueduct: A long pipe, channel or raised bridge-like structure used for carrying water across country. Aquifer: A body of rock, gravel or porous stone that holds water or through which water flows. Chlorine: A poisonous green gaseous chemical element, used in small amounts to treat drinking water. Chlorinate: Treat with chlorine. Cryptosporidium (crip-toe-spor-ID-ee-um): A parasite that may contaminate drinking water supplies and cause human illness. Canada’s water supply is not endless. Population growth, pollution, global warming are all drying Desalination: Removing salt from sea water. up our water supply. We need to use water wisely Filtration: Passing water through a series if we hope to have clean water available when of filters. we turn on the tap. Fluoridation: Adding traces of fluoride to drinking water to reduce tooth decay. “Water has become a highly precious resource. Orthophosphate: Added to the water to reduce There are some places where a barrel of water the amount of lead in tap water from lead pipes. costs more than a barrel of oil.” Pumping station: Pump water from the Lloyd Axworthy, Foreign Minister of Canada, reservoirs to the home and industrial users by 1999 News Conference creating water pressure in the water mains that push the water forward. Where Does It Come From Reservoir: A large lake or storage area used for water. About 80% of Manitobans use surface water as their drinking water source. The remaining 20% Water main: A large pipe in a water supply use groundwater. Surface water can come from a system. lake, river or reservoir. Groundwater comes from Water quality: The chemical, physical and an aquifer and is accessed through a well. biological characteristics of water.

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 51 Winnipeg’s Water Winnipeg’s drinking water travels through the The City of Winnipeg gets its drinking water aqueduct to Deacon Reservoir, a large reservoir from surface water, specifically Shoal Lake, just east of the city. Deacon Reservoir stores 4.1 which is part of Lake of the Woods bordering million litres of water – about a 16-day supply for Ontario, Manitoba and Minnesota. The water the city. From there it can take one of two branch is gravity fed from Shoal Lake to Winnipeg aqueducts where it is transported to the MacLean, through an aqueduct that was completed in McPhillips or Wilkes distribution reservoirs. There 1919. The water in the aqueduct is kept from are three major pumping stations – MacLean, freezing in winter because it is moving and McPhillips and Hurst and two booster pumping the soil and vegetation covering the aqueduct stations – Deacon and Tache. Finally, the water provides insulation. The distance from Shoal is distributed to Winnipeg homes and businesses Lake to Winnipeg is 135km and the elevation through the water mains. There are about drop is only 100m but enough to keep the water 2,400km of water mains in Winnipeg. flowing. The aqueduct is made of concrete and Winnipeg is building a new water treatment plant reinforced steel. It is 1.9m by 1.6m in its smallest at the Deacon Reservoir site. It will meet drinking section and 3.2m by 2.7m in its largest section. water guidelines and improve the taste, odour and appearance of drinking water. It will also protect drinking water against parasites such as cryptosporidium. By the end of 2005, a $9 million ultraviolet (UV) light system will protect water against parasites such as cryptosporidium. The water will pass through large pipes containing lamps resembling office fluorescent lights. UV treatment will not produce by-products and will not change the taste, odour or appearance of the water. By the end of 2007, the rest of the water treatment plant will be operating. There will be several treatment processes, including ozonation, Deacon Reservoir filtering and chlorinating.

Trevor Johnston, www.ec.gc.ca/water/en/info/pubs/lntwfg/e_chap3c.htm

Page 52 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems Other Water Sources But groundwater can also be contaminated. Well Other cities and towns use surface water if there owners affected by flooding are often advised to is a suitable lake or river close by. For example, boil water or use alternative supplies of drinking Brandon draws its water from the Assiniboine water until bacterial testing confirms the safety River. These water sources are also treated before of their water supply. distributing for public consumption. The typical process for water treatment for a water supply is: • Water from a river, lake or reservoir is carried by pipes to a purification plant where it goes through the following treatments • aeration – water is sprayed into the air where it mixes with oxygen; the oxygen helps bacteria grow which in turn destroys some of the impurities • coagulation – alum is added to the water; alum forms sticky particles to which dirt and other particles cling • sedimentation – the impurities sticking to the alum settle to the bottom of a settling tank • filtration – the water then goes to a filter tank where any impurities left in the water are filtered out through layers of sand, charcoal and gravel Clean Up Stephen Kessler, age 18 • Chlorine is added to the water to destroy any Druid Hills High School disease-causing germs that may remain. In Atlanta, Georgia some communities fluoride is added. © River of Words 2005 • The clean water is pumped to large storage Although the quality of Manitoba’s groundwater tanks and from there it is pumped into pipes is generally good, local water quality problems that carry it to homes and businesses. are present. In some areas of the province, the concentration of uranium, fluoride, boron, Groundwater arsenic, radium, iron, manganese and nitrates Most rural homes and farms use groundwater for in groundwater exceeds drinking water their drinking water. A well is dug to access the quality guidelines. Taste and odour problems groundwater in an aquifer. Then a pump is used in groundwater can sometimes be related to to bring the water up, distributing it through the high iron content or to the growth of iron- house and farm. loving bacteria in the well. Bacteria that thrive Groundwater can be a better drinking water on sulphur can produce odorous gases in source because of natural filtration. Some of groundwater supplies. Manitoba’s groundwater is too saline (salty) Many groundwater quality problems are natural, to be used for drinking water or for irrigation. but some have been caused by human activities. Other aquifers are low in salts and provide Some sources of contamination include leaching excellent drinking water, such as the Oak Lake from underground petroleum storage tanks, Aquifer south of Virden and the Assiniboine holding tanks and sewage lagoons. (One litre Delta Aquifer centred under Carberry. of oil can contaminate up to two million

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 53 litres of water.) Industrial waste disposal, 3.7.4 Websites and Other municipal landfills and septic fields can cause Resources problems. Spills of fertilizers and pesticides near groundwater wells and leakage from intensive 3.7.4.1 Canadian Websites livestock holding areas can contaminate • City of Winnipeg Waterfront: www. groundwater. Poor well construction can also winnipeg.ca/waterandwaste/water/ contribute to groundwater contamination. waterfront/startsite.htm Once groundwater is polluted by substances City of Winnipeg information source on such as petroleum there is no economical way water conservation initiatives, Canada’s first to treat it. Wells can fail in times of drought and online information resource for municipal from overuse of the aquifer by irrigation or other water conservation. The Waterfront is industrial uses. loaded with information about Winnipeg drinking water, the aqueduct, the City of Considering its importance to all life on Earth, Winnipeg’s Water Conservation Program, it is strange that fresh water has been our most and water conservation school programs mistreated and ignored natural resource. that are currently in use and available free D. W. Schindler of charge. Teachers can sign up for a Water Conservation program and also download an entire learning resource package on Protecting Our Drinking Water water conservation. The multi-barrier approach is used to protect our • City of Winnipeg: www.winnipeg.ca/ drinking water. Components of the multi-barrier waterandwaste/water/default.stm approach include: City of Winnipeg website, Water and Waste, • source water protection – preventing includes a variety of information on the contaminants from reaching water sources city’s water system. in lakes, rivers and groundwater • Manitoba Water Stewardship: www.gov. • drinking water treatment – all the processes, mb.ca/waterstewardship/water_guide/ techniques and systems used to clean water resource/wateruse.html and http://www. before it is distributed for use gov.mb.ca/waterstewardship/water_guide/ resource/watcycl2.html • drinking water distribution systems – protecting drinking water through the The Manitoba Clean Water Guide, part design, construction, review and upgrading of the Water Stewardship website, provides of treated water reservoirs and distribution an overview of water use and conservation systems in Manitoba. It includes the Office of Drinking Water. No approach will guarantee 100% protection all of the time, but the most effective way to • Office of Drinking Water: www.gov.mb.ca/ manage drinking water systems is to implement waterstewardship/odw/index.html a multi-barrier approach. The Office of Drinking Water has central (Winnipeg) and regional staff available Thousands have lived without love, to carry out the Province of Manitoba’s not one without water. drinking water program, which includes W. H. Auden regulatory and advisory roles. The mission of the Office of Drinking Water is to assure the provision of safe, adequate, aesthetically pleasing and acceptable drinking water supplies “from source to tap” within the province of Manitoba.

Page 54 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems • Manitoba Health: http://www.gov.mb.ca/ 3.7.4.3 Other Resources health/publichealth/cmoh/docs/how_safe.pdf • Fort Whyte’s Slow the Flow Water Well Water Fact Sheet – how to tell if your Education Program: (204) 989-8358 or well water is contaminated and how to [email protected] prevent contamination. A curriculum resource package for middle • Prairie Provinces Water Board: www.mb.ec. years, includes a binder consisting of six units, gc.ca/water/fa01/fa01s55.en.html 15 lessons and over 35 pages of reproducible Information on interprovincial water issues student activity sheets. The program educates – water quality and quantity, groundwater. students on water use and conservation. Teachers can book a free lunch hour or after- • Environment Canada: www.ec.gc.ca/water/ school Slow the Flow introductory workshop at en/info/pubs/e_pubs.htm their school. Teachers attending the workshop Excellent source of information and graphics receive the teacher’s guide and more. on water, such as fresh water facts for Canada and the world; Every Drop Counts! • Enquiry on Drinking Water issues in the Red A Speaker’s Kit on Water Conservation and River Region Water Efficiency; Explore Water With Holly Office of Drinking Water Heron; From the Mountains to the Sea: A 1007 Century Street Journey in Environmental Citizenship – a Winnipeg, Manitoba R3H 0W4 children’s activity book; Water Fact Sheets Telephone: (204) 945-5762 – a collection of fact sheets in the Freshwater Series – topics cover the world water supply, For speakers contact Canada’s fresh water and the problems Morley Smith at (204) 945-7014 associated with distribution, conservation and pollution. Videos • At the Turn of the Tap – 12 minutes, • Let’s Not Take Water For Granted – A Winnipeg’s drinking water system, available Resource Guide: www.ec.gc.ca/water/en/ from Fort Whyte Centre info/pubs/lntwfg/e_contnt.htm • Down the Drain – 13 minutes, the story of Teaching suggestions, reading material and Winnipeg’s waste water treatment, available learning activities designed to help teachers from Fort Whyte Centre use the information from A Primer on Fresh Water and the Water Fact Sheets. • Splash – National Film Board of Canada • Canadian Council of Ministers of the Environment: www.ccme.ca/initiatives/water. 3.7.5 Activities html For more information on the following activities The Source to Tap section of the website consult Chapter 4: Activities. provides information and illustrations about protecting Canada’s drinking water quality. • 4.7.1.1: Water Audit – Environment Canada Find out how and why governments across – use this site to do a water audit of your the country work in the areas of research, home or school monitoring and guidelines. • 4.7.1.2: The Atlas of Canada – under the Freshwater section you will find activities on Distribution of Freshwater, Recreational Uses and Water Consumption; use the water consumption maps to see how water is used in your area; use the groundwater maps to see what percentage of people are relying on groundwater in your area

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 55 • 4.7.1.3: Operation Water Drop – Safe 3.7.5 Field Trips Drinking Water Foundation – students study water treatment and water chemistry of their The following field trips relate to the Drinking municipal drinking water supply and assess Water portion of the curriculum unit. You can the quality of the water in their community; find details for these programs in Chapter 5. incorporates the native perspective of • 5.1.1.3: Fort Whyte Centre Blue Planet environmental stewardship pertaining to Program water; you can create an action plan for • 5.1.14: Oak Hammock Marsh Interpretive protection of your drinking water supply Centre – Project WET activities • 4.7.2.1: Have students make a “Flow Chart” • 5.2.3: Water treatment plant – visit your showing all the uses of water for them local water treatment plant or the Pembina during a typical day Valley Water Co-op in Morris • 4.7.2.2: Have students develop collages that • 5.2.4: Local waste water system demonstrate the water used for residential, commercial, industrial and recreational use • 5.2.5: Well water • 4.7.2.3: Fort Whyte’s Slow the Flow – teacher’s curriculum enrichment and resource package includes a variety of good activities Irrigation of the land with sea water desalinated for the classroom by fusion power is ancient. It’s called rain. • 4.7.2.4: Invite the Office of Drinking Michael McClary Water to your classroom to explain the water system; contact Morley Smith, (204) 945-7014 to arrange for a speaker

The Pembina Valley Water Co-op in Morris welcomes field trip bookings.

Page 56 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems • Of the 400 public water systems in Manitoba, 220 rely on groundwater sources. • To help protect groundwater, Manitoba Conservation enforces legislation controlling the installation, operation, removal and abandonment of petroleum storage tanks. • Two-thirds of the world’s fresh water is found underground, however, more than half of Manitoba’s water is found on the surface. • The total annual sustainable yield of all Manitoba aquifers has been estimated at 1.8 trillion litres. These aquifers hold about 700 trillion litres of water. • Boiling will not get rid of nitrates from your drinking water supply. Have your groundwater tested – the maximum acceptable concentration in drinking water is 10 milligrams of nitrates (nitrate-nitrogen) per litre. • Manitoba Water Stewardship has produced Groundwater Pollution Hazard Maps for much of Manitoba. These maps illustrate where surface and subsurface conditions make the groundwater vulnerable to contamination from land activities, such as petroleum storage tanks, septic fields, manure piles, fertilizers, pesticides, industrial processes, and solid waste disposal sites. • Groundwater is an important source of irrigation water for rural Manitoba, particularly over the Assiniboine Delta Aquifer in the Carberry area. Manitoba Water Stewardship

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 57 Fish kill: The partial or complete destruction of 3.8 Waste Water and the fish population generally due to low oxygen Water Pollution concentrations or heat stress, often caused by algae blooms due to nutrient loading. 3.8.1 Curriculum Outcomes Greywater: Kitchen, shower and bath water, not 8-4-16: Compare the waste water disposal toilet water. system within their communities to one Heavy metals: Metals such as mercury, lead, used elsewhere. Include: process involved, zinc, copper, that in high concentrations environmental impact cost (GLO: B2, B5) can be toxic to living organisms and may 8-4-17: Identify substances that may pollute bioaccumulate in the food chain. Heavy water, related environmental and societal metals can occur naturally in soils or may be impacts of pollution, and ways to reduce or introduced into aquatic ecosystems through the eliminate effects of pollution. discharge of municipal and industrial effluents. (GLO: B2, B3, B5, D5) Herbicide: A chemical agent that kills or inhibits plant growth. 3.8.2 Definitions Leaching: The separation of constituents from the soil by the movement of water through the Bioaccumulation: The accumulation of ground. The soluble components are carried substances that are non-biodegradable by down by the moving water where they may nature and are magnified or accumulated with enter groundwater aquifers. each level of the food chain. For example, the chemical DDT was ingested by small aquatic Non-point source pollution: A source of animals and although each animal consumed atmospheric, aquatic or terrestrial pollution only small quantities of DDT, the chemical built originating from a number of small sources that up in their flesh. When these small aquatic are not easily identified. animals were consumed in large quantities by Non-persistent pollutant: A pollutant that birds, the levels of DDT in the birds became very is degradable. The damaging effects from the high due to biological accumulation. pollutant can usually be reversed. Biodegradable: A biodegradable product Pathogen: A disease-causing organism. can be broken down in the environment by microorganisms. Persistent pollutant: A pollutant that degrades very slowly and remains in the environment BOD: Biochemical oxygen demand – amount of for years. oxygen required to decompose organic matter in a specific volume of water. Pesticides: Toxic chemicals used to eliminate or control unwanted insects, plants, or other Effluent: The liquid waste from sewage, organisms. Pesticides include insecticides, municipal or industrial processing. herbicides and fungicides. Eutrophic lake: A lake with a high Point source pollution: An identifiable source concentration of nutrients. Eutrophic lakes of air, soil or water pollution. An example are often shallow and exhibit periods of of point source pollution is sewage effluent oxygen deficiency. discharging from a pipe into a river. Fecal coliform bacteria: Bacteria that originate Pollution: Materials that are considered to in the intestines of all warm-blooded animals, be contaminants. including humans and livestock. The presence of these bacteria in water often indicates Potable: Suitable for drinking. contamination by human or animal feces.

Page 58 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems 3.8.3 Overview Refresher What Causes Pollution? Both natural and human activities cause We are all downstream. pollution that can reduce the quality of our Ecologists’ motto, surface water and groundwater. Natural pollutants adopted by Margret and Jim Descher include salts, arsenic, uranium and wildlife wastes. We cause pollution through leaking septic fields, waste water, petroleum storage tanks, Water plays a vital role in life on Earth and good fertilizers, pesticides and livestock waste. quality water is a precious resource. Often water When nutrient levels in the water get too high, quality is more important than water quantity. aquatic plant growth accelerates and can deplete The quality of the water affects its use and in the oxygen from water, killing fish. Sources turn we affect water quality by the way we use it. of harmful levels of nutrients include human For centuries we have disposed of our wastes sewage, livestock wastes, agricultural and lawn/ by discharging untreated sewage and industrial garden fertilizers, waste water and cleaning wastes directly into rivers, lakes and oceans for products such as detergents with phosphates. eventual “assimilation” into the environment. The old adage was dilution was the solution. What we do on land is mirrored in the water. This practice is no longer acceptable. Dilution is Central Lake Ontario Conservation Authority not the solution to pollution. There is too much waste. The natural systems can no longer dilute, break down or absorb the wastes. In order for Pollution is not always visible. A river or lake may us to have safe surface water and groundwater seem clean, but still be polluted. In groundwater, for drinking, we must treat our wastes before on which many of us rely for our water supply, returning water to the natural environment. pollution is especially difficult to detect and treat. The effects of pollution are not necessarily immediate. They may take years to appear.

Trevor Johnston, www.ec.gc.ca/water/images/nature/grdwtr/a5f8e.htm

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 59 Pollution makes water unsuitable for • PCBs, dioxins, polyaromatic hydrocarbons drinking, recreation, agriculture and industry. (PAHs) Contaminated water destroys aquatic life, • radioactive materials such as strontium-90, reduces its reproductive abilities, and threatens cesium-137, radium-226, and uranium human health. • metals such as lead, mercury, cadmium Sources of Pollution This is the most rapidly growing type of Non-persistent (degradable) pollutants: pollution and includes substances that degrade • domestic sewage very slowly or cannot be broken down at all; they may remain in the aquatic environment • fertilizers for very long periods of time. The damage they • some industrial wastes cause is either irreversible or reparable only over decades or centuries. These compounds can be broken down by chemical reactions or by natural bacteria We use hundreds of chemicals in our daily into simple, non-polluting substances such as activities – washing, eating, housecleaning, carbon dioxide and nitrogen. The process can tending the lawn and garden, driving. There is lead to low oxygen levels and eutrophication a growing concern over the use of medications if the pollution load is high, but this damage such as hormones and antibiotics, which is reversible. leave the body but are not treated in the waste treatment system and end up in our rivers and Persistent (slowly degrading) pollutants: lakes. Almost 10 million chemicals are known • some pesticides (e.g., DDT, dieldrin) today. Approximately 100,000 chemicals are used commercially. • some leachate components from municipal and industrial landfill sites Manitobans threw 1,979 tonnes of household hazardous waste into landfill sites in 1998. • petroleum and petroleum products Our waste disposal system is not designed to accommodate their disposal.

Trevor Johnston, www.ec.gc.ca/water/images/manage/poll/a3p6e.htm

Page 60 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems Other pollutants: Contamination problems are increasing in Canada primarily because of the large and • warm water from cooling towers (thermal growing number of toxic compounds used pollution) in industry and agriculture. In rural Canada, • floating debris scientists suspect that many household wells • garbage are contaminated by substances from common sources such as septic systems, underground These are examples of physical pollution, which tanks, used motor oil, road salt, fertilizer, can destroy wildlife habitat and interfere with pesticides and livestock wastes. Scientists also the usability and aesthetic appeal of the water. predict that in the next few decades more In some cases, thermal pollution can kill fish. contaminated aquifers will be discovered and more contaminated groundwater will discharge How Do Pollutants Enter Water? into wetlands, streams and lakes. Most toxic chemicals are discharged directly Chemicals cause problems with the taste, odour into our waterways as waste, but many enter the and colour in water. Fish and wildlife can water after everyday use in the home, agriculture experience reduced fertility, genetic deformities, and industry. They are constantly changing the immune system damage and increased incidence chemical composition of our waters. One way of tumours and death. is seepage – chemicals soak through the earth into the groundwater from waste disposal sites Many of the chemicals that enter the water and agricultural lands. Another way is runoff are toxic to human, plant and animal life even – chemicals are washed into bodies of water in tiny amounts. Pesticides, PCBs and PCPs from the land where they were used or spilled, (polychlorinated phenols) are typical examples. or from the air into which they were emitted. Pesticides are used in agriculture, forestry and homes. PCBs are no longer used in new installations but are still found as insulators in older electrical transformers. PCPs can also be found in wood preservatives.

Trevor Johnston, www.ec.gc.ca/water/images/manage/poll/a3p5e.htm

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 61 Waste Water Treatment individual private wells are being installed in So what are we doing to treat our wastes before subdivisions at suburban densities. The danger returning waste water to our drinking sources? here is that too many wells may increase risk Nearly 75% of Canadians are serviced by of contamination of the groundwater from too municipal sewer systems. In 1999, 97% of the many access points. Canadian population on sewers received some Septic systems are designed so that some of form of waste water treatment. The remaining the sewage is degraded in the tank and some 3% of Canadians served by sewage collection is degraded and absorbed by the surrounding systems were not connected to waste water sand and subsoil. Contaminants that may treatment facilities in 1999, discharging their enter groundwater from septic systems include untreated sewage directly into water bodies.

The illustration shows the typical sewage treatment process in Canadian municipalities. Waste water leaves a home and enters the sanitary sewer, which takes it to the grit chamber, then into primary treatment tanks, aeration tanks, a secondary treatment tank, and eventually into a disinfectant tank from which the clean water flows. Water flowing into storm sewers is carried untreated to the water source. (Trevor Johnston, www.ec.gc.ca/water/images/manage/effic/a6f4e.htm)

Sewage treatment plants, properly operated and bacteria, viruses, detergents and household maintained, can remove many toxic substances cleaners. These can create serious contamination from waste water and return the treated water to problems. Although septic tanks and cesspools a river or lake without causing harm downstream. are known sources of contaminants, they are The level of treatment is important. Primary poorly monitored and studied very little. treatment provides minimal water treatment and Rural residents have other options besides using tertiary provides more comprehensive treatment. septic fields. They can use holding tanks or Roughly 25% of the Canadian population are ejectors for sewage disposal. Pump-out systems, served by septic disposal systems. These systems like holding tanks, haul sewage to a waste water were originally designed for houses that were treatment plant or sewage lagoon and treat it widely separated from their nearest neighbour, before being discharged it into the environment. such as farmhouses and the occasional rural Holding tanks must be checked regularly residence. Today, in many parts of the country, for leaks.

Page 62 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems Trevor Johnston, Trevor Johnston, www.ec.gc.ca/water/images/manage/effic/a6f6e.htm www.ec.gc.ca/water/images/manage/effic/a6f5e.htm

Winnipeg Waste Water System “…holding tanks generally provide the highest The City of Winnipeg waste water collection or level of protection…” sewer system is made up of combined, separate and interceptor sewers, land drainage systems, Proper treatment and disposal of sewage is lift stations and diversion structures. essential for the protection of water quality. Most urban Manitobans are serviced by municipal waste water treatment plants.

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 63 Combined sewers Weirs – small dams – were installed in all A combined sewer is a system of single pipes combined sewers near the outlet of the pipe to that collect both sewage and waste water from divert sewage to the interceptor sewer system homes, businesses and industries as well as during dry weather conditions. There are 130km surface runoff from rainstorms and snowmelt. of interceptor sewers in the city that carry sewage to the three treatment plants. The older, central region of Winnipeg is served by 1,034km of combined sewer pipes. In wet weather, flows are higher because storm Prior to 1937, the sewage and storm runoff runoff enters the system. A higher flow means flowed directly into the local river system the waste water level in the pipe may become without being treated. In 1937, an interceptor higher than the height of the weir. When this sewer system was built to carry sewage in the happens, sewage and storm water flow into the combined sewer system to the North End. river, bypassing the treatment plant.

http://www.winnipeg.ca/waterandwaste/sewage/systemOperation.stm

Page 64 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems The combined sewer system services an area Primary treatment involves the mechanical removal of approximately 8,700 hectares or about 30% of solid wastes only. Secondary treatment is based of the city. There are 79 combined sewer outlets on biological processes by which bacteria degrade into the river. Combined sewer and storm water the bulk of dissolved organic substances. Finally, overflows, directly into the rivers, occur an average tertiary treatment is a chemical process designed to of 18 times a year between May and September. remove additional contaminants such as nutrients and heavy metals. Separate sewers • Primary treatment – sand, grit and other solids Since the 1960s, new developments in the are separated from the liquids by screens and city have a two-pipe system. One pipe is for settling tanks. carrying sewage and the other for land drainage or storm water. • Secondary treatment – air is added (aeration) to stimulate the growth of bacteria to consume The sewage or sanitary sewer system has about most of the remaining waste materials. 1,182km of dedicated pipes that are completely separate from the land drainage or storm sewer • Tertiary or advanced treatment – chemicals system. The role of the separate sewer system is are added which remove nutrients that to collect waste water from homes and buildings stimulate algae (tiny plants that use up and carry it to a water pollution control centre oxygen needed by fish). for treatment. The quality of the water returned to the environment depends on the level of treatment Land drainage sewers provided. Land drainage or storm sewers carry rainfall Generally, lagoons are used more for sewage and snowmelt runoff from urban areas to the treatment since land is readily available and a river system. There are 1,372km of land drainage lagoon is easier to maintain and more cost effective sewers in Winnipeg. The total area serviced by than a sewage treatment plant. Usually, the choice separate waste water and land drainage sewers is of a plant over a lagoon is related more to the approximately 22,300 hectares. availability of land than the size of the population. Lift stations and diversion structures WASTEWATER TREATMENT SYSTEMS Winnipeg’s flat terrain makes it necessary to use Provincial Total lift stations to pump waste water to the interceptor System Type No. of Systems Population Served sewers or to the water pollution control centres. Lagoon Systems 320 286,100 The main purpose of a lift station is to raise Treatment Plants 87 647,400 sewage to a higher level so that it can be moved Total 407 933,500 into a sewer system where it can flow by gravity. Liquid Pits* 25 40,900

There are 76 waste water pumping stations and Source: Manitoba Environment 10 gravity-based waste water diversion facilities * Liquid pits are used to store untreated sewage. located throughout the city. No treatment is provided at these sites.

Sewage Treatment The 1997 Manitoba State of the Environment Air movement Report tells us there are 407 municipal waste Carbon dioxide Evaporation water treatment facilities in Manitoba serving Air movement Phosphate, Ammonia about 85% of the population. The total number Oxygen of private sewage disposal systems in use is Aerobic bacteria Algae Gases unknown and unmonitored, but approximately Oxygen 1,304 were built or upgraded in 1995 alone. Anaerobic bacteria Air movement Most waste water from municipalities is treated Wastewater treatment in a lagoon – natural settling of solids, to varying degrees in a sewage treatment plant or decomposition of organic mater and disinfecting by sunlight, then lagoon before it is discharged to rivers or lakes. discharge to stream or lake.

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 65 • Although Canada has a significant amount of fresh water, we possess only 7% of the world’s renewable fresh water supply. • In Canada, 84% of the population lives in a narrow southern band, while 60% of our water supply flows north to the Arctic Circle. • Our growing population and our growing thirst for water are being concentrated in expanding metropolitan areas and are forcing water regulators and policy-makers to find ways to stretch available supplies even further. • Increasing pollution of surface and groundwater is further reducing the supplies of readily available clean water. • Because our water use almost always leads to some degree of deterioration in water quality, the less water we withdraw, the less we upset the natural balance of our aquatic ecosystems. And, the less we upset the ecosystem, the less we have to spend to restore the water quality to an acceptable standard for public use. • Finally, financing by municipal governments for the treatment of water supplies and waste water is becoming increasingly constrained. Environment Canada

Page 66 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems Reduce and Eliminate Pollution • Don’t misuse the sewage system. Environment Canada and Manitoba Water Don’t throw waste down the drain just Stewardship have suggestions that everyone can because it is convenient. Remember that follow to help reduce water pollution. many substances are not treated at the waste Each individual effort to protect water quality treatment plant. Toxic household products makes a difference. Together, individual actions can damage the environment and return to us can and do improve water quality and the through water and food. environment as a whole. Here are some actions ➢ Toss items such as dental floss, hair, you can take: disposable diapers and plastic tampon • Avoid hazardous household products: holders into the wastebasket, not the toilet – these items create many problems at the Many household chemicals are safe when used sewage (wastewater) treatment plant according to the directions on the package. ➢ However, some have a harmful cumulative Always use up completely, or pass on for effect on the environment when they are other people to use, the unused contents of overused or incorrectly disposed of. Check oven, toilet bowl and sink drain cleaners; the label for hazard warnings. The warning carpet and furniture cleaners and polishes; symbols are based on shape: the more corners bleaches, rust removers and solvents; a symbol has, the greater the risk. Read the paints and glue; and most other acid and label to find out how to use the product safely alkali products. and what precautions to take. ➢ Save food scraps (except dairy and meat) Buy only those environmentally hazardous and compost them; don’t dump them down products you really need and buy them in the drain. quantities you will be able to completely use ➢ Choose latex (water-based) paint instead of up so that you will not have to worry about oil-based and use it up instead of storing or disposing of the leftovers later. Often there are dumping it. environmentally friendly alternatives – give them a try. • Don’t use pesticides or other hazardous materials in your garden. • Use “environmentally friendly” products. Adopt alternative pest control methods, The federal such as: government ➢ endorses hand pulling weeds products that are ➢ snipping and discarding infested leaves environmentally ➢ dislodging insects with soap or a water hose friendly. Look for the Environmental ➢ practising companion planting – for more Choice EcoLogo. information, contact: Products bearing Ecological Agriculture Projects this label have McGill University (Macdonald Campus) been tested and certified by the Canadian Ste-Anne-de-Bellevue, Quebec H9X 3V9 Standards Association. Each dove represents Tel.: (514) 398-7771 Fax: (514) 398-7621 a sector of society – consumers, industry and E-mail: [email protected] government – linked together to improve and protect the environment. The logo identifies ➢ setting ant and roach traps instead of using the products that maximize energy efficiency chemical sprays and the use of recycled or recyclable materials ➢ applying a natural insecticide such as and minimize the use of environmentally diatomaceous earth, available in hazardous substances. As consumers, we need garden centres to make informed choices.

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 67 ➢ fertilize with natural materials such as bone ➢ Write away for more information on meal or peat environmentally-friendly products and methods. • Don’t dump hazardous products into storm drains. ➢ Urge and support federal, provincial and municipal action on environmental issues. Storm drains empty directly into nearby ➢ streams in many areas. The contents of storm Join and support local and national sewers are generally not processed environmental groups that work to solve at sewage treatment facilities and can harm environmental problems. fish and wildlife. ➢ Boycott environmentally harmful products and let the stores know why. DON’T pour oils, paint compounds, solvents and other poisonous and polluting products ➢ Inform your friends and educate your family. into storm sewers, onto the street, or into your driveway – they will eventually end up in the The frog does not drink up the pond drinking water system. in which it lives. DO take them to local recycling or disposal American Indian Saying facilities. Some communities even organize hazardous waste disposal days; contact local health and environment officers or waste disposal companies for details. If nothing comparable exists in your community, introduce and promote the idea. DO contact your local Fire Department, which will normally accept unwanted remainders of barbecue starter fluids, lighter fluids, gasoline and furnace oils. • Don’t forget about water quality – even when you’re having fun. ➢ Power boats can pollute the water through gasoline leaks and spills. Consider using a sailboat, rowboat, canoe or kayak. If you use a powerboat, keep the engine in good repair to avoid leaking oil, gasoline and solvents. ➢ If you have a cottage, make sure you have a proper sewage disposal system – a properly maintained holding tank is best. ➢ While backwoods camping, always bury biodegradable waste at least 60m (200 ft.) from any water source. Use only biodegradable soaps and take all your garbage, even your biodegradable garbage, with you for proper disposal. • Take further action – There is more you can do! ➢ River of Words Read up on environmental issues. Angelina Ooi Wei Wei, age 11 ➢ SK Convent Be willing to change your attitudes, Perak Malaysia behaviour and expectations. © River of Words 2005

Page 68 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems • Acid rain with a pH of 3.6 has 100 times the acidity of normal rain with a pH of 5.6. • In 1999, 97% of municipalities received some form of sewage treatment and secondary or tertiary treatment was provided to 78%. • Water consumption usually drops 18%-25% after a water meter is installed. • Estimates vary, but it is commonly believed that there are up to 100,000 chemicals in commercial use worldwide. • One litre of oil can contaminate up to 2 million litres of water. • On the Prairies, irrigation is the largest consumer of water. • Approximately 10 litres of water is required to manufacture one litre of gasoline. • Approximately 1,000 kilograms of water is required to grow one kilogram of potatoes. • Approximately 300 litres of water is required to produce 1 kilogram of paper. • It takes about 215,000 litres of water to produce one metric ton of steel. • On average, 13% of municipal piped water is lost in pipeline leaks – up to 30% in some communities. • Toilets (while consuming nearly one-quarter of our municipal water supply) use over 40% more water than needed. • Many homes lose more water from leaky taps than they need for cooking and drinking. • Less than 3% of the water produced at a large municipal water treatment plant is used for drinking purposes. • Residential indoor water use in Canada: toilet – 30%; bathing and showering – 35%; laundry – 20%; kitchen and drinking – 10%; cleaning – 5%. • A 5-minute shower with a standard showerhead uses 100 litres of water. • A 5-minute shower with a low-flow showerhead uses only 35 litres of water. • During the summer, about half of all treated water is sprayed onto lawns and gardens. • A single lawn sprinkler spraying 19 litres per minute uses 50% more water in just one hour than a combination of 10 toilet flushes, two 5-minute showers, two dishwasher loads, and a full load of clothes. Environment Canada

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 69 3.8.4 Websites and Other • Waste reduction Resources • Pollution prevention 3.8.4.1 Canadian Websites • Environmentally sustainable practices • City of Winnipeg: www.winnipeg.ca/ • Household Hazardous Wastes information: waterandwaste/sewage/default.stm www.gov.mb.ca/conservation/ Information on Winnipeg’s sewage and waste pollutionprevention/hhw/introduction.html water system with usable graphics • Lake Winnipeg Stewardship Board: www. • Manitoba Water Stewardship: www.gov. lakewinnipeg.org/web/index.shtml mb.ca/waterstewardship/water_guide/resource/ Lake Winnipeg is the receiving body for the wateruse.html and http://www.gov.mb.ca/ Red River Basin. The role of the Lake Winnipeg waterstewardship/water_guide/resource/ Stewardship Board is to assist the Government watcycl2.html of Manitoba to achieve the main commitments The Manitoba Clean Water Guide, part of in the Lake Winnipeg Action Plan of reducing the Water Stewardship website, provides an phosphorus and nitrogen in the lake to pre- overview of water use and conservation in 1970 levels. The website provides some of the Manitoba. It includes: board’s findings and recommendations as well as studies on the health of Lake Winnipeg and • The Manitoba Water Quality Handbook, general facts about the lake. Protecting the Water, Sewage: www.gov. mb.ca/waterstewardship/water_guide/ • Prairie Provinces Water Board: www.mb.ec. protection/sewage.html gc.ca/water/fa01/fa01s55.en.html • The Manitoba Water Quality Handbook, Information on interprovincial water issues Protecting the Water, Household Hazardous – water quality and quantity, groundwater Waste: www.gov.mb.ca/waterstewardship/ • Environment Canada: www.ec.gc.ca/water/en/ water_guide/protection/hhprods.html info/pubs/lntwfg/e_chap3b.htm • Manitoba Water Services Board: www.gov. Topic 3 Clean Water – Life Depends on It! mb.ca/waterstewardship/mwsb/index.html Chapter 3B: Pollution – designed for teachers The Manitoba Water Services Board to provide an overview of the different ways helps rural residents develop safe and we pollute our water resources and to focus on sustainable water and/or sewage facilities by our role in actively cleaning up. development, transmission, distribution and • Environment Canada: www.ec.gc.ca/water/en/ control of water supplies; and the collection, manage/poll/e_poll.htm treatment and disposal of municipal sewage in an environmentally sustainable manner. Water pollution presented at a level students will understand – the problem, water quality • Manitoba Pollution Prevention Branch: www. pollutants, effects of pollution, controlling gov.mb.ca/conservation/pollutionprevention/ water pollution, groundwater pollution. Good wateruse/ reproducible graphics. Information on water use and treatment with • Environment Canada: www.ec.gc.ca/water/en/ special focus on conservation of water. The manage/qual/e_qual.htm Pollution Prevention Branch of Manitoba Conservation promotes environmental Water quality information and suggestions for protection, from control and remediation to reducing and eliminating water pollution. prevention. The Branch manages The Waste • Environment Canada: http://www. Reduction and Prevention Act and promotes waterquality.ec.gc.ca/EN/navigation/3351.htm practices that avoid the creation of waste and pollutants at source. The Branch is active in Resource information on water quality issues. several areas: The Schools and Kids section provides a

Page 70 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems number of good links – one has instructions workshop at their school. Teachers attending on how to create a watershed model. the workshop receive the teacher’s guide and more. • Canadian Council of Ministers of the Environment: www.ccme.ca/initiatives/water. html 3.8.5 Activities The Source to Tap section of the website For more information on the following activities provides information and illustrations about consult Chapter 4: Activities. protecting Canada’s drinking water quality. Find out how and why governments across • 4.8.1.1: What’s Up in the Environment the country work in the areas of research, – Contaminated Water monitoring and guidelines. • 4.8.1.2: Manitoba Waterways Project – local water monitoring site for your use 3.8.4.2 Other Websites • 4.8.1.3: The Globe Teachers Guide – Hydrology Chapter – activities to investigate • Give Water a Hand: www.uwex.edu/erc/gwah/ water quality, including: Water Walk, Give Water a Hand is national watershed Model a Catchment Basin, Practising Your education program designed to involve young Protocols, Water Detectives, pH Game, people in local environmental service projects. Modelling Your Water Balance Using the Give Water a Hand Action Guide, • 4.8.2.1: Watershed Models – create a model your class can plan a community service and demonstrate pollution sources project to protect and improve water resources. Give Water a Hand program activities are • 4.8.2.2: Consult the Province of Manitoba presented in two publications – the Youth website for a list of hazardous materials, Action Guide and the Leader Guidebook (for then see how many of these are found teachers). These easy-to-follow illustrated in your home or school, design a plan guides show how to organize and carry out to eliminate and properly dispose of the effective action-oriented projects. hazardous materials • Water Science for Schools, United States • 4.8.2.3: Organize a hazardous waste disposal Geological Survey: http://ga.water.usgs.gov/ day at your school, design a plan to educate edu/waterquality.html students and the community on proper disposal of hazardous materials Information, graphics and definitions on water quality issues. The water quality section is part of a bigger website on water issues specifically designed for schools. The site also includes an activity area suitable for classrooms.

3.8.3 Other Resources • Fort Whyte’s Slow the Flow Water Education Program: (204) 989-8358 or programs@ fortwhyte.org A curriculum resource package for middle years, includes a binder consisting of six units, 15 lessons and over 35 pages of reproducible student activity sheets. The Sailing on a Sunny Day program educates students on water use and Amber M. Todd, age 12 Great Expectations School conservation. Teachers can book a free lunch Grand Marais, Minnesota hour or after school Slow the Flow introductory © River of Words 2005

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 71 • 4.8.2.4: Examine your local waste water • 5.2.2: Local creek or river – test for water treatment facility and determine the degree quality on the tributaries and in the creek, of treatment and write a report on possible what accounts for changes, design a process improvements to the system to eliminate problems in water quality; map the local creek and design the ideal • 4.8.2.5: Water Monitoring – get involved in landscape along the creek that will allow for monitoring water quality in your local lake a healthy stream and water quality or river • 5.2.4: Contact your local waste water treatment facility for a tour and have the 3.8.5 Field Trips class use the design process to improve the local treatment facility The following field trips relate to the Waste Water and Water Pollution portion of the curriculum unit. You can find details for these programs in Chapter 5. • 5.1.13: Fort Whyte Centre Blue Planet Program • 5.1.12: Lake Winnipeg at Grand Beach – can be a self-led or interpreter-led program (see Activities 4.8.2.6) • 5.1.14: Oak Hammock Marsh Interpretive Centre – Wetland Ecology • 5.2.1: Schoolyard – do an audit of your school grounds to see what may pollute water, trace any potential pollutants from the grounds to the nearest water body, design a process to Grand Beach Interpreters demonstrate point and non point eliminate the problem areas source pollution.

Testing Lake Winnipeg water quality at Grand Beach.

Page 72 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems 3.9 Water Management 3.9.3 Overview Refresher and Problem Solving Our history is tied to these waters. Our continued reliance on fishing, trapping 3.9.1 Curriculum Outcomes and hunting and our desire to do so 8-4-18: Identify environmental, social and is dependent on these waters. economic factors that should be considered in Our future is based on these waters... the management of water resources. Examples: Any threat to such waters poses ecosystem preservation, employment, recreation, a direct threat to our survival. industrial growth, water quality (GLO: B5, D5) B.G. Cheechoo, 8-4-19: Use the design process to develop a Grand Chief of the Nishnawbe-Aski Nation. system to solve a water-related problem. Inquiry on Federal Water Policy, 1984 (GLO: B2, B3, C3, D5) Water management and problem solving can be a complex issue. Because water knows 3.9.2 Definitions no boundaries, its management can include CEC: The Manitoba Clean Environment international and interprovincial negotiations Commission is an arm’s-length provincial and the three levels of government – federal, agency that facilitates public involvement provincial and municipal. There are also many in environmental matters and offers advice boards and government agencies that play a and recommendations to the Minister of role in water management such as the Manitoba Conservation on environmental issues, project Clean Environment Commission, Prairie approvals and environmental licenses. The Provinces Water Board and the International CEC works in four areas: public hearings, issues Joint Commission. investigations, environmental mediation and Regardless of which government(s) is (are) public education. The CEC attempts to strike responsible for the management and problem a balance between environmental stewardship solving around a specific water issue, it must and economic development. consider many factors when making decisions Ecosystem-Based Management: A about water. management practice and philosophy aimed at selecting, maintaining and enhancing the ecological integrity of an ecosystem. An important component is the maintenance of ecological structures and processes within the ecosystem. Exotic species: A species that is accidentally or intentionally introduced into habitats where it is not naturally found. Externalities: When a company or proponent considers the cost of a project but does not include all costs such as treating their wastes, the treatment of wastes becomes an “externality”. These are hidden costs not always borne by the company or proponent but often forced on society as a whole. Site Plan “3 Forks” E. “Jackson” Darham, age 14 Homeschool Bozeman, Montana © River of Words 2005

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 73 Because governments are supposed to represent In Canada, because of our abundance of water, all the parts of society they must listen to all there is also the issue of water sovereignty – the stakeholders or segments of society that who has rights to the water in Canada? Can it have an interest in how water is managed. These be privatized and sold as a commodity or stakeholders can include: exported to the United States and Mexico under Free Trade? • farmers and ranchers • landowners adjacent to water bodies “The wars of the twenty-first century • industries that use water – such as pulp and will be fought over water” paper, potato processing plants, commercial Chairs of the World Bank and fishers World Water Commission, 1999 • recreational users – such as anglers, boaters, canoeists, lodge operators, resort towns Whose Jurisdiction? • conservation and environmental groups concerned about water Water helped ancient man learn • business organizations that may be those first lessons about the rights of others affected such as a chamber of commerce and responsibility to a larger society… or union group It became part of the moral and mental legacy parents passed on to their children. • other governments and branches responsible for some aspect of water such as M. Meyer, Water in the Hispanic Southwest • Manitoba Water Stewardship In Canada, provincial governments are • Manitoba Floodway Authority responsible for the primary management • Manitoba Fisheries and protection of water resources. Provincial governments delegate some authority to • Canadian Department of Fisheries and municipalities, such as drinking water treatment Oceans and distribution, and waste water treatment • Municipal governments affected by water in urban areas. The federal government is management decisions such as flooding, responsible for conservation and protection of water treatment and waste water disposal oceans, fisheries, international boundary waters, water on federal lands like national parks or First • Manitoba Parks and Natural Areas that Nation communities and navigable waters such manage areas where water bodies are as the Red River. located Within the provincial government, Manitoba • You and me – the average citizen – we all use Water Stewardship is responsible for the overall water and should care how it is managed management of our water. Some of the areas When it comes to water there are many they work in are: management issues you can explore: • water planning and development • watershed protection and management • river forecasting and flood damage reduction • flooding and flood protection • water supply management • drinking water protection and water • water quality conservation • groundwater • waste water treatment and pollution • drinking water • water licensing

Page 74 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems • water control infrastructure Factors in Managing Water • fish – habitat, commercial/domestic/ No matter what the water management issue recreational fishing is, there are three factors that managers (the government body that is responsible for • Manitoba Water Services Board – assists that aspect of water) must keep in balance rural residents develop safe and sustainable – environmental protection, social concerns drinking water and waste water facilities and economic factors. For example, the expansion of the Red River Floodway had to have a licence from the Government of Manitoba before it could proceed. The government asks the Manitoba Clean Environment Commission (CEC) to review all the concerns regarding the environmental, social and economic factors of expanding the floodway. The CEC held public hearings where stakeholders brought their concerns regarding environmental, social or economic factors. The CEC then made recommendations to the government on how to balance the three different factors. Based on the CEC recommendations, the government issued a licence allowing the floodway project to proceed, but putting in place protections for concerns raised. One of the environmental concerns raised was the issue of groundwater pollution – would deepening the floodway channel cause problems with groundwater and therefore, local wells and drinking water? Another environmental concern was erosion along the river north of Lockport where the floodway empties back into the river.

Spring Time A social concern was the balance between Elizabeth Elaine Au, age 13 protecting people and businesses in Winnipeg Simply Art Hong Kong, China from floods while not causing more damage © River of Words 2005 to those living and working south of the floodway, in St. Adolphe and Grande Pointe, as a result of the floodway operation. Another Not only governments but also communities, balancing act for social concerns is the issue businesses and industries, and each individual of recreation along the floodway. While some citizen, are ultimately responsible for the care 100 recreational organizations proposed the and protection of our water. floodway be used for recreational activities, the residents who live along the floodway are concerned about recreation users causing The cure for anything is salt water – problems like vandalism. sweat, tears or the sea. Rabindranath Tagore, Bengali poet and novelist

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 75 An economic concern was the cost of replacing the CEC makes recommendations to the the six highway bridges and five railway bridges government on how to take care of or balance that cross the floodway. On average, one the concerns. The government then either bridge can cost $16 million. Who would pay accepts or rejects the recommendations. To view for the bridges and how many would need to the final report of the CEC on the floodway be replaced? Another economic concern was expansion project, go to: www.cecmanitoba. compensation for those flooded due to operation ca/files/RRFEPreport.pdf of the floodway. In the end the CEC must hear all the concerns brought forward by the stakeholders and try to When the well is dry, we learn the worth of water. provide a fair solution to issues raised keeping in Benjamin Franklin balance the environmental, social and economic factors. Once they complete the hearing,

A Drop of the World Mackenzie Binger, age 11 Jackson Hole Middle School Jackson, Wyoming © River of Words 2005

Page 76 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems • The provinces have the primary responsibility for managing water within their boundaries. • The federal government has direct responsibility for navigation and fisheries. Water on federal lands (e.g., national parks), in the territories and on the reserves of Canada’s aboriginal peoples falls under federal jurisdiction. The federal government also has responsibility for boundary and transboundary waters. • Shared federal-provincial responsibilities include interprovincial water issues, agriculture, significant national water issues, and health • There are over 4,000 municipalities in Canada, most with the responsibilities for delivery of water supply and waste water treatment at the community level. • Many rivers and some of the largest lakes in the world lie along, or flow across, the border between the United States and Canada. The International Joint Commission (IJC) assists governments in finding solutions to problems in these waters. • The 1909 Boundary Waters Treaty established the IJC, which has six members. Three are appointed by the President of the United States, with the advice and approval of the Senate, and three are appointed by the Governor in Council of Canada, on the advice of the Prime Minister. The Commissioners must follow the Treaty as they try to prevent or resolve disputes. They must act impartially, in reviewing problems and deciding on issues, rather than representing the views of their respective governments. • The IJC has set up more than 20 boards, made up of experts from the United States and Canada, to help it carry out its responsibilities. Environment Canada

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 77 3.9.4 Websites and Other background information on current water Resources issues such as the Devils Lake Diversion Project and pollution of the Great Lakes. The 3.9.4.1 Canadian Websites Blue Planet Project is an international effort begun by The Council of Canadians to • Manitoba Water Stewardship: www.gov.mb.ca/ protect the world’s fresh water from trade waterstewardship/water_guide/resource/ and privatization. wateruse.html and http://www.gov.mb.ca/ • International Joint Commission: www.ijc.org waterstewardship/water_guide/resource/ watcycl2.html The International Joint Commission prevents and resolves disputes between The Manitoba Clean Water Guide, part of the United States of America and Canada the Water Stewardship website, provides an under the 1909 Boundary Waters Treaty and overview of water use and conservation in pursues the common good of both countries Manitoba. as an independent and objective advisor to • Manitoba Clean Environment Commission the two governments. report on the Red River Floodway Expansion: www.cecmanitoba.ca/files/RRFEPreport.pdf 3.9.4.2 Other Websites The final report of the CEC provides • Red River Basin Commission: www. background information on the floodway redriverbasincommission.org and the expansion project including final recommendations to the government. The Red River Basin Commission works together with residents, organizations • Lake Winnipeg Stewardship Board: www. and governments to achieve basin-wide lakewinnipeg.org/web/index.shtml commitment to comprehensive integrated Lake Winnipeg is the receiving body for watershed stewardship and management. the Red River Basin. The role of the Lake Winnipeg Stewardship Board is to assist the Government of Manitoba to achieve the main 3.9.4.3 Other Resources commitments in the Lake Winnipeg Action • Fort Whyte’s Slow the Flow Water Education Plan of reducing phosphorus and nitrogen Program: (204) 989-8358 or programs@ in the lake to pre-1970 levels. The website fortwhyte.org provides some of the board’s findings and recommendations as well as studies on the A curriculum resource package for middle health of Lake Winnipeg and general facts years, includes a binder consisting of six about the lake. units, 15 lessons and over 35 pages of reproducible student activity sheets. The • Canadian Council of Ministers of the program educates students on water use Environment: www.ccme.ca/initiatives/water. and conservation. Teachers can book a free html lunch hour or after school Slow the Flow The Source to Tap section of the website introductory workshop at their school. provides information and illustrations about Teachers attending the workshop receive the protecting Canada’s drinking water quality. teacher’s guide and more. Find out how and why governments across the country work in the areas of research, monitoring and guidelines. 3.9.5 Activities • Council of Canadians:www.canadians.org For more information on the following activities consult Chapter 4: Activities. The Council of Canadians is a citizens’ watchdog organization, with chapters across • 4.9.1.1: What’s Up in the Environment the country. The Council lobbies Members of – Contaminated Water Parliament, conducts research, and runs • 4.9.1.2: Quagmire – Clean Nova Scotia – national campaigns aimed at putting some of students act out roles of various stakeholders the country’s most important issues such as water into the spotlight. The website provides

Page 78 RED RIVER BASIN – WATER SYSTEMS 3 Water Systems • 4.9.1.3: Community Sleuth – Manitoba • 5.2.2: Local creek or river – test for water Fisheries – students explore community quality on the tributaries and in the creek, opinions design a process to eliminate problems in water quality; students find and map examples • 4.9.1.4: The EBM Team – Manitoba Fisheries of erosion and deposition on creek, find out – Ecosystem-Based Management if these are part of the natural process or • 4.9.2.1: Students visit the CEC site to accelerated by human activity, design methods find out what recommendations it made to prevent accelerated erosion, map the local regarding the floodway and environmental, creek and design the ideal landscape along social and economic concerns the creek that will allow for a healthy stream and water quality, and compile a list of what • 4.9.2.2: Students make a list of all the environmental, social and economic factors stakeholders to be consulted when it comes need to be considered to water management and problem solving for the Red River on a variety of issues • 5.2.4: Local waste water system • 4.9.2.3: Use the design process to address • 5.2.5: Well water specific issues • 4.9.2.4: Marcie’s Story

3.9.6 Field Trips The following field trips relate to the Water Management and Problem Solving portion of the curriculum unit. You can find details for these programs in Chapter 5. • 5.1.3: Forgotten Forest Self-guiding Trail, Fort Dufferin – teacher-led activity Elders share the First Nations view of water on a field trip to Roseau River. • 5.1.4: Niibii Program, Roseau River First Nations • 5.1.6: St. Adolphe – teacher-led activity • 5.1.7: Floodway South Gate • 5.1.10: Lockport at Kenosewun Museum grounds – teacher-led activity • 5.1.11: Floodway North Gate – Manitoba Floodway Authority • 5.1.12: Lake Winnipeg at Grand Beach • 5.1.13: Fort Whyte Centre Blue Planet Program At the Red River Valley Floods Interpretive Centre students design flood-proofing techniques. • 5.1.14: Oak Hammock Marsh Interpretive Centre – Wetland Ecology • 5.2.1: Schoolyard – students demonstrate effectiveness of designs to prevent flooding using your watershed model; do an audit of your school grounds to see what may pollute water, trace any potential pollutants from the grounds to the nearest water body, design a process to eliminate the problem areas Grand Beach Interpreters discuss how managing the Red River Basin impacts on the quality of Lake Winnipeg.

3 Water Systems RED RIVER BASIN – WATER SYSTEMS Page 79 4.0 Activities

4.1 Introduction each topic chapter. Some activities are provided in full here in the guide, while others are found on websites with links provided. Copy pages are The Activities chapter is designed to provide provided here for your convenience. you with classroom and field activities to assist teaching each curriculum outcome topic. A matrix of activities matched to outcomes The Activities chapter is an expansion of the is provided. activities information provided at the end of

Activity/ Water Watersheds Erosion Flooding Flood Drinking Waste Water/ Management/ Outcome Cycle Mitigation Water Pollution Problem Solving 4.2.1.1 X 4.2.1.2 X 4.2.2.1 X 4.2.2.2 X 4.3.1.1 X X X 4.3.1.2 X X X 4.3.1.3 X X X X 4.3.1.4 X X X X 4.3.1.5 X 4.3.1.6 X X 4.3.1.7 X 4.3.2.1 X X X X X X X 4.3.2.2 X X X X X X X 4.3.2.3 X X X X X X 4.4.1.1 X X 4.4.2.1 X X X 4.4.2.2 X X X 4.4.2.3 X 4.5.1.1 X X X 4.5.1.2 X X X X 4.5.1.3 X X 4.5.1.4 X X X 4.5.1.5 X X X X 4.5.1.6 X X X 4.5.1.7 X X X 4.5.2.1 X X X X X X 4.5.2.2 X X X 4.5.2.3 X X X X X X 4.6.1.1 X X X 4.6.1.2 X X X 4.6.1.3 X X X 4.6.1.4 X X X X 4.6.1.5 X X X 4.6.1.6 X X X 4.6.2.1 X X X X X X

Page 80 RED RIVER BASIN – WATER SYSTEMS 4 Activity Activity/ Water Watersheds Erosion Flooding Flood Drinking Waste Water/ Management/ Outcome Cycle Mitigation Water Pollution Problem Solving 4.7.1.1 XX 4.7.1.2 X X X X 4.7.1.3 XX X 4.7.2.1 XX X 4.7.2.2 XX X 4.7.2.3 XX X 4.7.2.4 XX X 4.8.1.1 X X X X 4.8.1.2 XX 4.8.1.3 X X X X 4.8.2.1 X X X X X X X 4.8.2.2 XX 4.8.2.3 XX 4.8.2.4 XX 4.8.2.5 XX 4.8.2.6 X X X X X X 4.9.1.1 X X X X 4.9.1.2 X X X X 4.9.1.3 X X X X X 4.9.1.4 X X X 4.9.2.1 X X X X X 4.9.2.2 X X X X X X X 4.9.2.3 X X X X X X X 4.9.2.4 X X X X X X

4 Activity RED RIVER BASIN – WATER SYSTEMS Page 81 4.2.2 Additional Classroom and 4.2 Water Cycle Field Activities 4.2.1 Web-Based Activities 4.2.2.1: Label Water Cycle Diagram – see following pages 4.2.1.1: Water: A Never-Ending Story 4.2.2.2: Water Cycle Adventure Script – see • http://www-k12.atmos.washington.edu/k12/ following pages pilot/water_cycle/teacherpage.html • by Carl Gaddis, Aki Kurose and Jan Tillotson • Excellent lesson plans that investigate the continuous movement of water from ocean to air and land then back to the ocean as you explore evaporation, condensation and precipitation through a variety of classroom activities and discussions. 4.2.1.2: Red River and You Institute • Lesson Plans www.tri-college.org/watershed/ teachedu.htm • The Incredible Journey by Ginger Dietz (2003) • describes the movement of water within the water cycle • Old Water by Ginger Dietz (2003) • students appreciate the age of water

Page 82 RED RIVER BASIN – WATER SYSTEMS 4 Activity 4.2.2.1 Label Water Cycle Diagram particles of dust in the air. When it condenses it becomes a liquid again or turns directly into The global water cycle or hydrologic cycle is a solid (ice, hail or snow). These water particles the naturally occurring, solar-driven cycle then collect and form clouds. that moves water between the atmosphere and terrestrial, aquatic, or ocean environments. Precipitation: Precipitation in the form of rain, Components of the water cycle are evaporation, snow and hail comes from clouds. Clouds move transpiration, condensation, precipitation, around the world, propelled by air currents. percolation and runoff. Label the Water Cycle For instance, when they rise over mountain diagram using the following components of ranges, they cool, becoming so saturated with the cycle. water that water begins to fall as rain, snow or hail, depending on the temperature of the Evaporation: As water is heated by the sun, its surrounding air. surface molecules become sufficiently energized to break free of the attractive force binding them Runoff: Excessive rain or snowmelt can produce together, and then evaporate and rise as invisible overland flow to creeks and ditches. Runoff is vapour in the atmosphere. visible flow of water in rivers, creeks and lakes as the water stored in the basin drains out. Transpiration: Water vapour is emitted from plant leaves by a process called transpiration. Percolation: Some precipitation and snowmelt Every day an actively growing plant transpires moves downwards, percolates or infiltrates the five to 10 times as much water as it can hold earth through cracks, joints and pores in soil at once. and rocks until it reaches the water table where it becomes groundwater. Condensation: As water vapour rises, it cools and eventually condenses, usually on tiny

The Water Cycle (The Hydrologic Cycle)

Trees

4 Activity RED RIVER BASIN – WATER SYSTEMS Page 83 4.2.2.2 Water Cycle Script Water Vapour 1: Water vapour? Water Vapour 2: It’s water, but it’s a gas. You’ve Water Cycle Adventure evaporated and turned into a gas – and so have I. Adapted from EnchantedLearning.com, this is Let’s fly! a 10-minute play where students read the script Water Vapour 1: Hey cool! Let’s form a crowd. that takes them through the water cycle. There Water Vapour 2: I think you mean a cloud, not are 19 characters and students can easily play crowd. Okay, let’s condense. more than one part. An additional activity is to Water Vapour 1: What does that mean? have students take the basic script and revise it into their own words. Water Vapour 2: Condensing means that we’ll change back into a liquid – water, of course. List of Characters: Then we’ll be part of the cloud. Sun (who is also Cloud: Okay, now we’re hanging in this big dark the narrator) cloud. Can you steer this thing? Let’s fly over Ocean water drop 1 the land and watch the antelope play. Hey, check Ocean water drop 2 out those mountains! Oh, I’m feeling heavy and cold. I think I’m going to snow! Water vapour 1 Water vapour 2 Snowflake 1: Hey, what’s got six arms and there’s Cloud snowflake nothing exactly like it in the whole world? Glacier ice 1 Snowflake 2: Me – I’m soooo special. You, too, I Glacier ice 2 guess. We’re both a couple of flakes. Hey, where Stream water 1 are you going now? Stream water 2 Snowflake 1: I can’t stop falling. You’re falling River water 1 too. Now where are we going? River water 2 Snowflake 2: Down. Reservoir water 1 Reservoir water 2 Snowflake 1: Thanks. I knew that. It looks like Tap water 1 we’re taking a trip to the mountains. I’ve always Tap water 2 wanted to ski. Water in drainpipe Snowflake 2: Brrr, it looks like we’re stuck on a Sewage processing plant glacier. I wonder why they’re called rivers of ice? Glacier Ice 1: Hey, I’m getting crushed here, move over. Ugh! This is a little too close for comfort. The Sun: Our story starts in the ocean. We are Ice is NOT my favourite part of the water cycle. watching two drops of water. Glacier Ice 2: Talk about slow motion. We’re Ocean water drop 1: Hey mates, it’s getting hot moving at about one foot a year. This is going here in the ocean – do you feel that? I don’t to be soooooo boring – it’s a long way to think I’m liquid anymore. I’m all light and airy! the bottom. Is that the Sun doing this? Glacier Ice 1: You’d better get used to it, we’re The Sun: I can’t help it – I’m a hottie and full of stuck in this glacier for a while. energy. That’s what I do, and I do it so cool. Ocean water drop 2: Yes, you do. I’m getting dizzy and there isn’t even a whirlpool here. Oh, I feel so strange! I think I’ll just float for a while – no more swimming for me. Ocean water drop 1: Uh oh! You’re not floating in the water anymore, you’re floating in the air - you’re not a drop of water either – you’re water vapour now.

Page 84 RED RIVER BASIN – WATER SYSTEMS 4 Activity The Sun: A long, long, long time later, two very Sewage processing plant: I heard that. You have bored drops of water emerge from the bottom of come to the right place. Welcome to the sewage the glacier. With global warming that was much processing plant. I’m so amazing that I can even faster than it could have been. give bath water a bath! Just go through there Stream water 1: Wow, we’ve finally melted! now back this way. Good, now you’re all filtered and clean – just take that pipe to the river. Stream water 2: Free at last. What a change, we were practically standing still, and now we’re River water 1: Haven’t we been here before? shooting the rapids. River water 2: Yes, we’re on our way to the big Stream water 1: Watch out for that rock! And lake. Hope they’ve cleaned it up since last time that waterfall! I was there. It’s a long ride north. Then we hit the big river and go through a few hydroelectric Stream water 2: Ouch! I’ve had enough of this. stations and rapids – that’s always fun. Then it’s Can we go home now? into the Arctic Ocean. Stream water 1: We don’t have a home, we just keep going around and around. At least we’re out of the mountains. The water’s getting deeper. Ocean water drop 1: We’re finally back in the What’s going on here? ocean. You know, I’ve done this trip a million times, and every time it’s different. River water 1: You can slow down now, we’re in a river. And we’re getting warmer. Check out the Ocean water drop 2: I was well water in scenery – the prairies are pretty impressive – just Winnipeg once. a nice long ride east. Ocean water drop 1: I was in a typhoon in River water 2: I like this. Not too fast and not too Thailand twice. slow. Hey isn’t that the Golden Boy? Ocean water drop 2: I was rain in Rwanda. River water 1: Let’s go down this side stream. It Ocean water drop 1: I was snow in Siberia. looks clear and clean. Ocean water drop 2: We’ve all been snow in River water 2: Nope, we can’t go that way – Siberia. But I was in a puddle in Pakistan. can’t swim upstream. Hey, watch out for that Ocean water drop 1: I was in the lake at Lake intake pipe. Louise. Reservoir water 1: Great, we’re in a reservoir Ocean water drop 2: I was in a swamp in now. We’ll be flowing through huge pipes soon Switzerland. - I’ve been here before. Ocean water drop 1: There are no swamps Reservoir water 2: Here they are. It’s dark and in Switzerland. But a long, long time ago, spooky in these pipes. How do we get out I was sleet that fell on the snout of a of here? Tyrannosaurus Rex. Reservoir water 1: Just go with the flow. Ocean water drop 2: Showoff. I rained on a plain Tap water 1: There’s a light at the end of the tap. in Spain, where I seeped through the soil into We’re in a sink. Hey look, it is a kid brushing a cave, and was groundwater for 500 years. her teeth! Ocean water drop 1: Boooorrrrrring. Tap water 2: I hope she doesn’t drink us. It’s Sun: Hi there! It’s me again. Did you miss me? really weird when that happens; you don’t want Sure you did. to go there. Ocean water drop 1: Oh, I’m feeling hot and dizzy. Tap water 2: Whew, that was a close call. Looks like it’s down the drain for us. Hold your nose! Ocean water drop 2: Oh no, it’s starting all over again! Water in drainpipe: More dark pipes, but these pipes really smell. We must be in the sewer Ocean water drop 1: I wonder where we’ll go under the city. Boy, do I need to take a bath. this time?

4 Activity RED RIVER BASIN – WATER SYSTEMS Page 85 4.3.1.3: The Atlas of Canada 4.3 Watersheds • http://atlas.gc.ca/site/english/ 4.3.1 Web-Based Activities learningresources/lesson_plans/postermap/ index.html 4.3.1.1: What’s Up in the Environment – Watersheds • This lesson introduces teachers and students to the resources available from • www.thirteen.org/edonline/wue/water2_ the Atlas of Canada. Students will be overview.html able to analyze satellite imagery from the • Middle year students learn about watersheds Atlas’s printed Land Cover Poster-map by researching, mapping and surveying and from a related interactive map on their local watershed area. They then the website. Next, students will use the choose a body of water from within the Atlas’s interactive Terrestrial Ecozones watershed to determine its health. Along Map to collect additional information the way – students work with local officials, about the Land Cover regions. At the end site monitoring groups, and experts to of the lesson students will be required to determine the health of their chosen site. account for differences in land cover for Their findings, along with recommendations two different locations in Canada using of what works and does not work in all the information they have researched. water conservation, serve as the core of Discussion questions and evaluation ideas their student-designed public awareness are also provided. campaign! • http://atlas.gc.ca/site/english/maps/ • Excellent site – provides teachers with all the freshwater information needed • Under the Freshwater section you • See also Contaminated Water under Waste will find activities on Distribution of Water and Pollution activities Freshwater, Recreational Uses and Water Consumption. • Students can explore Drainage Patterns 4.3.1.2: Red River Basin Decision Information Maps, Groundwater Maps and Wetlands Network Maps. • www.rrbdin.org • Use the drainage basin map to zoom in on • RRBDIN is an internet-based decision your watershed. support system for the Red River Basin. • Use the water consumption maps to see RRBDIN provides a one-stop portal to how water is used in your area. information about water management within the basin. This information includes • Use the groundwater maps to see what databases, references, technical tools, percentage of people are relying on communication tools and GIS data. groundwater in your area. • Have students use the interactive maps at www.rrbdin.org/tools/mapviewer/ basinviewer.htm to view the Red River Basin, various map layers, such as ecoregions and sub-watersheds, can be added or removed from the map • Then have students create a map showing the sub-watershed they live in including water features, oil storage facilities, 1997 flood extent, water quality watch sites.

Page 86 RED RIVER BASIN – WATER SYSTEMS 4 Activity 4.3.1.4: The Globe – Teacher’s Guide – 4.3.1.6: Manitoba Education Hydrology Chapter • www.edu.gov.mb.ca/ks4/cur/science/ • www.globe.gov/tctg/tgchapter. found/5to8/8c4.pdf jsp?sectionId=143 • Where Is the Watershed? • excellent resource for teachers – set up • Use explicit instruction to introduce with a variety of activities and resource students to the concept of watersheds. materials, includes protocols for water Have students use the map, “North testing, field guides for hydrology America: Watersheds” to draw and label investigations, copy data sheets and more the major North American watersheds • Six activities include Water Walk, Model (Atlantic, Pacific, Arctic, Hudson Bay a Catchment Basin, Practising Your and Mississippi), the Continental Divide, Protocols, Water Detectives, pH Game, and the following rivers: Mackenzie, Modelling Your Water Balance Nelson, St. Lawrence, Mississippi, Red, Assiniboine, Saskatchewan and Fraser • Journey to the Sea (Hudson Bay) 4.3.1.5: Red River and You Institute Provide students with a topographical/ • Lesson Plans www.tri-college.org/ physical map of Manitoba. Have students watershed/teachedu.htm a) describe the route a pail of water would • What is a Watershed? by Ila LaChapelle take from their home community to its (2003) ultimate destination • Students create their own watershed b) trace the route that precipitation in the maps form of rainfall would take through the • Colour Me a Watershed by Jill Schmidtke natural water drainage system, starting (2003) from various points in Manitoba • Students recognize that population growth and settlement cause land 4.3.1.7: River of Words changes and analyze how land use in a watershed can affect the runoff of water • www.riverofwords.org • multidisciplinary, hands-on approach to education which nurtures students’ creative voices and an appreciation and intimate knowledge of their own watershed in a fun and creative way • Watershed Explorer curriculum educator’s guide many activities and areas of exploration, covering: birds, mapping, classroom gardening, naturalists and much more, plus lots of additional support for teaching poetry; more activities that serve the needs of urban children who often don’t have access to outdoor resources; designed to help educators assist children in discovering their “ecological address”.

4 Activity RED RIVER BASIN – WATER SYSTEMS Page 87 4.3.2 Additional Classroom and • use a pinch of cake decorations to Field Activities represent oil and gas spilled in parking lots 4.3.2.1: Watershed Models • now repeat the rain and note what happens to the flow and where the colours • Have students work in groups to create concentrate their own working model of a watershed. • See Environment Canada Pacific and Yukon • Use large pans, blocks and a large sheet Region for model instructions www.pyr. of aluminum foil or plastic to shape a ec.gc.ca/EN/IPM/ landscape with hills, ponds and a river that leads into a lake. Use a plastic pop bottle 4.3.2.2: Reprint “Educating the Community: A with holes in the bottom to recreate rain. Watershed Model Project” – see following pages As rain falls students observe how rain 4.3.2.3: Reprint “Tempting the Inner Beaver: becomes runoff and is pulled by gravity Creating a working model of a stream” – see along the contours of the land to the lowest following pages point – the river, then the lake. • Extension: To demonstrate point and non-point sources of pollution, students sprinkle the land with drink crystals and cake decorations • red crystals represent fertilizers on farm fields • orange crystals represent pesticides on farm fields • use a pile of purple crystals to represent concentrated effluent from an industrial plant • yellow crystals represent fertilizers and pesticides used on lawns in an urban centre

Page 88 RED RIVER BASIN – WATER SYSTEMS 4 Activity Educating the Community: A Watershed Model Project

Shane explains that he is standing by C.S. Perryess on a scale model of the 19,600-hectare (48,400-acre) Morro Bay water- Grade levels: 3-5 shed, built by local kids and their Subject areas: science, social studies parents. The base of the cement Key concepts: watershed science, structure is roughly 4 by 4 meters geology, geography (12 by 12 feet). Its highest peaks rise Skills: topography, framing, cement nearly one meter (three feet). work, public speaking “How many of you know what a watershed is?” Shane pauses. The Location: indoors and outdoors adults look to one another. They raise Time: 3-4 weeks eyebrows. A man in the back shrugs. A half dozen squirming kids raise t’s a Friday evening at Monarch Grove their hands to answer. “That’s right,” he says to a Elementary on California’s central second grader up front, coast. A few dozen parents and commu- “a watershed sheds, just like a duck’s feathers shed nity members mill around in the third water. It also works like a shed in your backyard: it I grade courtyard. With a bit of bravado, stores things. So, a watershed does two things. It stores a young man stands before the crowd. “Hi. I’m Shane. water and it sheds it off. What you’re looking at is a I’m in sixth grade here at Monarch, and I’d like to model of our watershed — all the land that drains thank you all for coming out to see our watershed through creeks to the Morro Bay estuary and out to model.” He is poised and comfortable in front of the the Pacific Ocean.” crowd. “We made it out of cement, so I’ll just stand Shane then helps the crowd identify local land- here on it.” He steps up onto two conical green moun- marks. People point out Hollister Peak and Cuesta tains on the far end of the model and addresses the Ridge. They locate their favorite hiking spots: Bishop’s adults. Peak, the sand spit, and the Irish Hills. Shane points s es ry Per .S. by C s aph ogr ot Ph

4 Activity Educating the Community: A Watershed Model Project Page 89 out the Morros, or Seven Sisters, “Well, we’ll put some soap on anyway.” ancient volcanic plugs that march She squirts some soap on top of each between the two valleys of the water- car. shed. He names each of them, ending “Do you all like nice green lawns?” with the area’s most photographed she asks. “We’ll need some fertilizer.” landmark, Morro Rock. Next, he steps She shakes some powdered drink mix off the model. “Let’s say I spray some through the suburbs. “Oh, and let’s rain right here.” A few people back up not forget the golf courses — they as he unrolls a garden hose and care- need lots of fertilizer.” She hops across fully sprays onto the green, cement the model. “And the farmers need hillside. “Notice. The rain goes down fertilizer to grow the food we eat.” the hills into San Bernardo Creek, She shakes a bit more on the farm- then flows into Chorro Creek, and out lands. “And,” she continues, “do any into....” Shane looks up hopefully. of you have dogs? Do you walk your A few kids up front join him, saying, dogs? And what do your dogs do on “the estuary.” their walks?” There are a few throat- He turns off the hose and moves clearings, but no real response. Maura near the highest mountains. “Now, if holds up a plastic bottle of cake sprin- I spray some rain here at the very top kles. “When dogs take walks, they of Cuesta Ridge some of the water poop!” She unscrews the lid of the flows into the headwaters of Chorro bottle. “They poop over here, and they Creek, past the prison and the college, poop over there.” She shakes sprinkles then out to the estuary. But what through the suburbs. “I bet you walk happens to the rain that falls on the your dogs on the beach! I bet you walk other side of the ridge?” them out on the sandspit, too, and out He points to the water flowing by Morro Rock.” She bounds over the over a painted blue stream, and then model, generously sprinkling as she off the backside, onto the gravel path goes. that surrounds the model. “See, that’s She uses an eyedropper to squirt a the edge of our watershed, because little motor oil on the roads, and in an right at the top of Cuesta Ridge, one imagined empty lot where somebody raindrop can flow into the Morro Bay pours his used oil instead of using the watershed, while one that falls right county’s curbside oil recycling pro- Top: Fertilizing the fields with bright next to it could go down the other red drink crystals. Bottom: Rainfall on gram. Next, she grabs the garden hose. side and into Atascadero. From there Los Osos Valley. “So,” Maura asks, “where will that it joins the Salinas River, and guess topsoil and the fertilizer go? Where will where that flows into the ocean?” the motor oil and dog poop go when it rains?” “Monterey?” somebody asks. “The estuary,” a few members of the audience say. “Yes, over a hundred miles away!” Shane lugs the “The estuary!” she repeats. She smiles and showers hose around the model, identifying all the streams by her garden-hose rainstorm onto the hills. The creeks “raining” on them. He points out sub-watersheds and run red from the fertilizer, transporting suds, soil, and the southern and eastern boundaries of the watershed. cake-sprinkle dog poops. Maura stops the storm and an He then introduces Maura, a third grader who also ugly swirl of oil rises to the bay’s surface. Topsoil set- helped build the model. tles, filling in the estuary, and a dirty stream of sudsy Maura explains how important topsoil is to the local water flows out past Morro Rock to the sea. farmers and then sifts dirt onto their fields. She asks “So,” she says, putting down the hose. “Isn’t that how many people in the crowd wash their cars. Hands the bay where you like to kayak? Isn’t that beach by the go up. rock where you like to surf?” Heads nod. A little girl in “Great,” she says. “Here’s your car, and here’s the front row kneels to point out the dog poop lining yours.” She points out two adults and skips across the the edges of the bay. model to place two toy cars in the most populated Maura looks very serious now. “What can we do to areas. “You use soap on your cars, don’t you?” She keep that from happening?” She leads the group in a looks out at the group. “On your dishes you use soap discussion that starts with leaving the detergent in the to get rid of germs, ’cause you eat off ’em, right? So, kitchen and keeping our cars in good mechanical shape. do you eat off your cars?” Maura pauses and smiles. She explains how washing our cars on the lawn will

4 Activity Educating the Community: A Watershed Model Project Page 9 0 allow the runoff to percolate into The crowd chants out, “The the soil instead of draining down the estuary!” Will takes a bow. driveway, out to the street, and down- Last, a woman who has watched hill to the estuary. The discussion from the sidelines steps out front. moves to the possibility of driving “Hi,” she says, “I’m Judy Neuhauser, our cars less, to fertilizing sparingly, 4H Watershed Project Coordinator. and taking plastic bags along while How about a round of applause for walking the family dog. She even our presenters, Shane, Maura, and demonstrates the use of the plastic Will?” The crowd applauds. Judy bags. Maura bows, accepts her ap- breaks in, “Now don’t think you’ve plause, and yields the lumpy cement seen it all tonight. The model will floor to a thin, intense boy. help the kindergartners study the “I’m Will. I’m in fourth grade, water cycle. Third graders will get a and I bet you think those farmers will Wire mesh holds the cement on the more complex look at the water cycle be out of business soon if they keep vertical edges of the model. and will study where the Chumash losing their topsoil.” Will launches villages were. They may even build into a lively discussion of riparian buffer zones, illus- some temporary villages right here where the Chumash trated with soil-catching strips of fleece laid along the lived, comparing lifestyle, resource use, and population creek banks. density now and then. Fourth graders will bring their “See how the farmers keep their soil, now that I geology study out here, mapping soil types and taking a planted that buffer zone?” he asks, “And notice how look at substrates; and fifth graders will demonstrate only a little of the dirt gets into the stream. If I hadn’t the model, as you’ve seen tonight, during their land- planted that buffer zone, where would all that soil end forms and watershed unit. up?” “It took about thirty volunteers just over three “The estuary!” the audience says. weeks to build it.” She lists all the volunteers and asks He then walks over the Morros to point to a low- for another round of applause. As the audience leaves lying piece of land near the bay. “Anyone know what’s for home and the sun sets, Judy is wresting the hose here?” Will is pointing to Chorro Flats, farmland rife from Will and Maura, who are performing a second with flooding problems for years. Recently, local agen- show for no audience at all. cies have worked together to restore a portion of the farmland to flood plain. “When they broke the levee C.S. Perryess , formerly at Monarch Grove Elementary and let Chorro Creek meander through this field,” he School, teaches English, dramatic arts, and home econom- explains, “the water slowed down and all these willows ics at Los Osos Middle School in Los Osos, California. grew in.” He slaps the soggy fleece down. “Now,” he says, sprinkling soil upriver, “the topsoil has time to The Morro Bay watershed model at Monarch Grove Elementary School stop and settle in Chorro Flats.” He digs through his was coordinated by Judy Neuhauser of the 4H Watershed Project in San Luis Obispo, California. Judy worked with at-risk high school students pocket to find a crumpled piece of paper. “Over to construct a similar model of the Arroyo Grande watershed south of 160,000 cubic yards in the last five years.” Morro Bay. An eight-minute video of their experience, The Watershed The crowd watches as Will sprays a light rain on the Project , is available from Davidson Films, 735 Tank Farm Road, Suite 210, San Luis Obispo, CA 93401, . The hills and the model works its magic. “And,” Will says, Watershed Model Construction Manual , which includes detailed building “just like the soap and the oil and the dog poop, where plans and curriculum notes, is available at the San Luis Obispo County would all that topsoil end up if the river didn’t slow 4-H Office website at .

Reprinted with permission from Green Teacher #66, Fall- Winter 2001. One year subscriptions (four issues) cost $30 (incl.GST) from: Green Teacher, 95 Robert Street, Toronto, ON M5S 2K5, (888) 804-1486, www.greenteacher.com.

4 Activity Educating the Community: A Watershed Model Project Page 91 Building a Watershed Model by C.S. Perryess

A project such as the Morro Bay watershed model requires the model will inspire previously unthought-of applications. administrative approval and sufficient open space on the Might it help in the study of slope, gravity, physics, local school grounds. If your school ground space is limited, vegetation patterns, measurement? Time — and engaged consider building the model in partnership with a local students and teachers — will tell. park. Alternatively, a smaller model can be constructed The following outlines the basic materials and proce- using architectural foam board covered in papier mâché dure used in constructing the 4-by-4-meter (12-by-12-foot) and finished with a few coats of polyurethane. The proto- Morro Bay watershed model. type for the Morro Bay model was a nearly- Materials: 20 rigid 2-inch foam boards with portable model built on a 4-by-4-foot piece of plastic or foil backing, 2-by-6-inch framing ¾-inch plywood. Such a model can provide a boards for the perimeter; sand and gravel or similar educational function. We found, how- decomposed granite; rebar; chicken wire; 1 cu- ever, that finding storage space for our smaller bic meter (30 cubic feet) of cement; 7.5 liters model was actually more challenging than add- (2 gallons) concrete glue; cement dye ing the larger model as a permanent feature on the school grounds. Procedure: The cost of materials for a large model can 1. Identify the boundaries of your watershed mount up, but we found local contractors and and mark them on a topographical map. hardware stores who were excited to support 2. Determine a scale that will work for the to- the project — including a contractor who pography and area of your watershed and the loaned us his cement mixer. The cost of the size of the site you have available for the model (the Morro Bay model was just under $1,500. Such an expense 48,400-acre/19,600-hectare Morro Bay watershed trans- would have been out of the question for an isolated one- lated well into a 12-by-12-foot/4-by-4-meter model). It is time project for one class, but because the model is per- wise to accentuate hills and mountains to ensure that land- manent and available for various curricular ties, we con- marks are recognizable and that water will run off. Do this sidered it money well spent. As time passes, we imagine continued next page

The 12-by-12-foot schoolyard model of the Morro Bay watershed in California was constructed from layers of Styrofoam insulation assembled on a foundation of crushed granite and covered in cement and stucco. The vertical scale was exaggerated by a factor of three to ensure functional runoff and make landmarks easier to identify. Volunteers as young as three donned rubber gloves to smooth and color the mountains and valleys with dyed stucco.

4 Activity Educating the Community: A Watershed Model Project Page 9 2 continued from previous page by working on a larger scale vertically than horizontally. layer. Pin the insulation pieces to one another by pushing For example, the Morro Bay model represents landforms nails from one level into the next. ranging from an elevation of 730 meters (2,400 feet) down 5. Place the assembled foam pieces on the site, pinning to sea level. Its vertical scale is three times its horizontal the bottom piece into the sand with nails. If your water- scale. Landmarks are easy to identify and it functions bet- shed has landforms so flat that they do not appear on your ter as a runoff model than it would without the vertical lowest contour lines, use thinner foam or shape the sand exaggeration. We used one 2-inch layer to represent every itself to represent these finer points. 60 meters (200 feet) of elevation, but this ratio should be adjusted to the to- 6. Cover the model with cement, filling pography of your watershed. For exam- in the stair steps of the foam layers to ple, in a fairly flat watershed the fea- create smooth hills. To ensure that wa- tures will be more recognizable and the ter will flow where it is supposed to, drainage improved by using one layer make sure that exuberant volunteers do of foam for every 30 meters (100 feet) not fill in gullies, near-flat valleys, and of elevation. any other subtle water flow areas. These areas must be shaped carefully to cre- 3. Stake your site and lay 2-by-6-inch ate slightly accentuated divets where boards as cement forms along its pe- the streams will flow. Run chicken wire rimeter. Inside the perimeter, dig an area around the vertical edges of the model, for a footing approximately 30 pinning it to the foam with nails. Spread centimeters (1 foot) wide and 10-13 cement onto the mesh. centimeters (4-5 inches) deep, reinforce with rebar, and pour cement. Check for Topographical lines traced onto trans- 7. When the first coat of cement is dry, parencies are then projected onto foam level, and scree (scratch) the surface of check the model for runoff and identify boards. the cement before it dries (if your wa- areas that need special care. Then add tershed is relatively flat, consider “level” to be a slope a thin second coat of cement, being certain to cover any that is 10-15 centimeters/4-6 inches higher at the top of still-exposed foam and taking special care with the prob- the watershed than at the outflow). Inside the footing, lems, if any, identified during the runoff test. Cement any lay down crushed granite or construction-grade sand as a landmark rocks into the appropriate landforms. Conduct base for the model, again grading from the top of the another runoff test after the second coat of cement has watershed to the outflow to accentuate the vertical di- dried, again identifying areas for special care. mension. 8. Add a stucco coat (no gravel in the mix). Again, smooth 4. Transfer a topographical map of your watershed to a it on by hand, being sure not to cover landmark rocks. transparency. Project the transparency onto 2-inch foam Check runoff once the stucco has dried. insulation boards and use a marker to trace each contour 9. Finish with a thin coat of stucco that is mixed with ce- line onto the foam, beginning with the lowest elevation. ment dye to approximate local colors. We used an orangey Cut along the lines with a jigsaw. It will be easier to posi- tan for grasslands and a green for scrub areas and riparian tion the layers after they have been cut if you trace the corridors. Apply the color just as you did the first coat of next-highest elevation line on each piece of foam. For stucco. To obtain a mottled, more natural effect, mix a example, when tracing and cutting out the 60-meter layer wet slurry of slightly darker and/or lighter color to sponge of a 240-meter hill, trace the next highest contour (90- randomly over the original color coat. Finally, paint in the meter or 120-meter, depending on your interval) on the riverways, streams, bays and such with blue-dyed stucco. same piece of foam as a guideline for placing the next

4 Activity Educating the Community: A Watershed Model Project Page 93 A Working Model of a Stream This simple, easy-to-create model helps children understand stream dynamics and the impact of human activities on water quality by William F. Hammond tion of personal experience, it can be difficult to Grade levels: 2-5 interest them in learning Subject areas: science, about streams and water ecology issues In an ever more urbanized environment Key concepts: watershed, we must find new ways to riparian zone, runoff, create the “Velcro for the erosion, point-source mind” — experiences that pollution stimulate children to want Skills: experimenting, to learn about streams, observing, predicting, rivers, lakes, and estuaries. manipulating materials Location: outdoors or Schoolyard indoors explorations One way to begin to en- s there gage children in stream anything studies is to go on a mini more cap- field trip to investigate tivating to how water flows on the I children of school grounds and in the any age than a stream of local neighborhood (this running water? Children may also be a homework will mess about for hours assignment). During or building and breaking after a heavy rain, students dams, changing the direc- can follow the flow of tion of the water, making water as it is pulled by pools, and racing floating- gravity off the school roof, leaf boats or sticks. A across sidewalks and park- stream, it seems, tempts

gan McNairn ing lots, through pipes and e the “beaverness” deep in M gutters and along curbs, our human spirit. Yet in forming puddles (mini urban neighborhoods, streams are often converted into ponds and lakes) in low spots until it finds a storm conveyances hardened with cement or rock riprap, or drain or a stream. Have students visualize where it goes even sent underground into systems of culverts that are from there: on to a bigger rive r, possibly to a lake, and out of sight and mind of children. With these changes, eventually to the ocean or back to the atmosphere as children lose powerful learning opportunities that come vapor that will condense as clouds. Tracing the flow of from exploring a local stream in a joyful, experimental water locally in this way is a first step toward under- manner. standing the concept of a watershed. We want students to learn about watersheds and stream riparian conservation. We want to enhance their appreciation of the subtle relationship of streams to the An interactive stream model landscapes through which they flow. We want them to A very successful yet simple model for learning more recognize the complex interaction between aquatic and about watershed and stream dynamics has been imple- terrestrial life that is intimately woven into the seasonal mented at the Kingfisher Environmental Interpretive rhythms of the water. Yet when children lack a founda- Centre in Enderb y, British Columbia. The model origi-

4 Activity Tempting the Inner Beaver: Creating a working model of a stream Page 94 nated when director Neil village’s bridges, homes, farms, Brookes and his staff of volun- and factories were washed out, teers were faced with the arrival the amazed and dismayed stu- of an unexpectedly large group dents were told, “Floods hap- of schoolchildren. Under pres- pen! Now, rebuild the village sure to create an additional Cement so that if a flood comes again learning station, the staff had block things won’t get washed out.” dam the idea of creating a small Spillway After being rebuilt, most of model stream in the woods the structures in the students’ adjacent to the center. Using new village withstood the next a pump and a fire hose, they Village flood. A lesson in biology was brought water from a nearby water then added as Brookes walked river and let it run off the bank intake up the little stream with a plastic of the parking lot into the mmond salmon on the end of a wire. woods. One of the volunteers As he walked, he told the story iam Ha l l i paddled home and brought W of “Salmon Ella” coming home back a children’s toy village A model dam creates a reservoir to lay her eggs, and described made of wooden blocks, along that supplies the town’s water the kind of stream bottom and with a set of toy farm animals through a PVC pipe. conditions she was searching for and fences. after her three-year journey in the Pacific Ocean. The visiting students were instructed to build a village with a bridge, a dam, a farm, a factory, and Model enhancements anything else they would like, along the banks of the Over the past ten years the model stream at the King- model stream. When they had completed their work, fisher Centre has become far more sophisticated. A after about 30 minutes, the flow was increased so that water intake pipe now flows through a dam to provide the miniature stream flooded the toy dams. As the water to the toy village. It then runs underground into

The Kingfisher Stream Model

4 Activity Tempting the Inner Beaver: Creating a working model of a stream Page 95 the stream to simulate the Explorations and village’s sewer outfall. Other additions to the site include experiments storm drains, a factory with The Kingfisher Model has an intake and outfall pipe, a terrific potential for helping variable-level dam system, students refine their concepts and models of wildlife along of streams and of land use in the stream’s wooded edges. riparian zones along stream A “good farm” has protective floodplains. Students can fencing to keep livestock out experiment to discover the of the stream, while a “bad best management practices farm” has pigs and cattle for maintaining or improving roaming freely. Bags of peb- water quality and for control- bles are used for riprap, and ling erosion, flooding, and twigs or Lincoln logs with other watershed problems. strings or small chains simu- They can try to implement late stream erosion diverters. management ideas such as Baskets made of hardware detention and retention facili- cloth and filled with gravel ties without destroying the serve as gabions for erosion natural functions of the control, stones are used as stream or turning it into check dams, and there are an urban water conveyance. trowels for digging ponds They can have fun while near the town and on the manipulating the stream with farm. dams and diversions. In doing Food coloring is used so so, students can also learn ookes r

B about the formation and that children can trace the l flow of contaminants intro- Nei operation of cut and deposi- duced to the system. It can tional banks, of deltas, gravel be put into the village’s water beds, rapids, waterfalls, ox- intake and traced to the bows, riffles, and pools. They sewer outfall. It can be used can simulate ponds and exam- to trace runoff from roads as ine the connection between it enters storm drains on the water table and the level roadways and goes into the of the stream or reservoir village’s storm sewers. And above the dam. They can poured down the factory bring in their own toys and drain, it can be seen coming objects to use in creating new out of a downstream outflow, model stream projects. forming a plume that is eventually diluted in the stream. Making a model Children are encouraged Models similar to the one at to discuss and compare the the Kingfisher Centre can be real creeks and streams they built on school grounds, and have observed and the model even in classrooms. Outdoors, stream. They begin to under- an optimal size for a stream stand that a native stream is a model is about 5 to 7 meters very complex set of commu- long (15 to 20 feet) and nities and wildlife habitats about 1 meter (3 feet) wide, sensitive to water quality, with a slope or drop in eleva- flow rates, and temperature, tion of about 1 to 1.5 meters and that when humans (3 to 4 feet). A basic model

reconfigure a stream, many egan McNairn can be built by simply run- M of these natural values are Top: Students constructing a town, farm, and factory. ning a garden hose down an lost. Bottom: At a “bad farm” that has no riparian buffer or embankment, or by making a protective fencing, livestock wander freely into the stream and old cars rust on the bank. 4 Activity Tempting the Inner Beaver: Creating a working model of a stream Page143 96 large sloping sandbox bordered by logs, cement park- Exploratory play with a model stream cannot re- ing-lot car stops, or donated lumber. Grow cloth or place idle hours spent beside natural local creeks. How- weed fabric placed under the sand stops the sand from ever, in urban areas where this childhood experience is migrating and the weeds from growing in the sandbox. now nearly extinct, a model can stimulate thinking and For the water supply, use an ordinary garden hose with nurture the generation of questions and experiments a hose bib to control the flow. Indoors, a model can be while building children’s sense of “streamness.” built by laying construction-grade plastic sheeting over a frame of boards and filling the area with sand on a WiWilliamF.lliamF. HamHammondmond teaches ecolog y, interdisciplinary 20-degree pitch. Use your imagination and innovation studies, and marine systems at Florida Gulf Coast Uni- to adapt building materials, and invite parents to give versity in Fort Myers, Florida. advice and assistance in constructing the model The author thanks Neil Brookes and stream. the volunteer staff of the Kingfisher Interpretive Centre Society whose The Kingfisher Model work on the model stream was the has many possibilities for inspiration for this article. They can making learning authentic be contacted at: Kingfisher Interpre- tive Centre Society, 2550 Mabel and experiential. It has Lake Road, Enderby, BC V0E 1V5. been used as an interactive stream model with partici- Resources pants ranging from pre- British Columbia Ministry of schoolers who just need Environment, Lands, and Parks. Stewardship of the Water of British exploratory time to gradu- Columbia. Water Management ate students in environ- Branch, 1993. mental education who Fisheries and Oceans Canada, Nairn found that the model c Salmon Enhancement Program. The Stream Keepers’ Handbook: A helped them to conceptual- Practical Guide to Stream Care. ize the workings of larger Megan M Salmonid Enhancement Program, A “good farm” has protective fencing to keep livestock out of the 1994. stream watersheds that they stream. were studying. Friends of Environmental Education Excited by the Kingfisher Model, many teachers Society of Alberta (FEESA). Adopt A Stream . FEESA, 1993. who have attended summer institutes in environmental Leopold, Aldo. A Sand County Almanac, With Essays on Conservation education at Simon Fraser University in Vancouver are from Round River . Random House, 1966. now building model streams on their school grounds Mitchell, M.K., and W.B. Stapp, Field Manual for Water Quality Moni- using garden hoses and sandboxes. Some have pro- toring. Thomson-Shore Printers, 1991. posed that their towns install a similar model at a local Oregon Department of Fish and Wildlife. The Stream Scene: Watersheds, water park so that students can experiment before Wildlife and People . Department of Fish and Wildlife, 1990. engaging in studies of actual streams around their Project WILD. Project WILD K-12 Curriculum and Activity Guide , available to participants in Project WILD workshops. In the U.S., communities. At Florida Gulf Coast University in contact Project WILD National Office, 5555 Morningside Drive, Fort Myers, the Family Resource Center is building Suite 212, Houston, TX 77005 . In Canada, an expanded Kingfisher-type model where children contact WILD Education, Canadian Wildlife Federation, 350 Michael Cowpland Drive, Kanata, ON K2M 2W1, >. ranging in age from six months to five years can “mess about” in a learning mode. The model will include two miniature stream systems and a boardwalk through a Reprinted with permission from Green Teacher #66, Fall- forest. Winter 2001. One year subscriptions (four issues) cost $30 (incl.GST) from: Green Teacher, 95 Robert Street, Toronto, ON M5S 2K5, (888) 804-1486, www.greenteacher.com.

4 Activity Tempting the Inner Beaver: Creating a working model of a stream Page 97 4.4 Erosion 4.4.2 Additional Classroom and Field Activities 4.4.1 Web-Based Activities 4.4.2.1: In your schoolyard – use a patch of bare ground or a sand pile to demonstrate river flows, 4.4.1.1: Create a River – Manitoba Fisheries erosion and deposition – much like a water table. How does water velocity affect the erosion, does • www.gov.mb.ca/conservation/sustain/8.html elevation make a difference, how does erosion • This activity will demonstrate how water differ when the material is sand versus earth? and gravity create a river by using simple 4.4.2.2: At your local creek or river – have materials in the classroom. Students will students find and map examples of erosion identify river features that form, such as and deposition on your local creek, decide if sandbars, deltas and valleys. these part are a natural process or accelerated • Includes background information, by human activity, design methods to prevent directions, list of materials and illustrated accelerated erosion. handouts. 4.4.2.3: Sediment Quiz – see following pages

Tree at Dusk Chloe Zagar, age 13 Lakeside Middle School Seattle, Washington © River of Words 2005

Page 98 RED RIVER BASIN – WATER SYSTEMS 4 Activity 4.4.2.1 Sediment Quiz – Teacher’s Answer Key

1. The sediment cycle starts with erosion, 6. Sediment in a river can reduce the size of a followed by deposition, then finally, reservoir behind a dam. transportation. TRUE TRUE FALSE FALSE A: TRUE A: FALSE. The order is 1) erosion, 2) transportation and 3) deposition. 7. W hich of the follow ing sediment sampling methods extracts sediment by digging or 2. Analysis of sediment is an important step coring out of an exposed stream bed? in determining the sources and impacts of A. Bed-material pollutants in waterways. B. Suspended-sediment TRUE C. Bed-load FALSE D. None of the above A: TRUE A: a) 3. Sediment buildup does not cause a problem for shipping in Canada. 8. What is “sediment load”? TRUE A. The concentration of total sediment FALSE B. The concentration by kind of sediment (sand, silt or clay) A: FALSE. Many waterways must be dredged. C. The rate of flow of sediment 4. How does sediment affect fish populations? D. The total sediment transported over a Choose all that are correct. certain time period A. Sediment can carry toxic compounds. A: d) B. Sediment can cool the waters and stress some fish. 9. Environment Canada maintains a database on sediment for about 750 stations. C. High sediment concentrations can irritate fish gills. TRUE D. Sediment can bury and suffocate fish eggs. FALSE E. Sediment can protect the mucous covering A: TRUE. About 300 of these stations are of fish. currently monitored, the rest is historical data. A: a), c) and d); b) is wrong because sediment can warm the waters; e) is wrong because 10. Sediment loads are higher in Eastern Canada sediment can destroy the protective mucous than in Western Canada. covering of fish. TRUE 5. Excessive tree cutting in an area can reduce FALSE sediment flow in rivers and streams. A: FALSE. Since rivers in Eastern Canada TRUE flow mostly over bedrock, sediment loads FALSE are lighter A: FALSE. It can increase the flow of sediment.

4 Activity RED RIVER BASIN – WATER SYSTEMS Page 99 Student Copy Page Sediment Quiz

1. The sediment cycle starts with erosion, 8. What is “sediment load”? followed by deposition, then finally, A. The concentration of total sediment transportation. B. The concentration by kind of sediment TRUE FALSE (sand, silt or clay) 2. Analysis of sediment is an important step C. The rate of flow of sediment in determining the sources and impacts of D. The total sediment transported over a pollutants in waterways. certain time period TRUE FALSE 9. Environment Canada maintains a database 3. Sediment buildup does not cause a problem on sediment for about 750 stations. for shipping in Canada. TRUE FALSE TRUE FALSE 10. Sediment loads are higher in Eastern Canada 4. How does sediment affect fish populations? than in Western Canada. Choose all that are correct. TRUE FALSE A. Sediment can carry toxic compounds. B. Sediment can cool the waters and stress some fish. C. High sediment concentrations can irritate fish gills. D. Sediment can bury and suffocate fish eggs. E. Sediment can protect the mucous covering of fish.

5. Excessive tree cutting in an area can reduce sediment flow in rivers and streams. TRUE FALSE

6. Sediment in a river can reduce the size of a reservoir behind a dam. TRUE FALSE

7. W hich of the following sediment sampling methods extracts sediment by digging or coring out of an exposed stream bed? A. Bed-material B. Suspended-sediment C. Bed-load D. None of the above

Page 100 RED RIVER BASIN – WATER SYSTEMS 4 Activity 4.5.1.4: Virtual River, Geology Labs Online 4.5 Flooding • http://vcourseware5.calstatela.edu/VirtualRiver/ 4.5.1 Web-Based Activities • Here you will find two interactive exercises 4.5.1.1: Red River Basin Decision Information – River Discharge and River Flooding – designed Network to help you learn about river processes like discharge, flooding and flood frequency. • Have students use the interactive maps at Each activity requires you to make careful www.rrbdin.org/tools/mapviewer/ observations and measurements, do simple basinviewer.htm to view the Red River calculations, and answer questions about your Watershed; various map layers, such as work. A Certificate of Completion will be ecoregions and sub-watersheds, can be added available to you at the end of each activity. or removed from the map. 4.5.1.5: Flood! NOVA Online • Then have students create a map showing • www.pbs.org/wgbh/nova/teachers/ the sub-watershed they live in including and activities/2307_flood.html the extent of the 1997 flood. • Students construct a model of a river system 4.5.1.2: Red River Rising: Manitoba Floods, with dikes and wetlands, then observe the CBC Archives effects of floodwater and answer a series of questions. • http://archives.cbc.ca/ACT-1-70-670/ disasters_tragedies/manitoba_floods/ 4.5.1.6: Flash Flood educational_activities/ • http://weathereye.kgan.com/cadet/flood/index. • Excellent site where students can participate html in a variety of activities • An interactive lesson about floods, United • Explore the human response to natural States-based. Topics include identifying disaster. different types of floods, preparing for a flood, flood watches and warnings. Includes a • Examine the role of the Canada’s military teacher’s guide, student assignments and quiz. and debate its effectiveness. 4.5.1.7: Red River Valley Flood Protection • Build an earth and sandbag dike. • http://geoapp.gov.mb.ca/website/rrvfp/ • Investigate the impact of the Red River Floodway on the people of the area, and • Use the Geographic Information System (GIS) create a multimedia display explaining the data to develop a flood-proofing plan for a operation of the floodway. specific structure of your choice in the Red River Valley. The system is able to calculate the 4.5.1.3: Red River Rising: What Would You Do?, number of sandbags or cubic metres of material CBC Archives required to protect a specific structure. • http://archives.cbc.ca/294p.asp?IDCat=70&I DDos=670&ActProf=413&Nav=AvPr&IDLan =1 4.5.2 Additional Classroom and Field Activities • After viewing clips from Red River Rising, students working in small groups are asked 4.5.2.1: See “Tempting the Inner Beaver: Creating a to make a quick decision – what to take in an working model of a stream” by William F. Hammond average size suitcase if they have to evacuate under Section 4.3: Watersheds Activities during a flood. 4.5.2.2: The Flood Bowl – see following pages • Site designed for teachers, includes a variety 4.5.2.3: Marcie’s Story – see following pages of online resources

4 Activity RED RIVER BASIN – WATER SYSTEMS Page 101 4.5.2.1 The Flood Bowl 5. Begin filling the plastic with water from the hose. Flood Bowl 6. From here on, the goal is to put as much Adapted from Newton’s Apple Teacher’s Guide water as possible into the plastic without A natural flood plain is crucial to the letting any escape. You can move about in management of floodwaters. When water can any way you want to increase the capacity spread out away from the main channel of the for water. See what you learn about the force river, more water can be accommodated. If the of water. How much water can you hold? river’s flow is prevented from spreading onto the flood plain the only place for the water to go is up. An increase in water height means higher Questions: water pressure and increased damage. The following activity helps students understand 1. How does this activity compare to actual this concept. watershed problems? What are the similarities and differences?

Materials: 2. What is the best arrangement to hold the greatest amount of water? What arrangement • roll of clear plastic (poly), 6mm or thicker, requires the least effort? How deep a pool of wide enough to produce at least two 3.7m water can you create? Can you devise a way square sheets to estimate the total number of gallons you • garden hose can hold?

• water source 3. What would it take to create a better • eight or more students structure for holding more water?

1. Find a level, soft surface outdoors that is close to an outdoor water tap. Lay the plastic sheet flat on the ground. Depending on the thickness of your plastic, you may want to use two sheets to increase strength.

2. Organize students around the perimeter of the sheet so that everybody is at equal distances from each other.

3. Each student should firmly grab the plastic sheet with both hands.

4. Students should come together towards the centre to form a large bowl out of the plastic. Come together as close as possible. You can bunch up the plastic a little on your legs. There should be about 1.2m between you and the person directly across from you on the plastic sheet.

Page 102 RED RIVER BASIN – WATER SYSTEMS 4 Activity 4.5.2.2 Marcie’s Story

Marcie’s Story and Rue St. Paul Field Trip to Rue St. Paul in St. Adolphe Activities (see Section 5: Field Trips) The following activities can be used to A. From St. Adolphe Park walk the ring explore the concepts of riverbank erosion, dike north to Rue St. Paul, then down flooding, technology used to prevent what was once the street to the river. flooding, and to identify environmental, 1. Along the ring dike route look for places social and economic factors considered in the river is actively eroding the bank. management of water resources (8-4-11, We know the outside bend of rivers are 8-4-12, 8-4-13 and 8-4-18). This fieldtrip where erosion occurs and inside bends combines nicely with the south floodway are where soil tends to be deposited. and Red River Valley Floods Interpretive Predict where the riverbank might be in Centre fieldtrips to form a day trip. Together 100 years. What structures might be in the three cover much of the water unit danger between now and then? What outcomes. might be done to protect them? Weigh Begin this activity in the classroom by the costs and benefits. Is protecting reading Marcie’s Story, reviewing the those structures a good way to spend questions and planning your field trip. There money? are three sets of activities – onsite, classroom and extension. The following is a synopsis of the activities. Copy pages for the students and the teacher’s key follow.

Students take a walk along old Rue St. Paul.

4 Activity RED RIVER BASIN – WATER SYSTEMS Page 103 2. Using the air photo of the six lots on Rue B. Back in the classroom or at the site St. Paul, try to identify the lots where 1. If you were the Premier of Manitoba and the four houses were located. What had to make the decision what to do evidence can you find that people once about the four houses on Rue St. Paul, lived here? Are there any plants not what would you have done? List three native to riverbottom forest, any physical options that may have been taken and structures remaining, any indication rank them in order of preference. Provide where dikes were? a brief reason why you gave each rank. 3. Can you identify where Marcie’s house 2. Evaluate the decision to compel the was using the story and the air photo for four homeowners to sell their houses clues? There is a post on site that marks and property. Was it the best solution where her living room was to confirm to protect them from future floods? you have found the right spot. Consider the social, economic and 4. Look for the little park that once stood at environmental factors in your discussion. the end of Rue St. Paul. Estimate the size 3. Should people have the right to live of the area that slid into the river during where they want? Why or why not? the 1997 flood. What caused the bank to fail and the erosion to occur? 4. Compile a list of the precious things you would move if a flood was coming. 5. If you were archeologists 300 years in Your space is limited to the size of a blue the future, what evidence might you find recycle bin. that people once lived here? 5. Make a list of all the substances in your 6. At one point during the 1997 flood house or yard that would pollute the Marcie’s house and the other three water if washed away in a flood. How within the mini ring dike almost flooded would you store these substances if there but not from a breach of the dike. Can was a threat of a flood? you guess what might have caused that flooding? 6. What are some of the positive and negative impacts of technology, such as ring dikes or floodways, used to prevent damage from flooding?

C. Extension 1. Interview someone who lived through the 1997 Flood of the Century and write your own story about his or her experience. 2. Write a story about what it would have been like if you had lived on Rue St. Paul. Start with “I once lived on Rue St. Paul in the village of St. Adolphe…”

Page 104 RED RIVER BASIN – WATER SYSTEMS 4 Activity Marcie’s Story: Rue St. Paul

The little village of St. Adolphe has sat The St. Adolphe ring dike was topped up beside the Red River since 1812, long in preparation for the coming high water. before Manitoba became a province. It was With trucks and bulldozers they packed earth originally called Pointe Coupee, meaning on top, raising it 1.5m. It was muddy and “cut off” by floodwater. slippery – Marcie had a hard time driving up and over it to get home. Marcie and Gord Kosman lived on Rue St. Paul in St. Adolphe at the time of the 1997 Because Marcie’s house and the other flood – the one they called The Flood of the three houses were outside the ring dike, Century. They lived at the end of the street, an extension dike had been built from the just outside the village ring dike, close to the village dike to the river. But this mini ring river. It was a beautiful spot, nestled in the dike around the four houses could not be tall trees of the riverbottom forest. Marcie closed off. They could not pile the earth loved it there; it was very peaceful. along the riverbank for fear the bank would collapse from the weight of the earth and There were four families on the west end of heavy machinery. A sandbag dike would Rue St. Paul. They had to drive up and over need to be built and the high waters were the village ring dike to get to their homes getting closer. on the river side. Because of the village dike and the strip of riverbottom forest, As the water began to rise, people’s the four homes were secluded in their own generosity rose with it. All across the little haven. These were expensive homes Red River Basin students in school buses on expensive properties. One family had a arrived to lend a hand sandbagging, working swimming pool. In the evening Marcie and long hard hours to help people Gord would walk to the little park at the save their homes. Middle years and high end of the street to watch the river and look school students played an important part in for wildlife. flood protection because they could sandbag in the day when most adults were at work The thing about a flood in the Red River and they were often stronger and had more Valley is you know it is coming. Long before stamina. Many sandbag dikes would not the crest waters reach you in St. Adolphe have been built if it were not it has peaked in Grand Forks, Emerson, St. for the students. The students’ backbreaking Jean, Morris and Ste. Agathe, as it flows work protected countless homes from the north to Lake Winnipeg. floodwaters. In 1997 all the telltale signs of a big flood The call went out for people to help sandbag were present. A wet autumn in 1996 on Rue St. Paul. A busload of energetic saturated the ground. The winter was cold students arrived, along with the family and so no snow melted before spring. Four friends of those who lived on Rue St. Paul. blizzards heaped record amounts of snow on But there was a problem – no bags to make the valley. Then just as the snow began to the sandbags. With the whole Red River melt a big spring blizzard dumped enough Valley flooding it was hard to get sandbags snow to raise the water more than a metre in – there just were not enough. Marcie was the river. People across the basin knew this heartbroken when the students got back on meant a flood. It was just a question of their bus to go help at another location. how big.

4 Activity RED RIVER BASIN – WATER SYSTEMS Page 105 Days later proper sandbags arrived along For six weeks the people of St. Adolphe, with more students, family and friends. They like others from evacuated towns all worked for two days making and stacking the way to Emerson, lived in motels, thousands of sandbags. People showed their gymnasiums or with friends, waiting for generosity in many ways – bringing food and the water to recede so they could go drinks if they could home. Marcie stayed with her daughter in not sandbag. Community spirit was Winnipeg. It was hard waiting to find out if running high. your home and belongings were safe – you could not return once you were evacuated. With the dike built, the only thing left for Marcie and Gord to do was move their Looking north to Winnipeg: St. Adolphe belongings from the basement and first enclosed in ring dike during 1997 flood. floor up to the second floor in case the dike Rue St. Paul is the half circle of trees on was breached. Some of their most precious the upper left side of the village outside the belongings were packed into a semi trailer ring dike. donated by Arnold Brothers, then hauled When the evacuation order was lifted the away and stored until after the flood. people of St. Adolphe returned and found St. Adolphe’s ring dike was topped up to a their homes safe. Those who lived in Ste. height of 775.5 feet above sea level, but still Agathe to the south were not as lucky the village was evacuated, just in case. The – their town flooded. floodwater crested in St. Adolphe on May 3 at 772.5 feet.

Page 106 RED RIVER BASIN – WATER SYSTEMS 4 Activity Marcie and Gord returned home. The bidder, but not necessarily for the full value sandbag dike had held. Their home was of the house. The people who bought the okay but the yard was a mess from the earth house had to move it to another location. dike that was built so quickly. The garden After the four houses were moved, the pond Marcie had just completed was buried government came in with bulldozers and somewhere under the dike. But other than equipment to remove everything else the mess all was fine, or so they thought. – street pavement and sidewalks, hydro It wasn’t until later, when they went for a and telephone lines, basements, even the walk down to look at the river, that they swimming pool. Now you can walk down discovered the problem. On the other side the village ring dike to what was once Rue St. of the sandbag dike 100m of riverbank had Paul and never know anyone had lived there. collapsed. The little park at the end of the The riverbottom forest is creeping back. If street had slid right into the river, trees and you look very closely there are a few signs all. That bank failure doomed them. of where the homes once stood – a paving stone, a planted fruit tree – these too might The erosion of the bank meant the two disappear in time. houses closest to the river would never be safe. They could not be protected from Marcie’s house was bought by strangers who floods anymore. Any weight from a dike moved it to Kosman Boulevard inside St. might cause more erosion and the houses Adolphe’s ring dike. Marcie and Gord bought could slip into the river. That left Marcie’s another place but they never really felt like it house and her neighbour closest to the was home. They eventually sold that house ring dike. It would cost too much to try to and moved to Lac du Bonnet where they flood proof the two remaining houses so the have a home on the Winnipeg River – a river government decided to buy all four houses that does not flood because water levels are and property. The four families would have controlled by Manitoba Hydro. to move. When asked if the government buying the It took two years for everything to be four houses outside the ring dike was the settled. People across the Red River Valley best solution, Marcie said it was probably the were settling claims for compensation. best solution for flood management, but she Many people had lost their homes or wishes she could have stayed. Looking back, businesses. It was a stressful time for Marcie Marcie has some words of advice. In the and the other families. They would have to Red River Valley, before building outside a ring leave the place they loved and find a new dike, look closely at all your options and costs. house and property. Anything right beside the river can be unstable. The land is rich and good along the river so After much negotiation, the government maybe it is best to leave it for market gardens compensated Marcie and the other families and forest. by giving them money for their house and property at “fair market value” – what they would have got if they had sold the house before the flood. Often homeowners think they could get a better price than what the government offers them. Once the government bought the houses and property, the houses were sold to the highest

4 Activity RED RIVER BASIN – WATER SYSTEMS Page 107 Rue St. Paul Activities: Student Pages

From St. Adolphe Park walk the ring dike to 3. Can you identify where Marcie’s house Rue St. Paul, then down what was once the was using the story and the map for street to the river. clues? Mark your answer on the map. There is a post on site that marks where 1. As you walk along the ring dike on your her living room was to confirm you have way to Rue St. Paul look for places the found the right spot. river is actively eroding the bank – mark them on the map. We know the outside bend of rivers are where erosion occurs and inside bends are where soil tends to be deposited. Predict where the riverbank might be in 100 years. What structures might be in danger between 4. Look for the little park that once stood at now and then? What might be done the end of Rue St. Paul. Estimate the size to protect them? Weigh the costs and of the area that slid into the river during benefits. Is protecting those structures a the 1997 flood. What caused the bank to good way to spend money? fail and the erosion to occur?

5. If you were an archeologist 300 years in the future, what evidence might you find 2. Using the map of the six lots on Rue St. that people once lived here? Paul, try to identify the lots where the four houses were located – circle the numbers. What evidence can you find that people once lived here? Are there any plants not native to riverbottom forest, any physical structures remaining, any indication where dikes were? 6. At one point during the 1997 flood Marcie’s house and the other three within the mini ring dike almost flooded but not from a breach of the dike. Can you guess what might have caused that flooding?

Page 108 RED RIVER BASIN – WATER SYSTEMS 4 Activity Air Photo Map of Rue St. Paul in St. Adolphe, 2003. Which lot was Marcie’s?

4 Activity RED RIVER BASIN – WATER SYSTEMS Page 109 Rue St. Paul Activities: Teacher’s Key

A. The following activities can be done • When weighing the costs and benefits of on site. protecting the structures it may not be economical to invest a lot of money to 1. Along the ring dike route look for places save one house. But it would be worth the river is actively eroding the bank. spending large amounts of money to We know the outside bend of rivers are protect the village ring dike. Because the where erosion occurs and inside bends house sits on the edge of the village ring are where soil tends to be deposited. dike it might benefit from any erosion Predict where the riverbank might be in prevention done to protect the ring dike. 100 years. What structures might be in Or the house might need to be removed danger between now and then? What to reinforce the bank. might be done to protect them? Weigh the costs and benefits. Is protecting 2. Using the air photo of the six lots on Rue St. those structures a good way to spend Paul, try to identify the lots where the four money? houses were located. What evidence can you find that people once lived here? Are • If the river was to erode naturally it there any plants not native to riverbottom might continue to cut into the east forest, any physical structures remaining, bank just north of Rue Tache where any indication where dikes were? the remaining house sits outside the ring dike. • Marcie Kosman’s house was located on lot 4; the other houses were located in • Structures that may be undermined lots 2, 3 and 6. eventually by the natural erosion are the one house remaining outside • Evidence that people once lived here village ring dike, and the ring dike – one coniferous tree (spruce), the itself. odd paving block, planted fruit trees (plum, apple), old flower gardens • To protect them you might use with perennials spreading out, lots of bioengineering such as planting Kentucky bluegrass – the kind you plant vegetation with extensive root for a lawn, evidence of road, old dike systems to hold the soil in place behind houses, disturbance species combined with other reinforcement of plants – thistle, etc. indentations in such as rock or even concrete walls. ground from where basements were

Development of river meanders by erosion and deposition on curves

Deposition Erosion

n n o o i i it s s o o r Cross section p E e Point

D bars

Corkscrew water motion on

Curve shifts

a curve helps cause erosion outward and

and deposition n

o downstream

i t

o r

E p

Page 110 RED RIVER BASIN – WATER SYSTEMS 4 Activity 3. Identify where Marcie’s house was using 5. If you were an archeologist 300 years in the story and the air photo for clues. the future, what evidence might you find There is a post on site that marks where that people once lived here? her living room was to confirm you have • Slight indentations where the found the right spot. basements were • Marcie Kosman’s house was located on • Pieces of concrete from basement lot 4, the other houses were located on walls, floor, steps, etc. lots 2, 3 and 6. • Glass from windows 4. Look for the little park that once stood at the end of Rue St. Paul. Estimate the size • Cut lumber (wood) from doors, of the area that slid into the river during windows, structure, etc. the 1997 flood. What caused the bank to • Bricks from chimney, fireplaces, etc. fail and the erosion to occur? • Pieces of china, glass, plastic, cutlery, • Estimated size of area that slid into river etc. from items used by the residents was several metres across and 100m long. Some of the original piece that • Nails, screws, hinges, wire, etc. from slipped into the river has since eroded buildings by the flowing river. • Coins • The section that slid into the river • Former soil surface (dark, organic slipped 3m to 4m down and some layer) beneath clay fill, which contains trees on the bank were split in two. some of the items listed above and • Bank failure is caused by a number of may also show some features such as factors. The most important factor is fire pits, flower beds, posts, etc. that clay makes up the majority of the 6. At one point during the 1997 flood bank material under the soil – once Marcie’s house and the other three wet, clay becomes soft and slippery. within the mini ring dike almost flooded Water acts as a lubricant and the bank but not from a breach of the dike. Can will fail on the slip plane. The banks you guess what might have caused that all along the Red River are unstable flooding? because of the clay. Contributing to this was the weight of the houses • The snow melting within the dike and sandbags; and too little natural had nowhere to go. It was kept in by vegetation to form extensive root the dike. Emergency crews saw the systems to hold soil in place. When the potential problem and pumped the bank becomes saturated with water it melt water out. This is common with becomes heavier and is more likely to all ring dikes around towns or homes. slump down if there is a weight on it. As the snow melts it has nowhere to Slip go so it either needs to be pumped out or drained once the water on the Original position Original of mass position outside has gone down. Moving mass Slumping mass

Slide Slump

4 Activity RED RIVER BASIN – WATER SYSTEMS Page 111 B. These activities can be done on site or • Social: in the classroom. Students can work • threat to homeowners’ safety in groups or as individuals to provide from floods or bank failure if the answers. This can form part of a they stayed discussion or students can present their answers to the class. • stress and upheaval of homeowners’ lives caused by move 1. If you were the Premier of Manitoba and had to make the decision what to do • the right of people to choose about the four houses on Rue St. Paul, where to live what would you have done? List three • loss of people from community options that may have been taken and – 500 people left RM of Ritchot rank them in order of preference. Provide after 1997 a brief reason why you gave each rank. • loss of expertise from community • Options: – one of the residents on Rue St. • Buy out families and retain Paul was an accountant who did as Crown land with no future many people’s taxes in St. Adolphe development. • loss of children who attended • Leave houses there but with no school – so fewer dollars go to future protection or compensation school because of fewer students for future flooding. • Economic: • Continue to provide temporary • one-time cost of moving the flood protection and compensation families to the two houses that could safely stay. • on-going costs of providing flood protection and compensation • Build the houses up on mounds at for damages the owners’ expense. • Environmental: • Build the houses up on mounds at government expense. • removal of houses closest to bank will remove weight that • Redesign the village ring dike to causes some of the erosion and include the houses. bank failure • Remove the houses but the people • allowing the riverbottom forest still own the land. to grow back will provide greater 2. Evaluate the decision to compel the bank stability through extensive four homeowners to sell their houses root systems and property. Was it the best solution • problem of “naturalized” area now to protecting them from future floods? contains many disturbance species/ Consider the social, economic and weeds such as burdock, thistle environmental factors in your discussion. The following are just some of the factors • riverbottom forest provides much students can consider. needed wildlife habitat in an area of extensive agriculture

Page 112 RED RIVER BASIN – WATER SYSTEMS 4 Activity 3. Should people have the right to live where • products containing mercury they want? Why or why not? (includes thermometers and fluorescent lighting) • Consider some of the social, economic and environmental factors above. • proper storage – see website www.gov.mb.ca/conservation/ 4. Compile a list of the precious things you pollutionprevention/hhw/public.html would move if a flood was coming. Space is limited to the size of a blue recycle bin. • www.gov.mb.ca/waterstewardship/ water_guide/protection/hhprods.html 5. Make a list of all the substances in your house or yard that would pollute the water 6. What are some of the positive and if washed away in a flood. How would you negative impacts of technology, such as store these substances if there was a threat ring dikes or floodways, used to prevent of a flood? damage from flooding? • any hazardous wastes such flammable • Raising houses on a pad or combustible products like paint and • Pros solvents, reactive products such as pool chemicals, corrosive products like • Structure is above the design cleaners, toxic products like pesticides, flood elevation products with heavy metals in them • Flood protection may be like computers and televisions, and relatively easily upgraded but pharmaceutical products would have to be done prior to • products designated as hazardous time of flood wastes fall into 11 categories: • Good drainage of runoff, rain • batteries and snowmelt • consumer paint products • Snow will generally not accumulate as readily as on level • corrosives (such as oven cleaners and ground or in a sheltered location drain cleaners) • Ready made toboggan hill for • liquid fuels children • domestic pesticides • Good view of property and • pharmaceuticals (unused neighbourhood for security medications and hypodermic issues needles) • Cons • pressurized-flammable gas • Earth dike requires significant containers (such as propane BBQ land area tanks and single use tanks) • Sturcture is exposed to the • solvent and flammable liquids (such elements as gasoline, antifreeze and paint strippers) • Difficult access on driveway and walkways during poor weather • swimming pool chemicals conditions (snow, sleet, etc.) • consumer electrical and electronic equipment (computers, televisions)

4 Activity RED RIVER BASIN – WATER SYSTEMS Page 113 • More difficult maintenance • More snow entrapment than on conditions than on level ground an open clear site – grass cutting on a slope, • More difficult maintenance removing snow on a slope, etc. conditions than on level ground • Borrow pit filled with water – – grass cutting and snow concerns with safety of children, removal on a slope pets and livestock • If dike fails or is overtopped all • Pad upgrade once access is cut structure within the dike are off, would be extremely difficult inundated • Once dike is filled with water, removal of water is difficult and • Dike – permanent earth or structural time consuming (the longer • Pros water remains in a building the • Structures are protected to the more damage) design flood elevation • Borrow pit filled with water • Dike perimeter may be adjusted – safety concerns for children, at time of construction to pets and livestock acccommodate size of yard • Structural dike, i.e. concrete being protected retaining wall, cannot be • May be upgraded with material upgraded from inside the dike during a period of flood • Structural dike – assembly type • Structural dike does not require • Pros the excavation of a borrow pit • Dike is only erected prior to time • Cons of flood • Requires significant land area • No visual impairment • Visual impairment – living within • Does not require as much land a confined space area as conventional dike • Security issues – cannot observe • Good for smaller parcel of land, activities outside the dike i.e. residential and small business • Drainage of surface runoff sites which accumulates within the • No borrow pit dike – during floods the internal water must be pumped out • Cons • Additional expense of pumps • Cannot be upgraded and related equipment • Assembly during the spring, • Drains (culverts) through the when snow and ice are on the dike may freeze up over the concrete foundation portion of winter and not function properly the dike will be difficult – snow when required during spring and ice must be removed from runoff concrete

Page 114 RED RIVER BASIN – WATER SYSTEMS 4 Activity • Materials for the dike must • Red River Floodway be hauled from the storage • Pros site through the snow to the assembly site • Prevents widespread flooding in the City of Winnipeg • All parts for the diking system must be properly stored and • Prevents evacuation of hundreds continually accounted for, of thousands of Winnipeg missing parts may not be readily residents, as well as businesses replaced when required • Has prevented more than $8 • Landowners must be aware of billion in damages to provincial assembly procedures economy since its construction • Assembly is labour intensive and • Has protected Winnipeg from may require assistance of friends, flooding over 20 times, including family or hired help in 1997, 1996 and 1979 • Not appropriate for farmyards or • Prevents significant social, large businesses emotional and economic hardships for the residents of Winnipeg • Elevated structures (residential only) • Prevents widespread • Sometimes called flow-through environmental damage, e.g. houses hazardous materials spills • Pros • Facilitates emergency preparedness plans • Living quarters and utilities are well above the design flood • Prevents widespread sewer back elevation up and the associated financial cost for Winnipeg during • Does not require the amount of summer rains land as a pad or dike • Resulted in 10,000 person • Lower level is a ready-made years of employment during its garage or storage area construction • Cons • Improved local land drainage • Lower level will flood – requiring capability a thorough cleaning after • Cons flooding • Resulted in artificial flooding • All material and vehicle stored in south of Winnipeg which the lower level must be moved is addressed through prior to flood compensation through the Red • Lower level will experience River Floodway Act flooding during events less than the design flood event

4 Activity RED RIVER BASIN – WATER SYSTEMS Page 115 • Resulted in permanent • Opportunities for the public, RMs groundwater impacts following and public sector to access excess the original construction which earth resulted in mitigation measures • Employment opportunities for such as restoration of affected Aboriginal, persons with physical wells (ensured measures in place disabilities, women and persons to protect groundwater during from visible minorities expansion project) • Transportation improvements including replacement and • Benefits of the Red River Floodway upgrade of 12 highway and rail Expansion Project bridges • Provides a 1-in700 year level flood • Improved drainage capacity protection • Protects 450,000 Manitobans C. Extension • Protects 140,000 homes and 8,000 1. Interview someone who lived through businesses the 1997 Flood of the Century and • Prevents social and human costs of write your own story about his or her a major flood experience. • Prevents economic damages and 2. Write a story about what it would have disruptions to businesses (i.e. $12 been like if you had lived on Rue St. Paul. billion) Start with “I once lived on Rue St. Paul in the village of St. Adolphe…” • Prevents significant environmental damage resulting from overland flooding • Protects the Red River and Lake Winnipeg from flooding contamination • Enhances groundwater monitoring • Enhances measures to protect against riverbank erosion • Enhances measures to improve fish habitat • Regrading of low flow channel to facilitate the movement of fish through floodway • Floodway construction to result in over 1,000 jobs • Recreational opportunities

Page 116 RED RIVER BASIN – WATER SYSTEMS 4 Activity 4.6.1.5: Flash Flood 4.6 Flood Mitigation • http://weathereye.kgan.com/cadet/flood/ 4.6.1 Web-Based Activities index.html 4.6.1.1: Science of the Floodway, CBC Archives • An interactive lesson about floods, United States-based. Topics include identifying • http://archives.cbc.ca/294p.asp?IDCat=70& different types of floods, preparing for a IDDos=670&ActProf=420&Nav=AvPr&IDLa flood, flood watches and warnings. Includes n=1 a teacher’s guide, student assignments • Using a variety of web-based resources, and quiz. students research the workings of the Red 4.6.1.6: Red River Valley Flood Protection River Floodway and create a multimedia display explaining its operation. Site • http://geoapp.gov.mb.ca/website/rrvfp/ designed for teachers, includes a variety of • Use the Geographic Information System online resources (GIS) data to develop a flood-proofing plan 4.6.1.2: Building Earth and Sandbag Dikes, for a specific structure of your choice in CBC Archives the Red River Valley. The system is able to calculate the number of sandbags or cubic • http://archives.cbc.ca/294p.asp?IDCat=70&I metres of material required to protect a DDos=670&ActProf=421&Nav=AvPr&IDLan specific structure. =1 • Students will build a working model of an earth and sandbag dike to explore the 4.6.2 Additional Classroom and science of dike-building. Site designed Field Activities for teachers, includes a variety of 4.6.2.1: See Marcie’s Story under Flood online resources Activities 4.5.2.3 4.6.1.3: The Red River Floodway: Pros and Cons, CBC Archives • http://archives.cbc.ca/294p.asp?IDCat=70&I DDos=670&ActProf=419&Nav=AvPr&IDLan =1 • Students will investigate the effect of the Red River Floodway on the rural population surrounding Winnipeg. To investigate the pros and cons of the Floodway. Site designed for teachers, includes a variety of online resources 4.6.1.4: Flood! NOVA Online • www.pbs.org/wgbh/nova/teachers/ Attitude activities/2307_flood.html Eric Abuya Omwenga, age 19 Sharui Moya Muslim School • Students construct a model of a river system Nairobi, Kenya © River of Words 2005 with dikes and wetlands then observe the effects of floodwater and answer a series of questions.

4 Activity RED RIVER BASIN – WATER SYSTEMS Page 117 4.7.1.3: Operation Water Drop – Safe Drinking 4.7 Drinking Water Water Foundation 4.7.1 Web-Based Activities • www.green-street.ca/secondary_programs/ program_listing_e.asp?ProvinceID=4&Provider 4.7.1.1: Water Audit – Environment Canada ID=0#16 • www.ec.gc.ca/water/en/info/pubs/brochure/ • The program offers background information e_IWDWW8.htm about water quality. It allows students to study the water treatment and water • Use this site to do a water audit of your chemistry of their municipal drinking water home or school. It shows you how to read a supply and assess the quality of the water water meter and measure water flow to find in their community. Operation Water Drop out how much water is used and provides a also incorporates the native perspective of printable water log to monitor water use. environmental stewardship pertaining to • Go to the Wise Use of Water Brochures pages water. Using the information they have learned to find out more about how to conserve from their community’s drinking water water www.ec.gc.ca/water/en/info/pubs/e_ resources, the students will ultimately create pubs.htm. an action/stewardship plan for the ongoing protection of their drinking water supply. • After a month of water conservation do a new water audit to see what reductions • The program provides a complete kit have occurred and how much water has with lesson plans, activities, background been conserved. information on water quality and treatment for teachers, a laboratory manual and all 4.7.1.2: The Atlas of Canada necessary lab supplies and materials to run • http://atlas.gc.ca/site/english/ seven drinking water parameters. Almost learningresources/lesson_plans/postermap/ no preparation is necessary by the teacher. index.html Everything needed is found in the kit, which is designed as a classroom project. • This lesson introduces teachers and students to the resources available from the Atlas of Canada. 4.7.2. Additional Classroom and • http://atlas.gc.ca/site/english/maps/ Field Activities freshwater 4.7.2.1: Have students make a “Flow Chart” • Under the Freshwater section you showing all the uses of water for them during a will find activities on Distribution of typical day. Freshwater, Recreational Uses and Water 4.7.2.2: Have students develop collages that Consumption. demonstrate the water used for • Students can explore Drainage Patterns • residential use Maps, Groundwater Maps and Wetlands • commercial use Maps. • industrial use • Use the water consumption maps to see • recreational use how water is used in your area. 4.7.2.3: Fort Whyte’s Slow the Flow – teacher’s • Use the groundwater maps to see what curriculum enrichment and resource package percentage of people are relying on includes a variety of good activities for the groundwater in your area. classroom 4.7.2.4: Invite the Office of Drinking Water to your classroom to explain the water system. Contact Morley Smith, (204) 945-7014 to arrange for a speaker.

Page 118 RED RIVER BASIN – WATER SYSTEMS 4 Activity 4.8.2. Additional Classroom and 4.8 Waste Water and Field Activities Pollution 4.8.2.1: Watershed Models 4.8.1 Web-Based Activities • Have students work in groups to create their 4.8.1.1: What’s Up in the Environment – own working model of a watershed. Contaminated Water • Use large pans, blocks and a large sheet • www.thirteen.org/edonline/wue/water1_ of aluminum foil or plastic to shape a overview.html landscape with hills, ponds and a river that leads into a lake. Use a plastic pop bottle • Middle year students research a local body of with holes in the bottom to recreate rain. As water to find out if it has a history of pollution. rain falls students observe how rain becomes They visit the site to make observations and do runoff and is pulled by gravity along the water quality tests, and study the pollution’s contours of the land to the lowest point effect on plants and animals. Finally, students – the river, then the lake. will decide on a course of action to help clean up the site. • To demonstrate point and non-point sources of pollution, students sprinkle the land with • Excellent site – provides teachers will all the drink crystals and cake decorations. information needed • Red crystals represent fertilizers on farm • See also Watersheds under Watershed activities fields. 4.8.1.2: Manitoba Waterways Project • Orange crystals represent pesticides on • http://home.cc.umantioba.ca/~umcookjw/ farm fields. mainpage.html • Use a pile of purple crystals to represent • If you are interested in doing water monitoring concentrated effluent from an industrial this site is an excellent resource. The Manitoba plant. Waterways Project is an interagency program • Yellow crystals represent fertilizers and committed to encouraging students learning pesticides used on lawns in an urban centre. about the fresh water environment in Manitoba. The site provides information on • Use a pinch of cake decorations to represent the project, participating schools, data schools oil and gas spilled in parking lots. have collected and specific parameters being • Now repeat the rain and note what investigated. It helps you collect data and then happens to the flow and where the colours make sense of the data. You can submit your concentrate. water monitoring data to the site. 4.8.2.2: Hazardous Wastes – consult the 4.8.1.3: The Globe – Teacher’s Guide – Hydrology Province of Manitoba website for a list of Chapter hazardous materials, then see how many of • www.globe.gov/tctg/tgchapter. these are found in your home or school. Design jsp?sectionId=143 a plan to eliminate and properly dispose of the hazardous materials. Which would be your first • Excellent resource for teachers – set up with priority for discontinued use? www.gov.mb.ca/ a variety of activities and resource materials, waterstewardship/water_guide/protection/ includes protocols for water testing, field guides hhprods.html for hydrology investigations, copy data sheets and more 4.8.2.3: Organize a hazardous waste disposal day at your school. Design a plan to educate • Six activities include Water Walk, Model a other students and the community on proper Catchment Basin, Practising Your Protocols, disposal of hazardous materials, then provide a Water Detectives, pH Game, Modelling Your drop-off day for the school. Water Balance.

4 Activity RED RIVER BASIN – WATER SYSTEMS Page 119 4.8.2.4: Examine your local waste water treatment • Oak Hammock Marsh www.ducks.ca/ohmic/ facility and determine the degree of treatment english/programs/index.html (primary, secondary or tertiary) and write a report • Manitoba Waterways Project http://home. on possible improvements to the system cc.umanitoba.ca/~umcookjw/ 4.8.2.5: Water Monitoring – get involved in 4.8.2.6: Grand Beach Water Quality program monitoring water quality in your local lake or – see following pages river. Two organizations that will help are:

Morning Sun in My Hometown Jeane Renee T. Nubla, age 14 Philipine Sun Yat Sen High School Manila, Philipines © River of Words 2005

Page 120 RED RIVER BASIN – WATER SYSTEMS 4 Activity Watershed and Water Quality Program Grand Beach Provincial Park Grade 8 School Program

The following is an outline for the Watershed • Identify causes for water pollution and and Water Quality school program the Grand discuss the environmental and social Beach park interpreters can provide. You impacts of water pollution. (8-4-17) may choose to lead your students using the • Use the design process to develop a system following outline. Shorts and/or bathing suits to solve a water-related problem. (8-4-19) for water testing are recommended. Monique Wall and Kelly Mackling developed Pre-visit Package the following Grand Beach interpretive If you book the interpreters, a letter of program, 2005. confirmation sent to school groups confirming your visit should include the following or Curriculum-Based Themes from you can request the information from the Cluster 4: Water Systems park office. • Focus on watershed/drainage system and Map – highway map, illustrated map, other impact of water quality. maps • Incorporate relevant vocabulary: water Purpose: Students become familiar with cycle, fresh water, watershed, turbidity, rivers that feed Lake Winnipeg and the size invasive species, filtration, pollution and of Lake Winnipeg (beyond the South basin others. (8-4-01) that they may be already familiar with) • Describe features and importance of Brochures – map of Grand Beach along with local watershed. (8-4-07) other resources available including Ancient Beach, Bear Aware and other publications Purpose: Familiarize group with Grand Beach Provincial Park and other park publications. Identify on the map a meeting area for group and interpreters (i.e. Wild Wings Trail, East beach or Park Office) Video – suggest students view Rise and Fall of the Great Lakes (available from Winnipeg Public Library) Purpose: This classic movie by the late Bill Mason highlights the many changes that bodies of water have undergone. Though dated, this NFB production combines humour with an overview of the history of the Great Lakes which is similar to that of Lake Winnipeg.

4 Activity RED RIVER BASIN – WATER SYSTEMS Page 121 Websites – suggest students visit the complex issue. following websites for more information on basic water issues, water quality Features on the way to Grand Beach concerns, specific lakes and Manitoba’s Teachers may want students to look for key efforts to research and address water features on the bus ride to Grand Beach concerns in the Lake Winnipeg Basin. – assuming a route on Highway 59 from the • Manitoba Water Stewardship includes north edge of Winnipeg: information on water quality, water • Floodway protection act and some good • Birds Hill Park – the hill (an esker) many information on water in Manitoba at early settlers travelled to escape floods www.gov.mb.ca/waterstewardship • Lockport – where water from the floodway • Lake Winnipeg Stewardship Board has reenters the Red River information on lake facts, lake science and important updates on the state of • Transition from flat Red River Valley Lake Winnipeg at www.lakewinnipeg. grassland to mixed forest of Aspen-Oak org/web/index.shtml Parkland • Manitoba Conservation, Pollution • Beach ridges – remnants of ancient glacial Prevention Branch, has information Lake Agassiz, watch for them after the on efficient use of water resources and community of Brokenhead a program called the environmental youth corps (EYC) which provides On-Site Interpretive Program financial assistance to aid youth- Duration: Approximately 2½ hours based environmental projects at http://www.gov.mb.ca/conservation/ Location: Grand Beach Provincial Park pollutionprevention/wateruse/publs/ Component I at Wild Wings Trail bul9806e.html Component II at East Beach • West Souris River Conservation District Audience: Grade 8 Students website www.wsrcd.com. A Watershed can be defined as the land area like a bowl across which water flows downstream to our streams, lakes, and oceans. We All Live In A Watershed. Students are invited to visit the website to see a flow chart describing a watershed system and see how Oak Lake farmers and students are working together to improve the health of Oak Lake. • Google search with key words such as Garrison Diversion will provide students with some of the details and viewpoints involved in this ongoing transboundary water issue. Consider an in-class debate as an interesting way of highlighting this

Page 122 RED RIVER BASIN – WATER SYSTEMS 4 Activity Component I: As the Water Flows – Wild Wings Guided Hike

Introduction, four to six stops with • Measure out 13 millilitres of water and demonstration and activities, conclusion this represents all the lakes and rivers in (one hour) the world! Wild Wings is a short hike with boardwalks • The water left in the garbage can over marshy areas and four lookouts into the represents the world’s water supply in Grand Beach lagoon. Themes covered on this the oceans. hike include the value of a marsh, mammals • Only 13 millilitres of water represents all and other critters that depend on the water the lakes and rivers in the world. Lake and of course, birds that call the area home. Winnipeg, the largest lake in Manitoba Along with these themes, the interpreter will and the twelfth largest in the world, tailor the hike to include information about covers 24,389 square kilometres. It is a the importance of fresh water, describe the tiny fraction of the water in the world but Lake Winnipeg Basin, the hydrologic cycle, provides precious fresh water for people, impacts of invasive species and the impact of plants and animals and contributes to the water quality on wildlife. hydrologic cycle.

• Or think of it this way: only 2.7% of STOP 1: Trailhead the Earth’s water is fresh water – 2.2% is locked up in glaciers and polar ice How Much Water is Fresh Water? caps, leaving about 0.5% distributed as At the beginning of the hike start group groundwater, soil moisture, atmospheric near a garbage container as a visual for water vapour, lakes and rivers. this activity. This activity will help students • Highlight the point to the students that understand the ratio of fresh water available we have a lot of water in the world, but on the planet. only a small amount is available as fresh Purpose: to show students how water is water in lakes, rivers and groundwater distributed throughout the hydrologic cycle supplies (watershed). and how much fresh water is available to us: • Now that we understand how much fresh • Assume this garbage container can hold water is in the world consider this. All 75 litres of water. That’s 75 of these life depends on water. Two-thirds of the water bottles (have a full 1litre bottle human body is composed of water. In fact, on hand for demo). This container water is so important to our bodies that represents the world’s water supply. we can only survive for a few days without it, but more than 30 days without food. • All the glaciers and polar ice caps would fit in 1.65 litres. • Fresh water is a resource that we all depend on to survive. Today, as we hike • Less than half of this bottle (480 the Wild Wings Trail and East Beach, we millilitres) is the portion of the worlds will be learning about the Lake Winnipeg underground water. Basin, the important role it plays and • The water in the atmosphere accounts the challenges we face in protecting for only 15 drops of water. our water.

4 Activity RED RIVER BASIN – WATER SYSTEMS Page 123 vapour rises, it cools and becomes a liquid STOP 2: Lookout 1 again. This is called condensation. The condensed liquid returns to the Earth as Lake Winnipeg Basin – precipitation. If you’ve ever watched those It’s a Big Deal huge cumulonimbus clouds gather over Lake From this point we can see the Grand Winnipeg on a summer day, you probably Beach Lagoon, which is connected to Lake weren’t surprised by the afternoon showers Winnipeg. Several major rivers flow into Lake that followed! Winnipeg including the Red, Winnipeg and Rain showers like those are common in a Saskatchewan. These three rivers make up on large basin like the Lake Winnipeg basin. average more than 60% of the total river flow Often the winds off the lake will keep into Lake Winnipeg. southern storms away from the beach Manitoba is the only province in Canada despite the weather forecasts. where all water in the rivers eventually flows north. More than 70% of the flow in our What Happens to All That streams originates outside of Manitoba. Precipitation? The Lake Winnipeg drainage basin is nearly • Some of it is used by plants and animals. 2 1,000,000km in size and is home to five The process of water intake and then million people. How many people live breathing out or releasing moisture- in Manitoba? laden air is called transpiration. . . . The Lake Winnipeg basin is the second largest • Some soaks into the ground and basin in Canada and includes parts of four becomes part of the water table or provinces and four states. Protecting the an aquifer in the process known as quality and flow of water into the basin is an infiltration...... international issue. As Canadians, we may not be able to control all that goes into the water • Some enters lakes, streams and rivers as but we can control what we put into the water runoff...... and lead by example. • Evaporation from surface water occurs again, and the cycle is complete. • In summary, the Water Cycle recycles the Earth’s water supply over and over! STOP 3: Lookout 2 Example: Sponge Cycle (big, colourful A Drop in the Bucket – kitchen sponge) The Water Cycle If we soak this sponge and leave it on this At our last stop we saw how we share the bench with some duckweed on top of it, Lake Winnipeg Basin with other provinces and where would the water go? Some of the states, (see if they can remember which ones). water might soak through to the bench Now let’s take a look at how water cycles. (infiltration), some might then drip down and make its way to the lagoon (runoff), Hydrologic Cycle (copy diagram of water some would evaporate with the heat of the cycle from manual) sun and the duckweed would soak some up Do you remember how the water cycle works? through its roots and eventually release it The sun’s energy causes water to evaporate through transpiration. And if it were to rain from the Earth’s surface. This process forms or if in the spring, the snow that covered it water vapour in the atmosphere. As water melted, the whole cycle would begin again.

Page 124 RED RIVER BASIN – WATER SYSTEMS 4 Activity Winnipeg in 2002. The total value of the STOP 4: Lookout 3 commercial fishery was over $20 million in 2002. Carp – More Than Just a Goldfish – An Invasive Species But not so long ago, we managed our lakes very differently. Carp – not native to The Lake Winnipeg Basin is important Lake Winnipeg – were introduced into the for people because we use it for so many Red River Basin to provide a cheap source purposes. Industry is an important consumer of food for immigrant workers. Carp are of water. Some commercial ventures relatives of the goldfish. In the spring you are completely linked to the health and can see these huge fish splashing about. prosperity of the lake. What commerce They are spawning. As they thrash about depends entirely on an animal that spends its feeding and reproducing, they are affecting whole life in the water? The first animal we water quality by increasing turbidity. Their might think of is fish. Fish need water – movements dig up the dirt and make the which is pretty obvious. And fishers depend water murkier. They are very aggressive fish on the lake for their livelihood. that grow quickly and are known to feed on In 2001 – 2002, on Lake Winnipeg alone our native fish including pickerel. Has anyone over 1,000 people were employed directly eaten carp? Not many people do. Carp are a in commercial fishing. Pickerel is one of the non-native species that are having a negative tastiest fish. Over three million kilograms of effect on the landscape. pickerel were caught commercially in Lake

4 Activity RED RIVER BASIN – WATER SYSTEMS Page 125 Other invasive species that may have STOP 6: negative impacts on the basin include rainbow smelt, purple loosestrife and Conclusion potentially zebra mussels. It is very difficult to The Lake Winnipeg Basin is huge and remove a species once it is thriving in a new is connected by lakes, rivers, streams, system. There are some projects underway marshes, and underground aquifers. People in the United States such as the Devils Lake and wildlife depend on it. Whether you Diversion that may increase the number of are a fisher or just like to eat fish, a beach non-native species in our waterways. How do enthusiast or a canoeist, even if you have you think this will affect our native animals? never come to Grand Beach Provincial Park (Increased competition, new or increased or ever set eyes on Lake Winnipeg, you are diseases, hunting young fish, decreased connected to and contribute to the quality commercial fishing, increased pollution…) of the water in our basin. Now let’s go to East Beach where we will STOP 5: Use most take a look at our water quality and what we appropriate location for can do to protect this precious resource. critter dip

All Critters Big and Small NOTE: This is only intended as a guideline. Need Water Plants and animals (animal signs) that are seen should be included in the hike. One point How many animals can you name that of interest would be how the boardwalk has depend on water from the Lake Winnipeg been destroyed several times by the power of Basin? the lake and winter storms. Other points of • Have students list mammals, amphibians, interest include the nesting platform that was birds and insects. Let them know what never used, the five-legged frog that was found animals can be seen regularly from the there in 1998 (the herpetologist for the province lookout such as the great blue heron, at the time came out and determined that it beaver, pelicans, eagles, gulls, fish, frogs, was accidental and not indicative of the toads, grouse, snakes, etc. frog population). From moose to dragonflies and everything in between, all animals need water. Lunch Break at East Beach The tiniest of insects contribute to biodiversity – they are the building blocks for a healthy ecosystem. In a healthy water body, we can find a diversity of insects. Let’s take a look at what little critters live in water. • Hand out supplies for a critter dip including sheets to identify animals and common bucket to place critters in. This activity can engage people of any age if they are given direction and motivated by an enthusiastic educated guide. • Have students identify the invertebrates and what their role is in the food web.

Page 126 RED RIVER BASIN – WATER SYSTEMS 4 Activity Component II: Lake Winnipeg Water Quality – East Beach

Introduction, water quality testing, conclusion is eventually released to the ocean via outlet (one hour) rivers. A closed watershed, such as Crater Lake in Oregon, occurs when all water drains A Little Algae Never Hurt into one area without any outlets. The only Anyone!!! way that water leaves is through evaporation or seeping into the ground. A look at Lake Winnipeg’s Water Quality Situation Lake Winnipeg is the 10th largest lake in the Lake Winnipeg covers about 3.7% of the world with one of Canada’s largest drainage surface area of the province of Manitoba. basins. (Show Canada basin map) Lake Winnipeg is about 436km in length, Water Quality about the same distance as driving from Winnipeg to Brandon and back! That’s like Is water important? What uses are there driving for four solid hours at 100km/h. What for water? we see here is only a small part of the lake • Plants, animals, people, soil… everything called the South Basin. needs water in order to live.

SEE MAP of Manitoba Water quality refers to how good or bad that water is. What causes water quality to be Imagine looking out over the North Basin…. poor? That’s right, pollution. Can you see across like we can here? What are some sources of water pollution in At its widest point Lake Winnipeg is about Manitoba? 111km across. On average, the lake is about 12m deep but at a point off the northeast • There are two kinds of pollution: shore of Black Island, Lake Winnipeg reaches point source and non-point source. it maximum depth of 36m. The average (See illustration) depth of this huge lake makes it so shallow that it is comparable to a bathtub. When Point Source Pollution weather gets rough the lake changes moods Point source pollution is the type that is very quickly and can be extremely dangerous easiest to identify because it enters the to fishers. Lake Winnipeg is a depression water directly from an identifiable source. left behind by glaciers. Rivers and streams Sewage pipes leading directly to the water that move the water north continually fill and factories on the edge of a lake might be this huge dent. The surface area of Lake point source polluters. Winnipeg is about 23,750km2 depending on water levels. Non-Point Source Pollution Non-point source pollution is more difficult What is a Watershed? to trace and treat. It can come from many A watershed is defined as a place all water different sources and travel long distances in area drains to or an interconnected through a basin before it is noticed. It hydrologic system. Watersheds can be can cause long-term damage before the open or closed. Most are open watersheds problem is found and addressed. Non-point meaning that water collects in an area but source pollution provides a greater chance

4 Activity RED RIVER BASIN – WATER SYSTEMS Page 127 for chemicals to mix and react together. Pollution Effects This is known as the synergistic effect. A So now you have seen how pollution gets combination of two or more contaminants into the water. But why is pollution in the can be even more harmful than the original water such a big deal? What does it do to the pollutants and harder to treat. Non-point lake? How does it affect us? Let’s look at our source pollution is also more difficult to different pollution sources: trace. Can you name some non-point source pollution? Manure and Sewage • agricultural runoff, lawn fertilizer, • What do we use manure for? Where does pesticides, herbicides, oil spills in it come from? driveways, etc. • Manure is very high in nutrients and also carries many kinds of bacteria. People Point and Non-Point Pollution Sources also produce waste and it is treated • http://faculty.uaeu.ac.ae through sewage plants and then released back into the waterways. Unfortunately, many times wastewater plants are unable to handle large capacities of sewage and raw sewage has been released into the Red River, which leads to the lake. The City of Winnipeg has combined sewers in areas which means that when there is a big rainstorm, sewage is flushed right out into the river, not diverted to the treatment plant. It is estimated that this happens 18 times a summer. And where does the Red River empty its water? (Tell story of September 2002 – sewage into Red River) • What makes this story even more alarming is the fact that many people get their drinking water from the Red River. Manure from livestock and sewage contains many forms of disease and Pollution is cumulative bacteria that cause people to get very We discussed how the basin extends into sick. Other species are affected by this other provinces and states. The use of water occurrence as well. Some invertebrates has increased due to increased population, are severely affected by pollution. If an personal use and intensive commercial use. insect species dies, it can severely affect As water travels through the basin, pollutants the rest of the food chain. gather. They may be filtered as the water travels through marshes or they may be spread (dispersed) until they are diluted. But the responsibility for clean water knows no boundaries. Demonstration of Enviroscape (15 minutes)

Page 128 RED RIVER BASIN – WATER SYSTEMS 4 Activity Agricultural runoff – pesticides and Explain Equipment fertilizers • Secci Disc – measure how deep down • We have mentioned already the you can see or the clarity of the water importance of invertebrates in an • hat trick test for dissolved oxygen ecosystem. What do pesticides do? They kill certain animals and plants. When • thermometer – different levels and areas farmers put pesticides on the land the of water chemicals can either leach into the • pH – use litmus paper to see how acidic ground, contaminating the groundwater, or basic the pH is or rain can pick up the chemicals in runoff. Because all water is connected • turbidity meter – measures how clear the within a basin we know where it going water is to end up…Lake Winnipeg. Students will wear hipwaders to take • Fertilizers help farmers’ crops to grow. measurements of shoreline and at three They contain ingredients such as metres out at three different locations. nitrogen and phosphorus that encourage plant growth. These ingredients in Conclusion fertilizer also encourage plant growth Gather students together and review points when they enter the water and the result covered. Wrap up by highlighting the is large quantities of algae. In places importance of water quality, the role the along the shore of Lake Winnipeg you watershed plays in our daily lives, for wildlife will notice large dark green carpet-like and for business. Encourage the students blooms on the rocks and bottom of the to get involved and tell them that they can lake. These are algae. Too many algae make a difference. in the water can cause toxins to develop Before we leave the beach and walk back to and decrease oxygen levels in the water. parking lot… Living things in the lake cannot survive without oxygen and therefore many LISTEN… the sounds of an active lake. What species can die. Eutrophication is the do you hear? All those things you hear are word used to describe the process of signs of an active lake. Grand Beach is one oxygen depletion in a lake. of the world’s most popular beaches and it is being destroyed. Lake Winnipeg is one Water Testing of the world’s largest lakes and it is slowly Now that we have talked about effects of dying because of our actions. We can take pollution in the lake we are going to do action against this pollution by reducing our some water testing. Water testing is the way water usage, taking care to reduce, reuse that scientists can monitor these levels of and recycle, and working to help clean up pollutants in the water. By testing for things Lake Winnipeg.

like pH, turbidity, oxygen content, CO2 content, and coliform we can monitor the lake’s health and try to keep it alive. We are going to do some water testing with some different equipment. Who wants to volunteer?

4 Activity RED RIVER BASIN – WATER SYSTEMS Page 129 Other complementary activities at • Sketching of the shoreline (300 years Grand Beach: ago, today or in 100 years) • Visit Piping Plover enclosed nesting • Lake-inspired poetry/hiphop – focus on area (generally end of May to end of importance of clean water June) and discuss human impacts that contribute to endangered species. • Project Wet – This educational tool is filled with games about water and • Creative Writing wetlands. Many activities would be A. Somewhere in the Lake: Write a story excellent for students to further explore about one little fish’s journey from the importance of water. Contact Oak a small stream in Saskatchewan to Hammock Marsh for future workshops. Lake Winnipeg. How would pollution Also available is Project Wild through affect the fish and other animals Manitoba Conservation, Wildlife Branch. it encounters? • Call to Action – Encourage students B. Too Late for the Lake: What would be to find out what they can do to help the worse possible scenario for the protect the watershed. Educate others, whole basin? Imagine that pollution write letters to the provincial and federal has destroyed the lake to a point government representatives letting them where it is not fit for swimming, know that the youth is concerned about the fish are all dead and animals no the state of our water. longer live near it. How did things • Make the Connection – See how your get this bad and how would it affect school and households can reduce people? Write a story about the end water consumption. Make a plan of the lake as we know it, how it as a classroom to conserve energy. happened and what we could Remember every drop counts. have done.

Page 130 RED RIVER BASIN – WATER SYSTEMS 4 Activity SOME FACTORS THAT CONTRIBUTE TO WATER POLLUTION FACTOR SOURCE(S) PROBLEM fecal coliform bacteria human sewage, livestock possible presence of wastes pathogenic (disease-causing) organisms dissolved oxygen (DO) air, aquatic plants low levels can kill aquatic organisms nitrogen and phosphorus fertilizers and detergents from excessive algae growth lawns and urban runoff can lead to low DO and eutrophication mud, sand, other solid erosion and runoff from reduces photosynthesis in particles (turbidity) development, agriculture aquatic vegetation; interferes with respiration in aquatic animals

NON-POINT SOURCE POLLUTION: URBAN RUNOFF POLLUTANT SOURCES PROBLEMS sediment construction, tree or increases turbidity, affects vegetation removal, shoreline aquatic organisms, can erosion contain toxins, destroys fish eggs phosphates, nitrates fertilizers, detergents, organic algae blooms, eutrophication debris (no oxygen), fish kills toxins, carcinogens heavy metals, pesticides, disrupt food chain, herbicides carcinogenic, can cause fish kills organic debris animal wastes, raw sewage, deplete oxygen, disrupt food grass/leaves chain, can cause fish kills petroleum products motor oil, gasoline seepage, disrupt food chain, deplete spills (motor vehicles esp. oxygen, harms birds and boats) mammals and most aquatic life pathogens animal wastes, raw sewage health hazards human litter plastic debris, tires, food harms organisms, hazard containers, garbage of all kind for swimmers and others, unsightly

4 Activity RED RIVER BASIN – WATER SYSTEMS Page 131 DID YOU KNOW?

• About 82% of our blood is water. It helps • Water power meets about two thirds of digest our food, transport waste, and the nation’s electrical needs. control body temperature. • Acid rain with a pH of 3.6 has 100 times • Each year three to four million people die the acidity of normal rain with a pH of waterborne diseases, including two of 5.6. million children who die of diarrhea. • Water consumption usually drops • In the developing countries, 80% of 18%-25% after a water meter is installed. illnesses are water-related. • Estimates vary, but it is commonly • Worldwide water withdrawals from water believed that there are up to 100,000 bodies have risen from 250 cubic metres/ chemicals in commercial use worldwide. person/year in 1900 to over 700 cubic • One litre of oil can contaminate up to metres today. two million litres of water. • Once evaporated, a water molecule • On the Prairies, irrigation is the largest spends about 10 days in the air. consumer of water. • Almost 9%, or 891,163km2, of Canada’s • Approximately 10 litres of water is total area is covered by fresh water. required to manufacture one litre • Annually, Canada’s rivers discharge 7% of gasoline. of the world’s renewable water supply • Approximately 1,000 kilograms of water – 105,000 cubic metres per second. is required to grow one kilogram • There is enough fresh water on the Earth of potatoes. to cover Canada and the United States to • Approximately 300 litres of water is a depth of about 1.8km. required to produce one kilogram • Canada has about 25% of the world’s of paper. wetlands – the largest wetland area in • It takes about 215,000 litres of water to the world. produce one metric ton of steel. • Wetlands totalling an area of 147.9 • Toilets (while consuming nearly one- million hectares cover about 14% of the quarter of our municipal water supply) land area of Canada. use over 40% more water than needed. • Approximately 60% of Canada’s fresh • Many homes lose more water from water drains north, while 85% of the leaky taps than they need for cooking population lives along the southern and drinking. border with the United States. • Less than 3% of the water produced at a • Canada holds 20% of the world’s fresh large municipal water treatment plant is water, but has only 7% of the world’s used for drinking purposes. fresh renewable water. • Residential indoor water use in Canada: • To date, only about 40% of Canada’s toilet – 30%; bathing and showering hydroelectric potential has been – 35%; laundry – 20%; kitchen and developed. drinking – 10%; cleaning – 5%.

Page 132 RED RIVER BASIN – WATER SYSTEMS 4 Activity • A five-minute shower with a standard • Each day humans must replace 2.4 litres showerhead uses 100 litres of water. of water, some through drinking and the rest taken by the body from the • A five-minute shower with a low-flow foods eaten. showerhead uses only 35 litres of water. http://www.ec.gc.ca/water/en/e_quickfacts. • During the summer, about half of all htm treated water is sprayed onto lawns and gardens. • A single lawn sprinkler spraying 19 litres per minute uses 50% more water in just one hour than a combination of 10 toilet flushes, two five-minute showers, two dishwasher loads, and a full load of clothes.

4 Activity RED RIVER BASIN – WATER SYSTEMS Page 133 4.9.1.4: The EBM Team – Manitoba Fisheries 4.9 Water Management and Problem Solving • www.gov.mb.ca/conservation/sustain/8.html • Students form an Ecosystem Based 4.9.1 Web-Based Activities Management Team to explore a local water issue proposal. 4.9.1.1: What’s Up in the Environment – Contaminated Water: • www.thirteen.org/edonline/wue/water1_ 4.9.2. Additional Classroom and overview.html Field Activities • An excellent website for middle school 4.9.2.1: Have students visit the CEC site www. projects. In this project, students will cecmanitoba.ca/files/RRFEPreport.pdf to research a local body of water to find out research and report on what recommendations it if it has a history of pollution, visit the site made regarding: to make observations and do water quality • Environmental concern – groundwater tests, and study the pollution’s effect on plants and animals. Finally, students will • Social concern – flooding south of the decide on a course of action to help clean up floodway gates the site. • Economic concerns – bridge replacement 4.9.1.2: Quagmire – Clean Nova Scotia (www. 4.9.2.2: Have students make a list of all the clean.ns.ca) users of water or stakeholders who would • www.green-street.ca/secondary_programs/ need to be consulted when it comes to water program_detail_e.asp?ID=93&ProvinceID=4 management and problem solving for the Red &ProviderID=0 River on these issues: • Students take on the roles of various interest • maintaining a vegetation buffer strip of groups including government, industry, riverbottom forest to protect the Red River business, farmers, and environmental from erosion and pollution organizations to debate the fate of a • development of the Red River Floodway (saltwater) marsh in front of municipal councillors. The interest groups try to affect • flood protection along the Red River the debate for their preferred outcome. • disposal of waste water into the river After the debate, the councillors vote as to what should be done. Newspaper and radio 4.9.2.3: Use the design process to address one of reporters cover the events. A decision must the following: be made and nothing is finalized until the • watershed protection in the Red River Basin councillors vote and decide the fate of the marsh! • flood protection along the Red River • Detailed Teacher’s Guide (hard copy); • drinking water protection for your local program materials; interactive CD-ROM to water source provide a visual tool to students; and more • water conservation in your community 4.9.1.3: Community Sleuth – Manitoba Fisheries • waste water treatment for the school • www.gov.mb.ca/conservation/sustain/8.html • pollution prevention in the local river • Students explore community opinion on 4.9.2.4: See Marcie’s Story under Flood local water bodies. Activities 4.5.2.3

Page 134 RED RIVER BASIN – WATER SYSTEMS 4 Activity 5.0 Field Trips

5.1 Field Trips – Site-Based Learning

Rivers know this: there is no hurray. We shall get there someday. Winnie-the-Pooh

Often the most effective learning is on-site examination of the resource, where students can experience the topic firsthand. This section provides a list of field trip options, some require bookings and travel while others are neighbourhood-based and teacher-led. • Contact information and prices, where applicable, an outdoor hands-on experience are current to the publishing date. Field trip designing and building mini dikes options are linked to curriculum outcome unit • tour of Red River bank to examine erosion numbers. Teachers can mix and match field trip and flood mitigation techniques options and sample itineraries are provided.

5.1.2 Pembina Valley Water 5.1.1 Red River Valley Floods Co-op, Morris Interpretive Centre • Byron Klassen (204) 745-2790 mwtp@mts. • Ste. Agathe, (204) 882-2153 net • capacity 40 students, fee $3/student, • capacity a maximum 45 students staggered bilingual, length 2.5 hours in groups of 15, no charge, must book two • curriculum outcome – 8-4-07, 8-4-08, 8-4-09, weeks in advance, length 30 to 45 minutes 8-4-11, 8-4-12, 8-4-13, 8-4-18, 8-4-19 • curriculum outcome – 8-4-14, 8-4-15 • grade 8 program – Hunting for Clues! • tour of water treatment plant to see how • students explore Flood of the Century water is tested and treated for drinking water exhibit on scavenger hunt in several southern Manitoba communities • additional teacher-led activity – town ring dike system, river park for lunch stop and see erosion on riverbank

5.1.3 Forgotten Forest Self- guiding Trail, Fort Dufferin just outside Emerson • teacher-led activity using self-guiding trail brochure, no entry fee, plan for 1.5 to 2 hours, outhouses and picnic tables • curriculum outcome – 8-4-07, 8-4-08, 8-4- 11, 8-4-12, 8-4-13, 8-4-17, 8-4-18

5 Field Trips RED RIVER BASIN – WATER SYSTEMS Page 135 • trail guide focuses on the unique riverbottom recycling water, water quality and sampling, forest ecosystem and the ecological services plants and animals, the river as source of it provides including flood mitigation; trail food and fun brochure guides available on site or from • afternoon session will explore First Nations’ Rivers West prior to visit (www.riverswest.ca) perspective of water, its importance and • additional trails onsite – Trans Canada Trail respect paid to it and Points West Trail • bring a cushion or blanket to sit on

5.1.4 Niibii (Water) Program, 5.1.5 St. Malo Provincial Park Roseau River First Nations • Park Interpreter (204) 347-5599 or Box 538, • Charlie Nelson (204) 427-2384 cnelson@ St. Malo, MB R0A 1T0 ginew.ca • capacity 30 students, 2 hour program, park • capacity 30 students, day program 10am interpreters deliver May 30 to June 30, no to 2pm, fee, outhouses and picnic tables, fee for program, school bus enters park for students bring their own lunches free up to June 30 • will include teachings from the elders – a • contact park interpreters or prior to mid-May pouch of tobacco is welcomed as a gift to the contact Ken Porteous, Head of Interpretation elders for sharing their wisdom, if you wish to (204) 945-4375 do so please appoint one student to give the elder the tobacco at the orientation session in • Rat River Dam and St. Malo Lake reservoir the morning – “lead with tobacco” were built in 1958 because of concern for the water supply, but today the reservoir serves a • curriculum outcome – 8-4-17, 8-4-18 very different purpose • morning session will explore the river • guided walk with activities ecosystem – properties of water, water cycle, • curriculum outcome – 8-4-06, 8-4-07, 8-4-11, 8-4-13, 8-4-13

5.1.6 St. Adolphe • Teacher-led activity, buses can park at St. Adolphe Park (on the west side of Tache) which can be used as a staging area. From the park or the edge of the ring dike walk north on top of the dike until you reach a barricade at Rue St. Paul then walk down towards the river. • tour old Rue St. Paul, ring dike community, watch for raised housing outside ring dike, river park for lunch stop, discuss flooding and mitigation and management, impacts of floodway operation • see Marcie’s Story under Flood Activities 4.5.2.2 for activity ideas • plan for 1.5 to 2 hours • curriculum outcome – 8-4-07, 8-4-11, 8-4-13, 8-4-18, 8-4-19

Page 136 RED RIVER BASIN – WATER SYSTEMS 5 Field Trips 5.1.7 Floodway South Gate 5.1.10 Lockport at Kenosewun Visitor Centre grounds • Roger Schroeder, (204) 945-7487 • teacher-led activity • south gate will be accessible during construction but north gate will not • curriculum outcome – 8-4-11, 8-4-12, 8-4-18, 8-4-19 (fish ladder around dam) • speaker to provide directions on how to get to south berm where you can overlook the • at the foot of the historic St. Andrews Lock gate and floodway lip and Dam on the Red River • .5 hour presentation, plus questions and • additional area resources Kenosewun Visitor walk along top of berm for 1 hour stop, Centre, picnic area and washrooms, close to capacity two classes north floodway gates • curriculum outcome – 8-4-07, 8-4-12, 8-4-13, 8-4-18, 8-4-19 5.1.11 Floodway North Gate • presentation on history and operation of • north floodway gate will be unavailable for floodway, demonstration with model of tours during floodway expansion gates, impacts south of gates • once reopened (2010) will have possibility of speaker explaining the exit gate from the 5.1.8 The Forks National Historic floodway and its design to prevent erosion Site of Canada • curriculum outcome – 8-4-11, 8-4-12, 8-4-13, • (204) 983-6757, [email protected] 8-4-19 • Beaver Tales and River Trails, guided interpretive tour for middle years 5.1.12 Lake Winnipeg at Grand • capacity flexible, fee $1/student, 1 hour Beach • tour of The Forks with discussion of the • Park interpreters (204) 756-2728 two rivers’ role in trade, transportation • capacity one class, 2.5 hour program can be and commerce, focuses largely on cultural split into morning and afternoon, no fee but history but looks at the rivers in relation vehicles will require park pass – for school to flooding and other relations to programs contact the park office which may human history provide a pass for private vehicles; school buses enter free 5.1.9 River Interpretive Boat • contact Grand Beach park interpreters or Tours, City of Winnipeg prior to mid-May contact Ken Porteous, Head of Interpretation (204) 945-4375 • Derrick Stamm (204) 986-3112 for more information and group bookings, or to book directly call 986-5663 • capacity 10 students per boat, 1.5 hours, $55/group of 10, departs from The Forks • 24’ pontoon boat takes students along Red, Assiniboine and Seine rivers, lifejackets provided, captain is certified lifeguard, tour informs on the history of the rivers, runs June 20 through September 11 – depending on river conditions

5 Field Trips RED RIVER BASIN – WATER SYSTEMS Page 137 • as teacher activity see Activities 4.8.2.6 • Project WET activities • curriculum outcome – 8-4-01 8-4-07, 8-4-17, • Fun, interactive and hands-on water-based 8-4-18, 8-4-19 activities and experiments! Topics can include pollution, water management and • component I is guided hike on Wild Wings conservation, aquatic wildlife, properties Trail – focus on importance of water, water of water and more! uses, watersheds, water cycle, invasive species • tailor-made programs • component II is water quality testing at East Beach – focus on water quality and pollution • $2/student • see outline of field trip for teacher-led activity • Explore Watersheds under Chapter 4: Activities – Waste Water • Through interactive stations, students and Pollution learn the importance of wetlands and watersheds (includes Enviroscape). 5.1.13 Blue Planet Program • $2/student • Fort Whyte Centre, (204) 989-8353, • EcoVan – program comes to your classroom [email protected] 1-888-506-2774 (ext 299) • capacity max 60 students, for grades 7/8, April • Watershed program – hands-on program to June, fee $3.50/student, length 2 hours where students learn the importance of wetlands and watersheds. • curriculum outcome – 8-4-06, 8-4-15, 8-4-17 • Individual class $50, group rate for • explores the power of water and flooding, multiple classes, minimum of 2 programs experiment with water filtration and purification • Fort Whyte also has an excellent water education teacher’s guide with activities called Slow the Flow designed for middle years, and as a companion there is a free introductory workshop for teachers is provided in your school; see Teacher Resources or call Fort Whyte.

5.1.14 Oak Hammock Marsh Interpretive Centre • (204) 467-3300, 1-888-506-2774 • Wetland Ecology: A rubber boot approach to learning • $9.50, grade 8 and up, full day • Conduct an in-depth study of the marsh. Identify and record habitat types, hydrology and biodiversity. Measure abiotic factors, conduct a vegetation study, sample aquatic invertebrates, and conduct chemical Untitled tests on water and soil samples. Program Jesus Damian, age 7 combines physical and human geography, Bolton Academy ecology and chemistry (May to October). Atlanta, Georgia © River of Words 2005

Page 138 RED RIVER BASIN – WATER SYSTEMS 5 Field Trips 5.2 Neighbourhood 5.2.2 Local creek or river Field Trips • Find the sources of water or tributaries draining into your local creek. Map the Teachers are encouraged to explore their various stream orders all the way to the Red immediate environment for class outings to River. (8-4-07) demonstrate the Water Systems curriculum • Test for water quality on the tributaries and unit. From the schoolyard to the local waste in the creek. What accounts for changes, treatment plant or creek, you can demonstrate design a process to eliminate problems in how water is affecting us and how we affect it. water quality. (8-4-17, 8-4-18, 8-4-19) Hands-on and student-led activities in their own neighbourhood can be very effective. Local • Have students find and map examples of sites are ideal for designing problem-solving erosion and deposition on creek. Are these activities. part of the natural process or accelerated by human activity. Design methods to prevent Suggestions for neighbourhood field trips accelerated erosion. (8-4-08, 8-4-11, 8-4-19) include: • Map the local creek and design the ideal landscape along the creek that will allow for 5.2.1 Schoolyard a healthy stream and water quality. What environmental, social and economic factors • Map water cycle components in your need to be considered? (8-4-08, 8-4-11, schoolyard. (8-4-06) 8-4-13, 8-4-17, 8-4-18, 8-4-19) • Trace the route of rainwater on the school roof to the nearest water body. (8-4-07, 8-4-16) 5.2.3 Local water treatment • Build a model of your watershed/drainage plant system in a sand pile. (8-4-07) • Trace water from source through plant to • Use a patch of bare ground, parking lot or school drinking fountain. sand pile to demonstrate river flows, erosion • Contact local town or RM office. and deposition – much like a water table. (8-4-08) • Have students demonstrate effectiveness 5.2.4 Local waste water system of designs to prevent flooding using your • Tour the local waste water treatment plant/ watershed model above, e.g. floodways, ring lagoon and determine the level of treatment dikes. (8-4-13, 8-4-19) of your wastes. Design a model to increase • Do an audit of your school grounds to see treatment. what may pollute water. Trace any potential • Contact local town or RM office. pollutants from the grounds to the nearest water body. Design a process to eliminate the problem areas. (8-4-17, 8-4-19) 5.2.5 Well water • If your community relies on well water check to see if there is a local treatment plant you can tour. • Contact local town or RM office. • Contact Manitoba Drinking Water Office.

5 Field Trips RED RIVER BASIN – WATER SYSTEMS Page 139 6.0 Teacher Resources

6.1 Booklets/Manuals • River of Words: Watershed Explorer – curriculum-based Curriculum, Educator’s Guide. River of Words, 2001 (www.riverofwords.org (510) 548-7636) • CFA Teaching Kit Series, Volume 6: Water. Canadian Forestry Association, Fall 2004 • Slow the Flow: Water Education Program (www.canadianforestry.com or Manitoba (Middle Years). Fort Whyte Centre, January Forestry Association (204) 453-3182 mfainc@ 2001 (204) 989-8358 or programs@ mts.net) fortwhyte.org) • Healthy Water Healthy People: Water • Sustainable Forest Ecosystems: A Senior 2 Quality Educators Guide. The Watercourse, Science Unit. Bob Austman, Manitoba Model 2003 (www.healthywater.org Forest, n.d. (www.manitobamodelforest.net) 1-866-337-5486) • Voyage on a River of Words: A Wisconsin • Project WET: Curriculum and Activity Educator’s Guide. College of Natural Guide. The Watercourse Council for Resources/UWSP, n.d. Environmental Education, 1995 (www. • Water Watchdog: Field Guide to Watershed projectwet.org or Oak Hammock Marsh) Stewardship. Partners for the Saskatchewan River Basin, 2001 (www.saskriverbasin.ca (306) 665-6887)

Page 140 RED RIVER BASIN – WATER SYSTEMS 6 Teacher Resources 6.2 Booklets/Manuals 6.3 CDs – other resources related to watersheds • Healthy Rivers: A Water Course. Minnesota Department of Natural Resources. An • Discover the Red River – contact Project Wet interactive tool to understand the ecology International, ([email protected] and management of river systems. To order (406) 994-5392) copies contact Minnesota’s Bookstore in St. Paul, (651) 297-3000 or www. • Forest Keepers Activity Book. Barry Lopez, minnesotasbookstore.com Bureau of Land Management, n.d. • Manitoba Floodway Authority. Red River • Green Teacher: Education for Planet Earth. Floodway Expansion Project flooding Issue 66, Fall-Winter 2001 “A Watershed for simulation ([email protected]) Learning” – see website for ordering back issues (www.greenteacher.com (416) 960-1244) • The Manitoba Water Directory, Manitoba Water Stewardship, June 2004* (online at www.gov.mb.ca/waterstewardship, go to Water Services Agencies or contact Manitoba Water Stewardship (204) 945-7487)

6 Teacher Resources RED RIVER BASIN – WATER SYSTEMS Page 141 • Environment Canada: www.ec.gc.ca/water/ 6.4 Websites – research/ en/info/pubs/FS/e_FSA1.htm Environment information Canada’s Freshwater website is a wealth of information on water. Under its publications • Atlas of Canada: http://atlas.gc.ca/site/ list (www.ec.gc.ca/water/en/info/pubs/e_ english/maps/freshwater – explore maps pubs.htm) there are nine “Fact Sheets” that including interactive drainage pattern maps. address different aspects of the water systems Learning Resources contains a selection of curriculum. The website provides Canadian useful resources for both teachers facts and figures as well as helpful graphics. and students. • Exploring Earth: www.classzone.com/books/ • Council of Canadians: www.canadians.org earth_science/terc/navigation/chapter13.cfm – a citizen watchdog organization – Unit 4: Earth’s Changing Surface including • Canadian Council of Ministers of the Chapter 13: Surface Water; you may also Environment: www.ccme.ca/initiatives/ want to look at Chapter 12 on Erosion water.html – Source to Tap section provides • Flood Theme Pages: www.cln.org/themes/ information and illustrations about floods.html – Community Learning Network protecting Canada’s drinking water quality. Theme Pages – floods, collection of useful • CBC Radio-Canada Archives: www.cbc. Internet educational resources ca/archives – information on flooding and • Flooding Management Association: www. floodway, e.g. The Red River Floodway floodplain.org/flood_basics.htm – provides broadcast April 27, 1997; For Teachers – a few basic facts and suggestions concerning “The Science of the Red River Floodway” flooding and an opportunity to pose lesson plan questions to flood experts • Centre for Environmental Education: Web • Global Schoolhouse Internet Project registry Links: www.schoolsgogreen.org/ – links to page: http://globalschoolhouse.org/pr/index. topics such as biodiversity, html – This site allows you to post a request forestry, water for other classrooms to collaborate with you, • City of Winnipeg Waterfront: www. or you can search existing projects to see if winnipeg.ca/waterandwaste/water/ your data collection is already being done. waterfront/startsite.htm – Canada’s first • Green Teacher: www.greenteacher.com online information resource for municipal – excellent resource for teachers water conservation • Guelph University: www.aquatic.uoguelph. • City of Winnipeg: www.winnipeg.ca/ ca – under the Habitats section go to the waterandwaste/water/default.stm – water and heading Rivers you will find just about every waste, includes a variety of information on aspect of rivers including watersheds. An the city’s water system excellent resource • Conservation Districts: www.mcda.ca • Household Hazardous Wastes information: – Manitoba has a number of Conservation www.gov.mb.ca/conservation/ Districts with different educational pollutionprevention/hhw/introduction.html opportunities; for example, the Pembina • International Joint Commission: www.ijc. Valley Conservation District has a watershed org The International Joint Commission program it delivers to students. Visit the prevents and resolves disputes between the website to see which district you are in and United States and Canada under the 1909 what activities they might provide. Boundary Waters Treaty. • Ducks Unlimited: www.ducks.ca/edu/ resource.html – materials for teachers and students, e.g. Wetland Ecosystems (hard copies $10)

Page 142 RED RIVER BASIN – WATER SYSTEMS 6 Teacher Resources • International Red River Basin Task Force: • Manitoba Pollution Prevention www.ijc.org/php/publications/html/ Branch www.gov.mb.ca/conservation/ taskforce.html – report to the International pollutionprevention/wateruse/ - information Joint Commission on Red River flooding on water use and treatment December 1997, provides good background • Manitoba Water Stewardship: www.gov. information on flooding in the Red River mb.ca/waterstewardship/index.html Valley and recommendations – Manitoba Clean Water Guide, part of the • Keewatin Publications: www.keewatin.ca Water Stewardship website, provides an Water on the Prairies series, including Focus overview of the water cycle with some facts on Manitoba specific to Manitoba. • Lake Winnipeg Stewardship Board: www. • Natural Resources Canada: http://gsc.nrcan. lakewinnipeg.org/web/index.shtml – Website gc.ca/floods/redriver/index_e.php – provides some of the board’s findings and geoscientific insights into the Red River and recommendations as well as studies on the its flood problem in Manitoba; geological health of Lake Winnipeg and general facts controls of flooding, historical floods, about the lake. images of the Red River, floodway and ring dike communities • Living by the Water Project: www. livingbywater.ca/erosion.html – find the • Natural Resources Canada: http://atlas.gc.ca/ erosion problems, good information and tips site/english/maps/freshwater – interactive for students and adults drainage pattern maps, groundwater maps, wetland maps, water consumption • Manitoba Clean Environment Commission – agricultural/commercial/domestic/ report on the Red River Floodway Expansion: industrial; can zoom in on Red River Basin, www.cecmanitoba.ca/files/RRFEPreport.pdf also provides statistics and background • Manitoba Floodway Authority: www. information floodwayauthority.mb.ca/projectintro. • Nature Watch, Frog Watch section: www. html – includes information on the history naturewatch.ca – class may want to take on and operation of the floodway, includes a frog monitoring in their neighbourhood; simulation demonstrating the impact of 700- frogs are indicator species; curriculum-based year flood with the existing and expanded activities; speaker available floodway • Ohio Stream Management Guide: www. • Manitoba Government: www.gov.mb.ca/ dnr.state.oh.us/water/pubs/fs_st/streamfs. flood.html – Government of Manitoba’s htm – excellent PDF articles on watersheds, Flood website stream processes, restoring stream banks and • Manitoba Government: www.gov.mb.ca/ more iedm/mrd/geo/pflood/ - paleofloods in • On the Cutting Edge – Professional the Red River Basin information and Development for Geoscience Faculty: photographs of research into ancient floods http://serc.carleton.edu/NAGTWorkshops/ • Manitoba Historical Society: www.mhs. visualization/collections/erosion_ mb.ca/docs/transactions/3/flood1950.shtml deposition.html – teaching geoscience with – article The Red River Flood of 1950 by W. D. visualizations, using images, animations and Hurst is a historical look at flooding of the models effectively. Use this site to find web- Red River based animations of river erosion, transport • Manitoba Industry, Economic Development and deposition. and Mines: www.gov.mb.ca/itm/mrd/geo/ pflood/index.html – paleofloods in the Red River Basin

6 Teacher Resources RED RIVER BASIN – WATER SYSTEMS Page 143 • PhysicalGeography.net: www. • University of Wisconsin: http://dmc.engr. physicalgeography.net/fundamentals/10y. wisc.edu/courses/hazards/BB02-06.html html – textbook-style site with definitions Natural Hazards: Causes and Effects, Lesson and illustrations of physical geography with 6: Floods chapter on stream processes and erosion • Water Erosion Prevention Poster: • Prairie Provinces Water Board: www.mb.ec. http://129.128.55.165/rr/SoilPosters/water. gc.ca/water/fa01/fa01s55.en.html – cfm – one of a series of interpretive posters information on interprovincial water issues, • Web page building sites: www.homestead. water quality/quantity, groundwater com, http://build.tripod.com/classroom/ • Red River Basin Commission: www. demo/, www.myschoolonline.com – if redriverbasincommission.org – works with students do any web-building activities with residents, organizations and governments their projects these sites will help them build to achieve basin-wide commitment to web pages comprehensive integrated watershed • Western Economic Diversification Canada: stewardship and management. www.wd.gc.ca/ced/redriver/default_e.asp • Red River Basin Decision Information – Canada-Manitoba Partnership Agreement Network: www.rrbdin.org – interactive maps on Red River Valley Flood Protection with GIS layers to examine the Red River Basin • Red River Centre for Watershed Education: www.tri-college.org/watershed/rrb.htm – was formed to create and implement education and professional programs in Watershed Science, a variety of background information on the Red River Watershed as well as information for teachers and classroom activities • Red River Valley Flood Protection: http:// geoapp.gov.mb.ca/website/rrvfp/ – web-based support system for the Red River Valley – access to information on flood management and preparedness for the general public and emergency personnel • Rivers West: www.riverswest.ca – information on the Red River Basin, natural and cultural history topics • Think Quest: http://library.thinkquest. org/20035/ – good spot to study physical geography for students and teachers, from the home page click on River Processes

Page 144 RED RIVER BASIN – WATER SYSTEMS 6 Teacher Resources • Nova Online – Flood! www.pbs.org/wgbh/ 6.5 Website – activities nova/flood/textindex.html – online source related to watersheds of information with some interactive components on floods; includes a teacher’s • Atlas of Canada: http://atlas.gc.ca/site/ guide and classroom activities english/learningresources/lesson_plans/ • Red River Center for Watershed Education postermap/index.html Center: www.tri-college.org/watershed/ • CBC Archives: http://archives.cbc.ca education_center.htm – variety of flood-related activities • Red River Basin Decision Information • Environment Canada: www.ec.gc.ca/water/ Network: www.rrbdin.org en/info/pubs/brochure/e_IWDWW8.htm • Red River Valley Flood Protection: http:// – use this site to do a water audit geoapp.gov.mb.ca/website/rrvfp/ – use GIS • Flash Flood: http://weathereye.kgan.com/ data to develop a flood-proofing plan cadet/flood/index.html – an interactive • River of Words: www.riverofwords.org lesson about floods, United States-based United States-based group conducting • Give Water a Hand: www.uwex.edu/erc/ training for teachers, etc., helping them gwah/ – national watershed education incorporate observation-based nature program; your class can plan a community exploration and the arts into learning about service project to protect and improve water watersheds; annual poetry and art contest resources • The Globe – Teacher’s Guide – Hydrology • Green Street: www.green-street.ca – links Chapter: www.globe.gov/tctg/tgchapter. schools in Canada to environmental jsp?sectionId=143 education organizations across the country • United States Environmental Protection that provide curriculum-based programs Agency website: www.epa.gov/safewater/ • Manitoba Education: www.edu.gov.mb.ca/ kids/teachers_4-8.html – activities for ks4/cur/science/found/5to8/8c4.pdf teachers and students by grade level • Manitoba Fisheries: www.gov.mb.ca/ • United States Geological Survey’s (USGS) conservation/sustain/8.html – curriculum- Water Science for Schools website: http:// based activities for grade 5 to 8 science, ga.water.usgs.gov/edu/watercycle.html includes background information and Water Science for schools website offers activities information on many aspects of water, along • Manitoba Water Stewardship: www.gov. with pictures, data, maps, and an interactive mb.ca/waterstewardship/water_guide/ centre protection/hhprods.html – a list of • Virtual River, Geology Labs Online: http:// hazardous materials vcourseware5.calstatela.edu/VirtualRiver/ • Manitoba Waterways Project: http://home. • Water: A Never-Ending Story, http://www- cc.umanitoba.ca/~umcookjw/mainpage. k12.atmos.washington.edu/k12/pilot/water_ html – curriculum-based fresh water studies cycle/teacherpage.html environmental science program (Seniors 2, • What’s Up in the Environment? www. 3, 4), will provide a source for water quality thirteen.org/edonline/wue/class_projects. data comparison html – water quality, watersheds, invasive • Natural Resources Canada: http://atlas.gc.ca/ species projects – excellent website and site/english/learningresources/lesson_plans/ activities index.html – curriculum-based lesson plans using the Atlas of Canada online, e.g. Land Cover and Terrestrial Ecozones

6 Teacher Resources RED RIVER BASIN – WATER SYSTEMS Page 145 • Slow the Flow: Water Education Program. Fort 6.6 Courses for Teachers/ Whyte Centre’s Curriculum Enrichment Professional Development and Resource Package for Middle Years. Free lunch-hour or after-school introductory • Project Wet, Oak Hammock Marsh, (204) workshop at your school – includes 45 467-3308 or 1-800-665-3825, projectwet@ minute workshop, copy of teacher’s guide ducks.ca, six hours to introduce you to water and more. Call (204) 989-8358 or email education using the 500-page curriculum [email protected] and activity guide, fee $40 includes book • Red River and You, Red River Center for Watershed Education Center, (701) 277-8990, www.tri-college.org/watershed/education_ center.htm, five-day course, highly recommended by teachers

A Baby Sea Turtle Struggling Toward The Receding Tide Jennifer Yoldi, age 17 San Benito High School Hollister, California © River of Words 2005

Page 146 RED RIVER BASIN – WATER SYSTEMS 6 Teacher Resources • The Red River Floodway, video, Author: 6.7 Videos/DVDs C. Larry Giesbrecht Communications Inc. Manitoba Natural Resources, c1996. • More Precious Than Gold (DVD) – www. Description: 1 videocassette (12 min.) prairiepublic.org Available from Manitoba Conservation, Examines the important issues facing North 200 Saulteaux Crescent, Winnipeg, call Dakota and poses the questions the region (204) 945-5451 or 945-4041 must answer about its future. What must Designed to introduce viewers to the Red we do to improve the supply and quality River Floodway, constructed in the 1960’s of water? to protect Winnipeg from flooding such as • Red River Divide (DVD) – Prairie Public that which occurred in 1950. Discusses the Productions. “Investigates the history of the design and construction of the floodway Red River Valley’s geology and landscape to as well as how and when it is put into get a better understanding of the region and operation. Includes archival footage and its future. The documentary explores the interviews with Duff Roblin, former premier history of flooding, steps communities have of Manitoba, Larry Whitney formerly of taken to protect themselves…” Available Manitoba Conservation, and citizens of from 1-800-359-6900 or www.prairiepublic. Manitoba, Grades 4 to Senior 4 org. (2005) $29.95 • Rise and Fall of the Great Lakes, National Film • Red River Raging: The Flood of the Century, Board of Canada, available from Manitoba 1997, a video produced by CKND most libraries, explores the formation of the Newsline and Canwest Global System, can Great Lakes and human impacts on water be obtained through the Manitoba Text quality Book Bureau. • At the Turn of the Tap – 12 minutes, • The Red, video, author: Lawrence Bayne, Winnipeg’s drinking water system, available Rivers, Inc. Good Earth Productions. from Fort Whyte Centre Port Credit, Ont., McNabb and Connolly • Down the Drain – 13 minutes, the story of [distributor], c2002. 1 videocassette Winnipeg’s waste water treatment, available (23 min.), Series: Great Canadian rivers II from Fort Whyte Centre Series designed to introduce viewers to • Splash – National Film Board of Canada, Canada’s rivers and their impact upon cartoon about the water cycle culture, history and identity. This program tells the story of the Red River, tracing its • The Watershed Project – www.davidsonfilms. journey from the United States to Lake com Winnipeg, and revealing how despite Take 15 troubled teenagers, a topographical disastrous consequences of past and present map, a lot of Styrofoam and a load of spring floods, it retains a fascination for concrete and what do you get? A giant walk- those who live in the area of its influences. around, relief map of their area that the Describes some of the plant and animal now expert youths use to teach watershed life found along its shores, notably in the ecology. This video chronicles the project Netley Marsh wetlands and examines from its inception to the triumphal first its importance to the fur trade, to the demonstrations and reveals that the teens lives of the earliest pioneers, and to the learned as much about themselves as about Metis nation. Includes archival footage, science while completing the project. documentary, interviews, and reenactment, The video is accompanied with complete Grades 7 - Senior 4, adult directions on construction, materials required, and explains the process of doing a similar project. (1999) 8 minutes $45

6 Teacher Resources RED RIVER BASIN – WATER SYSTEMS Page 147 6.8 Books 6.9 Kits

• A Flood of Images: a pictorial journey through • Water monitoring kits – La Motte, www. the flood-ravaged Red River Valley 1997, lamotte.com, 1-800-344-3100 Red River Valley Echo, The Red River Valley • Soil testing kits – www.wardsci.com, WARD’S Echo, Altona, Manitoba, 1997 Natural Science, PO Box 92912, Rochester, • A Red Sea Rising: the flood of the century, NY, 14692-9012, 1-800-962-2660 – see soil Winnipeg Free Press, Winnipeg Free Press, testing and sampling 1997 • Water table – www.wardsci.com, WARD’S • Faces of the Flood: Manitoba’s courageous Natural Science, PO Box 92912, Rochester, battle against the Red River, photographs by NY, 14692-9012, 1-800-962-2660 – see Tom Thomson, text by Jake MacDonald and stream table on website Shirley Sandrel • EnviroScape models – www.enviroscapes. • Lakescaping for Wildlife and Water Quality, com (703) 631-8810 Minnesota Department of Natural Resources, • Landscape models that provide hands-on Saint Paul Minnesota, ISBN 0964745127 activities to demonstrate watersheds and • River Friendly, River Wild, Jane Kurtz, water quality issues and mitigation illustrated by Neil Brennan. Simon and • Discounts available for schools Schuster Books for Young Readers, New York, c2000. ISBN 0689820496. A family • Boreal Laboratories – http://boreal.com, experiences a renewed appreciation for home 1-800-387-9393, variety of science kits and community after they are evacuated available during a spring flood and then return to survey the damage. 6.10 Other • Watersheds: A Practical Handbook for Healthy Water, by Clive Dobson and Gregory Gilpin • Manitoba Canoe Route Maps – www. Beck. Firefly Books, 1999, Toronto, ISBN canadamapsales.com, 1-877-627-7226, a 1552093301 – beautifully illustrated book beautifully illustrated series of interpretive that covers a wealth of information on maps developed by artist Réal Bérard of watersheds and their protection many of Manitoba’s significant rivers including: Assiniboine, Bird-Manigotagan, Grass, Berens-Bloodvein, Rat-Red, Whitemouth, Winnipeg, and several lakes including Winnipegosis, Manitoba and St. Martin

Page 148 RED RIVER BASIN – WATER SYSTEMS 6 Teacher Resources