Eno River State Park An Environmental Education Learning Experience Designed for the Middle Grades
―Without life, there would still be water.
Without water no life.”
David Quammen, Natural Acts, A Sidelong View of
Science and Nature
This Environmental Education Learning Experience was developed by Scott Hartley and Martha Woods, former Park Rangers at Eno River State Park. Revised May 2013 by Brian Bockhahn, Jack Singley and Nathan Swick.
North Carolina Division of Parks and Recreation Department of Environment and Natural Resources
Other Contributors . . . Park volunteers; Association for the Preservation of the Eno River Valley, Inc.; Riffle and Pool Naturalists; The N.C. Department of Public Instruction; The N.C. Division of Water Resources; The N.C. Department of Environment and Natural Resources; and the many individuals and agencies who assisted in the review of this publication.
1. Introduction Introduction to the North Carolina State Parks System Introduction to Eno River State Park Introduction to the Activity Packet for Eno River State Park
2. Activity Summary Correlation Chart 2
3. Pre-Visit Activities # 1 Map Trivia # 2 The Key to Water Quality
4. On-Site Activities # 1 Go With The Flow # 2 Mind Your p’s and H’s # 3 Sediment: The “S” Word # 4 Water Bugs
5. Post-Visit Activities # 1 Fragile Waters # 2 Growing Water Bugs
1. Vocabulary
2. References
3. Forms
Notes
That was in 1915. The North Carolina State Parks System has now been established for nearly a century. What started out as one small plot of public land has grown into 67 properties across the state, Preserving and including parks, recreation areas, protecting North trails, rivers, lakes and natural Carolina’s natural resources is areas. This vast network of land actually a relatively new idea. boasts some of the most beautiful The seeds of the conservation scenery in the world and offers movement were planted early endless recreation opportunities. in the 20th century when But our state parks system offers citizens were alerted to the much more than scenery and recreation. Our lands and waters As one of North Carolina’s devastation of Mount Mitchell. principal conservation agencies, Logging was destroying a well- contain unique and valuable archaeological, geological and the Division of Parks and known landmark the highest Recreation is responsible for the peak east of the Mississippi. As biological resources that are an important part of our natural more than 167,000 acres that the magnificent forests of this make up our state parks system. mile-high peak fell to the lum- heritage. The Division manages these bermen's axe, alarmed citizens resources for the safe enjoyment began to voice their opposition. of the public, and protects and Governor Locke Craig joined preserves them as a part of the them in their efforts to save heritage we will pass on to Mount Mitchell. Together they generations to come. convinced the legislature to pass a bill establishing Mount An important component of our Mitchell as the first state park. stewardship of these lands is education. Through our interpretation and environmental For more information contact: education services, the Division of Parks and Recreation strives N.C. Division of Parks and to offer enlightening programs Recreation 1615 Mail Service that lead to an understanding and Center Raleigh, N.C. 27699-1615 appreciation of our natural 919/ 707-9300 resources. The goal of our environmental education Website: www.ncparks.gov program is to generate an [email protected] awareness in all individuals which cultivates responsible Follow us on Facebook and stewardship of the earth. Twitter
Introduction to Eno River State Park
Numerous macroinvertebrates
Efforts to establish Eno River Life in and along are also found in the river. The State Park began n 1965 when the Eno River tiny panhandle pebblesnail, the city of Durham proposed listed as “significantly rare”, is building a reservoir on the Eno. Eno River State Park provides found only in the Eno River. In response, a group of important habitat for a host of Freshwater mussels include concerned citizens formed the animals and plants. A mixture several endangered or Association for the of steep rocky ridges and threatened species such as the Preservation of the Eno River bottomlands creates several yellow lampmussel, Atlantic Valley. The Association was distinct plant communities. pigtoe and green floater. These successful in gaining Many of the wildflowers and and other aquatic community support for its shrubs found in the park are macroinvertebrates can be used proposal that a state park be normally found in the as indicator species to monitor established along the river. In mountains and foothills of water quality. The presence or May of 1972, the state of North North Carolina. Shrubs, absence of these wonderfully Carolina approved the idea, and including the Catawba adapted creatures tells us much the city of Durham withdrew its Rhododendron, and about the health of our river. plan to construct the reservoir. wildflowers, such as yellow Presently, water quality in the By 1975, 1,100 acres of land lady’s slipper, showy orchids Eno River is good. The river is had been acquired with help of and wild geranium, find classified as a public water the Association, the Nature suitable habitat in the river supply and it also suitable for Conservancy and the Division valley. swimming, fishing and wading. of Parks and Recreation. The River hosts more than 61 Continuing development and Today the park protects 14 species of fish. The Carolina water withdrawals upstream miles of river and over 4,300 madtom (a catfish) and the give cause for concern about acres of associated lands in Roanoke bass (a game fish) the river’s quality. Only Orange and Durham County. appear in the Natural Heritage through sustained vigilance and Program List of the Rare protection efforts can the Animal Species of North river’s water quality be Carolina. preserved.
NOTE: Weather and river The environmental education The environmental education conditions permitting, on-site learning experience, Living learning experience, Living activities will be held on the Water, was developed to Water, will expose the student banks of the river and in the provide hands-on to the following major river. Students will wade in environmental education concepts: shallow rocky areas. They activities for the classroom and should dress appropriately Water Quality the outdoor setting of Eno (long pants and tennis shoes) Indicator Species River State Park. This and bring a change of Water Testing clothing. The students may educator’s activity packet, Watershed encounter ticks, poison ivy designed to be implemented in River Basin and snakes, although this is grades 6-8, meets established not likely as long as students Point and Nonpoint curriculum objectives of the Source Pollution stay in appropriate areas. North Carolina Department of Chemical reagents are used in Aquatic Macroinver- Public Instruction. Three types water quality testing. Because tebrates misuse of these chemicals can of activities are included: Aquatic Food Webs be hazardous, standard Natural Resource chemical protection 1) pre-visit activities Management procedures will be required. 2) on-site activities Stewardship Goggles and rubber gloves 3) post-visit activities will be provided for all The first occurrence of a students handling testing kits. On-site activities will be vocabulary word used in these These must be worn at all conducted at the park, while activities is indicated in bold times during test procedures. pre-visit and post-visit ac- type. Their definitions are The educator will assist in tivities are designed for the listed in the back of the seeing that all safety classroom environment. Pre- activity packet. A list of the precautions are followed. It is visit activities should be reference materials used in also the responsibility of the introduced prior to the park developing the activities educator to be aware of visit so that students will have follows the vocabulary list. special considerations, the necessary background and medical needs, etc. of vocabulary for the on-site This document was designed participants and be prepared activities. We encourage you to be reproduced, in part or to take appropriate to use the post-visit activities entirety, for use in North precautionary measures. Park Carolina classrooms. If you to reinforce concepts, skills staff should be informed of wish to photocopy or adapt it and vocabulary learned in the any special considerations for other uses, please credit pre-visit and on-site activities. prior to the group’s arrival at the N.C. Division of Parks and the park. These activities may be per- Recreation. formed independently or in a series to build upon the stu- dents’ newly gained knowl- edge and experiences.
The following outline provides a brief summary of each activity, the major concepts introduced and the objectives met by completion of the activity. I. Pre-Visit Activities
1. Map Trivia Using a transportation map and river basin map, students will learn that the Eno River watershed is part of the Neuse River Basin. They will trace the river from its headwaters to the ocean and identify key geographic locations, as well as potential point and nonpoint sources of pollution.
Major Concepts: River basin Watersheds Point and nonpoint pollution
Learning Skills: Observing, communicating, inferring Reading and interpreting maps Estimating distances
Objectives: Interpret and use the legends on the North Carolina state transportation map to answer five questions. Locate five geographic locations within the Neuse River watershed. Identify potential sources of point and nonpoint pollution in the Neuse River Basin.
2. The Key to Water Quality The students will practice using dichotomous keys to identify unknown tree leaves and macroinvertebrates found in the Eno River. Students will learn that macroinvertebrates are important indicators of water quality.
Major Concepts: Dichotomous key Indicator species Water quality Aquatic food webs
Learning Skills: Observing, classifying and communicating Reading taxonomic keys
Objectives: Use simple dichotomous keys to identify pictures of ten unknown leaves and five unknown macroinvertebrates. Name at least two aquatic macroinvertebrates that are tolerant of pollution and two that are intolerant of pollution. Give at least two reasons why macroinvertebrates are important to humans.
II. On-Site Activities 1. Go with the Flow Get wet while taking physical measurements of the river. Students will use their measurements to calculate water flow in the Eno River.
Major Concepts: Water flow
Water quality Natural and human influences on water flow Aquatic habitats
Learning Skills: Observing, using numbers, collecting data in the field Measuring, averaging numbers, calculating water flow
Objectives: Calculate the rate of water flow using measurements and a mathematical formula. List three human actions that affect water flow. List three natural influences on water flow. Describe the important relationship between water quantity and quality. Describe three problems that can result from river water quantity extremes. Describe three problems that can result from river water quality changes. Discuss at least two things people can do to help protect rivers and water quality.
2. Mind Your p’s and H’s - The Power of Hydrogen (page 4.2.1) Learn to measure pH by using hands-on methods to determine the pH values of several different liquids including water from the Eno River.
Major Concepts: Water quality pH range (acid-neutral-base) Acid precipitation
Learning Skills: Observing, classifying Reading informational materials with complex vocabulary Expanding on information
Objectives: Demonstrate the use of litmus paper and the LaMotte test kit for determining pH. Find the pH of at least three common substances. List two natural influences that can affect the pH rating of a river. List two human influences that can affect the pH rating of a river. State the North Carolina Environmental Management Commission pH range for aquatic macroinvertebrates (6.0-9.0).
3. Sediment: The ―S‖ Word Through a simple experiment, students will learn one method of measuring sediment. Using what they observe, students will discuss where sediment comes from, how it affects water quality, and ways to control sediment.
Major Concepts: Water quality Sediment Sedimentation Water pollution
Learning Skills: Observing, inferring and predicting Reading technical information and expanding on ideas
Objectives: Demonstrate how to measure sediment levels using the Imhoff cones. Describe three ways sediment affects aquatic life. List three origins of sediment and three possible ways to control the level of sediment in the river. List the most important causes of stream degradation in North Carolina today.
4. Water Bugs Get wet, have fun, and learn while doing it. Students will use different methods to collect and identify aquatic organisms.
Major Concepts: Water quality Indicator species Adaptations Ecosystem Energy flow
Learning Skills: Observing, using numbers, classifying, inferring and predicting Reading informational materials; using keys and identification guides Calculating stream index values
McCafferty: Aquatic Entomology. © 1983: Jones and Bartlett Publishers, Sudbury, MA. WWW.jbpub.com. Reprinted with permission. Objectives: Describe three characteristics of aquatic macroinvertebrates that help them survive in aquatic habitats. Using keys and field guides, identify three macroinvertebrates in the field. Name three indicator species and explain how they are used to determine water quality. Calculate the stream index rating for a river. List and describe five factors necessary for a healthy river ecosystem.
III. Post-Visit Activities 1 Fragile Waters Using a topographic map and land use cutouts, students will make decisions about the development of a portion of the Eno River’s watershed.
Major Concepts: River basin Water quality Land use planning Resource management
Learning Skills: Observing, communicating and predicting Problem solving, respecting differences, working in groups Expanding on ideas, recognizing bias and persuasive techniques
Objectives: List two animal species endemic to the Neuse and Tar river watersheds. Evaluate the effects of different imaginary land uses on the Eno River watershed. List and discuss five ways to minimize damaging effects in the Eno River watershed. Balance the need to protect water quality with economic and other concerns while working with a group to arrange land use cutouts on a map. Give at least two examples of how air and water quality are connected.
2 Growing Water Bugs Students create a plan for growing water bugs using buckets or other containers. They will monitor the growth of plants and animals, summarize their findings and complete an assessment form highlighting their best practices for growing water bugs.
Major Concepts: Water Quality Adaptations Ecosystems Energy flow
Learning Skills: Observing, using numbers, classifying, inferring and predicting. Using keys and identification guides. Creative Writing
Objective:
Design a water bug habitat plan for your school or backyard. Establish habitat for water bugs and aquatic life. Monitor and measure growth and colonization of plants, water bugs, algae and other aquatic life. Create a summary of your findings including a comparison of habitats, results, productivity and suggested adaptations.
NC Essential Standards Correlation Chart
Note to classroom teachers: The following Correlation Chart shows how each activity in this Environmental Education Learning Experience (EELE) correlates with the Common Core State and North Carolina Essential Standards objectives in science, mathematics, information and Technology, social studies and English language arts. The activities are listed in the order in which they appear in this EELE. The recommended grade levels are listed along the side of the chart. Notice that only the objective numbers are listed. Use the online Essential Standards for each subject area to get a complete description of the objectives in that subject area. http://www.ncpublicschools.org/acre/standards/new-standards/
2.RP.1, LITERACY.RI.3.7, 3.RP.1, LITERACY.RI.4, 4.RP.1, Map Trivia OA.6.1, 5.RP.1, 6.RP.1, 7.RP.1, 8.RP.1, 7.G.1, 8.E.1, 8.G.1.
1.G.2, 2.G.2, 2.RP.1, 3.RP.1, OBIO.3.5, 4.L.1, LITERACY.RI.4, Key to Water 4.RP.1, 5.L.2, OA.6.1, 5.RP.1, 6.RP.1, 7.RP.1, 8.RP.1, 8.E.1, Quality 8.L.3.
1.L.2, 1.MD.A, 2.MD.A, 2.RP.1, 3.L.2, 3.MD.A, 3.RP.1, 3.P.1.1, Water Flow 3.P.1.2, 4.MD.A, LITERACY.RI.4, 4.RP.1, 5.P.1, 5.MD.A.1, 5.MD.B.2, OA.6.1, 5.RP.1, 6.RP.1, 7.RP.1, 8.RP.1, 8.E.1.
1.L.1, 1.L.2, 1.G.2, 2.RP.1, 3.MD.A, 3.RP.1, CHM.3.2.2, 4.L.1, Water Quality/PH 4.MD.A, LITERACY.RI.4, 4.RP.1, EEN.2.6, OA.6.1, 5.RP.1, 6.RP.1, 7.RP.1, 8.RP.1, 8.E.1, 8.L.3.
2.RP.1, 3.RP.1, 4.L.1, LITERACY.RI.4, 4.RP.1, OA.6.1, 5.RP.1, Sediment 6.RP.1, 7.RP.1, 8.RP.1, 8.E.1.
K.P.1, K.L.1, 1.L.2, 1.G.2,2.L.1, 2.L.2, 2.RP.1, 3.RP.1, BIO.3.5, Water Bugs 4.L.1, 4.MD.A, LITERACY.RI.4, 4.RP.1, BIO.2.1, 5.L.2, 5.MD.B.2, OA.6.1, 6.L.2, 7.E.2, 8.E.1, 8.L.3.
2.G.2,2.RP.1, 3.C&G.2.2, 3C&G.2.1, 3.RP.1, LITERACY.RI.4, Fragile Waters 4.RP.1, BIO.2.2, EEN.2.4, EEN.2.6, 5.G.1, OA.6.1, 6.E.1, 5.RP.1, 6.RP.1, 7.RP.1, 8.RP.1, 8.E.1.
1.G.2, 2.L.1, 2.L.2, 2.RP.1, 3.L.2, 3.RP.1, 4.L.1, Growing Water LITERACY.RI.4, 4.RP.1, BIO.2.1, 5.L.2, OA.6.1, 6.L.1, 5.RP.1, Bugs 6.RP.1, 7.RP.1, 8.RP.1, 8.E.1, 8.L.3.
Major Concepts: Objectives: Instructions: Part 1 – River basin Interpret and use the Map Trivia Watersheds legends on the North Point and nonpoint source pollution Carolina 1. Provide one North Caro- transportation map to lina transportation map and Learning Skills: answer five questions. one worksheet for every Observing, Locate five geo- four students. communicating, graphic locations inferring Note: The 2013 transpor- within the Neuse Reading and tation map includes an interpreting maps River Basin. Estimating distances Identify potential insert on river basins. This sources of point and map is preferred for this Subject Areas: nonpoint pollution in activity. Science the Neuse River English Language Arts Basin. 2. Have each group of stu- Social Studies dents answer questions on Mathematics the worksheet, using the Educator’s Information: * See Activity Summary for map as a reference. a Correlation with NC his activity is designed 3. After the groups have Essential Standards. to illustrate the concept that finished their worksheets, the Eno River watershed is Location: Classroom have each group answer one part of a larger river system– of the questions and explain Group Size: 30 students –the Neuse River Basin. how they got the answer to Students will trace the river the class. Continue with Estimated Time: 60 minutes from its headwaters to the each group reporting their ocean, using map legends Appropriate Season: Any answer until all questions and identifying key have been answered and Materials: geographic locations along discussed. Provided by educator: the water course. Students Per student: One copy of will participate in a group Student's Information and Neuse River Basin Map activity to obtain the answers Per group of 4 students: Map for the worksheet. Trivia worksheet and current North Carolina transportation map
Maps are available through your local tourism office or by calling:
1-800-VISITNC or 1-877-DOT-4YOU
Part 2– Sources of Water 2. Ask students to read the In addition, ask students to Pollution Student's Information that write their answers to the discusses point and following questions: 1. Have students use the nonpoint source pollution. Neuse River Basin map in 1. Define point and this activity, along with the nonpoint source pollution, DOT map, to determine how Then, using the Neuse River giving examples of each. many cities with a popula- Basin map and the DOT tion over 10,000 exist in the map, teams of students 2. Explain the connection Neuse River Basin. [An- should list possible sources between air and water pollu- swer: eight––Durham, Cary, of point and nonpoint pollu- tion. Raleigh, Garner, Smithfield, tion in the Neuse River Ba- 3. Describe at least three Goldsboro, Kinston, and sin. (To find out about actual ways that they, as individu- New Bern.] sources of pollution, call the als, may be contributing to Division of Water Quality at water pollution and what (919) 733-5083 to receive a Ask students to find the can be done about it. population growth statistics copy of the Neuse River located on the Neuse River Basin wide Water Quality Extensions: Basin map. Note also that Management Plan. Or, see If research on the web is one-third (33%) of all the web site given under possible, have students find monitored streams in the ba- Extensions.) out what river basin they sin are listed as “impaired” live in. Use the Division of (from the 1998 study of the Assessment: Water Quality web site at: Neuse). Discuss: If popula- As a post-test, design some http://h2o.enr.state.nc.us/ tion continues to grow as questions of your own about wqs/ At this site, you can projected, what might hap- the Neuse River Basin (or view basin statistics and pen to the water quality in another river basin), based maps for all the river basins the river basin? Explain. on the DOT map. in North Carolina. You can Sample Answer: The water also find recent data on quality of the basin would dissolved oxygen, salinity, likely decrease due to in- pH, etc. for the Neuse creased amounts of sedi- River. ment and other types of runoff from lawns, streets and parking lots. To provide for a growing population, more water will be needed for households, businesses and industries. A reduction in the quantity of water would result in a con- centration of pollutants in the remaining water supply.
Map Trivia
Each of us lives in a watershed. Sedimentation Air Pollution Unfortunately many of our Sediment is the main source of Atmospheric pollutants can watersheds today are being pollution of North Carolina's cause problems when they damaged by pollution. Water surface waters. Sedimentation reach water bodies as wet or pollution is generally defined as (or erosion) results mainly dry fallout. According to human-caused contamination of from construction sites, urban recent scientific studies, 25- water that reduces its runoff, row-cropping, livestock 50% of the nitrogen entering usefulness to humans and other operations, and logging eastern North Carolina water- organisms. operations. Sediment often ways each year comes from carries other pollutants along atmospheric sources. One Scientists divide water pollution with it. It can have a negative important source is the com- into two major categories: point impact on recreational, bustion of fossil fuels in and nonpoint. Point source industrial and municipal water vehicles, factories and power pollution comes from a uses, as well as on aquatic plants. Another source is the localized source and is fairly habitats. Sediment can fill vaporization of wastes and easy to pinpoint. An example lakes, navigation channels and fertilizers from large farming would be a specific type of harbors, resulting in costly operations and wastewater chemical that a factory releases dredging operations. treatment plants. Nitrogen through a pipe into a stream. oxides contribute to acid rain, The factory may be the only Nutrients which increases the acidity of source of this particular Other than sediment, the our waters. chemical in the watershed. We pollutants of greatest concern could prevent further pollution from both rural and urban areas It is important to realize that from the chemical by ordering are nutrients. Nutrients are the Eno River watershed is the factory to stop discharging compounds containing nitrogen connected to many other small into the water. and/or phosphorous. They watersheds that make up the stimulate plant growth, causing Neuse River Basin. If one Nonpoint source pollution algal blooms. When the algae watershed in the basin be- cannot be easily traced to a die and sink to the bottom, they comes contaminated, it will specific source. It often occurs use up oxygen as they eventually affect all the water- as runoff from large areas such decompose. Fish kills occur sheds downstream. Watersheds as farms, logging roads, con- when dissolved oxygen drops near the ocean can be severely struction sites, lawns, streets below levels needed by fish to degraded by the accumulation and parking lots. Nonpoint breathe. of pollutants from many source pollution does not enter sources. the waterway at a single point Point sources of nutrients may or originate from a single be traced to septic tank failures As you explore the Neuse location. Therefore, it is much or discharges from wastewater River Basin on the transporta- harder to manage than point treatment plants. Nonpoint tion map, consider the various source pollution. Examples of sources include runoff from sources of pollution that might nonpoint source pollution urban lawns and farm fields, as enter the basin from Hillsbor- include sediment, nutrients and well as atmospheric sources. ough to the Atlantic Ocean. pesticides.
Instructions: Using the North Carolina transportation map, answer the following questions.
1. What is the name of 8. What is the first town 14. What is the closest the county where the with a population over latitude and longitude Eno River begins? 2,000 through which to Eno River State ______the Eno flows? Park? ______2. Name the 5 counties ______surrounding Orange 9. What is the name of County.______the sound into which 15. New Bern is closest to ______the water from the what latitude and ______NEUSE River flows? longitude? ______10. Approximately how 3. Name the river that many miles are there 16. What is the name of joins the Eno River between Durham and the national forest near Camp Butner New Bern in a straight found along the Neuse (northwestern end of line? ______River. Falls Lake)? In kilometers______
17. Name the river located 11. List the three state 4. List the counties the west and south of the parks and recreation Eno River flows Eno River near areas located along the through before be- Burlington. path that the Eno River coming the Neuse ______takes to the ocean. River near Camp ______To what river basin Butner (northwestern ______does it belong? end of Falls Lake). ______
______18. Near what large city 12. What is the approximate distance does the river from 5. Approximately how question 17 reach the long is the Eno River? from Ranger, NC to Whalebone, NC? ocean? in miles______in miles______in kilometers______in kilometers______19. Name the river located 6. What is the name of north and east of Falls the reservoir into 13. A major tributary that Lake. which the Eno River drains parts of Greene, ______flows? Pitt and Wilson ______counties enters the 20. List the cities with Neuse River just below populations over 7. What is the name of what city (with a 10,000 along the Eno the river which population over and Neuse River? eventually carries the 10,000)? ______water from the Eno to ______the ocean? ______
1. Orange County 8. Hillsborough 14. 79 degrees longitude, 36 degrees latitude 2. Caswell, Person, 9. Pamlico Sound Durham, Alamance, 15. 77 degrees longitude, Chatham 10. Approximately 120 35 degrees latitude miles Approximately 3. Flat River 193 kilometers 16. Croatan National Forest 4. Two - Orange and 11. Eno River State Park, Durham Falls Lake State 17. Haw River; Cape Recreation Area, Fear River Basin
5. Approximately 33 Cliffs of the Neuse miles Approximately State Park 18. Wilmington, NC 53 kilometers 12. Approximately 500 19. Tar River (or Tar-
6. Falls Lake miles Approximately Pamlico River Basin) 805 kilometers 7. Neuse River 20. (Nine) Durham, 13. Kinston Note: The Raleigh, Wake
tributary, not named Forest, Clayton, Smithfield, on the DOT map, is Contentnea Creek. Goldsboro, Kinston, New Bern, Havelock.
Major Concepts: Objectives: and discuss and difficulties Dichotomous key Use simple encountered. Next, give Indicator species each student (or group) a dichotomous keys to Water quality copy of Aquatic Life Aquatic food webs identify pictures of ten unknown leaves Illustrations and the Key to Learning Skills: and five unknown Common Macroinverte- Observing, macro-invertebrates. brates. As a class, work classifying, and Name at least two through the key to identify communicating aquatic animal #1, then have the Reading taxonomic students identify the rest of keys macroinvertebrates that are tolerant of the macro-invertebrates on Subject Areas: pollution and two that their own. Science are intolerant of English Language Arts pollution. When everyone is done, Give at least two have individual students or * See Activity Summary reasons why groups share how they iden- for a Correlation with NC tified one of the Essential Standards macroinvertebrates are important to macroinvertebrates. Ask Location: Classroom humans. them to use the Key to Common Macro- Group Size: 30 students Educator’s Information: invertebrates to determine if Estimated Time: 50 minutes their organism is tolerant, intolerant or moderately tol- his activity introduces Appropriate Season: any erant of pollution. Discuss students to dichotomous the importance of macroin- Materials: keys. Students will key out vertebrates as indicators of Provided by educator: several macroinvertebrates Per student or group: One water quality and members using the same key that they of food webs. copy of the following–– will use at the park during Student's Information; Key # to 10 Common Leaves; 10 On-Site Activity 4, “Water Assessment: Common Leaves; Key to Bugs.” Students will also Use the test found at the end Common learn that macroinvertebrates of this activity. Can stu- Macroinvertebrates Found at are indicator species that dents follow the “text only” Fews Ford, Eno River State help us determine water key to identify the five un- Park; and Aquatic Life quality. A discussion of Illustrations. known macroinvertebrates? their role in aquatic food On the back of their papers, webs is included in the ask students to write, in Student's Information. paragraph form, two reasons why macroinvertebrates are Instructions: important to humans. Have the students read the Student’s Information and Test Answers: 1caddisfly larva, use the Key to 10 Common 2-scud, 3-mayfly nymph, 4- Leaves to identify the ramshorn snail, and 5-riffle leaves on the 10 Common beetle adult. The scud is
Leaves worksheet. As a moderately tolerant of pollution.
class, go over the answers All the others are intolerant. Student’s Information: They Key to Water Quality
Name That ―Bug‖! How a Dichotomous Key Food Webs Works Many of the macroinvertebrates ne important method for are predators that eat other determining water quality is to Practice using the Key to 10 animals; for example, the look at what lives in the water. Common Leaves first. Notice dobsonfly larva and the drag- When you visit Eno River State that the list of leaf characteristics onfly nymph. Others, like Park, you’ll be doing just that–– is arranged as a series of either/or statements. For each freshwater mussels, scuds and identifying water “bugs”! pair of statements, only one will caddisfly larvae, eat detritus be the correct description of the (decaying materials) in the The numbers of organisms you unknown leaf. For example, if water. Some, like leeches, are find in the river and the diversity you are handed a leaf from a pine parasites on fish, reptiles or of species will tell you if the tree to identify, you would start mammals. All the macroin- river is healthy. Excellent water at the top of the key with these vertebrates play an important quality is indicated by the two choices: role in the food web of a river or presence of a large number of 1. Leaf long and needle-like, or stream. For example, many fish different kinds of organisms, 2. Leaf not needle-like. depend on aquatic insects for especially those intolerant of food. Without them, most of the pollution. Examples of animals A pine needle is long and needle- fish would starve and the food that require excellent water like, so you would choose web would begin to collapse. quality are stoneflies, freshwater statement 2 and continue to the Mussels, snails and crayfish are mussels and water pennies. Only next pair of choices under that eaten by a wide variety of certain kinds of animals are able side of the dichotomous key. animals, including more to live in polluted water. If the terrestrial species such as the acidity of the water is too high or After you have mastered the leaf raccoon. if dissolved oxygen is too low, key, you can try the Key to most aquatic animals cannot Common Macroinvertebrates. A survive. Examples of animals macroinvertebrate is an that are tolerant of pollution are invertebrate (animal without a black fly larvae, leeches and backbone) that can be seen with certain types of worms. the naked eye. Many of them are insects or insect larvae, but only So the next time you see an In this activity, you’ll meet some a few are true bugs. “ugly bug” in the water, don’t of the animals that live in the Macroinvertebrates also include turn away in disgust. Learn its Eno River. You’ll also learn how many non-insect groups–– name by keying it out! This little to identify or classify them using mollusks (example: snails and animal can tell you what’s a dichotomous key. A mussels) and crustaceans happening to your favorite dichotomous key divides (example: crayfish). Notice that swimming hole or to the water characteristics that describe each macroinvertebrate’s name supply for your town. That’s organisms into two choices. At on the key is followed by a letter why we call it an indicator each level of the key, you will “T” (Tolerant of pollution), “I” species––its presence or absence pick the choice that best (Intolerant) or “M” (Moderately can be used to determine the describes the organism you are tolerant). health of a particular trying to identify. environment. Remember that “beauty is in the eye of the
beholder”!
1.______2.______3.______
4.______5.______6.______
9.______
10.______
1. ______
3. ______2. ______
4. ______
5. ______6. ______
1. Willow Oak 2. Sassafrass 3. Sweetgum
4. Shortleaf Pine 5. Tulip Poplar 6. River Birch
9. Red Maple
7. Americah Holly 8. White Oak
10. Loblolly Pine
,
1. Backswimmer Adult
2. Crayfish 3. Water Penny
4. Stonefly Nymph
5. Freshwater Museel 6. Leech
Can you identify these five macroinvertebrates? Use the key to help you.
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5.
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Which of the five animals above could live in water that is somewhat polluted?
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Major Concepts: Calculating Educator's Information: Water flow Water quality Water Flow in Natural and human the Eno River n this activity, the students influences on water flow will learn a simple method Aquatic habitats Objectives: for determining water flow. They will then use this infor- Learning Skills: mation to explore the ways Observing, using num- Calculate the rate of bers, collecting data in water flow using that water flow and water the field measurements and a quality are affected by human Measuring, averaging mathematical and natural factors. They will numbers, calculating formula. also be asked to think of water flow List three human ways they can influence local governments to protect water Subject Areas: actions that affect Science water flow. quality. Mathematics List three natural English Language Arts To prepare your students for influences on water their visit we recommend Social Studies flow. Pre-visit Activity #1, “Map * See Activity Summary Describe the Trivia.” for a Correlation with NC important Essential Standards relationship between Instructions: water quantity and Location: quality. 1. Prior to your visit to the Few’s Ford Access Area Describe three park, have students read the Group Size: problems that can Student's Information. Lead a 8 students per group result from river brief discussion concerning water quantity the importance of water flow Estimated Time: 30 minutes extremes. in maintaining water quality. Explain that in this activity, Appropriate Season: April through October Describe three the students will learn how to problems that can calculate water flow and thus Materials: result from river be able to evaluate this as- Provided by park: life jackets, water quality throw ropes, 100 ft. tape pect of the Eno River’s measure, metal yardstick, changes. water quality. stopwatches, tennis balls, Discuss at least two boundary ropes, charts, things people can do 2. Explain the method for activity sheets, clipboards, to help protect rivers measuring water flow and pencils and water quality. safety procedures that must Provided by educator: worksheets (one per be followed. student), pencils 3. Select three students to get Special Considerations: into the water. Have two See the safety message on students measure the length the Introduction page. and width, and one student
measure the depth of the industrial use. These natural flow space. Have the other 5. Have all the students de- and unnatural water controls students write down the termine the four averages can adversely impact measurements on their and then calculate the water aquatic organisms by worksheets. flow rate in cubic feet/sec- reducing water flow and ond. Discuss these results decreasing water quality. 4. Select four students to and what they might mean to See "Water Flow Basics" measure the rate of flow. the Eno River’s water quali- under Student's Information Have two students, each with ty. for specific examples of a ball go to the upstream end how changes in water flow of the flow space. Have two 6. Lead a discussion of fac- alter aquatic habitats.) other students, each with a tors that affect water flow stopwatch go to the (natural and human), and 7. Discuss how low (or downstream end of the flow how these factors in turn high) water flow can affect space. affect aquatic life. (Natural aquatic food webs. (When factors affecting water flow the aquatic habitat changes The student with ball should include drought, flooding as a result of water flow de- place it in the river upstream and natural stream obstruc- crease or increase, some from the beginning of the tion, i.e., beaver dams or log animals may die. Other ani- flow space and hold his/her jams. Human activities in- mals that depend on them hand in the air. As the ball clude dams, irrigation, and for food will also eventually passes the beginning of the die) flow space, he/she quickly drops his/her hand. This is the signal for the student with stopwatch to start the stopwatch.
The stopwatch is stopped the moment the ball passes out of the flow space. He or she will then retrieve the ball, and they will repeat this four more times.
The students with ball and stopwatch will follow the same procedure. The other students will record the flow rates on their worksheets as the students with the stopwatches announce them.
8. Ask the students how they Assessment: 4. Finally, ask your students can influence the government Pencil and Paper Test–– to give several ways that to protect our water re- people can protect rivers and sources. Be sure to empha- 1. Create your own post-test water quality. size the importance of every- by filling in the sections A, one being involved in caring B, C, and D on the work- Extension: for our resources (steward- sheet in this activity. Can Although water flow is more ship). The Eno River Asso- students calculate the water often expressed in cubic feet ciation is an organization that flow with the data you have per second, you can ask your exemplifies stewardship. If provided? students to convert this to time allows, the leader will the metric system. To briefly explain how the park 2. Ask students to list three convert cubic feet per second was created with the help of natural causes and three hu- to cubic meters per second, the Eno River Association. man causes for changes in multiply by 0.03. Example: water flow. 371 cubic feet per second becomes 11.13 cubic meters 3. Have students describe per second. two ways that low flow can affect water quality. Repeat for high flow.
water are diverted from the very salty. At this point, the Water flow refers to the Colorado! (Multiply 16.5 salt content averages 700 amount of water moving in a million by 325,850 to see parts per million, which is river or stream. Some of the how many gallons are taken much too salty for irrigation. ways that we express the rate from the river each year–– of flow are gallons per over five trillion gallons!) A huge delta and estuary at second, cubic feet per Sometimes the water level the mouth of the Colorado second, or acre feet per sec- is so low that rafters cannot used to be one of the most ond. (An acre foot is equal to run certain rapids in the productive in the Southwest. one acre of water one foot Grand Canyon. However, the decrease in deep, or 325,850 gallons of water flow has caused many water.) When you visit Eno Dams above the canyon changes. In 1922 ecologist River State Park, you will control how much water Aldo Leopold explored the participate in an activity to moves through the canyon. delta. He described it “as a estimate the water flow in cu- This has had a big impact milk and honey wilderness bic feet per second. Why is on aquatic life. For ex- where egrets gathered like a this important? Read the fol- ample, before the Colorado premature snow storm, jag- lowing story and discover was dammed, the river uars roamed, and wild mel- why water flow is such an flowed cold and carried lots ons grew.” Since that time important concept. of mud and silt during the two marine animals have be- The river is the Colorado. It spring floods. In the fall, it come endangered––one a begins in the Colorado slowed to a warm clear porpoise and one a large fish Rockies and empties 1,450 trickle. Native species were called a totoaba. (The miles later into Mexico’s well adapted to these condi- totoaba spawned in the estu- Gulf of California. The tions. Now dams trap sedi- ary, and the tide carried their Colorado provides water for ment in huge reservoirs and eggs up into the natural seven western states. This constantly release clear cold nursery of the delta.) includes water for human water from the bottom of consumption as well as irri- the lake. This creates According to saltwater gation for farms and domes- excellent habitat for agronomist Nicholas tic livestock. The Colorado is introduced species, like Yensen, “The river was like one of the most controlled trout, but is contributing to the Nile in its importance to rivers in the world. It has the near extinction of the delta; unknown species scores of dams, hundreds of several native species of may have disappeared...” As miles of aqueducts and tun- fish that do not tolerate the a result of the decrease in nels, dozens of pumping sta- cold water. water flow, entire aquatic tions, thousands of miles of communities have disap- canals, and more than 30 hy- By the time the Colorado peared and food webs have droelectric plants. Water is River reaches the Gulf of collapsed. pumped from the Colorado to California, it is barely a cities like San Diego, Califor- trickle. At times the river nia; Las Vegas, Nevada; dries up before it reaches Denver, Colorado; and the gulf. Even if there is Phoenix, Arizona. Each year water flowing, evaporation 16.5 million acre feet of has caused it to become
Water Flow Basics
You might be surprised to During low water We have talked a lot about learn that even the Eno is levels there is less low water levels but high affected by low water flow. habitat for river flow levels affect us also. Such conditions can have animals, and they Heavy rains wash exposed adverse affects on the entire become more soil into the river. This aquatic community. vulnerable to sediment can suffocate predators. macroinvertebrates, kill fish When water levels eggs, and alter habitat. A lot are low, the water Low water flow also of towns and cities divert temperature can means low water rainwater into storm drains increase and result in volume. With less that empty into rivers. This less dissolved water available to stormwater can bring toxic oxygen being dilute pollutants, materials into the river: ve- available. This can be toxic levels are hicle oil and gas from pave- deadly to reached more ment; chemicals used in macroinvertebrates quickly. farming and lawn care; and fish. overflow from wastewater Last but not least, treatment plants; and trash Algae can spread you might be forced from dumps and other rapidly during low to conserve water sources. water flow, and these during low flow plants use periods to make sure As you can see, water flow tremendous amounts you have enough to is very important to us. of oxygen as they drink and bathe. Using water wisely and pro- decay. Fish kills can tecting our river’s water- occur because of shed from unwise use are insufficient dissolved two ways we can help main- oxygen. tain a healthy and more natural water flow. A beaver dam reduces water flow downstream while providing a wetland habitat upstream. How does a beaver dam differ from a manmade dam?
10 182412 6
1.17 Average rate of flow through flow space Ball 1
1. 20 sec. + 2. 22 sec. + 3. 18 sec. + 4. 23 sec. + 5. 21 sec. = 104 sec. Ball 2 1. 21 sec. + 2. 26 sec. + 3. 24 sec. +
114 sec.
4. 21 sec. + 5. 22 sec. =
Major Concepts: Special considerations: The Power of Water quality pH range (acid-neutral- Chemical reagents are used Hydrogen base) in water quality testing. Acid precipitation Educator's Information: Because misuse of these Learning Skills: chemicals can be Observing, classifying hazardous, standard n this activity, students Reading informational chemical protection will test the pH of several materials with complex procedures will be required. household products, as well vocabulary Goggles and rubber gloves Expanding on as river water. Park staff will be provided for all information will lead a discussion focus- students handling testing ing on the pH scale, what kits. These must be worn at Subject Areas: pH ranges aquatic life will Science all times during test tolerate, and natural and hu- English Language Arts procedures. The educator man influences that can will assist in seeing that all * See Activity Summary for change the pH of a river or safety precautions are a Correlation with NC stream. The students will use followed. Essential Standards. litmus paper to test the pH of
several items and record Location: Objectives: Few’s Ford Access Area their results on the “Sample Demonstrate the use pH Range” worksheet. They Group Size: of litmus paper and will also use a LaMotte test 8 students per group the LaMotte test kit kit to test the pH of distilled for determining pH. Estimated Time: 30 minutes water and Eno River water Find the pH of at and record their results on Appropriate Season: least three common the “Sample pH Range” April to October substances. worksheet. Park staff and List two natural students will discuss their Materials: Provided by the educator: influences that can results and compare them to pencils, student worksheet affect the pH rating the “pH Ranges That (one copy per student) of a river. Support Aquatic Life” Provided by the park: Test List two human poster. They will note the paper, LaMotte Test Kit, “pH influences that can extreme ranges of the sam- Ranges That Support Aquatic Life” poster, “Sample pH affect the pH rating ples and be able to determine Range” poster, sample items of a river. which organisms might be (distilled water, Eno River State the North able to live in water with water, vinegar, lemon juice, Carolina those pH’s. Liquid-Plumbr™, Rolaids™, Environmental Coca-Cola™, soap, Formula Have the students read the 409™, baking soda) Management Commission's pH Student’s Information prior range for aquatic to the park visit. macro-invertebrates (6.0-9.0).
Instructions: for macroinvertebrates. (photosynthesis removes carbon dioxide, CO ) 2 1. Review the pH informa- Review how aquatic life is tion provided in the affected by pH. Be sure to • pH increases with Student’s Information. cover the concept of toler- aeration by riffles and rapids Discuss what the term pH ance ranges for different or- (aeration adds oxygen, O ) means and how it is ganisms. Use an example 2 measured. Be sure to use such as the one on mayfly • pH decreases with an an example––if the river's nymphs. Also, discuss the increase in rainfall (rainwater pH changes from 6 to 5, range of pH tolerance found is typically more acidic) this means the river is on the “pH Ranges That Sup-
now 10 times more acidic; port Aquatic Life” poster. • pH decreases with de- from 6 to 4 would mean it composition of plants (decomposition removes O ) is 100 times more acidic. 4. Discuss with the students 2 that the rainwater, collected • pH decreases with 2. Have two students test the in a park rain gauge, will respiration (animal breathing pH of the Eno River water have a varying pH. (Results releases CO ) using the LaMotte Test for the park have been from 2 Kit. Have one student 5.4 to 6.5.) Review the acid read how it is done from precipitation section of the 6. Discuss the pH of house- the instructions with the Student’s Information. Em- hold products (the pH of test kit while the other phasize that rain is naturally many products used for student does the test. acidic, with a pH around 5.5. cleaning is basic, while the Have the students then Rain is buffered by the soil, pH of items that taste sour is test the pH of the distilled resulting in stream water with acidic). Explain the test pro- water and the pH of the a pH between 6 and 8. Note cedure using litmus paper. rainwater using the that there are naturally acidic Note that litmus paper can LaMotte Test Kit. bodies of water, particularly test a broad range of pH and in the eastern part of the that each litmus paper type 3. Discuss the results, rein- state. Finally discuss what covers a specific range within forcing the Student’s acid precipitation is, where it the pH scale. Information. The Eno comes from, and how it River water should fall changes the pH of the water. 7. Have one student come between 6.0-9.0 to meet forward and pick a product to the standards for fresh 5. Discuss other ways the pH test. Prior to testing, have the of streams is changed, rein- student decide if the product forcing the Student’s Infor- will be basic, acidic or neu- mation, particularly: tral. Have the student select a strip of litmus paper from • pH increases with in- within the range they think creases in effluent from appropriate and place it in the sewage treatment plants product. Match the color on water set by the N.C. (effluent is high in ammonia the litmus paper chart. Dis- Environmental which neutralizes acids) cuss the results and have the Management student mark the class poster. Commission. Generally • pH increases with All students should mark their 6.5-7.5 is the best range photosynthesis in plants own worksheet. 8. Continue this process until Volunteers and park rangers Modification: all products are tested. test the Eno River several times each month for pH, If time permits, take a short To test Rolaids™, soap and dissolved oxygen, tem- hike upriver and test the pH baking soda, dissolve the perature, water flow and of the Eno at different sites products with an equal macroinvertebrate population along the trail. Ask the park amount of distilled water. and diversity. Several years staff for trail suggestions. Remind the students that ago, this vigilant testing of pure, deionized water con- the river identified a chemi- + tains equal numbers of H and cal spill that put the pH over - OH ions and is considered 12 for a period of time! neutral, pH of 7. Note that Dedicated volunteers have this will slightly buffer the also provided data to help es- true pH of these products, but tablish water flow regulations the products will still provide controlling the amount of examples of basic pH’s. Point water that can be removed out that Rolaids™ and baking from the river. The Eno soda are both basic (pH of 9) River is fortunate to have so and that baking soda could be many good stewards! used for acid indigestion just as well as Rolaids™. Discuss Assessment: some of the foods that give us acid indigestion. [Pizza If you have litmus paper, or (tomatoes), chili (tomatoes), other method of testing for orange juice (citric acid), etc.] pH in your classroom, set up We, too, are living organisms lab stations and ask students and can not tolerate drastic to find the pH of a variety of changes in pH! To test “you,” substances. Then, discuss, or have a student place the tip of ask students to write their an- a strip of paper on his or her swers to the following ques- tongue. Have the class decide tions: if the student is acidic, basic, 1. Describe two events, one or neutral prior to the test. natural and one human- caused, that will increase 9. Sum up the activity by the pH of a stream or emphasizing that aquatic life river. Explain why. is affected when the pH var- ies a great deal from neutral. 2. Describe two events, one natural and one human- A change in the pH of a river caused, that will decrease can be one of the first the pH of a stream or indicators of water quality river. Explain why. problems and can quickly affect the aquatic life in the 3. Give the Environmental stream. Management Commission's acceptable pH range for North Carolina fresh waters.
sewage treatment plants (the The term pH means The pH of rainfall is naturally effluent is high in (p)ower of (H)ydrogen ion acidic, usually registering ammonia), photosynthesis activity. Scientists use the from 5 to 5.5. However, many in plants (photosynthesis pH scale to define the soils are somewhat basic and removes carbon dioxide, degrees of acidity/basicity “buffer” the rainwater by CO ), and aeration by riffles raising its pH, making it less 2 in soil and water. On one and rapids (aeration adds acidic. As a result, despite the end of the scale, a pH of 0 is oxygen, O ). pH of non-polluted rain being 2 extremely acidic (many + around 5.5, the pH of most number hydrogen ions, H ), stream water is between 6 and The pH of water decreases whereas at the other end of 8. However, you can find (becomes more acidic) with the scale, a pH of 14 is naturally acidic water in each of the following: extremely basic (many increases in rainfall - swamps, bogs, Carolina hydroxide ions, OH ). bays, and blackwater rivers (allowing little or no
in the eastern part of the buffering from the soil), A pH of 7 is neutral (equal decomposition of plants + - state. There, the soils numbers of H and OH ions), (decomposition removes O ) contain large amounts of 2 representing a factor of ten. peat (partially decayed plant and respiration (animal Thus, a change in a river’s material) which is acidic. breathing releases CO ). pH from 6 to 5 means that 2 the river is ten times more Some acidic waters are not Changes in pH can give acidic; from 6 to 4 means it natural, but the result of acid valuable clues to water is 100 times more acidic. precipitation. Acid quality changes. A pH
precipitation falls in the form change, either an increase or North Carolina has estab- of rain, snow, fog, sleet and decrease, may be an lished water quality stan- hail. The acidity results indication of biological dards. For all fresh waters, primarily from the mixing of processes such as decom- except swamps, the accept- water vapor with sulfur position of organic matter, able pH range is 6.0 - 9.0 dioxide (from coal burning photosynthetic activity or an (swamps can have a pH as power plants) and nitrous increase/decrease in low as 4.3). oxides (from cars and trucks) pollutant levels. in the atmosphere. Acid Aquatic life is affected precipitation can cause Monitoring the pH of our when the pH varies a great changes in the pH of our streams and rivers is of great deal from neutral. Different waterways. importance. It can alert us to organisms tolerate varying changes in our water quality ranges of pH, and the popu- The pH of water increases and help us to protect our lation of aquatic organisms (becomes more alkaline or waters by giving us clues to will change if the pH basic) with increases in the the source of the changes. changes favor certain spe- following: effluents from cies. For example, mayfly nymphs do best when the pH is around 6.5, but they usually cannot survive if the pH drops below 5.0. Most macroinvertebrates do best if the pH is between 6.5 and 7.5.