MAMMAL KhbUME ED 378 031 SE 055 309 TITLE Wetland Wonders. Goose CreekState Park: An EnvironmentLq EducationLearning Experience Designed for Grades 4-6. INSTITUTION State Dept.of Environment, Health, and Natural Resources, Raleigh.Div. of Parks and Recreation. PUB DATE Aug 94 NOTE 51p. AVAILABLE FROMNorth Carolina Division of Parks and Recreation,P.O. Box 27687, Raleigh, NC PUB TYPE 27611-7687 ($3.50). Guides Classroom Use Teaching Guides (For Teacher) (052)

EDRS PRICE MFO1 /PC03 Plus Postage. DESCRIPTORS Activities; Class Activities;*Ecology; *Environmental Education;Grade 4; Grade 5; Grade 6; Instructional Materials;Intermediate Grades; *Outdoor Education; Study Guides; TeachingGuides; *Wetlands IDENTIFIERS Environmental EducationPrograms; *North Carolina; *State Parks

ABSTRACT This curriculum guidewas developed to provide environmental educationthrough a series of the classroom and the hands-on activities for outdoor setting of GooseCreek State Park, North Carolina. Thisactivity packet, designed 6th grades, meets for the 4th, 5th, and established curriculumobjectives of the North Carolina Department ofPublic Instruction's Students are exposed to Standard Course of Study. the following majorconcept..:;: wetland physiology, wetlandhydrology, wetland soils, quality, wetland flora wetland habitats, water and fauna,resource management, and adaptations. The packet is divided into eightsection: (1) introduction to the NorthCarolina State Parks State Park, Wetlands, System, Goose Creek and the activitypacket;(2) activity (3) pre-visit activities; summary; (4) on-site activities;(5) post-visit activities;(6) vocabulary and definitions; (7)references (26 entries); and (8)a scheduling worksheet, and program evaluation. parental permission form, Activity informationincludes curriculum objectives for each grade level, location,group size, estimated time, appropriate season, materials, majorconcepts, objectives, educator's information,student's information, (LZ) and worksheets.

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PERMISSION TO REPRODUCE THIS U.S. DEPARTMENT OF EDUCA1 ION MATERIAL HAS 3EEN GRANTEDBY OW' 3 of Educatronas Research and Improvement EDUCATIONAL RESOURCES INFORMATION ' CENTER (ERIC) Mrs document has been reproduced as °C?received from the person or organrzatron onurnahno .1 C Miner cnanges have been made to .mprove fep,Oductoon Quaid). TO THE EDUCATIONALRESOURCES Ponta of view Or OlanfOn$ Slated In IhiSdOCu men! do not neCeSSanly represent °Plc.& INFORMATION CENTER (ERIC)." OERI posrhon or policy

Ts ..t " , Goose Creek State Park An Environmental Education Learning Experiencq Designed for Grades 4-6

BEST COPY MUM " :: .1/If:tart*,evsponvAr' ...-,v -,... .,. .__2_,..;__1_ Goose cie tate Park An Environmental EdocationLearning Experiencq Designoti fOr Grades4-6 "When I would recreate myself, I seek the darkest wood, the thickest and most interminable and dismal swamp. I enter the swamp as a sacred place a sanctum sanctorum. There is the strength, the marrow of Nature."

- Henry David Thoreau, natural history essay, 1862

4 Funding for this publication was generously provided by C P&L This Environmental Education Learning Expedience was developed by the staff at Goose Creek State Park

N.C. Division of Parks and Recreation Department of Environment, Health and Natural Resources ATA EDFHtVR James B. Hunt, Jr. Jonathan B. Howes Governor Secretary

6 Other Contributors...

Park volunteers;

Albemarle-Pamlico Estuarine Study:

Beth Bateman, Science/Math Educator, Bath Elementary School;

Goose Creek Education and Research Foundation;

Louise Hinsley, Beaufort County Cooperative Extension Agent, Beaufort County, N.C.;

Mary Walter Rumley, Education Specialist, Albemarle-Pamlico Estuarine Study programs;

Pamlico-Tar River Foundation, Inc.;

The N.C. Department of Public Instruction;

The N.C. Division of Water Resources;

The N.C. Department of Environment, Health and Natural Resources:

and the many individuals and agencies who as.-'sted in the review of this publication.

500 copies of this public document were printed at a cost of $1.750 or $3.50 per copy

Printed on recycled paper. S-94

, iv Table of Contents

1. Introduction Introduction to the North Carolina State Parks System 1.1 Introduction to Goose Creek State Park 1.2 Introduction to the Activity Packet for Goose Creek State Park 1.5 Introduction to Wetlands 1.6

2. Activity Summary 2.1

3. Pre-Visit Activity "1 North Carolina's Wild Wetlands 3.1

4. On-Site Activity '1 Wetland Water 4.1

5. Post-Visit Activity #1 Goose Creek 5.1

6. Vocabulary 6.1

7. References 7.1

8. Forms 8.1

9. Notes 9.1

0 rest Tying and protecting The North Carolina State As one of North Carolina's North Carolina's natural Parks System hasnow been resources is actually a rela- principal conservationagen- established for more than three cibs, the Division of Parksand tively new idea. Theseeds of quarters of a century. What the conservation Recreation is responsible for movement started out as one small plot of the more than 125,000acres were planted early in the 20th public land hasgrown into 59 century when citizens that make upour state parks were properties across thestate, in- alerted to the devastation system. The Divisionman- of cluding parks, recreationareas, Mount Mitchell. Logging ages these resources for the trails, rivers, lakes andnatural was destroying a well-known safe enjoyment of thepublic and protects and landmark the highestpeak preserves east of the Mississippi. As them as a part of the heritage the magnificent forestsof we will pass on to generations to come. this mile-high peakfell to the lumbermen'saxe, alarmed An important component citizens began to voice of our stewardship ofthese their objections. Gover- lands is education. Through nor Locke Craig joined our interpretation and environ- them in their effortsto mental education services, save Mount Mitchell. the Division of Parks and Together they convinced Recreation strives to offer the legislature topass a bill enlightening programs which lead to an understanding establishing Mount Mitchell areas. This vast network of and as the first state park of North appreciation of land boastssome of the most our natural Carolina. Thatwas in 1915. resources. The goal of our beautiful scenery in theworld environmental education and offers endlessrecreation program is to generate an opportunities. Butour state awareness in all individuals parks system offersmuch more which cultivates responsible than scenery andrecreation. stewardship of the Earth. Our lands andwaters contain unique and valuablearchaeo- logical, geological andbiologi- cal resources that-areimportant parts of our natural heritage.

For more informationcontact:

N.C. Division of Parks and Recreation P.O. Box 27687 Raleigh, NC 27611-7687 919/ 733-4181

Goose Creek State Park,NC upist 1994 Introduction to Goose Creek State Park

Efforts to establish a state John Lawson, the famous ex: various stages of forest suc- park on the plorer and Surveyor-Peneral c.,ession. Five hiking trails began in 1969. At the request of North Carolina;: rix'a*have and tWo.boardwalks provide of local citizens, the Division owned, in the early 17,00's, acce§slotiese various habi- of State Parks surveyed the some of the lancifthatAs now t tYits:: area along the Pamlico River included in thepark: These different plant corn- for potential sites. The area dence of mare i.4;Yent 49 can munities located` et to a ma- arJund Goose Creek was de- be found altethe riyer'shore jor coastal plain riverProvide termined to be the most suit- in the forin,' fold haitiesites food and habitat for a diverse able location. With support and pier reirqins: group ofanimals. Manyspe- from local citizens, Goose Goose CrOk cies of birdsliVe in the' park, Creek State Park became a theinost significant being the reality on September 25, 1974 Flora and Fauna., red-cockaded woodpecker, with the acquisition of almost Goose Creek State park the bald eagle and the osprey. 1,209 acres. Today the park provides important habitat The endangered red-cockaded contains 1,597 acres. a vast array of coastal plain woodpecker occurs in the Though documented his- plants and animals. Within mature pine forest, while the torical information for the its boundaries, Goose Creek osprey nests in dead snags and park site is sparse, it is known contains several distinct plant may be seen fishing along the that a Tuscarora village was communities, including ma- river. Bald eagles, also endan- located between Goose Creek .,ture loblolly pine forest, hard- gered, are not common, but and the town of Bath. Captain wood forest, swamp forest may be seen throughout the Thomas Blount, exploring the and tidal freshwater marsh. It year. Pamlico region on May 21, also includes areas that were The Pamlico River and 1701, landed near Ragged clearcut before the park was nearby pro- Point on the present park site created. These areas are in vide an important wintering

Goose Creek State Park, NC 1.2 t) August )94 area for several species of 3. Research activity permits 4. Everyone should wear a waterfowl. Mammals such may be required for sampling name tag. Please color-code as deer, fox, otter, mink, rac- activities. If your group plans tags (for groups) and establish coon and are present, to collect any plant, animal or a buddy system. though seldom seen. Saltwatermineral within the park, please 5. Activities that take place and freshwater fish may be contact the park office at least outdoors may expose partici- found at Goose Creek. Thd 30 days in advance to obtain pants to insects and seasonal economically important blue a permit application. weather conditions. Poison crab ranges from the Pamlico Before the Trip: ivy is abundant in certain Sound to tidal freshwater areas in the park and should marshes like Goose Creek. 1. Complete the pre-visit activity in the Environmental be avoided. Be prepared by Largemouth bass, bluegill, dressing accordingly and white perch and yellow perch Education Learning Experi- ence. wearing sunscreen or insect are commonly caught. Rep- repellent, if necessary. tiles, amphibians, and insects 2. The group leader should abound throughout the park. visit the park without the 6. Comfortable walking shoes should be worn. Students Keep an eye out for alligators participants prior to the group they have been sighted outside trip. This will enable you to need to bring shoes that they the park! become familiar with the fa- do not mind getting wet or dirty, an extra change of Scheduling a Trip: cilities and park staff, and to identify any potential clothes and a towel. Some ac- 1. Please contact the park at problems. tivities may be in the wetland! _least two weeks in advance to 7. The group leader is respon- make a reservation. 3. The group leaders should discuss park rules and behav- sible for obtaining a parental 2. Complete the Schedul- ior expectations with adult permission form from each ing Worksheet located leaders and participants. participant, including a list of on page 8.1, and re- Safety should be stressed. any health considerations and turn it to the park medical needs. An example as soon as pos- of this form is on page 8.2. sible. 8. If you will be late or need to cancel your trip, please notify the park as far ahead as possible.

Belted Kingfisher

Goose Creek State Park, NC August 1994 4. Picnic in designated picnicriculum through reports, areas only. Please help keep projects, demonstrations, dis- the park clean by not littering. plays and presentations. Restrooms and drinking water 4. Give tests or evaluations, are available in the picnic area. if appropriate, to determine if 5. Swimming is permitted in students have gained the de- the Pamlico River in the desig- sired information from the nated swimming area, how- experience. ever, there are no lifeguards 5. File a written evaluation of While At the Park: available. It is suggested that the experience with the park. you provide your own life- Please obey the following Evaluation forms are available guards if your grotip would rules: in the activity packet on page like to swim. 1. To help you get the most 8.3. 6. In case of accident or out of the experience and in- emergency, contact park staff Park Information: crease the chance of observing immediately. Goose Creek State Park wildlife, be as quiet as possible Route 2, Box 372 while in the park. Following the Trip: Washington, NC 27889 2. On hikes, walk behind the 1. Complete the post-visit Fax# 919-923-0052 leader at all times. Stay on activity in the Environmental Telephone 919-923-2191 marked trails and boardwalks. Education Learning Experi- Running is not permitted. ence packet. Office Hours: 3. All plants and animals 2. Build upon the field Year round 8:00 am 4:30 pm within the park are protected. experience and encourage Monday Friday Breaking plants and harming participants to seek answers Hours Of Operation: animals are prohibited in all to questions and problems Nov -Feb 8:00 am 6:00 pm state parks. This allows future encountered at the park. Mar -Oct 8:00 am 7:00 pm visitors he same opportunity 3. Relate the experience to Apr,May,Sep 8:00 am 8:00 pm to enjoy our natural resources. classroom actil.ities and cur- Jun -Aug 8:00 am - 9:00 pm

Goose Creek State Park, NC 1.4 August 1994 The Environmental Educa- to reinforce concepts,skills tion Learning listed in the back ofthe activity Experience, Wet- and vocabulary learnedin the land Wonders, packet. A list of thereference was developed topre-visit and on-siteactivities. provide environmental n-katetials used indeveloping the educa- These activitiesmay be per- tion througha series of hands- activities follows thevocabu- formed independently,however lary list. on activities for the classroom they have been designed and the outdoor to be setting of done in a series to build This documentwas designed Goose Creek State upon Park. This the students' newly to be reproduced, inpart or en- activity packet, designed gained for the knowledge and experiences. tirety, for use in NorthCarolina 4th, 5th and 6thgrades, meets classrooms. If The Environmental you wish to pho- established curriculumobjec- Educa- tocopy or adapt it for other tion Learning Experience, uses, tives of the NorthCarolina De- Wet- please credit the N.C. land Wonders, will Division partment of PublicInstruction's expose the of Parks and Recreation. student to the following Standard Course ofStudy. major concepts: Three types of activitiesare in- Note: cluded: Wetland physiology The on-site activitywill require 1) pre-visit activity Wetland hydrology which couldexpose the 2) on-site activity Wetland soils students to hotor cold condi- 3) post-visit activity Wetland habitats tions and ticks and otherinsects. Water quality Accessibility tosome of these The on-site activity will be Wetland flora & fauna areas may be difficult forper- conducted at the park,while sons with special needs. When pre-visit and post-visit Resource management activities Adaptations conducting the on-siteactivity, are designed for the classroom. please remember that The first collecting Pre-visit activitiesshould be in- occurrence of vo- specimens of any kindin the troduced prior to thepark visit cabulary words used inthese park is prohibited. activities is indicated so that students will havethe in bold necessary background and type. Their definitionsare vocabulary for theon-site ac- tivities. Weencourage you to use the post-visit activities

71014 4 / ' Z14' 1,7/L., /f fi . _ , ,1047 [Et,'4 .1. /6 linT1/41-0fil /IA

Goose Creek State Park,NC 1.5 1J August 1994 11111.11.

What Makesa Wetland a Wetland In 1477, the US Army Corps of Engineers and the Environ- mental Protection Agency, (two federal agencies charged with regulating activities in wetlands), published this definition of a wetland: 1"those areas thatare inun- dated or saturated by surface or groundwater at a frequency and duration sufficientto sup- port, and that under normal circumstances do support, 'A horrible desert,, a prevalence of vegetation the foul damps ascend typically adapted for life in without ceasing,corrupt saturated soil conditions." the air and render it unfit fills. Our nations wetlands Wetlands are often transi- for respiration.. Never have been ditched, drained, tion zones that lie between was Rum, that cordial of and filled. Since colonial dry land and waterways, but some are isolated. The most Life, foundmore necessary times, approximately 50%of common types are swamps, than in this Dirty Place." the United States' 215million acres of wetlands have been pocosins and marshes. Other So said Colonel William destroyed. Today, wetlands types include: bogs, bottom- Byrd in the 17th century while are the center of controversy lands, fens, mires,moors, surveying the Great Dismal because some people believe Carolina hays, muskegs,peat Swamp on the Virginia-North wetlands are an invaluablere- land, playa lakes, potholes, Carolina Border. In fact, Colo-source. While others feel wet- sloughs and wet meadows.At nel Byrd is credited for naminglands should be developedfor Goose Creek State Parkyou the swamp. farming, housing, and other can observe four types of wet- This sinister and forbidden uses to boost the economy. image of wetlands hasen- You may see bumper stickers dured through present times. on cars saying "Save Our Wet- Ask a person to describea wet-lands" or "No Wetlands,No land and youmay hear about Seafood." What has caused mosquitoes, snakes, muck and people to change their minds foul air. Since Colonel Byrd's about wetlands? Let's take time, people have viewedwet- a closer look to see if wecan lands as wastelands,space that better understand whatwet- could be used for farms, shop- lands are, and why theyarc ping malls, highways andland-important.

Goose Creek State Park, NC ugustl)9.4 lands: nonriverine swamp for- pH refers to how acidicor al- fur compounds to help per- est, coastal plain small stream kaline a substance is. Scientist form their metabolic pro- swamp forest, tidal cypress- use a pH scale to determine or cesses. A by-product of these gum swamp forest ancl a tidal define how acidic or alkaline metabolic processes is hydro- freshwater marsh. Hcwever, something is. This scalegoes gen sulfide gas which gives all wetlands have three com- from 0 to 14. A pH of 0 is hydric soil the rotten egg odor. mon denominators: water, extremely acidic while a pH characteristic of a marsh. special soil and specialized of 14 would be very alkaline. plants. The arrangement of For example, lemon juice, San:.ple Soil Layers these three characteristics dif- vinegar, and the fluid ina car In A Wetland ferentiates one wetland from battery are all acidic liquids. another. They would have avery low Water pH, (probably between 0 and To p so i 5). Liquids like milk and dish Water binds all of the detergent are examples of al- components needed to pro- kaline substances and would duce wetlands. It is the main have a higher pH, (probably Gray Layer ingredient and dictates soil between 7 and 10). Wetland 7, / I / structure and the species of / // / / %1 /% f% /. plants and animals have / /111/ / f / /1// / plants and animals that charac-adapted to live within specific ,,,,, terize a wetland. Water ina pH ranges. .Gray with Mottles wetland may be fresh, brack- / / rI/r//\ /\I / //;\ / ish (slightly salty)or salty. Soil / / / / 1 1 / / " nA / 1r 1 / / / Water may be tidal or nontidal. With a prolongedpresence The water in wetlands of water, the soil developsspe- comes from two sources: sur- cial conditions and is called face water and ground water. hydric soil. In water-saturated Surface water is precipitation soil, most or all of thepore or water from streams, rivers, spaces are filled with water lakes or oceans. Groundwaterleaving little or noroom for Plants is water beneath the Earth's oxygen. Thus the soil be- surface. One attribute shared comes anaerobic, (lacking Plants found in wetlands by all wetlands is constantor oxygen). Because of thesatu- are referred to as hydrophytic periodic flooding or inundationration and anaerobic nature (water loving) plants. Plant and soil saturation. In other of hydric soil, many chemical communities help define words, a wetlandcan always reactions occur whichcause wetland areas. Wetland plants be wet, wet at certainseasons, physical changes in the soil. have adapted to a very stress- and dry at others, or regularly The initial composition of the ful environment. Some plants or irregularly flooded. One soil, the wetness and/or the have to survive flooding and definition of a wetland is that frequency and length of flood- drought, silting, saltwater in- it must be wet for 7-30con- ing will determine the soils trusion and chemicals thatmay secutive days or more and haveappearance and texture. Since wash off the adjacent lands. soil that is saturated within the soil lacksoxygen, organ- Floating plants must be light 6-18 inches of the surface, isms living in the soilmust enough to float yet strong during the growing season. carry out anaerobic respiration.enough to hold their shape. The pH of the water also Bacteria, which break down Aquatic plants may usespe- affects what lives ina wetland. organic material, willuse sul- cial water-filled channels in

Goose Creek State Park. NC August 1994 pnematophores, are a second- In 1981, the Louisiana ary root system that rise above shrimp and menhaden catch the surface of the wateren- was valued at 200 million abling trees like thecypress to dollars. Marshes and wetlands survive. Tree trunks that have are critical for these two spe- swollen basesb :It-tresses-- cies. help aerate the tree. Some 55\million people spent trees have shallow roots that almost 10 BILLION DOL- grow from the stem tissue just LARS in 1980 observing and under the soil surface allowing photographing waterfowl and the tree to obtain oxygen and other wetland dependent exchange gases. spe- cies. These are the ingredients Wetlands can help store needed to create a wetland. and recharge groundwater When all of these ingredients sup- plies. A 2,700-acre wetland in come together we have' one of Massachusetts was found to the richest, most productive add 8 million gallons of and important ecosystems water on a day to a shallow aquifer. Earth. This aquifer provides drinking Wild Wonderful water for a nearby city. Wetland Facts Some wetlands can slow their leaves and stems forsup- and reta'.n large amounts of Wetlands provide impor- port. Other plants that have water c tring flood events, thus tant habitat for plants, fish roots under water and leaves reducing damage from floods. above water (called emergent and wildlife. One third of Wetlands and wetland plants) must be able to America's threatened and support plants have been found themselves. In addition, plants endangered species live in to trap sediment and other pollutants growing in salty areas have wetlands. that are washed off the land. developed specialized cells Wetlands are one of the that control salt content by most productive habitdtson Recently, scientists have excreting salt from the plant's Earth. In the southeast, 96% begun experimenting with body. of the commercial and50% of wetland plants and using them to treat wastewater. In Arcata, Plants take carbon dioxide the recreational fish andshell- California they created out of the air and release fish depend on wetlandsfor a 96 acre wetland to treat their oxygen. Plants also need to all or part of their life cycles. wastewater. This system costs absorb oxygen through their less to operate then traditional roots, but in wetland soils there methods and thew etlandpro- is little, if any,oxygen avail- vides habitat for over able. Therefore, wetland plants 200 species of birds. have adapted special airspaces aerenchymafor trans- 100,000 people use the trails, wildlife porting oxygen from leafto viewing blinds and root. Trees growing in wet- lands also have special adap- picnic facilities at tations to help deal with this natural waste- t water treatment area each his environment. Knees,or year.

Goose Creek State Park, NC 1.8 A

The following outline provides a brief summary of each activity, the majorconcepts introduced and the objectivesmet by completion of the activity. I. Pre-Visit Activity #1 North Carolina's Wild Wetlands (page3.1.1 ) Using a set of clue cards and a simple key, students will be introducedto the diversity, location and basic classification of wetlands in North Carolina.They will use the clues and to identify different wetlands. key Major concepts: Location of wetlands in NorthCarolina Different types of wetlands inNorth Carolina Wetland classification Use of a simple key Objectives: Describe the threecomponents needed to havea wetland. Name five types of wetlandsfound in North Carolina. Using a North Carolinastate transportation map, locate the five counties mentionedin this activity that contain wetlands. II. On-Site Activity

#1 Wetland Water,(page 7.1 .1 ) Students will determine the quality of the water found ina freshwater tidal marsh and the Pamlico River by performing three hands-on water qualitytests (pH, salinity, dissolved oxygen). They will also test a sample of tap water from school forpH and salinity. Major Concepts: Water quality Wetland functions Watersheds Human impact on wetlands Water testing Objectives: Demonstrate the use of threeLaMotte test kits to determinepH, dissolved salinity. oxygen and Analyze samples and compare results between wetland samplesand the Pamlico River. List three human influences which can affect thewater quality at Goose Creek. Name the river/watershed of which Goose CreekState Park is a part.

Goose Creek State Park. NC 1r lugu,11994 III. Post-VisitActivity #1 GooseCreek (page 5.1.1) Using a topographic map of the Goose Creekarea and land use cutouts, dee; lions aboit development of land students will make surrounding Goose CreekState Park.

Major mcepts: . Human impact on Goose Creek wetlandsand the Pamlico River Water quality Land use planningand its effect on Goose Creek andareas downriver Resource management

Objectives: Evaluate the effects of different imaginaryland uses on Goose River. Creek and the Pamlico Discuss and list fiveways to minimize damaging River. effects on GooseCreek and the Pamlico

Goose Creek State Park,NC t ' Curriculum Objectives: Grade 4 Communication Skills: lis- tening, reading, vocabulary and viewing comprehension, study skills using environ-

mental sources . Guidance: group interaction Science: living things- animals, adaptation to envi- ronment, interdependence of animals Social Studies: gatherorga- nize and analyze information, draw conclusions, participate effectively in groups

Grade 5 Communication Skills: lis- tening and visual comprehen- sion, study skills Science: Earth science, envi- Major Concepts: and their locations. The ronment stu- Location of wetlands in dents will also usea simple North Carolina key to identify or classify Grade 6 Different types of wetlands wetland habitats found in Communication skills: listen- in North Carolina ing and visual comprehen- North Carolina. sion, study skills Wetland classification Use of a simple key Classifying wetlands has Science: Earth science, envi- been and is still ronment a controversial Objectives: and confusing issue. Onerea- Location: Classroom Describe the threecompo- son is that detailed studies of nents needed to havea wetlands show that thereare Group Size: wetland. many different types. Distinct 30 students, class size Name five types ofwet- differences in plant species, Estimated Time: lands found in North Caro- soils, water chemistry,as well One class period lina. as geographic location and Using a North Carolina climate cor.ibine tocreate one Appropriate Season: Any state transportationmap, of the most complexecosys- Materials: locate the five counties tems on Earth. However, the Provided by educator: mentioned in this activity US Fish & Wildlife Service Per student or group: Onecopy that contain wetlands. has put out a technical publica- of the "North Carolina'sWet- tion, Classification of Wetlands lands - Habitat Clue Cards," Educator's Information: and Deepwater Habitatsof one copy of "A Key to North Carolina's Wetland Habitats" the United States (listed in rr he purpose of thisactivity the reference section), that is Several North Carolina De- 1 is to expose the partment of Transportation student to widely used and has helped road maps the variety of wetlandhabi- standardize the classification tats found in North Carolina of wetland habitats.

Goose Creek State Park, NC 3.1.11 Ci August 1 994 Keys: How a Key Works: Instructions: A key is an essential tool A list of characteristics is Have students read the used by R.:ople to help identify arranged as a series of either / "Introduction to Wetlands" or classify plants, animals or or statements. For each pair ofand the Student's Information. in this case, habitats. A key is statements, choose the one that Hand out copies of the "North an ordered list of significant best describes the item you're Carolina's Wetlands Habitat characteristics that describes identifying. For example, if Clue Cards." Hand an organism or again, in our out copies you were handed a pine needle of "A Key to North Carolina's case, wetland habitats-. Keys to identify, you would startat Wetland Habitats." Discuss often use a combination of the top of the key with these .what a dichotomous key is pictures and written descrip- two choices: and how to use it. Have the tions to aid in identification or 1. Leaves long and needle- students cut the Wetlands classification. - like. Habitat Clue Cards along the 2. Leaves not long and dotted lines. The students needle -like. should pick a card and read it. They should then start Of course, a pine needle is at the top of "A Key to North long and needle-likeso you Carolina's Wetland Habitats" would choose that statement and key out the wetland habi- and continue to thenext choice tat described on the Clue Card. under that Fide of the dichoto- mous key. They should do this for all nine cards. Wheneveryone is done, hand out copies of North Carolina's roadmap. Have each student locate the five counties mentioned inthe activity.

Wetland- Habitat Clue Cards Answers A. Southern AppalachianFen D. Southern AppalachianBog G. Pocosin B. Salt Marsh E. Tidal Freshwater Marsh H. Piedmont/Mountain/Lev.ee Forest C. Tidal Cypress-GumSwamp E Aquatic Bed I.Eel Grass Bed

Goose Creek State Park, NC 3.1.2 Atiy.11,1I99,4 Student'sInformation

swamp forest, nonriverine swamp forest, and a tidal cypress-gum swamp. Soyou see there is more to a wetland thah meets theeye. The fol- lowing activity will giveyou an idea of several wetland types found in North Carolina and their locations. Goose Creek Wetlands Tidal Freshwater Marsh: Found along the margins of estuaries, rivers,or creeks that are regularlyor irregularly flooded with freshwatertides. Did you know that there Wetland Classification: are 46 different habi- Salinity (the amount of saltin tats or communities As .etland ecologists the water) is usually fiveparts . learn more about the salt per thousand parts in North Carolina thatmight complex water interrelationships between or lower, but may be higher meet the definition ofa wet- wetlands, their geographic during rare high tide land?. Wetland ecologistsno events location and climate, they (seawater is 35 ppt, parts longer refer to wetlandsas have per found that thereare lots of merely a swampor marsh. In- thousand). Plant diversity is different types of wetlands. high in this type of stead, you willnow hear terms wetland. They classify like "coastal plain levee or name wet- A few dominant plantsfound forest lands using a specific in this wetland blackwater subtype," "non- descrip- are cattails, tion. For example, sawgrass, salt grass, black riverine hardwood forest,"or "southern Appalachian bog "southern Appalachian bog - northern needlerush, sedges,pennywort - subtype," gives northern subtype." Sounds us the location and bulrush. Shrubs andtrees and general type of complicated, doesn't it? Why wetland, include wax myrtle, redcedar, not stick to swamp, marsh and tells us that the boghas bald cypress and and bog? We all know characteristics ofa northern groundsel tree. these bog. This classification terms. After all, we know that sys- tem is necessary because it all wetlands have threemain ensures that wetland ecologists components; water, special in North Carolina alluse the soil, and hydrophytic(water- loving) plants. Let's take same names when referring a to a particular wetland. closer look at wetlandclassifi- cation and see ,.... When you visit Goose .--'''. if we can Creek State Park,you will be make some. working in a tidal freshwater sense of it. marsh. Other wetlandtypes found at Goose Creekare coastal plain smallstream wax myrtle

Goose Creek State Park, NC 3.1.3 If \ ugust )993 Coastal Plain Small StreamNonriverine Swamp Tidal Cypress-Gum Swamp Forest- Forest: Swamp: (Blackwater subtype): Found on poorly drained Found along the margins of Found along small upland flats, well away from creeks, normally behind where blackwater streams that have a streams. This area is distin- the tidal freshwater marsh is poorly developed floodplain. guished by its location and the predominant. Bald cypress, The water is acidic and water dominance of swamp trees likeswamp tupelo, red maple and flow is variable. Trees typical cypress and swamp tupelo. other water loving hardwoods of this area include bald arc dominant. This area differs cypress, sy.amp tupelo, red from the coastal plain small maple and river birch. This stream swamp forest because wetland forest occurs near the it is influenced by tides. upper end of small streams above normal tide influences. Down stream where there is a tidal influence this wetland forest grades into the tidal cypress-gum swamp forest.

Goose Creek State Park, NC' 3. 1 .4 \u,_11,,1 111,14 North Carolina's Wetlands-Habitat Clue Cards

-r A. North Carolina's only example B. 95% of all commercial C. Major coastal plain rivers of this rare type of wetland occurs seafood species depend on these have this wetland habitat. They on Bluff Mountain in Ashe food -rich wetlands during some are seasonally to semi-perma- County. Wet, mucky soil cover- stage of their life. The land is nelttly flooded. The water is ing shallow bedrock creates per- alternately covered and uncovered usually neutral (not acidic or fect conditions for this type of with water. Water is tidal and alkaline). The presence of gum wetland. Water is found most of very salty. Tall grasses stick and cypress trees is a good clue. the year due to seepage of mineral above the water. A good example The Roanoke River has extensive rich alkaline (high pH) water. of this wetland can be found at wetlands of this type. Grasses, wildflowers, ferns and Hammocks Beach State Park in small shrubs dominate. Because Otis/ow County. of the mineral-rich, alkaline water. many of the plants found here are unusual to North Carolina.

-r ifD. This type of wetland is found E. This type of marsh occurs F. Water is always present, is in scattered locations throughout where small creeks and rivers usually fresh and less than six the mountains of North Carolina. flow into large coastal rivers. feet deep. Plants may be found It occurs on relatively flat, poorly These wetlands are flooded regu- growing underwater, growing drained areas that are permanently larly or irregularly by lunar or from the sediment and floating wet to intermittently dry. The wind tides. The water is usually on the surface, or growing from soil is organic and is very acidic fresh to slightly salty. Grasses the water's edge. Look for this (low pH). Sphagnum moss, ferns. and dense herbaceous (low grow- wetland type along the edges of wildflowers, herbs and shrubs ing) plants, along with widely ponds. lakes, rivers and streams. dominate. Trees may be widely scattered trees and shrubs make This wetland may eventually scattered around this wetland up the plant community. Goose turn into a marsh. or grouped along the edges. Creek State Park in Beuulart Panthertown Valley in Jackson County has a good example of County Irzs examples of this this wetland. wetland. 4- G. North Carolina has the largest I. Water is always present in H. The presence of large oak. remaining tracts of this wetland. this wetland type. The water is sweetgum and poplar trees, and These wetlands are seasonally usually salty and can be deeper the absence of shrubs and herbs flooded or saturated. Soil andwa- than six feet. Plants grow under- are good indications of this type ter are acidic. Dense shrubs, be- water on the bottom. This area of wetland. These wetlands are tween three feet and six feet tall. is extremely important to many dominate this type of wetland. seasonally to frequently flooded. different aquatic species. Rem- The water is usually neutral These wetlands are confined to nants of this habitat can be found the coastal plain. Native Ameri- (neither acidic or alkaline). These in the Pamlico Sound. Some wetlands can be found on New cans callfd this wetland "swamp scientists do not consider this a on a hill." A National Wildlife Hope Creek at the upper end of wetland. Refuge located in eastern North Jordan Lake in Durham County. Carolina is named after this wet- land type. L L

Goose Creek State Park, NC 3.1.5 23 Auras( 1994 A Key to North Carolina's Wetland HAbitats, covered with water land always Wetlands covered with waterland sometimes water less than 6 feet deep I water more than 6 feet deep_ water tidal I water not tidal underwaterplants growing and I plants growing I along waters edge water freshslightly or salty on bottom only water salty tall grassesandout shrubs above herbs stick water herbs,tall trees grasses or shrubs stick outabove water, no water not alkaline or acidic dense shrubs water acidic sphagnum moss, water alkaline aquatic bed eel grass bed fresh to slightly saltytidal freshwater tidal saltwater water salty I 3-6 feetfound tall dominateonlyin coastal shrubs dominate foundherbs mostly small in the marshbald cypress roaks sweetgum, marsh I plain of N.C. pocosin Appalachianmountainssouthern found along coastal plain rivers and streams and gum trees I sycamore, riverbirchfound onlytrees in the dominate piedmont bog Appalachain southern 24 tidal cypressgum - swamp piedmont/mountain] /levee forest I 25 fen On-Site ActiN "1 Wetland Water

Major Concepts: Curriculum Objectives: Appropriate Season: Any Grade 4 Water quality Communication Skills: lis- Materials: Wetland functions tening, reading, vocabulary Provided by educator: Watersheds Per group: one copy of data and viewing comprehension Human impact on wetlands, Guidance: group interaction heet Water testing Healthful Living: recreation Provided by park: 9 LaMotte test safety kits, rubber gloves, eye protec- Objectives: Mathematics: measurement tion, three thermometers, easel Demonstrate the use of Science: living things-ani- or large writing pad mals, adaptation to environ- three LaMotte test kits to ment, interdependence of Special Considerations: determine pH, dissolved animals Each class needs to have at oxygen and salinity. Social Studies: gather, orga- least four adults to help with Analyze samples and nize and analyze information; each group. Mosquitoes, compare results between draw conclusions, participate ticks, and hot humid weather effectively in groups may be encountered in the wetland samples and the summer months. Chemical Pamlico River. Grade 5 reagents are used in water List three human influences Communication Skills: lis- quality testing. Because mis- which.can affect the water tening and visual comprehen- use of these chemicals can be sion, study skills hazardous, standard chemical quality at Goose Creek. Healthful Living: school protection procedures will be Name the river/watershed safety required. While performing of which Goose Creek Math: measurement *Sci- these tests the students will be State Park is a part. ence: Earth science, environ- required to wear eye protec- ment tion and rubber gloves. The Social Science : organize educators will assist in making analyze information, draw sure all safety precautions are conclusions followed.

Grade 6 Communications Skills: listening and visual compre- hension, study skills Healthful Living: environ- mental health, home safety Math: measurement Science: ecology Social Science: organize, analyze information, draw conclusions

Location: Ragged Point Trail

Group Size; Maximum of 30 students

Estimated Time: 1 to 1 1/2 hours

August I ;"-i . Goose Creek State Park, NC 4.1.1 Educator's Information: Divide the students into test for pH and bring them with rr he students will be three groups. They will be you; one should be alkaline I involved in collecting responsible for collecting the and the other, acid. Also, water samples and perform- samples, performing thetests bring a quart of tap water from ing several tests to determine and recording the resultson your school to test its pH and their data sheets. After each the quality of thewater of salinity. group has finished, gather and Goose Creek's wetlands and ** Park staff will collect the discuss their results. Prior the Pamlico River. Park staff to students' data sheets and your visit, have the students enter will lead a discussionon basic their results intoa computer read the Student's Information wetland function, watersheds, to develop baseline data for and the Introduction to Wet- water quality, and natural and monitoring the quality of the lands and complete the Pre-. human influences whichcan water at Goose Creek State Visit Activity. Review the affect Goose Creeks' wetlands Park. Please emphasize the Student's Information and the plants and animals on pH, importance of their contribu- DO and salinity. that live there. Students will tions in monitoringwater use LaMotte test kits to deter- * Have students selecttwo quality in the park. mine pH, dissolvedoxygen liquids that they would liketo (DO) and salinity.

2

Goose Creek State Park, NC 4.1.2 August 1994 Instructions: 4. Within eachgroup, form thebring them back to the picnic 1. Park staff will leada brief students into three teams;one area to perform the test. discussion focusingon the typegroup will test pH, one will test * The students will need of wetland the students will dissolved oxygen (DO), and to be "fix" the DO sample before working in, basic wetland one will test salinity. Each taking it to the picnic function, the importance of group will check the water area. This procedure is included in wetlands, factors thatare af- temperature. Each teammem- the,LaMotte instructions. fecting Goose Creek'swet- ber should havea task; for ex- lands and the importance of ample, one person reads the 8. When the studentsare fin- water quality monitoring. test instructions, oneperson ished, gather them in the picnic area-to compare and discuss 2. Park staffor the educator performs the test, one records their results. will test the water samplesand the results, andone gets the the two liquid samples thestu- water sample and takes thewa-9. Ask the studentsto name dents brought from school. ter temperature. as many sources of pollutants. Test the tap water for pHand 5. Distribute the containers that might affect Goose salinity and test thetwo liquid and test kits for collectingthe Creek's wetlands, as theycan. samples for pH. Do thisto samples. Discuss what ways certain pollutants may affect certain demonstrate the use of the 6. Discuss theproper way to LaMotte test kits. Recordthe collect the samples. Stress organisms and how these thatorganisms may be used results on an easel. the person performing the as test indicator species. 3. Separate the studentsinto will be required towear rubber three groups. One adultor gloves and eye protection.Ad-10. Sum up the activityby park staff member shouldac- vise them to follow the emphasizing that wetlandsare company each group. Each La Matte test kit instructions especially vulnerable to pollu- group will collect water from carefully. tion because theymay filter one of the following sites: 7. Give the students about and hold pollutants. End the 45 discussion with solutions Site I beginning of board- minutes to collect samples to and the problems associated walk; perform the tests. They with may wetland water. Site H middle to end of want to collect samples and boardwalk; Site 111 swimming beach

110 /1 .70110 i'll '1 111 4 ,. / .' / ,,,,1%17,' il;/, 14/.1" .'"/7 ..,, .4-- 71, itTr'': WI I II/ 5._:-..- _ . '. I11, __...... - I Y1 ,' i'k01,1 ii d Vt -ga z ;.--_: :-... ._-_,...--.0.-...... ____ iv i ---r- ---47i'c'-`-w. - --I '77,#R, m,

Goose Creek State Park, NC 2S 4.1.3 August 1994 '

In the Pre-Visit activity, we learned what it takes to make a wetland, how wetlands are classified and *Petersburg where some specific types of wetlands are located in North G ' Carolina. This activity will *S.. deal with one of the main in- Elizabeth Cit .00 g, gredients of a wetland--water. AO' vi ***** Goose Creek's wetlands ea. Roanoke Rapids are part of the second largest estuarine system in the United ea%Raleigh States. This vast region is known as the Albemarle- Pamlico Region and consists of 2.2 million acres of rivers, .,1 New Bern

creeks and sounds. Wetlands Jacksonville are found along the edges of these bodies of water. The Albemarle-Pamlico Region The Albemarle-Pamlico Reon (within dotted area) includes the Pamlico and Albemarle sounds, the rivers good news; however, wetland quality? How will it affect the and streams that empty into eco-logists do not know the wetlands and wildlife at Goose them and the watersheds that long-term effect on wetlands Creek? What can we doto drain these bodies of water. as storage areas for pollutants detect pollution? In all, this region includes all or how this may affect the The purpose of this activity or portions of 36 counties in animals that utilize wetlands. is to try to answer theseques- North Carolina and 15coun- The wetlands at Goose tions by looking at where the ties in Virginia. Creek appear to be healthyto water in Goose Creek and the There are 17 watersheds in the eye, but are they? Pollu- Pamlico River comes from, North Carolina. Goose Creek tion in the adjacent Pamlico performing three water quality is located in the Tar-Pamlico River has been a majorcon- tests, identifying potential watershed. cern in recent years. Major sources of pollution upriver, As water passes through fish kills are notuncommon. and discussing how wetlands these watersheds, itmay pick Blue crabs in thearea fre- work as a filter. up pollutants from many dif- quently suffer from "burnt ferent sources. Recently,wet- shell," a disease thatcauses land ecologists have discov- the shell to erode, anda new ered that one of themore im- species of extremely toxic portant functions of a wetland dinoflagellate (a type of is its ability to absorbor filte. algae) has appeared out pollutants from the water, which can be deadly to and in some cases storeor re- fish and crabs. What has charge groundwater. This is caused this decline inwater 2S Goose Creek State Park, NC 4.1.4 \ugust 1994 Thousands of Pounds Different organisms toler- 9000 ate different ranges of pH. In The Commercial a pocosin, soil and water are 8000acidic due to large quantities Catch 7000 of peat in the soil, which is acidic; therefore, only plants 6000 aqd animals adapted to these conditions can live theresuc- 5000cessfully. Changes in pHcan 4000 be caused naturally but drastic changes are usually a result 3000 of pollution, like acid preci- pitation, sewage effluent 2000 and other chemicals thatare 1000 washed into our water. By monitoring the pH ofour 0 streams and rivers, we can detect extremely highor low 1980 1981 1982 1983 1984 19851986 198719881989 1990 pH's that would kill most Source: N.C. Division of Marine Fisheries aquatic organisms. Monitor- ing can alert us to changes in The Tests: A pH of 7 is neutral ( equal our water quality and help us pH: numbers of H+ and OH- to protect our waters by giving pH means (p)ower of ions), being neither acidicor us clues to the source of the (H)ydrogen ion activity. Sci- alkaline. changes. entists use the pH scaleto pH is measured on a Salinity: define the degrees of acidity/ logarithmic scale with each alkalinity in soil and water. Salinity is a measure of the number representinga factor amount of salt present in the On one end of the scale,a pH cf ten. Thus, a change ina of 0 is extremely acidic (many water. It is expressed in parts river's pH from 6 to 5.means per thousand. (ppt). A salinity hydrogen ions, H+), whereas that the river isnow 10 times reading of 6ppt means that at the other end of the scale,a more acidic; from 6 to 4 pH of 14 is extremely alkaline there are 6 parts of salt to means it is 100 times more every 1,000 parts of water. (many hydroxide ions, OH-). acidic. Salinity is affected bymany factors including ACID RANGE NEUTRAL BASE RANGE tidal fluctuations, pH I weather and the 0 7 14 amount of fresh- water flow. Salt FEW OH- water is heavier than fresh water LARGELY OH- and higher con- centrations of salt may be found at FEW H+ lower depths than LARGELY at the surface. At

Goose Creek State Park, NC 4.1.530 August 1994 times, the difference in salinity tating to aquatic species. Re- DO than warm water. Moving between the surface and bot- member that salinity changes. water increases the surface tom is so great that "slugs," It is generally lowest in April area where the oxygen mixes or bodies of water with very and highest in December in thewith the water. During the day high salinities, form alongor Albemarle-Pamlico region. aquatic plants photosynthesize, near the bottom. Since these Dissolved Oxygen: putting oxygen into the water. "slugs" of saltwater arenear At night aquatic plants do Dissolved oxygen DO: the bottom, there is little not photosynthesize, so DO dissolved oxygen available. is the amount of oxygen avail- readings are generally higher If conditions change, forex- able (dissolved) in the water. during the day and lower at It is measured in milligram/ ample, high winds mix the night. Increases in pH due to liter or parts per million. The "slug" of saltwater with the increases in nitrates or phos- amount of DO in water dic- surrounding water, the sudden phorus, from fertilizers or tates where certain aquatic mixing of water with little dis- waste water, may cause exces- plants and animals will be solved oxygen available can sive plant growth or algae found. cause fish kills. Even though blooms. This sudden increase natural salinity changesoccur Two factors that affect the in aquatic plants can result. in daily, a sudden increaseor de- amount of DO in water are extremely low DO at night and crease in salinity can be devas- temperature and water move- can cause massive fish kills. ment. Cold water holds more

Goose Creek State Park, NC 4.1.6 August 1994 Group Name: Date: Temperature: Air Water Location tested: Type of test: Methods used to test:

Results Classroom Samples: Tapwater

t. pH Salinity

Examples of alkaline and acidic liquids Acidic example- pH

Alkaline example- pH

Site I Specific Location pH DO Salinity Water temperature

Site II Specific Location , pH Salinity

Site 10 pH Salinity Water temperature

Goose Creek State Park, NC 4.1.7 3 August 1994 Wetland Water Data Sheet AnswerSheet

Group Name: Goose Creek Waterstriders Date: 4-5-94 Temperature: Air 76° F Water 65° F Location tested: Goose Creek State Park

Type of test:pH, DO, salinity Methods used to test:LaMotte Water Test Kjts

4 / Results Classroom Samples: Tapwater pH Salinity

Examples of alkaline and acidic liquids Acidic example pH

Alkaline example- pH

Site I Specific Location Beginning of RaggedPoint Boardwalk pH DO Salinity Water temperature

Site II Specific Location Middle of RaggedPoint Boardwalk pH

Salinity Waterftempelitii,

Site III SPeCific Location -,Goae>CreekSwim gegch, Pamlico River pH DO Salinity Water temperature

Goose Creek State Park, NC 4.1.8 August 1994 POSi-ViSit AdiN its "1 ;oose Creek

Curriculum Objectives: Grade.6 Major Concepts: Grade 4 Communication Skills: Human impact on Goose Communications Skills: listening and visual compre- Creek wetlands and the listening, reading, vocabulary hension, study skills Pamlico River and viewing comprehension; Guidance: competency and study skills using environ- skill for interacting with Water quality mental sources others Land use planning and its Guidance: evaluate the Healthful Living: environ- effect on Goose Creek and importance of familiar jobs, mental health areas down river competency for interacting Science: ecology with others Social Science: organize and Resource management Library/Media Skills: work analyze information, draw Objectives: independently and creatively conclusions, use maps, in preparing assignments participate effectively in Evaluate the effects of dif- Science: living things- groups ferent imaginary land uses animals, adaptation to envi- on Goose Creek and the ronment, interdependence Location: Classroom Pamlico River. of animals Social Studies: gather orga- Group Size: Discuss and list five ways to nize and analyze information; 30 students, class size minimize damaging effects draw conclusions, use maps, on Goose Creek and the participate effectively in Estimated Time: Pamlico River. groups One to three 45-60 minutes Grade 5 Appropriate Season: Any Educator's Information: Communication Skills: listening and visual compre- Credits: rr he purpose of this activity hension, study skills Adapted from "Dragonfly 1 is to encourage students Guidance: competency and Pond" Aquatic Project Wild, skill for interaction with Western Regional Environ- to wrestle with development, others mental Education Council economic and resource man- Science: Earth science, agement issues. The students environment Materials: will use the Goose Creek area Social Science: organize and Provided by educator: analyze information, draw Per student: one copy of as a microcosm of environ- conclusions, use maps, par- Student's Information, and mental concerns in making ticipate effectively in groups "Special Species Fact Sheet" management decisions. They For each three students: scissors, will contend with the arrange- masking tape, paste or glue, ment of overlapping and con- paper, one copy of each of: "Legend and Land Use Cut- flicting land uses in an effort to outs," Topo Map of Goose preserve the Goose Creek area. Creek Area," "Pamlico River When the students reach some to Pamlico Sound" kind of agreement about local issues, they will discuss how their actions affect the river downstream. The activity ends with the idea that the planet Earth is, in fact, a single Goose Creek. 34 Goose Creek State Park, NC 5.1.1 August 1994 Instructions: 1. Prepare copies of the land use cutout sheets, the "Topo Map of Goose Creek" the Student's Information and "Special Species Fact Sheet" ahead of time. Explain the activity. Tell the students that they will be responsible for arranging the pattern of land State Park officials use around Goose Creek in want to preserve and such away as to minimize the protect the park wetlands impact on Goose Creek State for plants, wildlife and Park and their wetlands. Re- recreation. Park officials mind them that some of these want to expand the park land uses might be conflicting to.provide more of a and therefore they will have to "buffer" against outside make some very tough man- development. agement decisions. Pass out Highway department the Student's Information and personnel want to widen "Special Species Fact Sheet" existing roads to accommo- and have the students read date increased traffic. them. Textile Mill representatives 2. Divide the class into groups want to build a new plant that indicate the contour, or of three to five, with each to provide jobs. shape, of the land and its group representing one of the County and State represen- elevation. Where the lines interest groups. Students will tatives- are looking for a are very close together there stay in these groups until the new landfill and waste is steep terrain. Level terrain end of the activity. Possible water treatment plant site. appears where contour lines interest groups are: 3. Pass out the "Topo Map of are further apart. A legend Residents want to live in Goose Creek." Read aloud, e2plaining othermap sym- the area. or have the students read, the bols is included on the "Leg- Farmers - want to use the following information: end and Land Use Cutouts" land to raise food and live- You will be using an en- page. stock. largement of an actual topo- Spend some time discussing Tree farmers- want to clear graphic map of Goose Creekfeatures and symbols on the land and drain wetlands to State Park and surrounding topo map. Practice locating plant pine trees to provide area. Topographic is derived rivers, highways, contour lines, lumber and provide pulp- from Greek words topos, etc. Then read the following wood for paper. meaning place, and graphein, text aloud: Developers want to build meaning to write or draw. Notice that there are four marinas, condominiums and Thus, a topographic (topo) species of animals and one expensive homes near the map is a drawing or picture species of plant on the map water. This would create of a place. One feature on a where they might naturally jobs and help the local topo map is contour lines. occur. These species are ei- economy. Contour lines are thin lines ther state protected or have

Goose Creek State Park, NC 5.1.2 35 August 1994 special habitat requirements. sion so that they consider the River to the Pamlico Sound" The purpose of placing these consequences of each land sheet. Choose one group's on the topo is to make the de- use. Record these on the land use plans and connect cisions more realistic. Infor- chalkboard. their topo to the "Pamlico mation on these species is on 7. Have the students work in River to the Pamlico Sound." the "Special Species Fact their teams for a long enough Sheet." 11. Ask the students to brain period of time to beginto sthrm possible effects that their 4. Pass out the "Land Use seriousiy grapple with the land use plans could haveon Cutouts" sheet and the "Topo challenge. the water quality, wetlands Map." Have the studentscut 8. Invite eachgroup to volun- and'people downstream. The out the land use pieces. When teer to display and describe effluent from the textile mill they fasten the cutouts to their their work inprogress. En- can be used as an example. "Topo Map," suggest that they courage discussion of their How will it be treated? Where? use small loops of tape. This choices. In the discussions By whom? Where will it go? will allow them to change emphasize that: What effect will it haveon their minds before they paste water quality, wetlands, wild- them down. no land use can be ex- cluded; life and people? 5. Place the following rules on 12. Ask the students to look the chalkboard: wildlife habitat must be preserved; again at all of the landuses in All land use cutouts must this activity. If they considered everyone must agree. be used; the cutoutsmay be any of them as inherently bad, cut smaller. Look for theconsequences have them considera different Cutouts may touch, butmayof their proposed landuse question. What could the not overlap. plans. Be firm about the is- people who are actually in sues, but fair about this being No cutout, except for the charge of these various land a very difficult set of choices. state park, can touch or uses do in their practice to Ask additional groups cover a "Special Species" to vol- minimize the damage to Goose unteer to show their work in circle. Creek. Have the activity end progress and discuss their with an emphasison solutions Except for the state park, similarities. Remind them that rather than on problems. Point pine plantation andveg- for certain habitats thismay out, for example, the revolu- etable farm, all cutouts be a "no-win" activity inmany tion tak-ing place in the "min- must touch a new or exist- ways. The best that can be ing" of industrial effluent ing road. hoped for is that the landuse through "scrubbers" toextract The marina, waste water plansill minimize the threats treatment plant, and textile to Goose Creek. mill must touch water. 9. Display all the final land No cutout can touchor use plans for everyone to cover an existing building. see and discuss the merits 6. Once the students havecut of each of the approaches. out the necessary materials Point out that although and are ready to begin thepro- their solutions maynot cess of making land use deci- be perfect, theycan sions, have them createa list minimize the damage of pros and cons for each land to Goose Creek. use. Guide the class discus- 10. Pass out the " Pamlico

Goose Creek State Park, NC 5.1 b August 1994 wastes as profitable resources. Extensions: 5. Learn about the national (Perhaps the students need to 1. Set up an action team to lo- wildlife refugeystem. Are make a "scrubbing filter" for cate wetlands in your commu- there any wildlife refuges in the textile mill). Agricultural nity. Determine the overall your area? What animals find practices are changing so as quality of the wetlands. refuge in them? Visit a na- to reduce the use of poten- tional wildlife refuge. tially lethal agents. Petroleum 2. Using a North Carolina 6. Finds,out about private or- wastes are being recycled and road map, trace the Pamlico ganizations that work to pro- domestic awareness about the River upriver from Goose tect wetlands. Two examples uses of pesticides and deter- Creek State Park to the Tar are The Nature Conservancy gents is increasing. River. Trace the Tar River upriver as far as you can. List and Ducks. Unlimited. Per- 13. Could the wetland be all the sites that you can iden- haps you could ask forsome- used as a filter for thelive- tify that might lower the qual- one from one of these organi- stock yard or sewage plant? ity of the waters. zations to come speak to your Perhaps another wetland clash could be created just to handle 3. Collect newspaper-articles on local water-related and --- Find out about zoning laws discharges from one of these _ areas. land use issues as a current and land use regulations in events activity. your area. Would the plan 14. Ask the students to create you proposed in this activity a list of things they think they 4. Learn more about environ- mental impact statement's. be allowed in your commu- personally can do to begin to nity? reduce the potentially damag- Try to obtain actual copies of 8. Send a representative ing effects of their own lifes- statements about wetlands in sample of the students' land tyles on "downstream" habi- your area. See what concerns tats. If possible, invite them are addressed in these docu- use plans to the park. (We would appreciate the feed- to periodically, throughout the ments. back.) school year, report on their progress in carrying out these new practices. Discuss with them the concept that all the wetlands of the planet are, in fact, part of a single "Goose Creek."

3 -e

Goose Creek State Park, NC 5.1.4 August 1994 1

Every human use of land in considered. The microbes in and a remarkable variety of the Goose Creek area affects the soil are just as necessary plants all make a home in wet- wildlife habitat, positively to a habitat as the plants and lands. Wetlands are, however, or negatively. What humans predators. It is this natural highly vulnerable to develop- do with land is a reflection of dynamic balance, with all its ment, pollution anda variety human priorities and lifestyles. inherent and essential parts, of forms of human interference The search for a modern day that much of human landuse with the natural flow ofwater. "good life" and all of itscon- has tended to disturb. Hundreds of thousands of veniences produces mixed Human activities can often acres of valuable wetlands results for wetlands, water go beyond the natural limits are lost each year to draining, quality and wildlife in the of a setting. Humans have dredging, filling and pollution. Goose Creek area. Sometimes the ability to importenergy people see undeveloped Given the extensive impact areas sources that allow a system to of natural environment humans have already had and as exceed its natural limitsor to little more than raw material continue to have on wetlands, remove energy sources that for human use. Others believe a major challenge now facing are necessary for a system to that the natural environment humans is how to havea more stay in balance. For example, is to be preserved without responsible impact. Howcan re- people can build dams to gard for human needs. Still we develop the awareness, create power, water can be others yearn for a balance be- knowledge, skills and commit- captured for irrigation and ment that are necessary in tween economic growth and wetlands can be drained for a healthy and vigorous natural order for humans to takere- homes and buildings. All of environment. Very real differ- sponsible actions toward the these activities affect wildlife remaining areas of natural ences of opinion regarding habitat. this balance exist between wetland habitat? Howcan we well-meaning people. Wetlands, for example,are develop the necessary under- often seen as swampy waste- standing to restore amore At the core of landuse is- lands, yet they are thenurser- natural dynamic balance in sues is the concept of growth. ies for hundreds of forms of places where human distur- Growth in natural systems has wildlife. Fish, frogs, toads, bance has existed for centu- inherent limits, imposed by a migrating birds, snakes, insectsries? dynamic balance ofenergy be- tween all parts of the system. Energy in natural systems is translated into food, water, shelter, space and continued survival. This means that the vitality of natural systems is expressed by their ability to be self-regulating. This capacity for self-regulation makes it possible for all naturalmem- bers of an ecosystem to live in harmony. All the life forms of any ecosystem must be 38 Goose Creek State Park, NC 5.1.5 Aur.ust 1994 Special Species Fact Sheet

Blue Crab This tasty crustacean is one of the most economically important species in North Carolina. From 1970 to1978, 10 million pounds were harvested from Pamlico Sound. They occur from the salty waters of our sounds to the freshwater marshes at Goose Creek. In recent years, blue crabs have suf- fered from a bacteria that eats a hole through their shell. The bacteria appears to be associ- ated with polluted water. Blue crab harvests have declined due to this bacteria. Osprey Also known as fish eagle and fish hawk, osprey often nest in or near wetlands where they feed mainly on fish. They were once a threatened species, due to pesticides like DDT that were used on crops. DDT got into the food chain, and osprey absorbed this pesticide by eating contami- nated fish. The pesticide caused the ospreys' eggshells to be thinner than normal, so the eggs would often break or not develop. Since the use of DDT has been banned, osprey have made a comeback and have been removed from the threatened species list in North Carolina. American Bittern A large heron like bird that lives exclu- sively in marsh wetlands, the bittern feeds on frogs, fish, snakes, salamanders, mice and other such small animals which they catch with their long dagger-like beak. Bitternsare camouflaged to blend in with marsh grasses, so they are seldom seen. If a bittern senses that it has been seen it will "freeze" witii its bill pointing straight up, and stretch toappear thin like the marsh grasses surrounding it. This behavior gave rise to the common names sky-gazer, look-up and sun-gazer. American bitterns numbers have declined in North Carolina due to habitat loss.

3,9 Goose Creek State Park, NC 5.1.6 Nugust 1994 *Red-cockaded Woodpecke These woodpeckers have very specific habitat requirements. They need large trac of southern pine forest that are periodically burned to prevent hardwood trees from takin over. Unlike most woodpeckers, these wood- peckers excavate cavities in living pine trees. Red-cockaded woodpeckers live in family groups called clans. Clans work together to excavate cavities, care for the young and de- fend their territory, calleda colony. Because of the specific habitat requirements, forest fire suppression and changes in forestry practices, red-cockaded woodpeckersare a Federally Endangered Species. *While not a wetland species, red- cockaded woodpeckers are present in the park. Park staff have initiated prescribed burns in order to improve their habitat. Since the red-cockaded woodpecker receives full protection under the Federal Endangered Species Act, we include it to make thestu- dents land use decisions more complicated.

Wild celery Wild celery is a submerged aquatic plant with long ribbon-like leaves, each witha light-colored central stripe. Wild celery is tolerant of muddy, turbulent waters. Itcan be found in salinities from 0 to 13 ppt, but prefers fresh to brackish water. Wild celery plants are not as abundant in the Pamlico River as they are in other parts of the Pamlico-Albemarle region, possibly due to lowered water quality in the Pamlico River. Wild celery is an important waterfowl food and the thick stands of wild celery provide cover and habitat for fish, crabs, shrimp and other aquatic creatures.

Goose Creek State Park, NC 5.1.7 4 August 1994 Topo Map of Goose Creek Area

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Goose Creek State Park, NC 5.1.8 4 I. August 1994 IMP

LEGEND FOR TOPO MAP Building

Light-duty road Elevation heights 15 Unimproved road= = = = Top° lines Park boundary Wetlands

YOUR GAS HOME STATION SHOPPING j MALL PAPER MILL

GROCERY

WASTE WATER TREATMENT FIRE PLANT STATION PINE PLANTATION

SCHOOL

MARINA & CONDOMINIUMS

LANDFILL STATE PARK

Goose Creek State Park, NC 5.1.9 August 1994 Rocky Mount Tarboro Albemarle Sound Greenville Washington StateGoose Park Creek 5 Pamlico Sound VOCABULARY

Acid - Having a pH less than 7; the chemical Blackwater - A term used to describe the state of water or other substance in which the water in certain coastal plain rivers and hydrogen (H+) ions exceed the hydroxyl (OH) streams. Blackwater streams tend to be acidic, ions. For example, a car's battery acid hasa low in mineral sediment and nutrients. The pH of I. See pH scale. water is colored by tannins but appears fairly clear in shallow areas. In deeper areas, the Adaptation - A change in the structureor water appears black. activity of an organism that producesa better adjustment to its environment, thus enhancing Brackish Water having a salt content be- its ability to survive and reproduce. tween fresh water and sea water.

Aerenchyma Air spaces in roots and stems Buttress The swollen base of frequently that allow the diffusion of oxygen from the flooded trees. It provides trees located in aerial portions of the plant into the roots. moist, soft soil with more stability. Water Wetland soils have littleoxygen available. tupelo trees have buttresses. Aerenchyma transport oxygen from their leaves and stems down to their roots. Classification - The grouping of organisms into categories based on shared characteristics Algae - Primitive one-celled or multi-cellular or traits. For example, any animal that has plants that contain chlorophyll, but hasno true feathers is considered a bird and placed in the root, stem or leaf. Normally found in water or Class Ayes. Furthermore, if the bird has its damp places. eyes in front rather than on the side of its head, it is a member of the Order Strigiformes (the Alkaline.- Having a pH greater than 7; the owls). chemical state of water or other substance in which the hydroxyl (OH-) ions exceed the Community A group of plants and animals hydrogen (H+) ions. For example,soap has a living in a specific region under similar condi- pH of 10. See pH scale. tions, and interacting with each other through food webs and other relationships. Anaerobic A lack of oxygen, in referenceto soil. Anaerobic soils are usuallywater logged Dichotomous Divided into two parts,groups or saturated wit water. Anaerobic soils or classes, such as a dichotomous key. Using a prevail in wetlanus. dichotomous key, one can identify an unknown organism by following the one branch of each Aquatic Growing, living inor frequenting pair that best describes the organism. water. Dissolved Oxygen (DO) The amount of Bacteria- Any of the numerous unicellular oxygen gas molecules dissolved in water. Fish microorganisms of the class Schizomycetes, and other aquatic animals dependon DO for occurring in a wide variety of forms, existing respiration. either as free-living organismsor as parasites. Bacteria have a wide range of biochemical and Ecosystem- Plants, animals, their physical often pathogenic properties. Bacteriaare very surroundings and their interactions with each important in decomposition. other.

Goose Creek State Park, NC \uguNt 1994 14 4 Effluent - A liquid which flows out. The Pheumatophors- Aerial roots or secondary outflow of a sewer, septic tank, etc. roots that stick above the water. Theymay help exchange gases (i.e.oxygen etc). Endangered Species A species thatverges on extinction in all or part of its range. Peat Partially carbonized vegetabletissue formed by partial decomposition ofvarious Environment The surroundings ofan organ- plants in water. ism, including plants and animals. pH - The power of the hydrogenion (H+) Fen- An old English word used to describe a activity in a substance. wetland. Some scientistsuse fen to describe a specific type of wetland that has mineral rich pH Scale A range of 0to 14, used to measure waters seeping into them. The water in fensis the degree of acidityor alkalinity of a sub- usually higher in pH, (basic). Incontrast, bogs stance. A pH of 7 is neutral. have low pH, (acidic). Pocosin- An upland swamp of the coastal Habitat Place wherean animal or plant plain of the southeastern U.S. normally lives, often characterizedby a domi- nant plant form or physical characteristics. Pollutants- Something that pollutes, makes physically impure or unclean. Hydric Term used to describe soilthat is saturated for long enough periods to develop Precipitation A depositon the earth of hail, anaerobic conditions which favor thegrowth mist, rain, sleet orsnow. of hydrophytic plants (waterloving plants). Salinity- A measurement of the amount of Hydrophytic Plants that have adapted to dissolved salt, often stated inparts per thou- living in hydric soils and anaerobic conditions. sand (ppt). Ocean.water usuallyaverages about 35 ppt, while estuarinewaters vary Indicator Species- An organism whose greatly in salinity between 0 and35 ppt. presence or absence in a particular environ- ment can be used to determine the health of Sediment- Particles of mud; sand, clay, silt that particular environment. and organic material carried inwater that settle to the bottom or whichcompose the bottom Key An ordered list of significant characteris- material (substrate)on which a plant or animal tics of a group of organisms usedto identify lives. unknown species. Sewage- Liquid and solid waste mixed with Microcosm- "Little world," a community or water. other unity that is an example ofa larger unit. Species A biological classification Organic Of, relating of organ- to, or derived from isms. All organisms ofa single, distinct kind living organisms. that have a high degree ofsimilarity, and can mate and produce fertile offspring. Organism- A living thing; a form of life composed of mutually dependent parts that Threatened Species- A species that could maintain various vital processes. become endangered in the futureif it is not given some kind of protection.

Goose Creek State Park, NC 6.2 6 August 1994 Tide - The periodic variation in the surface Water- A colorless, transparent liquid occur- level of the oceans and bays, gulfs, inlets and ring On the earth's surfaceas rivers, lakes, tidal regions of rivers, causedby the gravita- oceans, etc. A chemical compound of hydro- tional attraction of thesun and moon or the gen and oxygen, H2O. movement of the water by wind. Watershed- The total land area that drains Topographic - From the Greek words torsos, directly or indirectly intoa particular stream, meaning place and graphein, meaningto write river or lake. or draw; a detailed map showing topography of the land. Wetland An area flooded bywater frequently enough to support plants adaptedto living in Waste Water Treatment Plant - A facility regularly or seasonally wet soil.Examples of where household, business and industrial wetlands are swamp forests, marshes,bogs, sewage are treated to remove harmful bacteria pocosins and Carolina bays. and chemicals.

Li6 Goose Creek State Park, NC 6.3 August 1994 Angier, Bradford. (1978) 1981. Field Guide Mitchell, Mark and William to Medicinal Wild Plants. Stapp. 1990. Reprint. Harris- Field Manual for WaterQuality Monitor- burg, PA: StackpoleBooks. ing. An EnvironmentalEducation Program Brockman, C. Frank andRebecca Merrilees. for Schools. Dexter,MI: Thomson-Shore 1968. Trees of NorthAmerica, A Golden Printers. Field Guide. Racine, Wisconsin: Western Mitsch, J. William, and 'Publishing Company, Inc. James G. Gosselink. 1986. Wetlands. NewYork, NY: Van Burt, William Henryand Richard Phillip Nostrand Reinhold. Grossenheider. (1952) 1964. A Field Guide National Wildlife Federation.1987. Status to the Mammals, The PetersonField Guide Report on Our Nation'sWetlands. Formore Series. Reprint. Boston:Houghton Mifflin Company. information, contact the NationalWildlife Federation, 1400 16th St., N.W.,Washington, Conant, Roger. 1975.A Field Guideto DC 20036-2266. Reptiles and Amphibians of Eastern and National Wildlife Federation. Central North America. 1989. "Wading 2nd edition, The into Wetlands," Ranger Peterson Field Guide Rick's Nature Scope.. Series. Boston, MA: For more information, Houghton Mifflin Co. contact the National Wildlife Federation, 140016th St., N.W., EVerhart, Jerry (projectdirector). 1986. Washington, DC 20036-2266. Project MOST For more information, contact North Carolina Agricultural Pitt County Schools, 1717 Research West 5th St., Service. 1984. Soil Greenville, NC 27834. System in North Caro- lina, Bulletin 467. Formore information, Finlayson, Max andMichael Moser. 1991. contact the North CarolinaState University, Wetlands. Oxford, U.K.:Facts on File. Raleigh, NC 27695. Gale, A. Judith. 1989.A Guide to Estuar- Penak, W. Robert. 1989.Freshwater ies of the Albemarle-PamlicoRegion North Invertebrates of The U.S.New York, NY: Carolina. Formore information, contact the The Ronald Press Co. Albemarle-Pamlico Estuarine Study, Divi- Peterson, Charles H., John sion of Water Resources,512 Norii. Salisbury Wells. 1986. Restless Ribbons of Sand,Atlantic and Gulf Street, Raleigh, NC27604-1148. Coastal Barriers. Formore information, Hoveland, Jane. Wetlands.For more infor- contact Institute of MarineSciences. UNC- mation contact the CampLejeune Depen- Chapel Hill, MoreheadCity, NC 28557. dents' Schools, CampLejeune, NC 28542. Peterson, Lee Allen. 1977.A Field Guide Lippson, Alice J. andRobert L. Lippson. to Edible Wild Plants.Boston: Houghton 1984. Life in the ChesapeakeBay. Balti- Mifflin Company. more: John Hopkins UniversityPress. Reid, K. George andHerbert Zim. 1967. Pond Life, A GoldenGuide. Racine, WI: Western PublishingCompany, Inc.

4 Goose Creek State Park, NC ?.1 August 1994 Robbins, Chandler S., Bertel Bruun and Western Regional Environmental Education Herbert S. Zim. 1983. Birds of North Council. 1987. Aquatic Project WILD. America, A Golden Field Guide. Racine, For more information, contact the Wildlife WI: Western Publishing Company, Inc. Resources Commission, 512 North Salisbury Schafale, Michael P., Alan S. Weakley. St., Raleigh, NC 27604-1148. 1990. Classification of the Natural Western Regional Environmental Education Communities of North CarolinaThird Council. 1985. Elementary Project WILD. Approximation. For more information, For information, contact the North Carolina contact the North Carolina Natural Heritage Wildlife Resources Commission, 512 N. Program, Division of Parks and Recreation, Salisbury St., Raleigh, NC 27604-1148. 512 N. Salisbury St., Raleigh, NC 27604- 1188. Western Regional Environmental Education Council. 1986. Secondary Project WILD. Slattery, Britt E. 1991. "Wet'n'Wild" activity. For information, contact the North Carolina WOW!: The Wonders of Wetlands: An Wildlife Resources Commission, 512 N. Educator's Guide. For more information, Salisbury St., Raleigh, NC 27604-1148. contact Environmental Concern, Inc., P.O. Box P, St. Michaels, MD 21663. Zim, Herbert S. and Hobart M. Smith. (1953, 1956) 1987. Reptiles and Amphib- Smith, Gibbs M. ed. 1980. Natural History ians, A Golden Guide. Reprint. Racine, WI: Essays. Magnolia MA: Peter Smith Publish- Western Publishing Company, Inc. ers, Inc.

40

Goose Creek State Park, NC 7.2 August 1994 SCHEDULING WORKSHEET

For office use only: Date request received Request received by

1) Name of group (school)

2)Contact person name phone (work) (home)

address 3) Day/date/time of requestedprogram

4) Program desired andprogram length

5) Meeting place

6) Time of arrival at park Time of departure from park

7) Number of students Age range (grade) (Note: A maximum of 30 participants isrecommended.) 8) Number of chaperones (Note: One adult for every 10 students isrecommended.) 9) Areas of special emphasis

10) Special considerations ofgroup (e.g. allergies, health concerns, physicallimitations)

11) Have you or yourgroup participated in park programs before? Ifyes, please indicate previous programs attended:

12) Are parental permission formsrequired? If yes, please use the Parental Permission form on page 8.2.

,have read the entire EnvironmentalEducation Learning Experience and understandand agree to all the conditionswithin it.

Return to: Goose Creek State Park Fax: (919) 923-0052 Route 2, Box 372 Washington, NC 27889

Goose Creek State Park, NC 45. 8.1 August 1994 PARENTAL PERMISSION FORM

Dear Parent:

Your child will soon be involved in an exciting learning adventure an environmental education experience at Goose Creek State Park. Studies have shown that such "hands-on" learning programs improve children's attitudes and performance in a broad range of'school subjects.

In order to make your child's visit to "nature's classroom" as safe as possiblewe ask that you provide the following information and sign at the bottom. Please note that insects, poison ivy and other potential risks are a natural part of any outdoor setting. We advise that children bring appropriate clothing (long pants, rain gear, sturdy shoes) for their planned activities.

Child's name

Does your child:

Have an allergy to bee stings or insect bites? If so, please have them bring their medication and stress that they,or the group leader, be able to administer it.

Have other allergies?

Have any other health problems we should be aware of?

In case of an emergency, I give permission for my child to be treated by the attending physician. I understand that I would be notified as soon as possible.

Parent's signature date

Parent's name Home phone (please print) Work phone

Family Physician's name phone

Alternate Emergency Contact

Name phone

Goose Creek State Park, NC 8.2 August 1994 NORTH CAROLINAPARKS St RECREATION PROGRAM EVALUATION

Please take a few moments to evaluate the program(s)you received. This will helpus improve our service to you in the future.

1. Program title(S) Date Program leader(s)

2. What part of the program(s) did you find themost interesting and useful?

3. What part(s) didyou find the least interesting and useful?

4. What can we doto improve the program(s)?

5. General comments

LEADERS OF SCHOOL GRJUPS AND OTHERORGANIZED YOUTHGROUPS PLEASE ANSWER THESEADDITIONAL QUESTIONS: 6. Group (school)name

7. Did the program(s) meet the stated objectivesor curriculum needs? If not, why?

=11114 Please return the completedform to park staff.Thank you.

Goose Creek State Park Route 2, Box 372 Washington, NC 27889 Fax: (919) 923-0052

Goose Creek State Park, NC 8.3 ug ust 1994